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Faculty of Social Sciences
Department of Computer and Systems Sciences, DSV
ICT-enhanced education in a primary school in Moscow
Author
Roman Fekolkin
20.02.2015
Final Report, Field Study (15hp)
Master's Programme in Information and Communication Technology for Development (ICT4D)
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Abstract
In this work, the description of the field study, which was conducted in a primary
school in Moscow, is described. The pre-study of the context with regard to the
non-school usage of ICT solutions by children as well as the ICT readiness of the
teachers in that school was conducted. Then, the already existing ICT solutions
were overviewed in order to determine how it is used during the lessons. The
introduction of several ICT solutions that were previously unused in this school
was done based on the consultations from several teachers in other schools. And
finally, the review of the personal experience that was received from conducting
this study was presented to get an overview of the general progression of this study
and what aspects of it were valuable for personal development within the area of
ICT implementation in school. In general, the purpose of this field study was to
make the usage of the available ICT solutions more efficient both for the teachers
and pupils at that school.
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Table of Contents
1 Introduction .......................................................................................................................... 4
1.1 Background ..................................................................................................................... 4
1.2 General Context Description ........................................................................................... 5
1.3 Overview of the field study process ................................................................................ 7
2 ICT in Use.............................................................................................................................. 7
2.1 Results of the teachers’ survey ...................................................................................... 13
2.2 Results of the parents’ survey ........................................................................................ 20
3 ICT proposals ...................................................................................................................... 26
3.1 The 1st proposed ICT solution ....................................................................................... 26
3.2 The 2nd proposed ICT solution ...................................................................................... 29
3.3 The 3rd proposed ICT solution ....................................................................................... 30
4 The results of the final survey ............................................................................................ 31
4.1 Acceptance of the online-builder (1st proposal) ............................................................. 31
4.2 Acceptance of the proposed Projector usage by pupils (2nd proposal) ........................... 34
4.3 Acceptance of the cloud-based storage as a substitution to an e-Learning platform ..... 38
5 Discussion ............................................................................................................................ 41
5.1 What was supposed to happen and what actually happened? ........................................ 41
5.2 The achievement of the set goals and personal achievements ....................................... 44
5.3 The lessons learned and what to consider for others ..................................................... 46
References ............................................................................................................................... 48
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1. Introduction In this work the results of my field study are to be presented where the pre-study of
the contextual aspects of the school were analyzed and the ICT solutions for taking
a greater advantage of the available technology were proposed. The acceptance of
the proposals was then measured by conducting another survey among teachers.
But before going in to the details of the field study, it’s important to give an
overview of some of the relevant aspects related to school education and its
structure in Russia in general.
1.1. Background
In Russia there are 53, 500 schools that are being attended by around 20 million
students [2]. Out of the total number of schools about 2.7% (1727) are located in
Moscow [3]. The literacy rate in Russia is 99.7%, where 95% of population have
completed upper secondary education. Furthermore, 53% of population have a
University degree or completed some kind of college education. In 2014 around
4.3% of the country’s GDP was spend on education.
There are both public and private schools in Russia [1], however, the number of
private or as they are also called non-governmental schools is very insignificant and
has been rapidly decreasing [2] because of the lack of support from the government
and from the local municipalities. Now around 95% of all school students study at
public schools. The public schools include both the general-purpose schools which
either have or have no emphasis on specific subjects, as well as they include
gymnasiums.
The general-purpose schools are regular schools where the educational plan is
based on the standards established by the Ministry of Education and it teaches the
basic courses. The gymnasiums, on the other, hand have a wider curriculum where
instead of having only one foreign language they have the required minimum of
two (often it’s German or French). Besides, the English as a subject starts in the
first grade rather than the 5th one as it is the case in general-purpose schools. The
gymnasiums in Moscow constitute about 4.5% of all public schools (79 schools).
The pro-gymnasiums are basically just the first 4 grades of the full gymnasium.
The registration at public schools used to be done by having a registration queue
where the first student in line for registration would get the place at the desired
school. In 2012 the Ministry of Education has established a law that made the
registration at schools to be based on the place of residence of the students, where
the students who live in the same area as the school would be prioritized, while
students from other areas would only have a chance to get accepted if a class had
free places (which is often not the case especially in Moscow where the density of
the classes has been growing with each year) [4].
The average age of teachers in public schools in Moscow is 44 years, while the
average density of classes is 26 students and in classes the students often sit in pairs
at the school desk. During the day the students usually have 4-5 lessons in primary
education and 6-7 lessons in secondary where the duration of each lesson is 45
minutes. The school education consists of 11 compulsory grades and it has been
divided into 3 categories: primary, secondary and upper-secondary [5].
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The primary education in Russia covers the grades from 1st to 4th, where children
first go to school at the age of 6-7. The education in primary schools provides
children with the basic skills which will prepare them for further studies. Until the
year 2007, the primary education concentrated on teaching children basic subjects
which required children to be able to read and perform basic mathematical tasks
etc. A new subject called “Informatics and ICT” became one of the core subjects
starting from the 3rd grade. However, in the 1st and 2nd grades the ICT tools are
often used for enhancement of other subjects. The pprimary education is of course
compulsory for all children at the age of 6 unless some valid reasons are provided
by the parents.
The secondary education covers the grades from 5th to 9th and it is compulsory as
well. The informatics at this stage are taught on a more advanced level where the
students are required to know the basics of programming, computer structure etc.
The upper secondary education covers the 10th and 11th grades and it is the last
stage of the school education and it has become compulsory since the year 2007
and its completion is required for students to apply to University or college.
1.2. General Context Description
The school №1723 in which the field study was conducted is located in Solncevo
which is one of the districts in Moscow. The population in the district is around
90,000 people according to the official census [6]. In the district there are 17
schools, while 15 of those are the general purpose schools. There is also 1
gymnasium and 1 pro-gymnasium which I will study in this case.
The budget of this school and basically any school in Russia is defined by the
division of the municipal budget and in this case it’s the budget of the Solncevo
district. The municipal budget is dedicated to maintaining the functionality of the
local services and accomplishment of the goals in a specific municipality. The
amount of financial resources assigned to a particular school is established each
year defining the share from the total municipal budget. The additional financial
resources can come from donations, charitable organizations etc, but it has to be
completely voluntary.
The organizational structure in the school is divided between several parties. The
governing council of this pro-gymnasium deals with discussion and approval of the
educational plans and maintenance of the school’s facilities. It also monitors the
attendance rate of the students and their educational progression, in order to detect
possible problems and various tendencies. It’s also responsible for school
fundraising and allocation of the school budget. The council includes the principal
of the school, representatives of the parents and several members of the teaching
staff.
The teaching committee occurs when the school teachers attend meetings
initiated by the principle to discuss various topics and education- related issues. It
also chooses the educational plan, school books, arranges certain activities like
book clubs as well as it deals with the student related issues, for example if
someone shows low performance, which might require the parents to attend a
meeting and discuss the situation.
The parents committee consists of several representatives of the students’ parents
and it assists the school management and cooperates with the teachers committee in
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organization of educational processes and creation of the suitable conditions for
establishment of a successful and student-accurate educational process as well as it
makes it possible for parents to have cooperation with the school and make them
involved in the educational process. The members of the committee are chosen at a
parents-teachers meeting in the beginning of each school year and the choice of
representatives is approved by the principle of the school. The committee does not
have a direct influence on the structure of educational processes but rather it gives
recommendations on how to improve them and make them actually accountable for
students’ worldviews.
The methodological association usually consists of volunteers from the teaching
staff and it is responsible for ensuring the achievement of educational goals,
introducing corrections into educational process and improvement of the
qualification of the teaching staff for example by asking teachers to attend some
conferences or take additional training courses in order for them to be able to use
the teaching techniques which would satisfy the standards established by the
Ministry of Education. In general, at the initial stages of the ICT integration in this
school, some of the elderly teachers were concerned that there would be a
preference towards younger teachers who have a more intuitive understanding of
using various ICT tools in everyday life, so this was actually one of the
motivational factors for the teachers to attend short training courses and improve
their technical skills during their free-time.
In the school there are 20 “multifunctional” teachers who teach a variety of
different subjects such as math, reading, language etc and they are responsible for
the class they’ve been assigned to lead. So, throughout the 4 years of primary
education, each class have one primary teacher that covers most of the school
material, while the teachers in subjects such as Design and English language are not
class-specific. There are 5 English teachers and 20 teachers that teach additional
subjects such as music, design and also some of them offer additional education
which allows children to stay after school and do some homework until they get
picked up by their parents after work in cases if the pupil lives a long way from
home.
This pro-gymnasium has 4 grades and it has slightly more than 500 students. The
standard density of the classes each year is 25 students, however that is not always
true. Some classes, especially in the 1st and 2nd grades, have usually 26-28 students
nowadays. There are 20 classes in total, where each of 4 grades has 5 classes. In
the 1st and 2nd grades the ICT is used to enhance such school subjects as Reading
and Mathematics but it is not taught as a separate subject. In the first grade, the
pupils attend school 5 times a week and each school day last for around 4 hours.
They usually have 3-4 lessons a day but as I mentioned previously it’s possible to
stay after school and do homework and get help from the teachers. So, for the first 4
month of the 1st grade the duration of each lesson is 35 minutes. But after that,
starting from January, the duration of each lesson is 45 minutes. This gradual
increase in lesson duration is done in order to avoid putting an overwhelming
amount of pressure on the children and let them adapt to the educational process.
