Students Perception Toward The Learning Of Ict Education Essay

Students acquaintance Toward The rearing Of Ict commandment EssayThe undersigned nonplus examined the thesis entitled A par of pupils scholarship and satisfaction toward the skill of ICT employing change integrity tuition and traditional opposite culture at Satit Bilingual School of Rangsit University. presented by CARLOS J. VEGA, a medical prognosis for the degree of Master of light in e cultivation Methodology and hereby back that it is worthy of acceptance.Teachers alone over the human beings design expatiate and employ innovative doctrine methods in order to capture disciples interestingnesss. slightlywhat ms these initiatives atomic number 18 likewise undertaken to address subject related issues. The author has encountered many problems in the teaching of ICT in the last 5 years. In this look, unify instruction was implemented in primary inculcate ICT lessons to measure students perception towards this certify up.We feature seen an increase in many countries on the employment of ICT in schools. It seems schools be moving a government agency from blackboards, a choreor and a television to an increase on the substance ab expenditure of the internet, interactive boards and e- training. In England, for example, the government feels that it is critical that exclusively schools argon fitting to expand the habit of ICT, so it is non only those who have access to these technologies the ones who benefit (DfEE 2001).Furthermore, very little studies have been done at the immemorial School level as to the perception of students towards the practice of e- acquirement and also the use of commix breeding to teach the subject of ICT.This research is a way to demonstrate whether or not the use of inter smorgasbord learn in the teaching of ICT has any effect in the perception of Primary School students when acquirement the subject of ICT.Research QuestionsIs there a statistical difference amidst Thai primary school student s perception towards the use of mingle encyclopedism and the use of type to establishment instruction in ICT degree?What is the students perception towards erudition ICT victimisation both traditional mettle to scene and blended schooling methods?Importance of the StudyThis research aims to search the Primary school students perception towards nurture an ICT course using intermix acquire vs Face to Face education and examines the qualitative data poised after the experiment. This type of research would be a pioneering research project at Satit Bilingual School of Rangsit University (SBS), Thailand for studying the efficiency and effectiveness of the intermingle Learning system. This research comp atomic number 18s mix Learning with traditional face to face teaching in ICT class. The results of this study will be used to develop more effective commix Learning systems. there is a skip in study to use technology as a kernel to enhance or, sometimes, teach entire courses fully online or as consolidation in the classroom. Some problems in a traditional classroom tantrum stern be, lack of instructor attention, boredom, outdated knowledge, and inappropriateness for a divers(a) commonwealth (Gardiner, 1997 Hara Kling, 1999). Researchers support concepts such as active learning, student-centered principles, effective use of technology, and collaborative learning (Ameri commode Psychological Association, 1997 Bonk and Kim, 1998). There are expectations that technology and e-learning will transform educational activity. The demand for the use of technology in education and e-learning has affected developing countries in South East Asia, such as Thailand. Therefore, it is important for educators to explore students attitudes towards and fellowship of new technology such as intermingle Learning.The authors problems stem from the teaching of ICT and the complexity of keeping students attention and interest while teaching two skills at the k indred time. The ch entirelyenge with teaching ICT lies in that there are cognitive as soundly as psychomotor skills that need to be learned at the same time. It proves approximately impossible to do both and keep the learners attention on the task. The authors experience is that in order to do both the lesson has to be constantly interrupt because it is too difficult for the students to remember all things taught, and also there are different levels of skills in the same classroom and it proves almost impossible to go at a pace that satisfies all students. There will ceaselessly be ones that can keep up, ones that are slow and ones that do not understand at all.AssumptionBlended Learning is a way to give students an opportunity to practice and learn the skills taught at the same time and at their own pace.Definition of TermsWhat is e-learning?ELearning is learning at all levels, be it formal or informal, that uses a net do work, wsuch as a intranet (LAN), macabre or the Intern et, for the delivery of courses and learning. So, what is elearning? Very simply, elearning is utilizing technology to increase the effectiveness and availableness of learning. This may include CD ROMs, or a discussion locomote to enrich a regular classroom, or a course delivered completely online. All other hurt related to learning are subsets of elearning.What is blended learning?Another term that is gaining currency is blended learning. This refers to learning models that faith traditional classroom practice with e-learning solutions. For example, students in a traditional class can be assigned both print-based and online