EER 500 Assignment 1a

Research Topic or Problem

The focus of my research is Information and Communications Technology (ICT), which has originated from my recent experience and exposure to ICT within schools over the course of my teaching career. To be more specific, my inquisitive proposal is parallel to the implementation of ICT into the classroom and school environment and the implications that accompany it. For many years now, the in-school use of technology has been growing exponentially with many classes

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forgoing the use of chalkboards for interactive whiteboards and many more, if not most, making use of desktop computers for conducting in-class research, learning vital computer competencies for the twenty-first century, and to enhance student knowledge and understanding across a range of topics. Within this subject, I have also decided to touch base with the many implications that accompany its implementation; such factors include its possible applications, accessibility, the barriers of socioeconomic status, cultural considerations for indigenous students, the age-old conflict of teaching old teachers new tricks, and the advancement of ICT in the future and where it may be heading in an educational context. All of these factors can affect the impact of ICT on students for better or for worse and I aim to bring these considerations into perspective through my research.

Draft Research Question

I have three possible questions that I would like to research:

  1. The twenty-first century’s technological advancements are revolutionising the way that society negotiates everyday life; education included. How has the integration of ICT changed the way we educate the students of today, and what is the education system doing to ensure that the advancements are parallel to the ongoing changes in society?
  2. There are a number of current issues and concerns relating to the integration of ICT into classrooms that have a high percentage of Indigenous students, as well as in classrooms belonging to schools of low socio-economic areas. What are some of the most pressing issues and how will it affect the students involved?
  3. Education has forever been an evolving entity, always seeking improvement and existing parallel to the norms of society. As such, teachers should be expected to evolve with the education system within which they teach, and thus be included in government budgets and expenditure for the purpose of updated training. What is being done to support the retraining of teachers, and even if teachers are being retrained, how equitable is ICT access within the school environment for its effective integration within the classroom?

From Literature to Research Question and Practical Importance

Budde, P. (2011). Australia – Digital Economy – E-Education and E-Government. Bucketty: 1-13.

Based on the analysis and critical reflection on this paper, The National Broadband Network’s (NBN) aims and objectives are to provide extensive resources and avenues in the area of ICT in the education sector. As such, the technological advancements that are promoted due to this scheme are greatly enhanced and reiterate that ICT is an inevitable transformation that we as educators will be exposed to. This paper clearly outlines how ICT in the classroom will take shape as a learning tool. As a tool, ICT is inevitably enhancing teaching and learning as it is addressing the demand of evolution in the 21st century and to meet the needs of the students who are being educated in it.

Peeraer, J. & Van Petegem, P. (2011). “ICT in teacher education in an emerging developing country: Vietnam’s baseline situation at the start of ‘The Year of ICT’.” Computers and Education 56(4): 974-982.

The critical analysis of this paper has enabled the investigation of the emerging development of Information and Communication Technologies (ICT) in education. With supporting evidence through thorough research, Peeraer and Van Petegem have identified steps being taken to effectively integrate ICT into everyday operations of today’s classrooms. This paper will be utilised to address two of my queries. It highlights the many barriers in which teachers are confronted with and need to overcome in order to successfully and effectively integrate ICT into the classroom. This analysis illuminates teacher educators’ access to ICT, their intensity of use, their related skills, and their confidence in using ICT, as well as their conceptions of learning. Peeraer and Van Petegem also question whether or not ICT improves classroom teaching and confronts the pedagogical issues that have evolved as a result of ICT. Finally this paper justly defines and addresses two of my key questions of concern and that is: What is being done to support the retraining of teachers? How has the integration of ICT changed the way we educate the students of today?

Wallace, R. (2008). Engaging Remote and Very Remote Indigenous Students with Education using Information and Communication Technologies (ICTs). Darwin, Charles Darwin University: 1-22.

This paper addresses a number of issues that will impact the education system as well as teaching and learning. It particularly focuses on Indigenous education and how it will be affected by the growth of technology in the classroom. Wallace explicitly explores and investigates the current issues that exist around the use of ICT for students of low socio-economic living standards as well as remote areas. Through case studies and a series of action research projects the research team of Charles Darwin University has answered our questions and have further deepened my own understanding in relation to the concerns of integrating ICT into classrooms that have a high percentage of Indigenous students and low socio-economic areas. The team also identifies effective strategies and practices to use ICT and innovative online learning materials to engage remote and very remote Indigenous students with learning to support improved educational outcomes. This report is enriched with information and evidence that will enable my own research to be extensive and supported.

References

Budde, P. (2011). Australia – Digital Economy – E-Education and E-Government. Bucketty: 1-13.

Peeraer, J. & Van Petegem, P. (2011). “ICT in teacher education in an emerging developing country: Vietnam’s baseline situation at the start of ‘The Year of ICT’.” Computers and Education 56(4): 974-982.

Wallace, R. (2008). Engaging Remote and Very Remote Indigenous Students with Education using Information and Communication Technologies (ICTs). Darwin, Charles Darwin University: 1-22.

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