Starting from the 2nd grade each school day consists of 4-5 lessons of 45 minutes
each. Starting from 3rd grade the ICT is taught as a separate subject for 2 hours a
week. It describes the various ICT tools and how they can be used to perform
certain educational activities and whatnot.
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1.3. Overview of the field study process
The Case Study was performed as part of my field study, which allowed to get an
insight into the internal situation related to the ICT usage by teachers and students
as well as it covered the exploration of the ways in which the ICT during the
teaching and learning processes in this primary school. The questionnaires were
used for exploration of the background of the teachers and students. The informal
interviews allowed exploring the experience of using ICT as well as what kind of
opinions the teachers have about using the technology in every day practice at
school. Based on the explored aspects, the ICT proposals were made, the main goal
of which was to introduce a positive change into the teaching and learning
processes, by means of financially-independent technological solutions. To
produce the solutions, the aforementioned questionnaire-based pre-study was
performed as well as the consultations with two teachers who I met during my
search for the placement to conduct my field study. The consultations helped to
establish a “bridge” for the exchange of experience, where some of their teaching
and learning practices could be transferred to the school in which the study was
conducted. The various education-oriented discussion forums and documents were
analysed in order to possibly get an insight in the related issues and try to find
some solution to them. As it was mentioned previously, the main requirement for
the ICT proposals was that they had to be free. What I mean by that is that, they
had to be possible to implement without the need to spending any financially
resources on them, allowing avoiding the tedious process of approval of the
technology by the governing council of the school, which could take a lot of time.
The ICT solutions, which were structured considering the results of the pre-
study, the received consultations and the personal ideas, were afterwards presented
to the teachers during the teacher’s committee meetings, where the general concept
of the proposals was presented to and discussed with the teachers. After the
meetings, the teachers would choose whether they actually wanted to give it a try
and use the proposed at least one of the three proposed solutions.
The field study was concluded by doing a final survey of the teachers, which
actually explored whether the teachers actually used any of the proposed ICT
solutions. Depending on the results of the final survey we could determine if the
proposed ICT solutions managed to achieve acceptance among teachers.
To summarize, the main goal of this field study was to achieve a successful
integration of financially-independent ICT solutions by teachers for enhancement
of the educational processes in a primary education.
2. ICT in use In the school in which the field study was performed, there are various ICT
solutions already implemented for enhancement of the teaching and learning
processes. Furthermore, the ICT as a subject in this school is being taught starting
from the 3rd grade, where children are taught about basic benefits that ICT might
produce, for example, for social and educational purposes. So, this subject does not
involve any extensive usage of any particular ICT tools, but rather it concentrates
on theoretical examples, presenting various types of ICT and how they can be used
for enhancement of various services. However, this ICT subject is strictly for
theoretical knowledge, while the practical experience in using the ICT is provided
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by means of using various ICT tools during lessons in all classes regardless of the
grade level.
Besides, the school has a broadband connection, where the access points are
distributed evenly across the school providing a wireless Internet connectivity in
any point in the school removing the need for the wires, which is especially
important considering that the laptops used by the pupils are constantly getting
moved from one class to the other, so there is no need to have a separate set of
laptops for each class which would require significantly larger investments.
The laptops are used both by the teachers and the pupils as well as the stationary
computers are used by the administration staff. In case of teachers, each of them
has been given a laptop 2 years ago (previously they had stationary PCs). The
teachers use laptops for various work-related purposes like administrative duties.
For example, they store student records for each of their lessons such as their
grades, which the teachers give them as part of their performance evaluation, and
they also record students’ attendance rate. The plans for upcoming
activities/schedule and subject material are also structured using a laptop, while
previously all this was done using a regular journal where all of the information
was written by hand in a regular journal. So, all the information about the entire
class was stored in one place and in case the journal got lost then all of those
records were practically lost together with it, which required teachers to go through
all of the grade-notebooks of each student, which each student has for teachers to
put their evaluation grades in, and rewrite those grades into a new journal. This was
incredibly time-consuming and unreliable because the grades could be falsified by
pupils and the teacher might easily overlook it especially if the grade was given a
significant amount of time ago. However, regardless of the digitalized logging, the
students still have grade-notebooks in a physical form, but now this is used to give
students feedback that they would remember, while the grades are still submitted
via email to the parents by the end of each month or term. Thus, the digitalized
means of administration of school work for each teacher introduced a great amount
of flexibility for the teachers and generally decreased their workload, which is
especially important considering that the class density increased by average 15%
during the last 2 years and now there are about 29 students in each class.
The laptops are used during the lessons for presentation of the school material.
Furthermore, the teachers very actively use the laptops to access the Internet when
searching for additional material for their teaching sessions. So, basically they
extend the material that is included in the established curriculum by additional
education-oriented videos and exercises. All of the material found on the Internet is
first reviewed and it is determined whether that material has any educational value
that would make it worthwhile to show the pupils. In general, the usage of the
subject material from various Internet sources is a common practice that is used to
complement the standard educational material and further diversify the contents,
making sure that the lessons are educationally valuable and engaging at the same
time. So, after finding some particularly interesting topics that the teachers would
like to discuss during the lessons, they would simply connect their laptop to the
projector and show the material which might be, for example, some practical
tutorials and various educational videos. Previously, this was done in a little more
complex way, where all of the material either had to be described in words by the
teacher or written on the blackboard, which was time-consuming and especially
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unsuitable for pupils who sat on the back rows of the class and could not see a
thing. Thus, the increased accessibility of the information and its presentation by
means of using different equipment during the lessons is an effective way to
increase the productivity of the educational processes.
As for the communication among teachers, they mainly use the traditional
methods such as talking during meetings and finding the time to discuss certain
issues between the lessons, however when certain information or file is to be
shared then they use email or even Skype. The email communication is also used
for contacts between teachers and parents, so that the parents don’t have to come to
school for discussion of issues that might be insignificant but still require parents to
be informed about. The usage of email also allows to avoid spending time on
trying to reach the parents via the phone or sending some written notes together
with the child relying that it would be handed over, which was commonly done
previously and which was impractical because the child might simply hide the
message causing the teacher to call the parents in either case. Furthermore, the
teachers use emails, in cases if a certain pupil is sick and can't come to school, then
the tasks and reading material could sometimes be send to their parents so that they
can be notified about the tasks their children have to perform during their absence
period. In cases if the reading material is non-digital, then the teacher would first
scan certain material and then send it to the email of the parents, who would later
give it to their children, allowing them to keep up and not lay behind in their
studies. Previously, either parents had to come to school and get the material or
alternatively some of the classmates would be actually asked to bring the tasks to
the fellow classmate who was sick or unable to attend school for some other
reason. Otherwise, the child would simply had to wait until he/she came back to
school and just realize that they are far behind in their educational progression
compared to other students. So, with the presence of the laptops the teachers are
now able to make the education more accessible, versatile and engaging, which are
some of the crucial factors in keeping the high quality of the educational outcomes.
As part of their security policy the teachers are not allowed to take their own
laptops to school and they have to perform all of the work-related duties using their
school laptop. Furthermore, at the end of the day the laptops have to be locked in a
safe room, so that no computers are allowed to be left in the classrooms unattended.
However, the teachers are allowed to take the laptops home so that they can
perform their duties outside of school, but in that case they would need to notify the
security guard that they will take the computer. This allows achieving a non-
repudiation where teachers would not be able to deny the fact that they took the
laptop outside of school.
As for the laptops for pupils, the school uses movable sets of laptops, meaning
that rather having 1 laptop for each child in each class, they use 2 sets of 17 laptops
in each of 4 grades that has 4 classes. Furthermore, since the pupils sit in pairs
during the lessons, they usually get 1 laptop to be used by two children. So, in total
there are 8 sets of movable laptops, excluding the older laptops that still remain in
school after they were replaced with the newer ones a couple of years ago.
Considering that in each grade there are 4 classes and only 2 sets of laptops, the
teachers have to schedule when the laptops are to be needed for their lessons so that
there are no collisions with other classes when it comes to using the equipment. In
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the near future the school is planning on purchasing more laptops to cover a larger
number of pupils at the same time.
In this school, the laptops to be purchased were chosen to be MacBooks. The
choice was made based on the school budget on a higher level by the governing
council of this school. It's not necessarily true that all of the schools in Russia or
even Moscow have Macbook laptops or even have laptops at all, but rather this was
decided in this particular pro-gymnasium only.
The majority of the official course books are still paper-based while others are
provided in digital versions. The additional material is presented purely in the
digital form using a projector connected to the teacher’s laptop. This kind of
mixture of traditional and digital material allows not only to decrease the amount of
books the pupils have to bring to school (which might result in very heavy school
bags) but also it allows having a certain variation in the type of presented material.
For example, besides the established course material, the teachers might find some
other material on the Internet and present it during the lessons, allowing covering a
wider range of aspects about a certain subject. Previously, when there were no
accessible computers, the teachers had to stick to the books, which was somewhat
limited in terms of material coverage. Furthermore, during the lessons, video
tutorials about various topics tend to be presented by teachers, demonstrating some
practical examples rather than having something described in theory only.
The school purchased various educational applications which were chosen with
regard to the grade level and thus the complexity level. An example of the 1st grade
application that is used during the Math lessons can be seen in the figure 1 below:
Figure 1: Screenshots from the math application for the 1st grades.
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So, some applications, for example for the 1st grade, might have relatively simple
puzzles and tasks in subjects such as math, English language and others, while
other applications might require students to perform more complex exercises
related to the respective subjects (see figure 2).
Figure 2: Screenshot from the math application for the 2nd grades.
