Technology in the Yapese Classroom: A Choice

Compiled by Deborah Ellen

Kammigar~

Why are we here?

And who is this person standing in front of us?

We begin by looking at where we are – where are we ‘standing’?

For every 100 students who enter elementary school in Yap…

74 will graduate from the 8th grade

60 will enroll in 9th grade

35 will graduate from the 12th grade

Hezel, F. & Heine, H. (2000, June). Here’s where we’re headed: Which way should we be going? Micronesian Counselor. #28. Retrieved October 5, 2008, from http://www.micsem.org/pubs/counselor/frames/hereheadedfr.htm

Let’s look at a trend ~

Hezel. F. (2001, January). How good are our schools? Micronesian Counselor #32. Retrieved October 5, 2008, from http://www.micsem.org/pubs/counselor/frames/howgoodschlfr.htm

Table 1. FSM Public High Schools: Pass Rates on COM-FSM Entrance Test (1994-2000)

(percentage of students passing)

1994 1995 1996 1997 1998 1999 2000 Average Pohnpei 38 27 37 44 65 65 72 50 Kosrae 35 40 22 38 40 75 73 46

Yap 29 44 25 24 47 59 60 41

While these statistics are from previous years, we can still learn

something…

Notice that the greatest improvement is seen between 1997 and 1999.

1997 1998 1999 2000 24 47 59 60

Was it the teachers?

Was it the leadership?

Henry Falan was Yap’s Director of Education from 1995- 2003.

Or….maybe technology?

Computer technology was introduced into Yap’s schools in 1995/6.

Sufficient data regarding Yap’s educational practices and assessments is not readily

available.

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Nevertheless, research has much to say about the tremendous potential of computer technology in addressing the learning needs

of students.“Technology and Student Achievement”

“Technology and Student Learning”

“Critical Issue: Using Technology to Improve Student Achievement”

“Technology’s Effectiveness for Student Learning”

“Technology and Literacy”

“Computer Assisted Language Learning for ESL/EFL”

“Computers in the Classroom: The Impact of Technology on Student Learning”

“Critical Issue: Using Technology to Support Limited- English-Proficient (LEP) Students' Learning Experiences”

“Assessing the Impact of Technology on Teaching and Learning”

“Web Literacy and Critical Thinking”

“The Advantages of Using Technology in Second-Language Learning”

What does the research say?

How is computer technology helpful for students – including our English

Language Learners (ELLs)?

According to NCREL specialist, Asta

Svedkauskaite (2003)…

“To many students, technology is motivational and nonjudgmental. It gives them prompt feedback, individualizes their learning, and tailors the instructional feedback” (¶8).

Immediate feedback

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“Computer-assisted instructional (CAI) programs are ‘ideal for fostering reading and writing skills in the target language {English}’” (¶16).

Earobics is an award winning research-based program that builds phonological awareness, auditory processing and phonics skills. Developed by language-learning and literacy specialists. Earobics teaches the skills necessary to learn how to speak, read and spell. Use the automated data collection tools to monitor students’ progress, print reports and guide remediation. For each activity, Earobics automatically generates IEP-formatted goals.http://www.donjohnston.com/products/earobics/index.html

Introductory Grammar and Vocabulary with Color Key

This program will help you learn and remember English grammar and vocabulary. 20 units of grammar lessons and exercises Instructions and vocabulary translated into 10 languages Contains 690 words and 577 memorable pictures The Color Key makes it easy to remember – all nouns are blue, all pronouns are green, verbs are black and so on as follows:

oNouns oVerbs oPronouns oArticles oAdverbs oPrepositions oAdjectives

http://www.englishelearning.com/en/ppigv.html

“One of the advantages of using technology is the opportunity of providing visual context” (¶30).

The Edmark Reading Program teaches basic reading skills to the most struggling readers and non-readers. Through short instructional steps, students are taught recognition and comprehension of words. Carefully planned introduction of words and evolution of sentence structure promote language development. The content is appropriate for students of all ages. Student progress is automatically tracked, and single-switch scanning is supported.

http://www.donjohnston.com/products/edmark/index.html

“In computer-managed instruction there are supplemental technology programs designed for students new to learning English that emphasize vocabulary learning, phonetic awareness, and basic literacy skills and have been shown to be successful in assessing the learning outcomes of students (Taylor, 1999; Labov & Baker, 2001)” (¶33).

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“Technology use in the classroom… is one of the potential strategies to address the dropout issue and improve the teaching and learning of all LEP students” ¶46).

And, last but not least, according to research presented by Svedkauskaite (2003),

“Research studies… generally agree that technology is effective for LEP {Limited English Proficient} learners… experts' opinion on the social and academic benefits for LEP learners lead to the conclusion that technology is ‘especially beneficial for ELLs [English language learners]” (¶46).

