From Classroom to Lab:
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1) The document summarizes an ethnographic study conducted in a primary school in Cape Town, South Africa that examined how ICT is used to teach literacy and numeracy. 2) The study found that drill and practice software was commonly used, but lacked accompanying books, and student engagement varied. 3) A highlight was a Grade 7 project where students gathered survey data on school preferences, analyzed it, and presented recommendations to the principal, extending their knowledge and taking action.
From Classroom to Lab:
- 1. From Classroom to Lab:ICT’s teaching Literacy, Numeracy in an African ContextLeighton ForbesUniversity of Cape Town
- 2. Basis of the Research Case-StudyWestern Cape, South AfricaEthnographic study in a primary school in a low-income area in Cape Town
- 3. Problems and PurposeComputerized and networked media resources operate in these settings in specific ways that are ignored in discussions of the ‘digital divide’, and the call for the expansion of physical access to computers and the internet. (Prinsloo and Walton, 2008)
- 4. Conceptual Resources/Theoretical FrameworkLiteracy as a Social PracticeNew Literacy Studies Multimodality/Discourse analysis
- 5. Data collection & AnalysisGrade 2 and Grade 7 classroom observationsField – notes Transcription of teacher talk in the laboratory and classroomMultimodal discourse analysis Screenshots of computer lab activitiesInterviews (semi-structured/unstructured)
- 6. A new communication order?The challenge for research is to extend and enhance understanding of the ways in which the use of new technologies influences, shapes, even transforms literacy practices. (Snyder, 2001)
- 7. Social practices in the schoolLiteracy eventthe observed event most easily spotted in the classroomLiteracy practiceThe broader social activity associated with observed events
- 8. Timetable
- 10. Drill and Practice SoftwareStill very popularComes pre-installedBasically expensive electronic worksheets
- 11. Multimodal analysis – computer screensFill in the missing word activitiesSequencing activities
- 12. ChallengesShortage of books that accompanied the software
- 17. New forms of knowing
- 18. Screen-based, multimedia texts plus other tactile digital tools
- 20. Schools provide knowledge for communities
- 22. Grade 7 Class Project -The Tuck-shop
- 23. Learner engagement: Questions and Inquiry during MathsDraft work of data gatheringSurvey of class favourites
- 24. Student surveys
- 25. Grade 7 work samples – data gathered from interviews in the classroomLine graph of favorite carsLine graph favorite brands
- 26. Extending knowledge and leading towards actionGathering data, took surveys, workbook Skills using databases & spreadsheetsApplying knowledge to the school community context
- 27. Students Taking ActionPrepare survey resultsRecorded findings electronicallyAnalyze needsReport findings to school principalWrite recommendations based on findings
- 28. Graphing data
- 29. ChallengesPassivity vs. Taking actionPower/Authority relationsTeacher reluctance and/or apprehension
- 30. ResultsTechnology set up restrictive/constrainedTechnology set up productive/ creative
- 31. Potential of TechnologyUse technologies as a mediating toolInfuse ICT integration into the school curriculum
- 32. What Impact?Empowering and Equipping ChildrenCustomize learning experiencesShare responsibilitiesTraining of 21st Century teachersKey Factors for Success:Scaffold student learning activities around new toolsTeacher competence with technology integrationDevelop learning communities around new technologies
- 34. Moving from entry to transformationThe teacher begins to use technology tools to deliver curriculum content to students
- 35. AdoptionThe teacher directs students in the conventional and the procedural use of technology tools e.g. hardware or software
- 36. AdaptationThe teacher facilitates students in exploring and independently using technology tools
- 37. InfusionThe teacher provides the learning context and the students choose technology tools to achieve the outcome.
- 38. TransformationThe teacher encourages the innovative use of technology tools. Technology tools are used to facilitate higher order learning activities that may not have been possible without the technology
- 39. Moving from Active to Goal-directedStudents are actively engaged in using technology as a tool rather than passively receiving information from the technology
- 40. CollaborativeStudents use technology tools to collaborate with others rather than work individually at all times
- 41. ConstructiveStudents use technology tools to connect new information to their prior knowledge rather than to passively receive information
- 42. AuthenticStudents use technology tools to link learning activities to the world beyond the instructional setting rather than working on decontextualized assignments
- 43. Goal-directedStudents use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than completing assignments without reflection
- 44. Conclusion…
- 45. Thank You Leighton ForbesEmail: goleightonforbes@gmail.comWebsite: www.about.me/leightonforbesSocial Media: www.twitter.com/leightonfb
Editor's Notes
- #3: What Was I looking for?Computers placed in marginal or sub-elite schoolsTeachers and learners operating with computersLiteracy Events and Literacy PracticesWhy?I wanted to understand the emergence of literacy practices around pre-installed computer hardware and software as argued in Multiliteracies work and the New Literacy Studies
- #9: A word wall of my abstract/overview
- #15: Who is passive here?Who is active here?What is here?
- #16: I capture video clips of learners sitting in pairs around the computer, in particular two young boys, ‘Leon and David’, one reading the words, the other clicking and scrolling across the pictures. There appears to be no set task or specific outcome for the lesson in terms of follow through from the classroom. Leon sits with his pencil in hand pointing at the screen, telling David the correct answer. They are identifying colours, e.g, red, green, yellow etc. on different types of objects, such as cars, hats and balls. This particular exert on the screen is of the ball.What opportunities for communication exist here?
- #17: Technological ThrustsNew forms of knowingScreen-based and multimedia textsKnowledge and digitizationSchools provide knowledge for communities
- #32: Results: Technology is set up in ways which are sometimes constrained/restrictive and thus reinforce skewed authority relations in the discourse of the classroom. Also technology can be set up in productive/creative ways which fosters student-led inquiry and leads towards action on the part of the learner.