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Rie Ajmer

The document discusses using information and communication technologies (ICT) to transform science teaching and learning. It describes benefits of ICT including helping students develop skills and representing information. The study used a quasi-experimental design with a treatment group receiving ICT integration and a control group receiving traditional instruction. Results showed the treatment group performed significantly higher on post-tests than the control group, suggesting positive relationships between ICT use and student achievement. The document also describes various ICT tools and platforms used in the study like Kahoot, Edmodo and their functions.

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AYSHAMOHD88
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147 views

Rie Ajmer

The document discusses using information and communication technologies (ICT) to transform science teaching and learning. It describes benefits of ICT including helping students develop skills and representing information. The study used a quasi-experimental design with a treatment group receiving ICT integration and a control group receiving traditional instruction. Results showed the treatment group performed significantly higher on post-tests than the control group, suggesting positive relationships between ICT use and student achievement. The document also describes various ICT tools and platforms used in the study like Kahoot, Edmodo and their functions.

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AYSHAMOHD88
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
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INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) TO TRANSFORM


TEACHING-LEARNING PROCESS IN
SCIENCE CLASSROOMS
Aysha Mohammad Ubaidullah (Research Scholar)
Prof Sohrab Ali (Faculty)

Department of Teacher Training and Non- Formal Education,


Institute of Advanced Studies in Education, Jamia Millia
Islamia, New Delhi
“How can learning technologies improve
learning? What the answer depends on is, of
course, the context of learning. Any
educational method depends for its
effectiveness on the students, teachers,
classroom style, institutional milieu, and so
on, as much as on the material or method
itself.” (Laurillard, 1993, p.46.)
BENEFITS OF ICT WITH TEACHING AND LEARNING

Helps students become more socially aware and helps


them communicate effectively
Significantly enhances knowledges, skills and attitudes
of the learners
Learn how to represent information through use of
ppt, word files etc.
Better problem solving and critical skills
DATA COLLECTION

 For this study a mixed method approach was utilized. It is quasi experimental as
the groups were selected without any random pre- selection process.
 The group were divided into a control group and an experimental/treatment
group. Intervention was applied to the treatment group with ICT usage. The
control group received no intervention with traditional classroom instruction.
 A set of Pre-test questions was administered on both the groups to determine
their level of understanding in the science topics.
 The pre-test was administered and were the same questions in pretest. The
treatment group underwent classroom intervention for 3 months with ICT
integration in every lesson.
 The student in both the groups were assigned to an online forum. Subject
teachers were required to post classroom syllabus, test dates, notes and even
ICT USED IN SCIENCE CLASSROOMS
WORD PROCESSING

TOOL
APPLICATIONS PRESENTATIONS
(SOFTWARE)

WHITEBOARD
ICT
COMPUTED ASSISSTED
LEARNING

LEARNING COMPUTER ASSISSTED


THROUGH ICT INQUIRY

E-LEARNING
RESEARCH DESIGN

The researcher after reviewing different


methods utilized quasi experimental
nonequivalent pretest-posttest control group
design
It was selected as it provided a means to collect
and analyze data of intact groups rather than
shuffling them based on age, gender,
achievement etc.
RESEARCH ENVIRONMENT

• The participants for this the study were


68 students of grade 6 science
classrooms.
• Assigned into two groups, i.e., an
experiment class (n=34) and a control
RESEARCH DESIGN

Utilized quasi experimental nonequivalent pretest-


posttest control group design.
Study sought to determine if a significant difference
existed between control and experimental group after
an ICT intervention was applied.
t-Test was utilized to compare the means of the
outcome and to determine if the intervention in the
experimental yielded higher level of student
achievement.
PARTICIPANTS’ PRE-TEST SCORE IN EXPERIMENT AND CONTROL
GROUP

GROUP NO OF MEAN STANDARD STANDARD t-test


STUDENTS DEVIATION ERROR MEAN

EXPERIMENTAL
34 71.44 14.75 2.53 0.35
CONTROL
34 70.14 13.74 2.36
PARTICIANTS’ POST-TEST SCORE IN EXPERIMENT AND CONTROL
GROUP

GROUP NO OF MEAN STANDARD STANDARD t-test


STUDENTS DEVIATION ERROR
MEAN
EXPERIMENTAL 34 81.79 12.74 2.19 0.01

CONTROL 34 72.94 15.53 2.66

Results: “The results showed that t-value of post-test was 0.01, with the significant level less than .05. The
t-test indicated significant differences between the two groups. It indicated that the experiment group
(M=81.79, SD=14.8) performed significantly higher than the control group (M=72.94, SD=15.5). Overall,
the results of this study suggest positive and significant relationships between the use of ICT in the
Qualitative Data

The qualitative process was in the form of students, parents and teachers
interview. Online survey was conducted through the online forum as well.

This helped us in obtaining anonymous opinions from students.

The following topics were kept in mind for the interview and the opinionnaires.

1.Extent of ICT usage by Students for classroom activities.