materials, have online mentoring sessions with their teacher through with(predicate) chat, and are subscribed to a class email list. Or a Web-based training course can be enhanced by half-yearly face-to-face instruction. Blending was prompted by the recognition that not all learning is best achieved in an electronically-mediated environment, particularly o ne that dispenses with a live instructor altogether. Instead, consideration must be given to the subject matter, the learning objectives and outcomes, the characteristics of the learners, and the learning context in order to arrive at the optimum mix of instructional and delivery methods.What is Face to Face instruction?Face to face instruction refers to any learning where the instructor and the student are in the same classroom at the same time in a traditional classroom conniption. The definition of traditional education varies greatly with geographics and by historical period.The chief business of traditional education is to behave to a next generation those skills, facts, and standards of moral and social conduct that adults sustain to be necessary for the next generations material and social success (Dewey, 1938). As beneficiaries of this scheme, which educational progressivist John Dewey described as being imposed from to a high place and from outside, the students are expected to docilely and obediently receive and believe these fixed answers. Teachers are the instruments by which this knowledge is communicated and these standards of behavior are enforced (Dewey, 1938).Historically, the primary educational technique of traditional education was simple oral recitation (Beck, 2009). In a typical approach, students sat quietly at their places and listened to one single after another recited his or her lesson, until each had been called upon. The teachers primary activity was depute and listening to these recitations students studied at home. A test might be given at the end of a unit, and the transit, which was called assignment-study-recitation-test, was repeated. In addition to its overemphasis on verbal answers, reliance on rote memorization (mindless memorization with no effort at understanding the meaning), and disconnected, unrelated assignments, it was also an extremely uneffective use of students and teachers time. It also insisted that all students be taught the same materials at the same point students that did not learn quickly enough failed, rather than being allowed to succeed at their natural speeds. This approach, which had been imported from Europe, dominated American education until the end of the 19th century, when the reform movement imported progressive education techniques from Europe (Beck, 2009).CHAPTER IIHypothesisStudents will have a corroborative attitude and have a preference towards the use of Blended Learning instead of face to face learning in the teaching of ICT. punctuate and Literature ReviewThe increase in the use of technology has force our everyday lives and developing countries, such as Thailand, are also beholding an increase in the demand for use of technologies. The demand for the use of eLearning has increased. correspond to IDC Research, an increase of 30 percent in yearly spending on eLearning was expected by 2008, which is an increase from 14 billion dollars in 2004 (SmartPr os, 2005).In Thailand, there is a target from the government to boost ICT literacy and ready reckoner use. A Smarter Thailand with Smarter People and a Smarter Government this is the main goal of Thailands second randomness and Communication Technology (ICT) plan for 2009-2013, drafted by the National Electronic and figurer Technology Center. The initiative from the ICT Ministry in Thailand to encourage 50 percent of the population over the age of 15 to be ICT literate and be able to use computers in their everyday lives and enable to country to become a major competitor in the global market. According to Assoc Prof Dr Thanomporn Laohajaratsang, music director of Chiang Mai Universitys Information Technology Service Centre, Progress in the use of ICT in education has been very slow and uneven. Its utilization lacks continuity in terms of government support, budget and professional ontogenesis. (TAN, L. C., et al., 2009).In 1984, computers were introduced to Thailand in the study of mathematics.Studies deliver that the achievements of Thai students in the core subjects at both primary (prathom) and vicarious (mathayom) schools were below the international averages. The unwrapings prompted several education reforms, with ICT seen as an innovative treatment to help develop a knowledge-based society. (TAN, L. C., et al., 2009). The first ICT Master Plan in 2002 and the current ICT Master Plan are seen as instruments for providing vision and strategies for the use of learning technologies to improve the smell of education in the country.According to the vice-president of the establish for the Promotion of Teaching and Technology Dr Pornpun Waitayangkoon, the government in Thailand does not provide enough funds to meet the ICT needs. Also, the Ministry of genteelnesss Model ICT Schools project aims to make student-centered learning a reality and the Cyber University project tries to provide more opportunities for distance higher education. To support the se efforts, more online teaching and learning resources are encouraged and increased.A recent sample survey suggested the following issues for Thai educational professionals to examine (Unesco, 2003)Much of the current use of ICT in the classroom still focuses on the drill and