CTL1601H: Instructional Technology: Computer-Based Instruction

Summer 2001

The Role of Computer-Based Instruction in the Effective Teaching and Learning of Math, Science and Technology in Elementary Classrooms

Gary Pieters

July 12, 2001

This paper is exploratory and reflective and will take the position that the use of computer-based instruction to improve teaching and learning has and continues to gain widespread acceptance in math, science and technology in elementary classrooms. Teachers are integrating computer applications including the Internet, web-based software, CD-ROMS, Message Boards, Knowledge Forums, WebCT, e-mail conferencing and their enabling applications into teaching, learning and the performance tasks students are expected to accomplish. The teaching of math, science and technology through computer-based instruction allows for integration in a manner by which “educational software has the opportunity, not enjoyed by textbooks, to cut across curricular lines” [Scardamalia et. al., 1989]. The use of computer-based instruction fosters best practices in education and fosters excellence and improved student achievement in math, science and technology through the fostering of lifelong learning skills and competencies that information technology fosters.

The integration of computers into schools and the growing emergence of computer-based instruction have a significant impact in enhancing what and how students learn, as well as how teachers teach math, science and technology. Teachers and students now have greater access to computers, computer interfaces, spreadsheets, software, and the use of the Internet, PowerPoint presentations and other computer applications [Academic Medicine 1991]. These factors have an overall impact on instructional planning, delivery and pedagogical practices. This enables teachers to plan for a variety of learning experiences and students to learn in a variety of settings using a variety of methods to accomplish performance tasks. In such cases, it can be argued that the impact of computer-based instruction on student achievement is positive and better serves learners as education reform and curriculum standards moves towards a more ‘results’ driven education system [Finn Jr., 1992].

The use of computer-based instruction in math, science and technology provide the opportunity for permanent transformation in the way teaching and learning takes place and the pedagogical practices within and beyond the classroom learning community. This issue of how computer-based instruction in math, science and technology fit into the school districts’ and province-wide content standards is worthy of attention.

The Ontario Curriculum province-wide content standards provide overall and specific expectations that include the integration of computers into the math, science and technology curriculum [Ontario Ministry of Education 2001]. In the information age, computer-based instruction in math, science and technology is perceived as a core of education reform and preparation of students to be contributing members of a global economy. The Ontario Ministry of Education points out that,

The primary goal of Ontario’s elementary and secondary education system is to ensure that all students have the skills and knowledge they need to lead fulfilling lives and to compete and succeed in a competitive global economy. Progress towards achievement of that objective is measured by the percentage of students who meet established standards of provincial, national and international standardized tests [Ontario Ministry of Education 2001].

Within the Toronto District School, where I serve as an elementary teacher, there are virtual courses/classrooms, FirstClass Conferences for math, science and technology, workshops on computer-based instruction in math, science and technology investigations, as well as opportunities to share with fellow teachers their strategies on how technology is used in their classroom.

In my teaching practice, my habit of mind is the full integration of educational software and linked websites that provides exemplary opportunities for students to improve their learning in math, science and technology. These include websites such as, Mr. Pieters Math Treasures on the Internet, Paperless Interactive Internet Learning Activities for Students in Junior Grades as well as Canadian Black Heritage in the Third Millennium which were created to support students engaged in math, science and technology investigations. As I reflect on the motivation for pursuing a computer-based instructional environment, I feel that teachers are agents of social change and computer-based instruction provides the opportunity for technology to have a meaningful and integral role in student learning and student achievement.

Computer-based instruction in math, science and technology provides students with the opportunity to make real-life connections with the subject matter. The emergence and growth of curriculum-based Internet software applications are “as effective as traditional means in helping students learn specific knowledge and develop problem solving skills” [Academic Medicine 1991]. Students now have more opportunities to learn in small-group settings through computer-assisted learning. The areas of math, science and technology provide opportunities for the integration of multiple performance tasks. The students are also able to learn collaboratively as well as independently. These factor along with the availability of computers and the Internet in the classrooms and computer labs of many schools have improved the ability of educators to integrate computer-based instruction into the teaching and learning of math, science and technology.

The use of computer-based instruction transforms the way teaching and learning takes place. The teacher still continues to play an important role in the facilitation of math, science and technology investigations through computer-based instruction. Teachers have the opportunity to demonstrate the software, allow students to practice using software and the assign learning tasks at the students grade or ability level that are aligned with the specific overall expectations of the Ontario Curriculum. In the process, teachers can scaffold the learning that takes place by providing students with built in or external support if/when necessary to accomplish their online learning ventures in math, science and technology. Research into computer-based instruction takes the position that scaffolding promotes excellence, knowledge integration and task completion by providing support to students when necessary as they carry out performance tasks [Collins 1996]. Cuthbert [2000] elaborates on “scaffolding as the supports needed by students and teachers to develop learning processes where ideas become linked, connected and integrated.”

These factors serve to transform the role of the teacher as ‘sage on stage’ by placing teachers in the role as facilitators/academic coaches who engage and empowering students to play a more constructivist role in their learning and accomplishment of performance tasks in math, science and technology. Ingersoll has advanced the position that the amount of power held by teachers in the classroom does indeed make a difference in how well schools function, but the effect depends on the type of school activities over which teachers have influence and autonomy [Ingersoll 1996].