Based on research, Stratham and Torell (n.d.) report the following:

“When properly implemented, the use of computer technology in education has a significant positive effect on student achievement as measured by test scores across subject areas and with all levels of students” (¶4).

“When used appropriately, computer technology in classrooms stimulates increased teacher/student interaction, and encourages cooperative learning, collaboration, problem-solving, and student inquiries” (¶8).

“Students from computer-rich classrooms show better behavior, lower school absentee rates, lower drop-out rates, earn more college scholarships, and attend college in greater numbers than do students from non-computer classrooms” (¶12).

Robert Yangerluo is currently pursuing his MA while teaching at the College of Micronesia in Yap. Robert said, “We need to help our students to be more successful in their learning and to better prepare our students for college. One way we can do this is by getting students involved in using technology” (personal communication, October 10, 2008).

“Computer-based teaching is especially effective among populations of at-risk students” (¶15).

What does “at-risk” mean?

Are our students at-risk?

In a report prepared by UNESCO (2006), they stated the following:

“Well-designed educational computer programs are exciting to use, which motivates learners… For example, colors and animation in computer programs engage learners and encourage them to participate. Similarly, by presenting reading lessons in a game form, computer programs encourage learners to compete against themselves and therefore learners willingly engage in repetition and practice without losing interest. Such computer programs, by tirelessly repeating words and correcting errors for large numbers of students at the same time, also take the pressure off overworked teachers” (p. 17).

Students in Thailand use computer technology in their reading programs.

Mike Muir (2007), associate professor at the University of Maine and member of the Design Team for Curriculum and Professional Development of the Maine Learning Technology Initiative, states that computer technology…

“Accelerates, enriches, and deepens basic skills.

Motivates and {adds to the} viability of tomorrow's workers.

Strengthens teaching.

Contributes to change in schools.

Connects schools to the world.

Engages students in learning. Helps relate academics to the practices of today's workforce. Increases economic” (¶5).

We have seen that computer technology can play a significant role in student learning, higher test scores, and student retention. So what are some of the concerns we need to address in implementing computer technology into our classrooms?$ for purchasing computers

$ for maintaining computers

$ for wiring computers to the Internet

$ for purchasing computer software

$ for ongoing professional development of teachers

Whatever the challenges, if we want to see the results, we must address the

various requirements.

According to the National Education Association (n.d.), “Fully preparing and supporting educators in the instructional use of technology is critical. Teachers and school staff must know how to do more with technology than simply automate practices and processes. They need to learn to use technology to transform the nature of teaching and learning” ¶5).

Based on a report published by the North Central Regional Educational Laboratory (NCREL;1999, 2005),

“Students cannot be expected to benefit from technology if their teachers are neither familiar nor comfortable with it… The primary reason teachers do not use technology in their classrooms is a lack of experience with the technology” (¶65).

The question arises~Where can we find the necessary

finances?

Some ideas…

Apply for special federal grantsApply for grants/funding through ngo’s, UNESCO,

and private charitable donorsWrite a letter to Bill Gates! Why not?Contact groups who obtain and refurbish used

computers to donate to schoolsCheck on the possibility of the Peace Corp

sending several computer teachers Check on how the initial computers and programs

were funded back in 1995/6Other ideas?

Some main points to remember…

Computer technology has been shown to help students be more successful in their learning.

Computer technology is effective in addressing the issue of the retention of students.

Computer technology is especially beneficial for English Language Learners.

It’s a matter of choice…

The choice is up to you – Yap’s educational and community leaders. Your choice will determine our students’ and our state’s future.

References

Muir, M. (2007). Research summary: Technology and learning. Retrieved August 6, 2008, from http://www.nmsa.org/Research/ResearchSummaries/TechnologyandStudentLearning/tabid/275/Default.aspx

NEA. (n.d.). Technology and education. Retrieved October 8, 2008, from http://www.nea.org/technology/index.html?mode=print

NCREL. (1999; 2005). Critical issue: Using technology to improve student achievement. Retrieved August 5, 2008, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm

Sparks, D. (1999). Plugging educators into technology. Retrieved August 6, 2008, from http://www.nsdc.org/library/publications/results/res2-99tech.cfm

Stratham, D.S. & and Torell, C.R. (n.d.). Computers in the classroom: The impact of technology on student learning. Retrieved August 6, 2008, from http://www.temple.edu/lss/htmlpublications/spotlights/200/spot206.htm

Svedkauskaite, A. (2003, June 24). Critical issue: Using technology to support limited- English-proficient (LEP) students' learning experiences. Retrieved September 21, 2008, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te900.htm

UNESCO. (2006). Using ICT to develop literacy. Retrieved October 8, 2008, from http://www2.unescobkk.org/elib/publications/088/Using_ICT_to_Develop_Literacy.pdf