practice type of learning.There would appear to be an forgetful basic infrastructure.Lack of technical support.Integration of ICT in the teaching of subjects has been weak.The absence of policies and management support.There is also a lack of research concerning the use of Blended Learning in primary school. Most research regarding online or Blended Learning focus on tertiary education institutions. Some research has been done in the teaching of various subjects with secondary school students. An example of this would be the development and research of the Getsmart website (Chandra et al., 2009). The study showed that the website enabled them to undertake learning activities at their own pace and convenienc e. The results of this study were positive towards the used of Blended Learning in a high school environment. However, this research represents the author for further research. The students in this study were in high school and it centre on junior science and physics. This type of research is typical of the research found. There is no evidence to show if the use of Blended Learning is useful in a primary school environment and how it can be used in the teaching of the subject of ICT.Hybrid or blended learning environments seem to be less controversial than subtle e-learning courses and less likely to be resisted by academic staff in the tertiary sector (Young, 2002 Bonk, Kim and Zeng, 2006). There is still a believe that a teacher relating to a student face to face is the simplest and least dear(predicate) way for a teacher to establish a relationship with the student (Fungaroli-Sargent, 2000). The pure e-learning proponents may now acknowledge the merits of a blended approach a s the pure e-learning model may still be viewed with some skepticism. This move towards Blended Learning has happened quietly with most tertiary institutions adopting a blended approach to eLearning without great publicity. A study conducted in Chinese schools find that there was a direct correlation between student satisfaction in the face to face or real world classroom and enjoyment of the web-based learning, which implies that the right mix or blending can be satisfying to students (She and Fisher, 2003).There is a need for a teacher present in the classroom to not only teach that entertain, arrive enthusiasm, expertise, experience and context (Bersin, 2004), things that may be difficult to convey in a pure eLearning environment.Students appear to appreciate the face to face lectures by the teacher when they occur less frequently within a blended learning environment. This shows that a face to face environment is not necessarily the best or the standard by which everything sh ould be measured. Depending on the course, the mix of face to face and online may differ. Allowing the teacher full rule over their courses is important to allow the teacher to decide what is that best mix for his/her particular course (Young, 2002).Review of literature on online learning show that the research is mostly focused on the outcomes of learning rather than the process of learning (Cumming et al., 2002 Gudzial and Turn, 2000 Hara and Kling, 1999 Hendrinks and Maor, 2003). These types of research then focus, primarily, on quantitative data that measures oodles and learning outcomes rather than how the learner interprets or views his learning experience. The author, therefore, is taking a qualitative approach to this research to observe and test a Blended Learning environment in a primary school setting to shed light on perception and experience of the blended learning and find an optimal mix for the learning of ICT.Blended Learning is a type of approach to eLearning. ELe arning is the delivery of any learning by electronic means. E-learning involves the use of a computer or electronic device (e.g. a mobile phone) in some way to provide training, educational or learning material. (Stockley 2003). There are different types of eLearning and these can be reason by the students degree of interactivity, students time of presence and blending approach to be a few. For the purposes of this research, the author will take a blending approach to eLearning, meaning that it blends the approach using face to face as well as online learning.According to a report published by the Sloan puddle entitled Blending In The Extent and Promise of Blended tuition in the United States, Blended Learning is divided into four types tabulate 1 Types of Blended Learning (Sloan-C, 2007)Proportion of Content Delivered OnlineType of cut throughDescription0%TraditionalContent delivered either orally or written with no technology used.1 to 29%Web Facilitated basically a face to f ace course that uses technology, such as a webpage, to post a syllabus or an assignment.30 to 79%Blended Learning/HybridIt blends face to face and online instruction. A substantial harmonise is delivered through electronic means.80% to 100%OnlineMost or all of the content is delivered online with little or no face to face meetings.A blended learning approach can combine face-to-face instruction with computer-mediated instruction. It also applies science or IT activities with the assistance of educational technologies using computer, cellular or iPhones, Satellite television channels, videoconferencing and other emerging electronic media. Learners and teachers work together to improve the quality of learning and teaching, the ultimate aim of blended learning being to provide realistic practical opportunities for learners and teachers to make learning independent, useful, sustainable and ever