Month: October 2019

Source: https://unsplash.com/photos/1J5rNeyI28Q

Wang, Kinzie, McGuire and Pan (2010) claimed that inquiry has been recommended as the basis for early childhood education instruction, particularly in science and mathematics. In the context of inquiry-based education Wang et al. (2010) explored the effective aspects of implementing technology into the classroom. The research showcased the various benefits of child development when using technology, including conceptual and cognitive development, literacy skills and mathematical reasoning. It was also noted that utilizing technology also has been shown to facilitate metacognitive thinking and aids higher-order thinking. Additionally, technology has been proven to increase student motivation while also structuring the inquiry learning process. Over the years, there have been an increasing number of interactive games developed for early childhood education; however, the large majority of these websites or apps are tailored toward rote learning. There appears to be a gap in educational resources available for early childhood that focus on the development of skills and concepts that often lead themselves to inquiry-based learning. It is important to consider that this article was published 9 years go and that more resources may now be available. 

What resources should teachers use? 

Wang et al. (2010) recommendations for inquiry-based technological tools are as follows: 

1. enrich and provide structure for problem contexts
2. facilitate resource utilization
3. support cognitive and metacognitive processes

(p. 382) 

Technology and Problem Solving

Traditionally problems presented and selected by teachers are often more static than the problems learners encounter in their real life experiences. Wang et al. (2010) stated that technology can begin to address this issue as it can be used to present problems that are related to children’s everyday lives. Additionally, technology can present similar problems in a multitude of different scenarios, which allows learners to understand how to problem solve by applying their knowledge to new contexts. 

Traditionally teachers were seen as a wealth of information and their role was to share their knowledge with students. As society has evolved, our world has become rich with accessible information. With all this available data, there is no possible way every teacher can know every detail about every subject their students wish to learn. Fortunately, technology provides a unique opportunity of allowing students to video conference with experts in the field to acquire new knowledge. Similar to this course, we were asked to reach out to experienced professionals to assist us with our inquiries. This year, one of the teachers at my school sent a video of a  student’s inquiry about light from the sun directly to her brother who happens to work of NASA. Her brother was then able to quickly send a video back that answered this student’s question. In a classroom, if students are working on a Free Inquiry with various topics, video conferencing different experts could wonderfully assist young learners with their questions. Similar to this, students can use online virtual tours to experience a place/location more authentically. Students could explore virtual tours of museums, art exhibits and other countries from around the world. Has one had success in using virtual tours with their young learners? 

Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381-389. doi:10.1007/s10643-009-0364-6

Source: https://thejournal.com/Articles/2017/07/26/Conducting-Research-based-Projects-in-Elementary-Grades-with-Safety-in-Mind.aspx?Page=1

Deubel (2017) addressed concerns about the manner in which elementary school students typically conduct research. It was found that often Wikipedia is one of the primary websites students will use for research, especially since it is generally one of the top search results even when using kid-friendly search engines, such as KidRex. Not only was Deubel (2017) concerned about the credibility of information sourced from Wikipedia but there were additional apprehension around the advanced reading level of text the website uses. Once Deubel began researching the following questions became predominant: 

1. How is the research process introduced to elementary students, particularly for using the internet? Are learners provided an age-appropriate online tutorial?
2. Is there a standards document indicating skills that students should be developing in elementary grades for using technology to conduct research? 
3. What guidelines/templates are students provided for developing their projects?
4. Are they provided a checklist/rubric for how projects would be graded?
5. Who sees their projects? 
6. How do you make parents aware that their children will be doing internet research and that their children’s “online safety” has been considered? (p. 1)

Teaching Research Methods

Before beginning research it is vital to directly teach students skills and strategies associated with researching. According to Deubel (2017) some school districts provide resources detailing ways to teach research methods. I wonder if my school district, North Vancouver, has any accessible resources for this topic. Lankau, Parrish, Quillin and Schilling (2004) created an instruction guide for teachers called the Research Project Guide: A Handbook for Teachers and Students. The guide illustrates the “Super 3 and Big 6” research models. The model tailored to primary students is the Super 3 model, which leads students through the 3 simple stages including, Plan, Do, Review. The model allows educators and students to be introduced to the planning process, identifying resources, establishing questions based upon students inquiries, detailing credit of sources and assessing final projects.  

