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Group Topic: How has Information and Communication Technology (ICT) shaped education?
Individual Topic: Is technology advantageous stages 4 and stage 5 of learning?
Literature Analysis
The provision of ICT tasks, whether short in-class tasks or project-based tasks, allows
for enhanced engagement of content with emphasis upon social interaction (Bingimlas,
2009; Dawson, 2010; Perrotta, 2012). Reasons for such engagement, highlighted by Dawson
(2010) and Warmuth (2014) stem as intrinsic (value-driven) motivators. Emotional
engagement focuses upon the relationship between student and their learning
environment, and the positive or negative reactions experienced in context to their learning
space (Skinner, Kindermann & Furrer, 2011). Discussed further by Dawson (2010) as well as
Zepke & Leach (2010), intrinsic reasons for engagement include development of
responsibility and ownership of learning, opportunity for independence in learning, and
finally provides ownership of study skills for further application. Discussed by Bingimlas
(2009) and Zepke & Leach (2010), appropriate usage of ICT tasks including collaborative
research tasks, simulations, and visual media acts as tools for student motivation to
succeed.
Angus & Max (2010) provided specific examples where incorporation of ICT simulation tasks
in stage 4 science has shown greater success in creating student engagement than a first-
hand practical experiment where resources required were unattainable or unreliable. Such
strategies include practical simulations, or usage of cam-capture images (Pullen & Cole,
2010) Angus & Max (2010) expressed the implication of this is that such a practice will
depend entirely upon teacher capability in utilising ICT tasks and strategies. A particular
notion posited by Liu & Chen (2013) which supports Angus & Max’s (2010) as well as
McCarthy, McCourt, Ikutegbe & Zhou’s (2018) research was that emotional engagement
from secondary students improved through a positive attitude towards teachers willing to
incorporate ICT into their classroom, despite potential successes or failures.
This literature review highlighted the benefits of implementing ICT within stage 4 and 5
classrooms. Although several of the key literature articles examined did not specifically state
their purpose as stage 4 or 5 learners, it is conceivable that their findings apply for this
particular context. Despite key findings of beneficial standpoints in implementing ICT, it
must be noted that advantageous usage of ICT requires a strong understanding,
Researching Teaching and Learning 2 – Assessment 2
commitment, and engagement from the teacher, elsewise student achievement will not rise
in success (Becta, 2009; Cheung & Slavin, 2013). Research findings must be considered at a
classroom and cultural standpoint, wherein students of different backgrounds and areas of
learning may find different rates of success from ICT engagement (Law, Pelgrum & Plomp,
2010). Overall, these articles provide evidence that ICT incorporation is beneficial to stage 4
and 5 learners, despite potential need for further evidence at a more recent year-threshold.
*Please note*: Final word count for Section A withholding in-text citations is 1147 words.
Researching Teaching and Learning 2 – Assessment 2
I am working on a project titled ‘How has Information and Communication Technology (ICT) shaped
education?’ for the class, ‘Researching Teaching and Learning 2,’ at Western Sydney University. As
part of the project, I am collecting information to help inform the design of a teacher research
proposal.
My individual sub-topic focuses upon the benefits of using ICT in stages 4-5 (years 7-10) of learning.
From interviews, I am hoping to receive a first-hand understanding of whether technology has been
successfully implemented in the classroom, and whether it was advantageous in regards to the
effort required to do so.
I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
The procedures required for the project and the time involved have been explained to me,
and any questions I have about the project have been answered to my satisfaction.
I consent to participation in a personal interview regarding implementation of technology
within my classroom/school.
I consent to the interview being recorded and transcribed for further analysis of data.
I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching
Teaching and Learning 2’ unit, and that all personal details will be de-identified from the
data.
I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old,
and provide my consent for the person’s participation.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
Researching Teaching and Learning 2 – Assessment 2
Interview Script:
Preamble:
Interview Questions:
4. How often, in a typical fortnightly cycle, do you feel that you incorporate ICT into
your lessons for a stage 4 or 5 class?
Inquire about specific examples with such sub-questions as ‘Can you discuss
an example from some of your previous lessons?’
5. What is the typical response from your students when incorporating ICT into a
lesson? Do you feel they responded positively or negatively?
6. Do you feel that these instances of ICT incorporation have been successful in
creating better engagement in your classroom?
Inquire about specific responses. Why do you think it was successful?
7. Could you please provide your understanding of the term ‘student ownership of
learning’?
8. Based upon your understanding, would you say that ICT incorporation provides
greater student ownership of learning? Why?
9. In your opinion, do you feel that using ICT in the classroom has enhanced student
knowledge? For example, providing simulations in a science classroom when
materials may not be available.
10. How long would you spend on average per day planning and designing your lessons?
‘How do you think that incorporating ICT activities in your lesson structure
may influence your time spent planning?’
11. In your opinion, do you feel that student-focused ICT tasks have created more
knowledge in your students than a more traditional ‘by-the-book’ approach we have
seen in the past?
12. Where do you see the future of Australian education leading in terms of ICT usage?
13. In your honest opinion, do you feel that ICT in secondary education, particularly
stages 4 and 5, is beneficial to student success?
Allow extra time if necessary to get maximal responses for this question as
the given response may prove the focus point of the interview.
Researching Teaching and Learning 2 – Assessment 2
The chosen interview protocol harnesses Jacob and Furgerson’s (2012) and Castillo-
Montoya’s (2016) research regarding the interview process and creation of unbiased data
collection. The overarching topic of technology in education was chosen as means of
assessing the potential for student academic and socioemotional success in their learning,
with this project focusing upon benefits of ICT incorporation. This interview protocol begins
with the construction of 13 research-guided questions focusing upon technology as a whole
before delving toward specific focus questions. Here, a script is composed outlining the
interview process and crucial information to be provided to the participant, including formal
consent (Jacob & Furgerson, 2012). The Human Research Ethics Committee (HREC) at the
Western Sydney University must approve this project before further action can be taken.
With approval given by the HREC, participants can be contacted via phone/email or
in person where possible. The interview is to take place in a semi-private location where
participants are to be repeated their rights and given further information on how audio
devices for further analysis will record the interview. Face-to-face interviews are essential in
catering for personalised responses from participants (Irvine, Drew & Sainsbury, 2013). The
nature of this semi-structured interview requires open-ended questions to cater for
elaboration where required. It is crucial throughout this interview process for the
Researching Teaching and Learning 2 – Assessment 2
interviewer to allow for dynamic changes to allow further insight into particular concepts
the participant may share, providing them with additional sub-questions or rephrasing
questions if uncertain (Castillo-Montoya, 2016; Jacob & Furgerson, 2012). It is additionally
important that participants are provided adequate time to answer questions, allowing
pauses for thought and choice of words. This may lead to an elaboration in response that
may not be provided elsewise (George Mason University, 2010). This project is set with a
target of 8 minimum interviews but can extend to up to 15 responses dependant on
availability. After the interview process occurs, audio recordings will be formed into scripts
and stored for further analysis (Jacob & Furgerson, 2012).
Researching Teaching and Learning 2 – Assessment 2
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