growing (Graham, 2005).Conceptual clothThis research attempts to find if a students learnin g experience in ICT is affected by the use of face to face vs blended learning in the teaching of ICT. freelance variablesBlended learning instruction in ICT class.Face to Face learning instruction in ICT class.Dependent variablesStudents perception towards the use of blended learning in ICT.Students perception towards the use of face to face instruction in ICT.Students perception towards the learning experience in ICT.The following is a courtly representation of the variables. The aim is to investigate students perception of their learning in ICT using two different delivery methods, Face to Face instruction and Blended Learning. Then, gather qualitative data to determine if the method of delivery influences their perception of the learning experience in ICT class.Figure 1 Conceptual Framework underlying the relationship between variables.Perception of the learning experience in ICT classPerception of the learning experience using blended learning in ICT classBlended Learning inst ruction in ICT.Perception of the learning experience using face to face learning in ICT classFace to face instruction in ICT.CHAPTER III methodologyCHAPTER IVRESULTSCHAPTER VCONCLUSIONREFERENCESAmerican Psychological Association (1997). Learner-centered mental principles A framework for school redesign and reform. http//www.apa.org/ed/lcp.html 2/9/2003.Department for Education and Employment (DfEE) 2001 Curriculum Online a consultation paper. DfEE, capital of the United KingdomBeck, Robert H. (2009). The Three Rs Plus What Todays Schools are Trying to Do and Why. U of atomic number 25 Press. pp.3-6.Bersin, J. (2004) The blended learning book Best practices, proven methodologies, and lessons learned, Pfeiffer, San Francisco.Bonk, C., Kim, K. J., and Zeng, T. (2006) Future directions of blended learning in higher education and workplacelearning settings. In C. Bonk and C. Graham, The handbook of blended learning Global perspectives local designs. San Francisco Pfeiffer, 550-567.Cum mings, J. A., Bonk, C. J. and Jacobs, F. R. (2002). 21st century college syllabi Options for online communication and interactivity. The Internet and Higher Education, 5 (1), 1-19.Dewey, John (1938). set out and education. Kappa Delta Pi. pp.1-5.Fungaroli Sargent, C. (2000) Traditional degrees for non-traditional students How to earn a top diploma from Americas great colleges at any age, Farrar, Straus Giroux, New York.Gardiner, L. F. (1997). Producing dramatic increase in student learning Can we do it? National Teaching and Learning Forum, 6 (2), 8-10.Graham, C. R. (2005). Blended learning systems Definition, current trends, and future directions.. in Bonk, C. J. Graham, C. R.. Handbook of blended learning Global perspectives, local designs. San Francisco, CA Pfeiffer. pp. 3-21.Gudzial, M., and Turns, J. (2000). Effective discussion through a computer-mediated anchored forum. The Journal of Learning Science, 9 (4), 437-69.Gunawardena, C. N., Lowe, C.A., and Anderson, T. (1997). Analysis of an online global debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17 (4), 397-431.Hara, N., and Kling, R. (1999). Students Frustrations with Web-Based Distance Education Courses. http//firstmonday.org/issues/issue4_12/hara/index.html 1/10/2003.Hara, N., Bonk, C. J., and Angeli, C. (2000). Content analysis of online discussion in an employ educational psychology course. Instructional Science, 28 (2), 115-52.Hendriks, V., and Maor, D. (2003). Qualitative methods in evaluating the quality of online learning. World Conference on Educational Multimedia, Hypermedia and Telecommunication. http//dll.aace.org/13307 7/9/2003Ramage, T.. (2001). The No Significant Difference Phenomenon A Literature Review. e-Journal of Instructional Science and Technology . 5 (1)She, H. C. and Fisher, D. (2003) Web-based e-learning environments in Taiwan The impact of the o nline science tucketprogram on students learning, In M.S. Khine D. Fisher, Technology-rich learning environments A future perspective, capital of Singapore World Scientific Publishing, 343-365.SmartPros Editorial Staff. (7 January 2005 ). E-learning Demand to Double in 2005. procurable http//accounting.smartpros.com/x46477.xml. Last accessed 17 February 2010.TAN, L. C., MANOWALAILAO, R. (2009 , July 28). Bangkok Post. A smarter Thailand through ICT , p. 1.Unesco, (2003). Strengthening ICT in Schools and SchoolNet Project in the ASEAN Setting,Experts Meeting for Documenting Experiences in the Use of ICT in Education and SchoolNet Operations 7-8 July 2003.University of Minesota, Duluth. (11 February 2010). Web Design Glossary. Available http//www.d.umn.edu/itss/support/Training/Online/webdesign/ glossary/i.html. Last accessed 17 February 2010.Young, J. R. (2002) Hybrid teaching seeks to end the divide between traditional and online instruction, The Chronicle of Higher Education, 4 8, 28, A33-A34.Appendix AType or paste your appendices here. Appendices are a place to organize and include all of the extra material that is important to your research work but that is too detailed for the main text. Examples can include specific analytical methods, computer code, spreadsheets of data, details of statistical analyses, etc. But, these materials do not speak for themselves. There should be a reference to these materials from the main chapters (complete details include in Appendix A) and there should be some text at the base of each appendix to briefly explain what the information is and means that is included in that appendix.