CHAPTER 1: INTRODUCTION AND RATIONALE, Exams of History

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Online discourse in a primary school setting

James Rourke B.A. (Hons)

MA in Education (by Research) University of York Department of Educational Studies

April 2010

ABSTRACT

The government has laid down the expectation that by 2010 all schools should have some form of virtual learning environment. Although the use of online learning is now common place within many higher education establishments, the uptake of such technology within schools is arguably poor, more so in the primary sector.

Much research has been done in relation to the effects of online collaboration and discourse with adult student learners and this case study aims to explore whether such effects are evident when online discussion technologies are used within a primary school setting.

Using a range of research methods, both qualitative and quantitative, this study explores the emergent issues surrounding the use on an online forum with upper key stage two pupils. It is a small-scale study based on 52 pupil participants and two classes: Year 5 and Year 6. It explores the effect an online forum can have when imbedded into the teaching and learning of two National Curriculum foundation subjects (History and Geography), whilst shedding some light onto the generic benefits and pitfalls of such technology use.

This study found that children evidenced a higher level of involvement within curriculum based discussion and interaction, with a notable increase in social constructivist learning taking place. Student attainment, linked to National Curriculum levels of attainment, was seen to make some slight gains. Pupil motivation and attitude towards their studies was also found to be positively affected.

LIST OF TABLES

Table 1. Contextual information of pupils involved in the project

p. 40

Table 2. Data collection methods used in relation to the research questions they shed light upon

p. 50

Table 3. Types of data collection p. 50

Table 4. Coding of discussions for discourse analysis

p. 53

Table 5. Units of work covered p. 65

Table 6. Lesson observations – level of whole-class pupil contribution

p. 74

Table 7. Usage statistics – Year 5 history thread p. 75

Table 8. Usage statistics – Year 6 geography thread p. 75

Table 9. Discourse analysis of lesson observations p. 81

Table 10. Discourse analysis of discussion boards p. 81

Table 11. Usage statistics concerning curriculum related content

p. 86

Table 12. Assessment data – percentage of judgements

p. 90

Table 13. Results from pupil ICT skills audit p. 98

Table 14. Total number of pupil responses – pre forum use

p. 102

Table 15. Total number of pupil responses – post forum use

p. 103

Table 16. Average (mean) agreement ratings from staff questionnaire

p. 108

Figure 8. Assessment data – Year 5 comparison of judgements

p. 91

Figure 9. Assessment data – Year 6 comparison of judgements

p. 91

Figure 10. Example of how pupil posts can inform a level of attainment judgement

p. 93

Figure 11. Comparison of agreement ratings for pupils who enjoy learning about geography and history – pre and post

p. 104

Figure 12. Comparison of agreement ratings for pupils who viewed geography/history as one of their favourite subjects – pre and post

p. 104

Figure 13. Comparison of agreement ratings for pupils who enjoy doing their geography/history homework – pre and post

p. 105

Figure 14. Correlation of average (mean) agreement rating and perceived ICT capability

p. 110

CHAPTER 1: INTRODUCTION AND RATIONALE

Online Learning: The Current UK Context

In 2005, the government published its e-Strategy, Harnessing Technology: a system- wide approach to the application of ICT in education, skills and children’s services. This ground breaking publication proposed that we needed a new understanding of the pedagogies appropriate for a 21st^ century educational system, arguing that “traditional methods have not achieved enough.” (DfES, 2005: p.26)

As part of this strategy, the government laid down the expectation that “by 2010 every school should have integrated learning and management systems (a comprehensive suite of learning platform technologies).” (BECTA, 2007: para. 2). Such technologies, often referred to as Virtual Learning Environments (or VLEs), are now playing an increasing role in the delivery and facilitation of learning throughout the country.

The definitions and terminology associated with Virtual Learning Environments are wide and encompassing, often spurring heated debates as to what they exactly are. The British Education Communication and Technology Agency (BECTA), the government’s leading agency in the effective and innovative use of ICT within learning, defines a VLE as “a standardised, computer-based environment that supports the delivery of web-based learning and facilitates on-line interaction between students and teachers.” (BECTA, 2003: p.1). Such a refined explanation of this technology is expanded upon further by Weller who cites the following description from Whatis.com:

considerable increase in online learning within secondary and, to a lesser extent, primary schools. Findings from government research has found that “in many [primary] schools, VLE deployment is still in its early stages” (BECTA, 2008: p.14) and that, “the use of VLEs to enhance learning was not widespread.” (OfSTED, 2009: p.4).