The applications intended for each grade level are pre-installed on the computers
that correspond to that grade only. This is done in order to decrease the license cost
of the software, of course.
As I mentioned previously, the pupils sit in pairs during the lessons, so 1 laptop
is used by 2 pupils to solve particular tasks that are either aimed at collaborative
problem-solving processes or are simply preferred to be solved in pairs in order to
for pupils to be actually able to communicate when trying to understand what is to
be done (see figure 3).
Figure 3: the usage of laptops in classes
However, when the pupils are asked to perform some kind of control tests that need
to be done individually, then considering the limited number of laptops, the class
gets divided into 2 groups of 14-15 pupils, where one group does the test on the
laptop, while the other group does either the written part of the test or reads some
kind of material and then the groups switch. The tasks in the used applications have
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both written as well as oral instructions, so it requires pupils to both be able to
understand what they have to do in written form and be able to listen to what they
are asked to do for a certain task. Some of the applications also included short video
tutorials which presented some particular topic for the pupils, who would later be
asked to solve the tasks which are based on the explained topic testing the
knowledge they got from the tutorial. While the pupils perform their exercise on the
laptops, the teacher walks around the class and assist the pupils in case if anyone
has certain questions and checks that the pupils actually understand what they are
doing.
The projectors are located in all classes where the lectures are conducted. They
are primarily used by the teachers to present lecture material as well as for
presentation of additional material that is not included in the regular course plan but
which according to the teachers’ opinion might have certain educational value for
the pupils (see figure 4).
Figure 4: The usage of projectors for demonstration of various tutorials.
Previously everything was written by the teacher on the whiteboard with a pencil,
which made it difficult for pupils on the back rows of the class to actually see what
exactly was written there. With the projectors the teachers can show any material,
allowing for the whole class to see clearly what is written instead of just having
pupils sitting through the lecture without the ability to properly comprehend the
presented material.
The pupils, on the other hand, are merely receiver of the content presented by
teachers, so they just observe what is being shown to them and occasionally they
are asked to solve some particular tasks in front of the class, where other pupils and
the teacher discuss what is being done. However, the pupils don’t generate any
content themselves.
So, we’ve looked through the used ICT tools that are used as part of the
educational process in the school in which study was performed and now we can
move on to an overview of the ICT proposals that were made to the teachers in an
attempt to introduce a certain positive change to their teaching processes as well as
to possibly create more engaging activities for learning.
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2.1. Results of the teachers’ survey
When the teachers were asked about how often they used computers at home, the
majority of the teachers stated that they used it often, while only every 1 out of 10
teachers stated that they don’t use it at all at home (see figure 5).
Figure 5: The frequency with which the teachers use computers at home
When the teachers were asked to evaluate the quality of their computer skills, the
majority stated that they had basic computer skills that allow them to perform their
teaching duties without hindrances (see figure 6).
Figure 6: Level of computer skills of the teachers
Interestingly enough, when the teachers were asked about the level of their
computer skills before the ICT was first introduced in school the majority still
stated that they had basic skills, while almost every 3rd teacher had poor skills and
the proportion of teachers that would consider their skills as advanced was almost
three times as smaller(see figure 7).
56%
30%
13%
Often (everyday/severaltimes a week)
Rarely Don't use it
0%
62%
38%
0%
Poor skills Basic Advanced No skills
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Figure 7: Level of computer skills before ICT integration
So, according to the results it appeared that it was not obligatory for the teachers to
attend special training courses, but rather they had an opportunity to improve their
computer skills in their free time and this was chosen a preferable option for the
majority of the teachers(see figure 8):
Figure 8: The way in which the teachers developed their computer skills.
From the results of the survey it appeared that the majority of teachers use the
computers not only before the lectures for creation of the material, but also they
used it for the actual presentation of the material (see figure 9).
Figure 9: Usage of computers for teaching
31%
53%
12%
4%
Poor Basic Advanced No skills
9%
62%
29%
Atteneded special courses During my free time My skills were sufficient
18%
82%
0%
Only to prepare for lectures Prior and During lecturesfor demonstration of the
material
Don't use it
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The majority of teachers, whose lessons involve the usage of laptops, also stated
that the pupils during their lessons use laptops 3 or 5 times a week, while in general
38 teachers stated that the pupils on their lessons use the laptops at least once a
week, which actually highly depends on the number of such lessons the students
have each week (see figure 10).
Figure 10: Frequency of using laptops by pupils
In the graph above, the lessons when the pupils don’t use laptops are primarily
during the gym classes and lessons where the pupils are required to crate things
with their hands as well as the lessons when there is practically no need for pupils
to use the laptops, since it might be sufficient for teachers just to demonstrate
something on the whiteboard with the projector.
It also appeared that 4 out of 5 teachers had a permanent access to the projectors
that they could use at any time during their lessons, while other would have to use
another classroom that does have a projector installed in it, in cases when the usage
of projectors is highly important for their lesson (see figure 11).
Figure 11: Permanent access to a projector
Furthermore, the majority of teachers use the projectors during their teaching
sessions on a regular basis (see figure 12).
55%
29%
16%
0%
10%
20%
30%
40%
50%
60%
Often (3-5 times) Rarely(1-2 times) Never
76%
24%
Yes No
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Figure 12: Frequency of using the projectors during the lessons
The projectors are primarily used by teachers, where the majority (73%) of teachers
stated that the pupils use the projectors either rarely or never (see figure 13).
Figure 13: The usage of projectors by pupils during the lessons
By the “usage of projectors” is meant anything other than just sitting and watching
what the teacher has to show during the lesson. Thus, the usage of projectors in
that context is not exactly usage per se, but rather an interaction with the material
being chosen by the teacher to be projected onto the whiteboard for the students to
try and solve various tasks. This kind of pupil-projector interaction is still primarily
aimed at consumption of knowledge rather than the participation in creation of
knowledge by the student however this interaction help to achieve a certain
engagement of the pupils in the actual learning process, instead of just having the
pupils as receivers of the content that is being shown to them by the teachers
during the lessons. So, from the survey it appeared that the primary usage of
projectors by teachers during the lessons is concentrated on the presentation of the
lesson material and the demonstration of the various videos/tutorials, while some of
the teachers also use the projectors for initiation of the different competitions that
are aimed at increasing the entertaining as well as educational and communication
value of the lessons (see figure 14)
89%
7% 4%
Often Rarely Never
27%
42%
31%
Often Rarely Never
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Figure 14: What the projectors are used for by teachers during their lessons
To the question about the purposes which the projectors are used for, the majority
of teachers stated that the projectors are used mostly for the presentation of the
subject material and demonstration of various videos/tutorials, while some of the
teachers stated that they use the projectors to engage students in learning process
by means of asking individual pupils to solve certain tasks that are projected onto
the whiteboard in front of the class. Furthermore, certain teachers try to initiate
certain intellectual competitions, where the students who’ve been divided into
several groups try to solve the projected tasks gaining points for every correctly
solved task. During the teachers’ committee meetings, the majority of teachers
stated that the usage of projectors and laptops significantly decreases the time
required for coverage of the school material. Some teachers even stated that as
much as two times the amount of material can be covered in just one lecture with
the projector as it would be without one. The teachers also mentioned that with the
projectors the teachers can show any material, allowing for the whole class to see
clearly what is written instead of just sitting through the lecture without the ability
to properly comprehend the taught material.
So, in the survey the teachers were asked to define some of the benefits of using
the ICT (see figure 15).
Figure 15: Benefits of using ICT from the perspective of the teachers
84%
60%
49%
20%
For presentation of the material by theteacher
For demonstration of various practicaltutorials by the teacher
When an individual pupil solves aprojected exercise in front of the class
Pupil group tasks / competitions
79%
31%
83%
69%
38%
62%
22%
More flexibility for material creation
Easier to reach parents
Easier to present material
More material coverage in one lesson
More variant tasks during lessons
Easier to perform administrative tasks(e.g. scheduling activities)
Increased accessibility of material forpupils (via email)
18
From the results of the survey it appeared that the majority of teachers stated that
some of the benefits of using ICT is the actual flexibility in the material creation
for the lesson as well as the more productive material coverage during one lesson,
simply due to the usage of projectors that remove the need to always manually
write explanations on the whiteboard.
Furthermore, to the question about possible issues with the ICT usage, the
teachers pointed out certain aspects (see figure 16).
Figure 16: Issues related to the usage of ICT from the perspective of the teachers
From the results it appeared that the most frequently noted issue was the actual fact
that in order for pupils to use laptops during lessons, the teacher would have to
schedule those laptops, so that there is no collision with other teachers in the same
grade who might want to use the computers at the same time. This issue requires
teachers to think far ahead and structure their educational activities appropriately,
clearly defining when the laptops are to be used. Another problem was with the
technical support that might be required in case if the equipment does not work.
The reception of the technical support tends to take some significant amount of
time, because the staff, who is responsible for technical support, is located in the
gymnasium with which this pro-gymnasium is associated. So, even though both
schools are located in a walking distance from each other, it still takes time to fix
the issue, which can practically destroy the plan for the entire lesson. Some of the
teachers also stated that sometimes the computers and projectors don’t work
properly and that’s where the problem with the technical support becomes even
more influential.
73%
41%
22%
16%
9%
Need to shedule laptops for lessons
Difficulties to adjust educational plan touse ICT
Takes time to receive technical support
Sometimes computers don't workproperly
Issues with signal when starting theprojector
19
The educational apps that are pre-installed on the student-laptops offer different
sort of benefits for the students as well as for the teachers, while the issues with
those apps have to be also accounted for, because the simple presence of the
technology does not make it useful (see figures 16 and 17).