2.How technology benefited their learning experiences both in and out of the
classroom

3.Students recommendation
FOCUSSED GROUP DISCUSSIONS

The focused group discussion is a valid and reliable method for data
collection. The following suggestions were noted

(i)The activities in the classroom would get monotonous after a while as


students sometimes craved practical learning such as museum tours and
excursions

(ii)Students sometimes wanted to use iPads freely for independent browsing or


for playing games. They believed they deserved the relaxation while in
school.
OPINIONNAIRES
The opinionnaires were posted online and questions pertaining to student’s experiences were posted. The results
displayed belw.

OPINIONNAIRE RESULT
9

0
GETS MONOTONUS ICT HAS ENHANCED TEACHING CHANGE IN PEDAGOGY DISTRACTED BY GAMING APPS PREFER TRADITIONAL CLASSROOM
INTERVIEW RESULTS

Semi-structured face-to-face interview guide was.


Reviewing the interview transcripts lead to the revelation of the
following points
• Students had become much more competent in ICT usage
 It helped them develop social skills and the networking helped them
collaborate on assignments
 It helped in dissemination of new information through sharing of
notes, discussions and even presentations
RESEARCH ENVIRONMENT

The participants for this the study were 68


students of science classroom.
 Since this was a quasi-experimental study
the sections were not disturbed
 They were assigned into two groups, i.e.,
an experiment class (n=34) and a control
group (n=34).
PRACTICES USED BY FUNCTIONS

DISPLAYING Teacher Projecting prepared digital materials


KHWLAQ Students Chart for group, independent learning or formative assessment.
ASSESSMENT Teachers Assessing and reviewing the concepts taught in the classroom through online/offline quiz or
Students through prezi presentations
INQUIRY SESSIONS Students To clear their doubts or to ask questions during group presentations

BROADCASTING Teacher Transmitting information through the online forum or through the iPads.

SELECTIVE AND SPOT Teacher Gathering students work through their iPads directly onto the teacher’s laptop through “Apple
INSPECTION notes”
INDIVIDUAL LEARNING Students Reading and taking notes either on their devices or notebooks
ONLINE LEARNING Students Accessing the digital material through the online school forum and discussing it with peer if the
need arises
COOPERATIVE LEARNING Students Students working together in real time for a project or assignment

“INTEGRATED-RESPONSE Teacher & The Teacher display an online either on the forum or through real time leading to students
DISPLAYING” Students answering through their devices. It allows in showcasing student responses, time and even the
correct answer. The study used two online sites kahoot and Edmodo.
ICT FOR SIMULATIONS

• Very popular with science


teachers
– Atomscope
– Multimedia Science School
– Boardworks
• What are the “affordances” (what
kind of simulation affords what
kind of learning) ?
Edmodo allows teachers and students to upload different file formats:
doc,docx, pdf, odt, and rtf.
Clicking on the assignment
allows you to see who has
submitted and who has not.

When a student has


submitted their
assignment, you now
can grade it.

Simply click, grade,


write a comment and
post!
KAHOOT

Kahoot is a game based learning platform


for schools.
It is free and carries no adverts.

Registration is very simple via the page

https://getkahoot.com/
You launch the
game and the
students are
given a game pin
number to enter.
Students can join
by going to
https://kahoot.it
/#/
This can be done
on any smart
device or
computer.
An icon can be
easily installed on
You can download results, reaction times and also feedback on an
Excel spreadsheet or web page to evaluate the learning of the
students and highlight where there may need to be follow up work.
DISCUSSION AND CONCLUSION

The various research studies have revealed that simply placing a computer into a
classroom will not be enough to impact student academic achievement but a well
thought of application of ICT can influence student knowledge, attitude and skills.
Three major issues in terms of impact of ICT in classroom were considered
 1.Learning outcomes of students through achievement in assessment or
development of new skills
 2.Classroom and teacher outcomes such as development of teacher’s competency
leading to adoption of new pedagogical practices
 3.Student Outcomes such as increased innovativeness, creativity and attitudes
towards science.
 The evidence suggests that ICT can thus contribute significantly to students’
academic achievement.
Questions & Discussion
ADDIE Model

First developed by US Army


in 1975
5 Step Model
Analysis of Learners
Design of Lesson
Development
Implementation
Evaluation
Mapping ICT stages onto Teaching and
Learning
CHALLENGES IN USAGE OF ICT

Learning with technology does not always guarantee positive benefits but is
influenced by many factors. Factors that needs to be taken into
consideration is the pedagogical approach of teachers, infrastructure,
teachers training, classroom practices, classroom management skills among
others.
Zimmerman (p. 108) declares that “ICT is not . . . a panacea for all
educational problems”.
Students are sometimes overwhelmed when they access the huge amount of
internet information (Reid,2002).
As pointed out that “some studies reveal a positive correlation between the
availability of computer access or computer use and attainment, others
reveal a negative correlation, whilst yet others indicate no correlation

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