The use of online technology in the primary education sector is therefore in its very early stages, with OfSTED’s very recent research paper, Virtual Learning Environments: An evaluation of their development in a sample of educational settings , finding that:

The use of VLEs in the primary schools visited was very limited. In the secondary schools the effective use of VLEs increased with the age of the students. (OfSTED, 2009: p.5)

Because of this, there is very limited research into the area of e-learning within primary education and so this small scale dissertation will somehow attempt to explore the use of such approaches to teaching and learning with younger aged learners, focusing on a VLEs utilisation of online discourse and interaction.

Rationale for Study

The delivery of curriculum content is changing rapidly within education; internet-based learning, a wealth of educational software and an increasingly evident use of ICT within schools are heralding a new approach to pedagogy within Britain. The present government proposes that “we need a new understanding of the pedagogies appropriate for a 21st^ century educational system”, having argued that “traditional methods have not achieved enough.” (DfES, 2005: p.26). It was evident therefore that as a newly qualified primary school teacher, and an ICT coordinator, I had both the opportunity and the responsibility to consider new approaches to teaching in an attempt to raise standards, improve teaching quality and trial and evaluate an innovative approach to curriculum delivery within the primary sector.

In 2003, prior to the government’s desire to see all schools adopt some form of online learning platform, BECTA stated that it may “be the case that a fully integrated VLE will not be appropriate for a primary school” (BECTA, 2003: p.35).

However in 2005, Miles Berry, a deputy primary head teacher from St. Ives, introduced an online learning platform in his primary school. A report issued in the Times Educational Supplement quoted Berry as being of the same mindset as myself:

Having read about the impact of virtual learning environments in higher education, I wanted to see whether discussion forums, collaborative workspaces and online assessment might have asimilar impact in a primary school. (Berry, 2006: Internet)

research, but it is hoped that it too has enhanced my chance of career progression and status as an ICT specialist teacher.

The Research Project

As a Year 5 teacher, and the school’s ICT coordinator, I was keen to explore within this dissertation the practicalities, implications, shortcomings and educational benefits of setting up, and using, an online discussion forum with upper Key Stage 2 pupils. I aimed to use the forum to enable pupils to discuss about curriculum content outside of normal timetabled lessons. I wanted to look at whether these technologies have any pedagogical benefits for younger learners and whether or not it is feasible for the government to encourage their use in the primary sector. I was therefore eager to focus on how online discourse related to more traditional pedagogical theory; how pupils in Years 5 and 6 interacted online; how adults involved in the project, such as teachers and parents, were effected; and whether or not the use of online forums enhanced the curriculum, learning environment and general experiences and attainment of the children involved in the project.

Online discussion forums allow their users to talk and ‘chat’ online using their computers by means of a ‘virtual notice board’. It is a one-to-many mode of communication which does not require the recipients of a specific message or comment to be logged on to the computer or Internet as the same time as the sender. This form of online interaction is different to ‘synchronous’ communication, such as real-time chat

rooms, which happens instantly and involves all parties being logged onto the computer simultaneously (MSN Messenger being a popular example). Online forums are therefore ‘asynchronous’ and can sometimes be referred to as online ‘conferencing’, discussion boards, or computer mediated communication (CMC). Figure 1 outlines the forum used throughout the research project, explaining in a concise manner its features and functions.

The research was carried out during the 2008/09 autumn term in an urban, co- educational, voluntary-aided primary school; it involved the Year 5 and Year 6 class. The project was undertaken by myself, the Year 5 teacher, and a colleague in Year 6. A cross-curricular approach to the forum was adopted, with the groups of children using the discussion boards to talk about their learning, answer and pose questions, and share knowledge relating to a topic currently studied within the classroom. As an example, children in Year 5, whilst studying the Victorians in history, utilised the forum to talk about the role of women in Victorian society and the suffragette movement. Questions were raised by both teacher and pupils, answers were given, knowledge was shared, further questions highlighted and online interaction relating to the topic transpired.

Three distinct areas of interest were explored through the research project: Discussion, Involvement and Inclusivity; Skills and Attainment; and Attitudes and Opinions. I felt that these three areas, which form this dissertation’s main chapters and research areas, provide a sufficient overview as to the effect online discussion forums have on teaching and learning in the primary curriculum.