Figure 16: The most frequently noted benefits of using educational apps during the lessons
Figure 17: The common issues with the educational apps
So, from the obtained results it appeared that 27 teachers, or in other words 70% of
all teachers who occasionally require their pupils to use laptops during the lessons,
stated that among the benefits of using those apps is the actual diversification of the
lesson contents, where the pupils can be involved in various types of activities
besides the traditional technically-unrelated ones. While, at the same time, almost
half of those laptop-using teachers stated that the available apps lack certain
variation in the exercises that they offer, meaning that after the completion of those
exercises the apps would not offer any particular educational value the next time.
This is especially problematic since many teachers also stated that there are not
33%
14%24%
29%
Benefits of apps
Diversification of thelesson contents
Loads pressure off theteachers
Engagement of students
Collaborative problem-solving
12%
38%33%
17%
Issues with apps
Occasionally certain apps"freeze"
Small variation ofexercises provided byapps
Small number of availableapplications
Some apps have low user-friendliness
20
such a large number of available applications that can be used during certain
lessons. However, in general, 37% of laptop-using teachers thought that the apps
are useful also in a sense that they decrease the amount of pressure the teachers
have when performing their teaching sessions, especially considering the fact that
many teachers have lessons one after the other without particular breaks, which
might be highly tiresome and decrease the quality of the teacher’s performance and
thereby negatively impact the educational outcomes. There were some teachers
who said that certain applications “freeze” occasionally which prevents certain
pupils from doing their exercises.
In general, considering that the classes in each grade have a movable sets of
laptops, the teachers quite often complained about the fact that in order for their
students to use laptops they always need to schedule the time when they need to
use them, in order to avoid collisions with other classes in the same grade who
need to use them as well. This is issue is planned to be dealt with in the near future
by purchasing more laptops, which would definitely give the teachers more
freedom when it comes to structuring their lesson activities.
2.2. Results of the parents’ survey
The survey of the parents was done in order to explore the usage of various ICT
tools by pupils outside of school. The results of the parents-survey did not
influence the structure of ICT proposals that were later created, so they were used
simply to get an insight about the technical background of the pupils. Besides,
considering that the pupils are still children, the parents are the ones that were
chosen to be asked about the technical skills of their children, rather than giving the
questionnaires directly to those children. The questionnaires were completely
anonymous, so the parents could answer the questions sincerely, instead of
answering the questions in a way that would make them look good on paper, but
the actual situation is far from reality.
So, the ICT proposals, that are going to be described later in this research study,
were structured based purely on the results of the teachers-survey. For the
interpretation of the results only the fully answered questionnaires were considered
and we managed to collect answers from 447 respondents, while in total in school
there are more than 500 pupils, where one parent represented 1 pupil on the
teachers-parents meeting during which the questionnaires were distributed. So
basically we managed to collect the results about the ICT background of the
majority of pupils.
The first thing the parents were asked to specify was whether they had an access
to a computer and Internet at home. It appeared that the majority of the respondents
confirmed that they did have access to both of those things (see figure 18).
21
Figure 18: Possession of a computer and Internet connectivity at home.
The noted overwhelming presence of computer equipment and Internet
connectivity in households of a majority of families might be significantly differ in
the schools that are located in the regions outside of Moscow or larger cities in
general.
Furthermore, from those parents who claimed to have computers and Internet
connectivity at home it appeared that the majority of their children use the
technology at home (see figure 19).
Figure 19: Proportion of parents whose children use computers at home.
The parents were then asked to mark the activities that the children usually do on
their computers (see figure 20). Out of those who had computers at their
household, the majority (89%) stated that their children used them mostly for
games. At the same time many parents also stated that the computers tend to be
used by children also for doing their homework, while some of them also even use
social networks for communication with their friends and classmates.
96%
4%
Yes No
88%
12%
Yes
No
22
Figure 20: The primary purposes of using computers by children at home.
The usage of computers by children might expose them to potentially harmful
information, thus it could be useful for parents to monitor the ways in which their
children use the computers and what information they access on the internet. From
the survey it appeared that every 8 out of 10 parents, whose children use computers
at home, stated that they keep an eye on the things their children do on the
computers, while 3% of such parents don’t monitor children’s activities and rely on
their own judgement to do the right thing (see figure 21).
Figure 21: Proportion of parents who monitor the activities their child (ren) perform on the
computer
Furthermore, the majority of all surveyed parents stated that the security of their
children on the Internet concerns them, namely the concerns are raised by the
harmful information that the children can be exposed to. There were also some of
the parents who raised their concerns but still relied on their children to not access
14%
74%
37%
89%
21%
All of the above
To do homework (search for info)
Search for information for personaldevelopment
For games
For communication on social networks
83%
3%14%
Yes
No
I (we) try, but sometimescan't. Thus, rarely.
23
information or do some undesirable activities (e.g. talking to strangers) (see figure
22)
Figure 22: Proportion of parents who worry about their child’s safety on the Internet
The access to potentially harmful information is indeed one of the greatest threats
that comes together the openness offered by the internet, especially when talking
about children using the Internet. Thus, outside of school where teachers can not
monitor the activities of their pupils, it’s up to the parents to make sure that their
children are not harmed by the technology.
However, besides the concerns related to the harmful effects of technology, the
majority of all parents stated that they do support the usage of technology by their
children as part of education in school (see figure 23)
Figure 23: Proportion of parents who support the usage of technology by their children in
school
84%
4% 12%
Yes
No
Worried, but I trust mykid to do the right things
87%
4% 9%
Yes
No
I have my doubts
24
When it comes to usage of computers in school, the role of the teachers is crucial
for keeping that usage strictly education-oriented and making sure that the
technology is not misused.
Furthermore, it was noted that majority of parents stated that their chid(ren) first
used the computer at the age of 3 to 4, while there were even some who stated that
the computer was used as early as at the age of 1 or 2 (see figure 24).
Figure 24: Proportion of parents who specified the age of their child’s first interaction with
the computer
When it comes to the assessment of the computer skills of the parents, it appeared
that the majority of the surveyed parents claimed that they had sufficiently good
computer skills that allow to use computer and the Internet without any hindrances,
while it was also noted that there were no parents who would confess having no
computer skills at all, even though some of them don’t have computers at home,
but perhaps they use it at work or elsewhere (see figure 25).
Figure 25: Proportion of parents who specified the age of their child’s first interaction with
the computer
30%
64%
6%
1-2 years 3-4 years 5-6 years
1-2 years 3-4 years 5-6 years
24%
69%
6%0%
Advanced skills Good Skills - use acomputer and
Internet withouthindrances
Poor skills I have no computerskills
25
To the question about parents involvement in helping their child(ren) with the
educational usage of computers at home such as for completion of the homework,
every 6 out of 10 of all surveyed parents stated that they do help with those kind of
things, while every 3rd parent at least tried to help but sometimes they didn’t have
enough time to fully engage in their child’s learning process (see figure 26). The
compensation for the lack of time of the certain parents is achieved by means of
providing the pupils with the possibility to stay after lessons and do their
homework at school with the assistance of the teacher.
Figure 26: Proportion of parents who assist their child(ren) with educational usage of
computers at home
Furthermore, the majority of the surveyed parents stated that the teacher
occasionally sends various subject material and additional links to the material to
the parents’ email, so that the children can do certain educational tasks at home in
order to improve pupils’ performance (see figure 27).
Figure 27: Frequency with which the teachers send various school material to the parents’
email.
61%
7%
32%Yes
No
I (we) try, but don'talways have enough time
31%
59%
6% 4%
Regularly Occasionally Rarely Never
26
In order for parents to be able to keep track of their child’s progress in school, the
teachers are required to regularly submit progress reports to the parents’ email
addresses. The reports tend to include the grades and general performance
evaluation of the pupils. From the survey of the parents it appeared that the
majority of parents agreed with the statement that teachers regularly submit reports
to them (see figure 28).
Figure 28: Proportion of parents who agree that the teachers regularly submit progress
reports to them.
3. ICT proposals
As it was mentioned previously, the main goal of the ICT proposals, which were
presented to the teachers during the teachers’ committee meetings, was the
enhancement of the teaching processes without needing to spend any amount of
financial resources to be implemented. All of the proposals were simply presented
and explained to the teachers during several meetings and if the teachers would
find the proposed ICT solutions interesting, they simply had to contact me for
additional information or assistance in getting things working. So, in other words,
the proposals were not imposed, but rather the usage of the solutions was
completely voluntary.
3.1. The 1st proposed ICT solution
Considering that from the survey it appeared that the many teachers stated that the
available educational applications were somewhat repetitive, meaning that they are
not exactly reusable, because once the tasks are completed it would simply be of no
interest and would not present the same educational value for the pupils on the next
learning session, especially considering the fact that most of the apps have not a
wide variety of tasks and thus it does not take long to finish all of them. From the
discussion with the teachers it also appeared that pupils tend to lose enthusiasm
when dealing with those apps too frequently. This particular problem raises certain
financial requirements when it comes to purchasing other applications that would in
its turn have to be approved by the school board and this might take quite some
53%39%
8%
0%
Fully Agree
Agree
Disagree
Fully Disagree
27
time and really good reasoning from the teachers’ side when it comes to justifying
the need for new apps. Alternatively, the teacher could purchase some educational
apps, but this would be absolutely unacceptable. Furthermore, as it was stated by
the teachers, when some of the applications were acquired, the teachers’ opinions
were not particularly accounted for, so the choice was made for them on a higher
level without going into details of the context of the classes and perhaps
disregarding the exploration of what each applications actually offers.