Computer-based instruction provides teachers with the opportunity to find new ways of helping students to learn and achieve. The ultimate challenge for teachers is selection and design of performance tasks that meet the overall and specific grade level expectations of the Ontario Curriculum. While doing so, the teacher is cognizant that the software will provide students with the opportunity to engage and discover lifelong learning skills, and generate high-level ideas on issues in a manner that would have been the case through Socratic lecture and pen and paper learning.

The web-based software provides students with the opportunity to participate in drill and skill-based activities, open-ended investigations, reinforcement or extension activities, and research and investigation gathering. The editors of the book Education/Technology/Power: Educational Computing as a Social practice suggest that students benefit from ‘technology rich classrooms where students are freed from text-based curricula and teachers (are) able to present their subjects in greater depth and sophistication’ [Bromley and Apple 1998]. This allows teachers to implement and deliver lessons plans which provide students with opportunity to engage in learning activities that incorporates constructivist, discovery learning in an integrated manner.

There is a growing body of web-based science, math and technology investigations websites that can be accessed through the world wide web which teachers are using to meet the expectations while fully utilizing available technology and opportunities for online instruction, investigation and discovery skills.

I recently had the opportunity to do a software demonstration on Project Wise for the CTL1601 course at OISE/UT. Through my exploration of this software, I was able to discover that this web-based software fostered an integrated curriculum, which allow students to engage in online collaborative open-ended project-based inquiry and investigations that related to the curriculum as well as real life issues. This web-based software is effective in fostering student achievement in math, science and technology investigations because it allows students to extend their learning above and beyond the pen and paper textbook based activities. This software was effective in fostering constructivist, asynchronous learning and reflection by students. Along with Wise, there is a growing visible of web-based software which fosters knowledge integration. These include the OISE/UT Astronomy project, Marsville, Hewlett Packard Telementoring program, epals, GrassRoots and others.

These computer-based learning projects are focused on problem solving, comparison, critical thinking and collaborative learning skills. They involve some readiness on the part of students and teachers. However, scaffolding plays a role in fostering readiness for computer-based instruction and computer-based learning. The projects cited above are exemplary examples of how computer-based instruction can be effectively integrated into the curriculum and form an essential part of knowledge integration of math, science and technology in elementary classrooms.

Through the use of computer-based instruction in math, science and technology, students are provided with conduct asynchronous learning activities at school and continue this at home by logging into the websites and continuing from where they have left off in school. In this respect, computer-based instruction provides the students with the opportunity for extended inquiry and problem solving.

Students and teachers have wider access to computers and the Internet and this facilitates the seamless curriculum planning, instruction learning that takes place. It is not necessary for every student to have their own computer, but it is important for students to transfer some of the same social skills, group skills and collaborative, cooperative learning skills to their performance tasks on the Internet.

Bromley and Apple argues that,

Students who readily assert that a teacher provides better assistance in learning how to do some geometry proofs than an artificially intelligent computer-based tutor nonetheless prefer using the tutor to learning in the more traditional mode. In addition, students appear to work harder with the tutor than in the traditional situations, and they may even end up learning more [Bromley and Apple 1998].

The most important task in web-based instruction in math, science and technology is finding the right balance between online and face-to-face learning. Students will have the opportunity to foster online as well as face to face debriefing and reflection skills. Students can also have the opportunity to demonstrate what they know and can do through a combination of online projects and face-to-face demonstrations. This is effectively with the aid of the Internet, digital cameras and LCD projection. In my own role as an elementary school educator who has taught grades 1-8, I find meaningful ways to integrate computer-based instruction into my short and long-term lesson planning.

The students’ work on the Internet can become a global showcase for other students seeking information on similar issues. This integration of learning experiences is good for students and improves their critical thinking, problem solving and independent discovery and research skills.

Students are able to participate fully in their learning and make meaning of the math, science and technology activities relating back to their real-life experiences.

References:

Bromley, H. and Apple, M.W. [1998], Education/Technology/Power: Educational Computing as a Social Practice. SUNY Press, New York.

Cuthbert, A. [2000], “Design Issues for Scaffolding Learning Environment (SLEs)” [online]. Available at http://www.clp.berkeley.edu/people/alex/aera2000/cuthbert_position.html

Finn Jr., C. [1992], “The Biggest Reform of All.” In Phi Delta Kappan 71(8)

Ingersoll, R. [1996], “Teachers decision-making power and school conflict.” In Sociology of Education 69(2).

Keane, D. et. al. [1991], “The inadequacy of recent research on computer-assisted instruction.” In Academic Medicine Vol. 66, No. 8, August 1991.

Lafleur, C. [1999], “The ‘time’ dilemma: The lived experiences of educators during profound educational reform” [online]. Available at http://www.swm.edu.au/aare/99pap

Ontario Ministry of Education [2000], The Ontario Curriculum [online]. Available at http://www.edu.on.ca/eng/document/curricul/elemcurr.html

Scardamalia, M. et. al. [1989], “Computer-Supported Intentional Learning Environments.” In Journal of Educational Computing Vol. 5(1), 1989

UC Berkeley [1997-2001] Wise [online]. Available at http://wise.berkeley.edu/welcome.php

This academic paper was prepared and edited by Gary Pieters, an educator and part-time graduate studies student at OISE/UT, as a requirement for my course work in CTL1601: Instructional Technology: Computer-Based Instruction.