Discussion, Involvement and Inclusivity

This chapter looks at how online discourse relates to the fundamental nature of education and communication, linking in to traditional pedagogical theory such as social constructivism, and discourse being at the heart of learning. It attempts to analyse the manner in which upper primary aged pupils converse online, drawing upon evidence and findings from the online forum and fundamentally pupils’ posts and contributions. Issues involving increased or decreased involvement in curriculum discussion are covered, and comparisons are made between classroom and virtual learning environments. There is opportunity to discuss the inclusive nature of such work, both in terms of a ‘digital divide’ (i.e. participants unable to access the Internet), and in terms of special educational needs and how such children respond to such an approach to learning.

Skills and Attainment

Through looking at teacher assessments for individual children involved in the project, this chapter aims to explore if the use of online discussion has an effect on pupil attainment. We look at specific National Curriculum subjects and make evidential comparisons between two units of work; one of which involves the implementation of

the forum. In this chapter, we also explore the IT skills of the projects’ participants, reviewing whether or not the use of the forum has had a positive impact on pupil achievement in information, communication technology skills.

Attitudes and Opinions

In this chapter, we look specifically at those involved in the project, with the intention of exploring how online forums effect pupil motivation and enjoyment. Qualitative evidence from interviews and questionnaires enable us to comment on how this curriculum modification could possibly affect pupil attitudes and opinions towards learning, and, indeed, a specific curriculum area. We also explore the views of primary practitioners and make some speculations as to how, or indeed if, such work is feasible in a general primary school setting.

The project adopted a multi-method approach to educational research, using a range of both quantitative and qualitative methods to gain an insight into how such an e-learning approach in primary schools affects teaching and learning. Because of the integral part that I played in setting up and managing the online forum, this research does lend itself to the branch of methodology entitled ‘Practitioner Research’, in which the teacher (i.e. the practitioner) is central to the research process and can draw upon evidence gathered from their own curriculum modifications (Schön, 1983). More pertinent to this dissertation, however, is the theoretical approach of ‘Illuminative Research’, in which an innovative and novel curriculum modification or teaching method can be evaluated and assessed by those directly concerned with the project (Parlett, 1977). By doing so, the practitioner can draw upon their experiences, and of those directly connected with

CHAPTER 2: LITERATURE REVIEW

The rapid emergence of online technologies during the past decade has provided educators and learners an opportunity to explore, and arguably modify, how we teach and learn in today’s world. After all the present mindset of the government is that technology is the means for tackling an educational system, which has “not achieved enough” (DfES, 2005: p.26). It could be seen however that every time a new technology emerges, be it videos, CD ROMs or the Internet, the world of education embraces it as a omnipotent means for doing the same things but in a different way. Weller (2002: 7), for example, mentions a book in his possession entitled CD-ROM – the New Papyrus (Lambert and Ropiequet, 1986), which illustrates the typical hype surrounding new technologies and their promises for revolutionising pedagogy. In the same way as CD ROMs were portrayed as being the future replacement of traditional books back in the late eighties, the emergence of online learning poses the same question as to whether or not online discussion is as effective or as beneficial as face-to-face interaction within the classroom.

Several commentators on this area of education however, see e-learning as a means of assisting , as opposed to replacing , the educational process. Britain and Liber, for example, argue that the use of Virtual Learning Environments is intended not simply to replace the classroom environment ‘online’, but is to be utilised as a means of providing pupils and students with new tools to facilitate their learning (1999, p. 3). Alexander and Boud, as a further example, view the online context as merely another “space for learning” (2001, p. 4) and adopts a similar theory in so far as online learning

environments can enrich the learning experiences of students by providing opportunities to learn in an auxiliary and supplementary context.

This literature review shall therefore aim to explore other practitioners’ research into the world of such new “spaces for learning” – with a view of examining their effects on the teaching and learning process. It shall focus primarily on the use of discussion forums, and other forms of online interaction, and shall endeavour to review the potential benefits and pitfalls of such pedagogical approaches. It is worth pointing out however, that much of what has been written on this subject is predominantly related to higher education (and often adult learners), yet many of the points and issues raised are, arguably, as analogous and parallel to any learners’ use of e-technology, regardless of age. Cook and Schwier, for example, whilst discussing the use of virtual learning environments in the primary sector (K-6 level), highlight that,

While there have been significant studies [in e-learning], there is also growing recognition of the need for further research at the K-12 level. Opportunities for research in this area are numerous. Research at the adult level can inform and provide a context for research at the K-12 level. (Cook and Schwier, 2008: p. 6)

For this reason, much of what is explored in this chapter shall cover online interaction in generic terms, aiming to explore the fundamental themes and findings and their potential application within a primary school setting.