A way to enhance the educational process without the financial investments into
additional educational software was proposed at this stage. The prerequisite for the
accomplishment of this task is the presence of the Internet connectivity to each
laptop in the class in order to access the online-based applications. This
prerequisite was satisfied due to the fact that there is a Wi-Fi connection in the
school.
The idea was first brought up at the teachers’ committee meeting and the teachers
stated that it would be a good idea to run this in a pilot phase first during 1-2
month. If the engagement of the students would be noted to be increase, then it
would perhaps be used by other teachers as well.
The proposed online app-builder is called LearningApps.org1(see figure 29) and
it’s basically a web application that provides an environment for the creation of
educational applications. There are a variety of different app-builders, but not so
many of them have an interface that would be translated to Russian language. The
proposed app-builder comes in several languages, including Russian language, so it
makes it more convenient for the teachers to actually navigate in the settings and
make the app to fit the needs of a specific subject more accurately and efficiently in
terms of time-consumption required for creation of the app.
Figure 29: Users can choose various type of exercises to create
1 http://learningapps.org/, (Last accessed: 01.01.2015)
28
So, basically the proposed app-builder allows teachers to choose the already
existing apps that were created by others as well as it provides a possibility to
create their own apps. In case if the apps are chosen from the list of the already
created ones, then the teachers would have to first choose what specific apps they
would like to use by pupils during their lesson instead of blindly choosing whatever
app might not be such a good idea, because some of them might lack any sort of
educational value and would simply be just a waste of lesson time. This might seem
challenging considering a somewhat large number of available apps, but the
filtering options make it easier to decrease the scope of the search. There are
hundreds of apps available for usage and some of the apps that were created by
other users can be seen in the figures 30 and 31.
Figure 30: The exercise for association of pronunciations of objects with their
corresponding images
Figure 31: The exercise for categorization of the words/phrases by their tense.
29
This ICT proposal allows:
Implementation and usage of the custom made educational web apps.
Usage of the already created educational web apps
Possibility to make the contents of the lessons more variant without the
need to invest any financial resources
A good chance for pupils to work with the internet resource
The idea about using an online app-builder was received by me when I talked to a
teacher from another school about possible tips which could help to introduce
certain variation into the learning activities. As it was mentioned previously, from
the discussions with teachers it appeared that pupils often lose motivation when it
comes to using similar games that were purchased on CDs by the school. So, by
having this free app-creator it is possible to introduce the needed amount of
variation and motivate the children during the lessons. This variation is to be done
by switching between games. During some lessons the pupils would use the
purchased games, while on other lessons they would use the apps provided by the
aforementioned app-builder.
So, this idea not only allows children to have more varying lesson contents but it
also provides the possibility for teachers to implement their own games which
increases the qualification of the teachers and opens up new perspectives on using
the internet resources.
3.2. The 2nd proposed ICT solution
As it was mentioned previously the projectors are installed in each classroom,
however, as it was noted from the survey of the teachers, those projectors are
primarily used mainly by the teachers. This basically means that the children are
the receivers/observers of the technology rather than the participators in using it.
Thus, the idea about using the projectors by the children during the lessons was
suggested to me by the teachers at two other primary schools. They stated that the
teachers tend to perform small pupil-led presentations of the topics that those
pupils found to be interesting. It was stated that this way the pupils develop their
presentation and technical skills, because the material would first have to be found
and the presentation would need to be created by using appropriate tools, after
which the pupils would have to present the information to class by using a
projector. As the teachers at those two schools stated, the usage of projectors for
project work allows children from earlier ages to overcome their shyness and be
able to interact with the audience, which is especially important to make the
learning process easier in later grades.This kind of presentations could be done
both individually as well as in groups of two, which is especially convenient since
the pupils sit in pairs.
So, the second proposal was about establishment of a more active involvement of
the pupils in the usage of available ICT tools. Namely, a more active participation
in the projector usage would allow to develop pupils’ social, presentation and
research skills, where they would be asked to choose a topic of interest(depending
on the subject), perform a small "research", construct a presentation and then
present it in front of the class using that projector. The teachers would have to
30
organize this kind of project work and make it structured, considering the fact that
in order to perform a research and make a presentation, the pupils would need to
have access to laptops and for that purpose the schedule of project activities would
need to be aligned with the schedule of usage of laptops. Furthermore, it’s
important to limit the scope of each project, because it should not negatively
influence other educational activities by taking too much time from the general
educational plan. It’s also important for teachers to actually choose the subject that
might include this project work.
This proposal was presented to the teachers at the committee meeting, where the
general idea was explained to the teachers. The idea was generalized, because the
particular details of the project work would vary from one teacher to the other
based on their teaching technique and their planned educational activities.
This ICT proposal allows:
More active participation of pupils in the ICT utilization
Development of social and research skills of the pupils
3.3. The 3rd proposal – Google Drive
One of the first things that was noticed when the field study first began was that
there was no e-Learning platform that could be used for communication and
distribution of the school material, increasing the accessibility of the education
outside of school. Now, the teachers occasionally send the material or links to it via
email to the pupils’ parents. This kind of material distribution was stated by the
teachers to be somewhat complex in a way that if a pupil was unable to come to
school, the teacher would have to assemble the material and send it to that
particular pupil (his parents). The problem with the workload when it comes to
sending the material to the students was stated to be stressful for teachers who after
their lessons instead of preparing the material for the next school day they had to
assemble everything that is needed for the absent pupil to know for the upcoming
days. So, instead of gathering material to be send, it would be useful to always
have all of the necessary material accessible at all time. This way, instead of asking
the teacher to send the material, it could be accessed from the class folder on the
cloud storage such as Google Drive. Basically, in this case the Google Drive would
be used instead of e-Learning platform. This, however, would require the teachers
to frequently update the storage in order to keep the material up-to-date with the
actual school progression.
The substitution of an e-Learning by means of cloud storage, which would serve
as a place where teachers would upload their material for each subject that they
teach, could significantly decrease the workload of the teachers by removing the
need to urgently assemble all of the material in order to reply to each student
requests.
Besides, the amount of free storage offered by Google Drive would be quite
sufficient for teachers to store all of the necessary material. Each of the teachers
who would want to try the usage of cloud storage would need to use Google
account. The accessibility of the class directory in the cloud storage would need to
be set to public and the links to that directory would be sent to the pupils’ parents
31
via email. Furthermore, considering that many teachers teach many subjects, all of
the material would have to be well-organized, in order to make the accessibility of
the material understandable. This can be done by creating a hierarchy of
directories, where each folder would correspond to each specific subject, which in
its turn would contain subfolders for different activities (see figure 32).
Figure 32: An example of the cloud storage organization of a “multifunctional” teacher,
where each subject has a separate folder.
So, those teachers, who were willing to use the proposed cloud storage for material
distribution, had to either personally register a Google account and create the
necessary storage, or they could ask me for help with setting up all of those things.
Several teachers actually initiated their cloud storage themselves, while several
other teachers asked me to do that and then to demonstrate it to them how exactly
the storage can be used.
Furthermore, those who are given the link to the directory would only be able to
view its contents without being able to modify them, because we would not want
someone other than the teacher to remove anything from the directory and for that
purpose we had to specify that other users have only the read-only privilege.
This ICT proposal allows:
Increased accessibility of the lesson material by means of financially-
independent cloud storage
More manageable outreach of the education, when compared to email-
based material distribution
4. The results of the final survey
The final survey was performed in order to determine the acceptance rate of the
proposed ICT solutions.
4.1. Acceptance of the online app-builder
The proportion of teachers who used the proposed online-based applications during
their teaching sessions was determined by conducting a small survey among the
teachers at the end of the field study, where the results of the survey represented
only the teachers who lead classes (multifunctional teachers) and the English
32
teachers, while other teachers who deal with design and other lessons have either
very specific software or don’t require their pupils to use laptops during their
lessons at all. So, in case of the app-builder usage, the survey included 25 teachers.
From the results of the survey it appeared that the majority (72%) of teachers
have actually tried using the online app-builder (see figure 33).
Figure 33: A proportion of teachers who have tried using the proposed app-builder.
What’s interesting was that in the beginning, when the proposal was first presented,
only very few of the teachers confirmed that they would give the proposed app-
builder a try; however with time the number of teachers who were willing to try the
app-builder increased in a “snowball” manner, where the teachers would spread the
word about this app through informal communication with other teachers.
Furthermore, it also appeared that out of those who have tried using the proposed
app-builder the majority have tried at least to some extent using the apps during the
lessons. Namely, around 66% of the teachers who used the app-builder have stated
that they used apps at most couple of times a week during the lessons since the
proposal was made, while some of the teachers used the apps on a more regular
basis (more than 3 times each week). It also appeared that even though the teachers
have tried using the app-builder, there were some of them who did not actually use
the apps offered by it (see figure 34).
Figure 34: A proportion of teachers who have tried using the apps during the lessons
72%
28%
Yes
No
11%
66%
6%
17%Regularly (3> times aweek)
A few (1-2) times eachweek
Very rarely
Never
33
Furthermore, out of those teachers who have used the apps during the lessons, it
also appeared that even though the majority used the apps that were already created
by others, some of the teachers even tried to create their own apps and use it during
their lessons (see figure 35).
Figure 35: A proportion of teachers who have tried to create their own apps and use them
during the lessons
The majority of the teachers who used the proposed app-builder stated that they
would continue using it in the future (see figure 36).
Figure 36: A proportion of teachers who have tried using the app-builder and who plan on
using it in the future as well
In general, the introduction of this game were positively accepted by the teachers
because as it was noted from the survey with open-ended questions, it served as an
encouragement for children to develop not only logical but also social skills. The
results of the survey can be seen in the figure 37 where the essence of the responses
were extracted and displayed by their frequency of appearance in the teachers’
responses.
27%
73%
Yes
No
56%32%
12%
Certainly
Have not decided yet
No
34
Figure 37: Opinions about the usage of the proposed app-builder categorized by frequency
of being mentioned by the teachers who used the app builder
Furthermore, based on the opinions of the teachers who tried the app-builder it
appeared that the majority of them stated that the proposed app-builder offers a lot
of available apps to choose from, however at the same time many of the teachers
also emphasized the fact that it takes time to really go through the apps and find
something that has the needed educational value.
In general, the proposed app-builder is in no way the only or the best app-builder
there is on the Internet; however it is one of the examples of a somewhat flexible
and free educationally-oriented app builder.
Furthermore, from the discussion with the teachers it was noted that the teachers
who used the online-applications did not particularly explain it to the children
during the lessons how each task in those online-applications should be carried out,
because, as they stated, this way the children would learn themselves to find the
logic behind the game. Even though, the children could ask the teachers in case if
something was still unclear, it was noted that they rather communicate with each
other trying to understand what the game is about and what to do in it. This
particular approach also tends to be used when any of the practical exercises using
the computers are performed.
4.2. Acceptance of the proposed Projector usage by pupils
The idea of a greater involvement of pupils in the projector usage with the aim of
increasing the participation in the knowledge production was proposed to the
teachers on the committee meeting. At first it was somewhat questionable whether
the pupils in the 1st and perhaps even 2nd grades should be included in this proposal,
however some of the teachers stated that it should not be any problem because
there is no reason to think that they would not be capable of carrying out such task,
however the teachers would of course need to adjust the requirements for such kind
of task based on the grade-level. On the other hand, in this proposal, the pupils
would need to have access to the laptops and for that purpose, just like in the
33%
89%
40%
44%
22%
39%
78%
User-friendly
Lots of available apps
Can help to give certain variation to thelectures
Some apps initiate collaborative thingamong pupils
Possibility to adjust the already existingapps to fit your needs
Many apps can help to develop logicalthinking
Takes time to find really useful apps
35
previous proposal we first had to limit the scope of the proposal to the teachers
whose pupils have access to the laptops during the lessons or in other words 38
teachers. However, unlike the previous proposal, this proposal would cover all
lessons that include the usage of laptops, regardless of whether they use some very
specific design software and what not. Furthermore, it was also essential for
teachers to have access to the projectors. From the survey that was performed as
part of the pre-study at appeared that 34 teachers had access to the projectors
whenever they needed.
So, the exploration of the acceptance of the proposed projector-based project
work was done by first defining how many teachers actually tried asking pupils to
perform such activities. It appeared from the final survey that 47% out of those
teachers who have access to a projector and whose lessons include the usage of
laptops by pupils have actually tried conducting such activities during their
lessons(see figure 38).
Figure 38: Proportion of teachers who initiated activities that included the usage of
projectors by pupils
It could also be noted that, even though some of the teachers radically stated that
they did not apply the proposed idea, some of the teachers have not yet decided
whether they will apply it or not.
Furthermore, out of those who applied the proposed idea, every 7 out of 10
teachers stated that they had used that kind of activities at least 1 or 2 times a
month for the past 2 month (a little less than 2 month to be more precise) since the
time the proposal was made; however it also appeared that 18% or in other words 3
teachers said that they tried to implement the idea once and have not done it again
(see figure 39).
47%
41%
12%
Yes
No
Not yet, but might try itlater
36
Figure 39: The number of times the teachers initiated activities that included the usage of
projectors by pupils
Furthermore, around 44% of the teachers who used the proposed activities during
their lessons stated that they would continue using them occasionally in order to
make the learning sessions more versatile (see figure 40).
Figure 40: The proportion of teachers plan to continue using the proposed activities.
Furthermore, around 44% of the teachers who used the proposed activities during
their lessons stated that they would continue using them occasionally in order to
make the learning sessions more versatile.
It was also important to define the benefits and the downsides of the proposed
projector-based activity. So, the teachers, who used the proposed project activities,
were offered to specify some of the benefits of using asking pupils to perform the
research and then present it in front of the class by using a projector. It appeared
that many teachers have stated that that kind of activity triggered an active
13%
69%
18%
Regularly (2> a month)
Occasionally (1-2 times amonth)
Tried once and did not tryit again
44%
37%
19%
Yes
Have not decided yet
No
37
engagement of the pupils in the actual collaborative project work when searching
for material and creating the actual presentation as well as doing the presentation in
front of the class (see figure 41).
Figure 41: The most frequently mentioned benefits of conducting the proposed activities.
Some of the teachers also stated that besides more active usage of the available ICT
tools, certain pupils became more confident when it comes to performing the
presentations, but as they stated it highly dependent on the fact that the
presentations were performed in pairs which makes it less stressful for each of the
presenting individuals.
It appeared that there were many issues when it comes to using the proposed
project activities, some of which included the fact that in order to fit the proposed
project activities into the educational plan other educational activities had to be
shifted in that plan which makes it necessary for teachers to actually re-plan them
which might be somewhat complex (see figure 42).
Figure 42: The most frequently mentioned issues when conducting the proposed activities.
Furthermore, many teachers have also stated that besides the increased workload
related to the readjustment of the educational plan, the project activities required
19%
81%
44%
56%
Some pupils became less shy in front ofthe class
Pupils engaged in active collaborationduring project work
More active usage of laptops andInternet resources
Pupils learn to express themselves in amore structured way
38%
75%
56%
19%
Some pupils were not so enthusiasticabout the idea
Some of the other activities had to beshifted
Increased workload for teachers to assisteveryone
Some pupils were suspected to be helpedto extensively by their parents
38
teachers to assist every group in the class with their guidance which might be
somewhat challenging considering that on average there would be 14 groups of two
pupils. It was also noted, that some of the teachers also suspected that the parents
of certain pupils helped their children with the project work which basically
significantly decreased the educational value of the entire activity. As the teachers
stated, this suspicion was based on the fact that the quality of the work of some of
the pupils was somewhat disproportional to the actual capabilities of the children of
that age.
In general, this proposal had some difficulties with the acceptance among
teachers and pupils, however the idea of using this type of activity was received
from the consultations with the teachers at two other schools, who stated that in
their schools the teachers usually effectively use the aforementioned proposals and
they are producing a positive effect on the educational outcomes for the pupils. So,
perhaps this proposal needs more time to be accepted both by teachers and
students, but in general it’s a good example of the situation where even though
certain ICT solution works well in one case it might not be necessarily just as
effective in other case.
4.3. The acceptance of the cloud-based storage as a
substitution to an e-Learning platform
The last ICT proposal was about the introduction of the cloud-based storage that
would increase the accessibility of the school material outside of school. In this
case Google Drive2 was used by “multifunctional” teachers to store the material for
various subjects and the link to the directory was distributed to the parents who in
their turn would be able to access the material and see what kind of activities are to
be performed by their kids, without the need to contact the teacher in order to
receive the information. The proposal was primarily oriented towards teachers who
tend to use and distribute lots of digital material. From the discussion with teachers
it appeared that the teachers who actively distribute digital material include the
“multifunctional” teachers who teach several subjects for a specific class and the
English teachers, who usually send different reading material and exercises to the
parents’ email as well. So, in total the target group of this proposal included 25
teachers, while other teachers could perhaps also find it useful to use this kind of
cloud storage in case if there is a need to establish a widely accessible way to
distribute subject material.
So, as it appeared from the survey that out of 25 teachers (class leading + English
teachers), the majority (68%) has tried using the proposed idea of cloud storage-
based material distribution. What’s interesting is that at the beginning there were
only just a few teachers who found this idea to be of interest; however as the time
passed by the proportion of teachers who accepted the proposal increased
significantly (see figure 43) .
2 https://www.google.com/drive/, (Last accessed: 03.01.2015)
39
Figure 43: The proportion of teachers who used cloud-storage for material distribution
Furthermore, it’s highly important to keep the stored data up to data, thus it’s one
of the teachers’ essential tasks to actually remember to always update the material
in the cloud storage in order to keep it accurate and coherent with the material that
was presented during the lessons. So, from the survey it was noted that the majority
of teachers who used the cloud storage stated that they tend to upload new material
after its presentation during the lesson or after some educationally valuable
information is found on the Internet, while the rest of those teachers update the
material at least 3 or 4 times a month (see figure 44).
Figure 44: The frequency with which the teachers update/add the material to the cloud
storage
It was good to see that the teachers address the usage of the cloud storage seriously
and that they dedicate time to actually keep it up-to-date with the new material.
68%
20%
12%
Yes
No, but planning to
No
88%
12%
0% 0%
Regularly (whenever newmaterial ispresented/found)
Occasionally (at least 3-4times a month)
Rarely
Never
40
Out of those who used the proposed cloud storage, many teachers were frequently
stating that some of the benefits of using the storage was that it was easy to use and
that it decreased the amount of time it takes to distribute the material, while
previously the material would need to be assembled and send to the parents of the
pupils via email (see figure 45). Furthermore, some teachers also confirmed that
the cloud storage does increase the accessibility of the material without worrying
that some of the parents’ emails were missed when the submission was done.
Figure 45: The frequency of occurrence of the opinions about cloud storage for material
distribution
From the results above it appeared that the teachers who tried using the storage did
not state any issues with using the proposed solution, meaning that it might indeed
serve as a temporary replacement of the e-Learning platform, which was promised
to be integrated in the near future.
Furthermore, the majority of teachers who used the proposed cloud storage for
material distribution stated that they would continue using it (see figure 46).
Figure 46: The proportion of teachers who plan to continue using the proposed cloud-
storage for material distribution
41%
82%
65%
Increased accessibility of the material
Easy to use
Saves time to make the materialaccessible (no need to email)
82%
18%
0%
Certainly
Have not decided yet
No
41
In general, this solution have the potential to serve as a good means for increasing
the efficiency of the teaching and learning processes by enabling an easily
maintainable and accessible material storage.
5. Discussion
In this section, the general overview of the field study was provided, where some
of the aspects of the study were described, including those related to the things that
I learned during my study and the things that I would suggest others who might be
willing to perform a similar study in the similar context.
5.1. What was supposed to happen and what actually
happened?
In general, the field study was supposed to be structured in the way where the
pre-study of the context would be first performed and then ICT proposals were
supposed to be created based on the results of the pre-study with the aim of
improvement of the educational processes in that school. The plan was pretty
straightforward and understandable.
The main objective was to actually perform all those activities and fit within the
time frame given for completion of the field study. The extra stress was given by
the fact that I encountered some issues with my placement for the field study,
which resulted in me having to look for another placement. I will not give into the
details of that somewhat unrelated process, because all that did not have to do with
my field study progression but rather it was just an issue with finding the
placement, which anyhow was successfully solved through communication and
finding a consensus to the problem. However, the search for a new placement
before returning to the old one really did help me to make contacts with other
schools and the teachers at those schools. This particular fact was important
because some of the teachers that I had met later agreed to consult me during my
field study, allowing me to serve as a so called mediator between the studied school
and other two schools. This was to a certain extent an exchange of experience
between schools, even though it was a one-sided one, because the ideas were
flowing only in one way. The consultations were not like step-by-step guidelines
but rather they were simple suggestions for improvement of the educational
processes based on the experience of performing similar techniques in the schools
where the two teachers worked. So, those suggestions served as starting points for
me to consider when creating the ICT proposals. What was really important was to
actually communicate closely with the teaching staff because they were the ones
who would implement the proposals and for that purpose their opinions were
highly valuable for making the actual proposals educationally accurate and non-
damaging. So, at the initial stages of the field study it might have seemed that the
process of creation of ICT proposals would be simple, but in reality there were a lot
of factors which had to be considered and which resulted in more time required for
the actual proposals to start being used. So, in order to make the proposal on the
ICT utilization more accurate and increase the chances of it being accepted by the
target group it’s important to keep the design and implementation process gradual
42
with a great amount of attention to the feedback from that target group, which was
primarily teachers’ in this case.
The pre-study was done by means of the questionnaires that were distributed to
the teachers during the teachers’ committee meeting and to the parents during the
teachers-parents meeting. In case of parents’ survey, the questionnaires were
printed and handed out to the parents so they could fill them out during the
meeting. The questionnaires had to be kept short because it’s unlikely that someone
would want to sit and answer a whole lot of different questions in the evening after
the workday (teachers-parents meetings are usually held in the evening).
The first proposal was made based on the idea of using Internet resources for
creation of educational exercises. Before the presentation of the proposal I had to
get acquainted with the functionality of the chosen app-builder and then I
demonstrated to the teachers during the meeting the things that can be done with
that app-builder. After the presentation, the majority of teachers simply just asked
me to give them information about the proposed app-builder so that they could take
a look at it during their free time. It was interesting that many teachers found the
idea to be interesting and they personally wanted to see what they can use it for
during their lessons. So, there was no extensive amount of questioning the
proposed solution. In general, the idea about using Internet resources for creation
of educational exercises was received from one of the consulting teachers who
have tried different online application-builders in her teaching practice, which she
thought proved to successfully integrate a certain amount of versatility into the
educational plan. This idea was further explored by me by looking through various
online discussion forums of different teachers and several app-builders were found,
however many of them were actually non-free, meaning that in order to use them
the users would need to purchase a subscription. This particular fact would serve as
a hindrance in the acceptance of the proposal among teachers in the studied school
and for that purpose I had to find a financially-independent solution, which resulted
in the app-builder that was described in this study. In general, this proposal was
widely accepted by many teachers after it was presented and it’s a positive sign in
the sustainability of the integration of the proposed concept, where the teachers
would not only continue using this app-builder, that allows choosing from the list
of available apps and create custom-made apps, but those teachers would be able to
find some similar web-applications that would allow to create different kinds of
educational exercises. So, this proposal was also aimed at raising awareness about
the possibility to avoid financial limitations when it comes to diversification of the
educational processes by means of using various Internet-resources for creation of
new activities.
The second proposal was based on the concept of pupils being participants in the
knowledge production by using Internet resources and available ICT equipment for
performing a small scale research and then presenting it in front of the class by
using a projector. Initially the idea was that the pupils would do individual
presentations, meaning that each pupil would choose a topic they find interesting
and then they would present it. However, the teachers during the teachers’
committee meeting stated that if the pupils were to work individually they would
feel more stress and perhaps more shy to perform presentations in front of the
entire class. The teachers also emphasized the fact that if the pupils would work in
pairs (just as they sit in class) then they would be able to engage in a more
43
collaborative thinking when doing the research. Besides, considering the limited
number of laptops, the idea of working in pairs is not only beneficial for the pupils
but also it is more feasible from the technical standpoint. Furthermore, instead of
having 28-30 different topics for each pupil, there would only be 14 topics, which
would make it easier for teachers to assist each group of students and the time
required for the presentations would be significantly shorter and the general
feasibility of the research would be more plausible. After almost 2 month, the final
survey discovered that many teachers have tried to initiate this kind of project
activities and many have stated that they would continue performing such activities
since, as they said during the meeting, the usage of projectors does increase the
involvement of pupils in the ICT utilization. Namely, the pupils more actively use
Internet resources, laptops, presentation software and the actual projectors as well
as the pupils, besides learning how to express ideas in the structured way; they also
improve their presentation and research skills. This was actually a goal of this
proposal and it was good to know that many of the teachers agree with those
aspects. However, at the same time, many of the teachers also stated that the
integration of that kind of activities increase their workload due to the fact that they
had to adjust the activity plan and assist many groups of pupils (13-15) with their
project work. Regardless of that nearly a half of those who tried those activities are
planning on doing it in the future as well, while there are also many teachers who
still have not decided whether they will continue using it. In general, I think even
though the progression of this proposal was somewhat uneven and regardless of the
fact that the number of teachers who were willing to try those activities as part of
their teaching practice was somewhat smaller than I initially planned it to be, it was
still enlightening to see that many of the teachers found this to be a good idea and
they basically confirmed the benefits of that proposal which I had in mind when the
proposal was first made.
The last proposal was actually the first one that came to mind when I first started
doing the pre-study of the school context. Due to the fact that the school still did
not have an e-Learning platform and the teachers had to occasionally submit
certain material via email, I thought that it must be pretty time-consuming and
inefficient in general to assemble all of the material and compose emails for
submission every time. Those thoughts were confirmed by the teachers during the
informal discussions with them, where it was simply asked whether the teachers
liked the way in which the material was being distributed for wider access outside
of school and many of those teachers stated that it is indeed somewhat difficult to
manage doing that on a frequent basis. Thus, the cloud storage provided by Google
Drive was proposed for teachers to use, where they would simply create a directory
for their class and store all of the relevant subject material there, while the link to
the directory would be send to the parents via email. So, instead of submitting
some material to all parents, the teachers would simply copy the files to the cloud-
storage without the need for any other manipulations and the pupils’ parents would
simply go to the storage and access any material they want. Besides, it helps to
maintain a proper structure of the material that the pupils need to access from
home, because when files were submitted via email, some of them might be lost.
So, after the presentation of the proposal, some of the teachers asked some
questions about how to get started with this kind of service and how to create the
publicly accessible directory, and that was pretty much it for the questions.
44
However, several of those teachers who wanted to use give the proposed cloud-
storage a try, asked me to personally get things started and basically I had to
explain individually how things work and how to allow those who have a link to
the specific directory to view the contents without having the ability to perform any
unauthorized modifications of the contents. Besides, it was also good to know that
the teachers had made a back-up of all of the material that they stored in the cloud
storage, so that if something would happen to the uploaded files then the material
would not be lost.
Regardless of the somewhat late start, the field study was progressing in a pretty
straightforward way without any particular hindrances, however it was somewhat
challenging to get started with the field study, because it required time to get
acquainted with the teachers to basically increase my credibility and it also
required some time to construct and perform surveys of the teachers and especially
parents, because interpretation of the results included going through more than 400
individual questionnaire forms and entering the data into the computer for future
visualization. This was pretty tedious and I even though that it was a bad idea to do
that kind of survey among parents considering the time constraints, but it was still
interesting to see the results so the survey had to be completed. So, regardless of
the early age that the children stared using the technology at home, many parents
still worry about exposure of children to potentially harmful information on the
Internet, but they still support the usage of technology by their kids in school.
Besides, during the teachers’ parents meeting the parents were informed that I will
perform that kind of field study and it was basically not such a big deal since
nobody resisted my presence there.
In general, the results of the surveys determined that the proposals were tried by
a significant number of teachers and many of those teachers are planning on using
it in the future, so I think the field study pretty productive and its process was going
according to plan even though sometimes the amount of things to be done was
somewhat overwhelming but still manageable and within control. What’s really
important is to actually plan things carefully, namely it’s crucial to schedule your
activities in a realistic way without taking on too many tasks at once but still
maintaining the sufficient workload in order to complete all of the activities on
time. In my case, I managed to complete everything I planned to do.
5.2. The achievement of the set goals and personal
achievement
The main goal of this field study was to get a comprehensive insight into how the
ICT is used in the chosen primary school and based on the observed results propose
financially-independent ICT solutions, that would enhance the “functionality” of
the teachers. According to the results of the final survey and after discussions with
teachers, it can be indeed confirmed that the integration was mostly successful. The
success was noted in terms of the acceptance rate of the proposed solutions among
teachers. This was especially surprising because from the first impression that I
received when the solutions were first presented not many teachers were somewhat
not so enthusiastic about the ideas. In case of the app-builder and the cloud storage,
even though the majority of teachers agreed to try them, there were still many
teachers who expressed their lack of interest in the proposed solutions and thus I
45
assumed that it would not go so well with the general acceptance of the proposals.
However, the final survey showed the opposite. Namely, it could be seen that a
quite significant number of teachers stated that they found the proposed solutions
interesting and beneficial and many of them would continue using them in the
future. That particular fact was perhaps the main achievement of the entire field
study, because it did not only show that it takes time to embrace the proposed
technology by the target group, but it also demonstrated the importance of
communicating the technology to those who will use it. That communication does
not necessarily involve the one who made the proposal, but it is perhaps even more
influential for the increase in acceptance of the technology that those who actually
tried using the technology would spread the word about its beneficial effect. So,
basically when someone, who is part of the context, finds the technology to be
useful, then the chances of increasing the proportion of those who will use it might
increase significantly.
The acceptance of the cloud storage as a temporary replacement to an e-Learning
platform and the app-builder for diversification of the lesson contents were the two
core ICT proposals of this study, because the initial purpose of the study was to
introduce financially independent enhancement of the teaching and learning
processes by means of introduction of ICT solutions and increasing the level of
utilization of the already implemented ICT solutions. However, the another
proposal that was about the project work among pupils was somewhat unevenly
accepted, but, as some of the teachers have stated, it might require more time to
adapt this kind of activity to the educational processes of this particular school,
because the teachers have been running the already established set of activities so
that they are already part of the daily routine and the proposed project activities
would require somewhat significant changes to that educational plan which might
be stressfully for some of the teachers who are particularly sensitive to that kind of
change. Thus, in order to avoid stressful integration of those activities they have to
be integrated gradually.
The personal achievement is directly linked to the achievement of the goals of
the field study. Thus, the fact that I performed several presentations for and surveys
of the teachers and another fact that many teachers accepted my proposals was
perhaps the main achievement that I received by the end of this field study. It was
also highly enlightening to learn about the ways in which various ICT tools are
used in modern primary schools and the things that pupils actually do nowadays
during the lessons, because when I was studying in a primary school I did not even
know how to use a computer, while now the pupils really impress with their
practical computer skills and actual willingness to explore the ways in which
various technological tools can be utilized.
Furthermore, it was interesting to make contacts not only with teachers at the
school that I performed my field study in, but also with teachers in those schools
with which I contacted during my search for the placement. So, in a way I served
as a mediator in a one-sided “exchange” of experience between teachers at
different schools. However, it was not exactly exchange since the only thing that
was actually replicated in the chosen primary school was the project work among
pupils, which did not actually show such wide acceptance among teaching staff or
pupils. The idea about the usage of Internet resources for creation of the
educational exercises, on the other hand, was suggested by yet another teacher at
46
another school, which led me to make a little research about the possible tools that
can be used for creation of those types of exercises. After the research of the
various discussion forums I found several app-builders and chose the one that
seemed to be more flexible and user-friendly. So, it can be said that another
achievement was actually to make a research based on the concept that was used in
another educational institution.
In general, there were a lot of contextual aspects and suggestions from the
teachers, which had to be considered primarily when creating the proposals in order
to avoid wasting time on something that could be rejected right after being
presented to the expected user base. The maintenance of the observed survey
results and the consideration of those aspects without getting lost in all the
information were challenging, but very useful for development of the versatile
thinking as well as the development of the ability to filter out the information that
was irrelevant to the specific context. So, it’s essential that the ICT proposals are
made with regard to both technical capabilities of the school and human factor of
the teachers, both of which might be very tricky to balance. But in general, this
field study allowed me to look at the ICT usage from the perspective of the
teachers allowing to more comprehensively overview the ways in which they get
affected by that technology.
5.3. The lessons learned and what to consider for others
So, just as it was mentioned in the previous section, when doing any kind of project
or a research, it’s important to consider the contextual aspects and be able to
carefully evaluate the suggestions of those who will be affected by the proposed
ICT solutions. In this case, it was important to properly discuss the ICT solutions
with the teachers because they were the ones who would use the proposed concepts
and thereby it was crucial to make the proposals more suitable for their daily
teaching practice, otherwise the proposals would be rejected right at the initial
stages of their life cycle. Thus, it’s important to perform a thorough pre-study of
the context before moving on to making any sort of proposals on the best ways to
utilize ICT solutions.
One of the other important things that had to be done was to actually
communicate with the teachers who were the target group of this research, because
they had to get to know me first. This was achieved by means of informal
communication with teachers during my visits to the school, as well as during the
formal discussions with the teachers during meetings also helped to make contact
with those teachers. So, before you go rushing into making ICT proposals, it’s
important to take things slow and do some pre-study first and actually talk to those
who are going to be using that technology, because a proposal might sound nice
and dandy in theory but in practice you might find out that the proposed solution is
inappropriate to those who are going to be affected by it. So, you’ve got to find out
what issues there are in the specific context. It might actually be somewhat tricky,
because it might turn out that some of the people who you talk to might not be
aware about existence of any of those issues simply due to the fact that they don’t
know about the ways in which their current situation could be improved, simply
because they already adapted to the current situation and thus they might overlook
many of the existing flaws. This particular fact might furthermore complicate the
47
process of the actual acceptance of the proposed technology. Thus, the benefits of
the proposals have to be structurally explained to the target group without any
imposition.
When doing a research in the school, for me it was important to not interfere with
the educational processes and thus I had to discuss with the teachers the activities
that I was allowed to perform. Namely, I had to structure the parents’ surveys (their
length and time for distribution) with accordance to the teachers suggestions
because the parents-teachers meetings, during which the questionnaires were
distributed to the parents, tend to include the discussions of some of the important
aspects of the pupils’ educational performance in school and for that purpose the
surveys had to be kept short in order to prevent them from taking too much time
from the actual meeting.
It’s also important to not overwhelm teachers with your presence, because they
have their work to do and it’s important to not interfere with the teaching
processes, because it could negatively affect the performance of the teachers and
thereby the educational outcomes for the pupils. So, the frequency of my
appearance in school had to stay reasonable, otherwise I would just end up being
considered as an irritating factor.
It also important to be prepared to the possible disapproval of the proposed idea
and you have to be willing to listen to the suggestions and come to a consensus,
where all of the interested parties would find a suitable solution. However, it's also
important to remember that, at least in my case, I would not be the one who would
get affected by the possible effects of the proposal and thereby I had to listen
carefully to the suggestions of the teachers because they are the ones who are
responsible for the quality of the education and they had to decide the ways in
which their educational plan could be adjusted and the amount of workload they
were willing to accept. Furthermore, the initial rejection of the proposal by some
teachers does not mean that the proposal will not be accepted eventually, because it
might just need time for the idea to “sink in” and in case if someone does
implement the proposed solution there is a chance that others might change their
mind and give it a try as well. So, the internal communication within the target
group can serve as a very powerful motivational factor. Besides, when the
technology proves to be efficient for some of those who “dared” to take a chance
and give the proposed solution a try, then there is a chance that the acceptance of
that proposal is going to grow in a “snowball” principle, gradually convincing a
larger number of possible participants. So, when the usefulness of a certain solution
is being communicated from one peer to the other, then the level of trust is
significantly larger, than when someone from outside (me in this case) proposed
something and stated that everyone should use it just because I stated that it would
be useful. Thus, after someone, who is an integral part of the context, tries the
technology out and finds it worthy, then it’s actually possible to achieve
sustainable integration of that technology.
As it was also mentioned previously, in certain cases the idea about using an ICT
might seem potentially productive (in case of usage of projectors as part of the
project work) but in reality it might simply not live up to expectations and provide
the opposite results, in terms of its doubtful acceptance by the target group. In this
case there is no need to blame anyone, because it's just one of those cases where
you learn in practice that sometimes things don't work out as planned.
48
References
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[2] http://medportal.ru/enc/parentschildren/school/16/ , (Last accessed:
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[3] http://moscow.gks.ru/resources/8733b5004cf122c4a1ebf9c656efa050/1_1.doc, (Last
accessed: 25.12.2014)
[4] http://www.rg.ru/2012/12/30/obrazovanie-dok.html, (Last accessed: 25.12.2014)
[5] http://norric.org/files/education-systems/Ruslandsrapport-feb2005.pdf, (Last accessed:
25.12.2014)
[6] http://gorod-moskva.ru/rayon/solntsevo, (Last accessed: 25.12.2014)
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