Safe Websites

Deubel (2017) discussed the vitality of finding safe, age appropriate websites with an appropriate reading level. There are numerous subscription-based platforms available including:   

• Britannica School
• EBSCO’s Explora for K–12;
• Infobase Learning’s Facts on File subject-specific databases for middle school and up
• Capstone Publishing’s PebbleGo for pre-K–3 researchers
• Gale’s Kids InfoBits for K–5 research (p.2) 

In addition to the subscription based sites there are many free sites available as well. Some of the sites that Deubel recommended were  DKfindout, Kidtopia, and SweetSearch. Dkfindout provides information about animals, nature, the earth, English, history, math, the human body, art, music, literature, science, space, sports that is accessible to young learners. There is small amounts of texts on each page and multiple pictures. This site would be a great starting point for student’s inquiries; however, learners would be additional sites to explore topics in greater detail.  SweetSearch is another kid-friendly search engine powered by Google. The sites found through this engine have all been approved by research experts, librarians, and teachers. Deubel (2017) recommends that students should be instructed to utilize more than one search engine and to not depend solely on the information obtained from the first search result. The various safe search sites appear to vary in reliability of the generated material depending on the topic that is being searched. This proves the necessity for teachers to introduce multiple search engines for student use. 

Enhancing Project-based Learning

According to Deubel (2017) Buck Institute for Education is one of the top resources for project-based learning standards. The BIE model includes creating the following elements: “a challenging problem or question, sustained inquiry, authenticity, student voice and choice, reflection, thoughtful critique and revision, and creating a public product” (p.4). It is also noted that the quality of student work greatly increases when learners are provided with checklists and rubrics. The institute also emphasizes the importance of learners receiving feedback throughout the learning process to allow students to adapt and improve upon their work as they learn. BIE standards also encourage students to share their projects beyond the learners in their own classrooms to add “real-world relevance of their efforts” (p.4). These research projects may begin very simple at a young age and may only include locating facts about a given subject. Deubel (2017) stated that learners are more likely to remember the information and facts they have researched when they create a project that is valuable to them.    

Deubel (2017) provided a wealth of resources available to research with support young learners. With all of this information it is time to explore each one in more depth to further see what resources would best support my learners.

Deubel, P. (2017). Conducting Research-based Projects in Elementary Grades with Safety in Mind. The Journal: Transforming Education through Technology. Retrived from: https://thejournal.com/Articles/2017/07/26/Conducting-Research-based-Projects-in-Elementary-Grades-with-Safety-in-Mind.aspx?Page=1

Through my learning pod discussions, Emily Lacock and I realized we are both experiencing the same challenges with our students when incorporating technology to support inquiry projects. We have now joined together in the search of examining best practices for facilitating inquiry projects with young learners. We began by exploring Christopher Lister’s MEd project “A Framework for Implementing Inquiry-Based Learning in the Elementary Classroom”. Lister’s project centred around inquiry-based learning with intermediate students rather than our pinpointed interest of the primary level; however, it provided a good starting point. Lister compiled a list of available resources to support children with online research (p. 90). I have begun looked through the resources and analyze how each tool could help support my learners.

The Readability Test Tool

One of the main challenges I have experienced with researching with young students is their varying levels of reading capabilities. The readability test tool allows you to copy and paste a website’s URL to determine the approximate reading level of the sites text, including which grade level the text is appropriate for.  This tool would be particularly useful to assist educators to locate websites that can best support student while remaining at their appropriate reading level. When considering the varying levels of inquiry described by Trevor Mackenzie, this tool would best support structured or controlled inquiry as students would still not be determining resources independently. 

To move towards guided or free inquiry educators need a tool that allows students to freely search while still limiting the content so that it is age-appropriate and accessible to their age level. 

KidRex

This suggested kid-friendly search engine would help support guided or free inquiry. KidRex is powered by Google and is formatted similarly to google. The beginning search page is simple; however, search results are filled with distracting advertisements generated by GoogleAds. The search engine also only appears to filter out what is inappropriate content for young children but does not necessarily provide websites that are suited for young students reading capabilities. 

These resources are a good start to supporting students inquiry with technology but both still have limitations. Are the resources available that limit content based on reading level and appropriate material? What resources are available that block distracting advertisements so children are able to simply focus their research? 

Lister, C. (2015). A Framework for Implementing Inquiry-Based Learning in the Elementary Classroom. Retrieved from https://dspace.library.uvic.ca/bitstream/handle/1828/6950/Lister_Christopher_MEd_2015.pdf?sequence=1&isAllowed=y

Mayer (2017) referred to multimedia instruction as facilitating learning through the use of pictures and words in an intentional and purposeful manner. Words can been expressed verbally, such as narration, or in a written format, such as online text. Pictures can be presented in a static format, such as images, or dynamically, such as animations or videos. The underlying rationale of the multimedia principle is that students learn most affectively when words are used alongside pictures rather than words alone (Mayer 2009). In considering multimedia instruction Mayer created (2017) twelve principles as guidelines to create meaningful learning. Traditionally spoken language has been most validated form of instruction; however, these principles display the value of incorporating visuals in a meaningful manner. The e-learning principles are as follows:

1. multimedia principle – use words and pictures in combination
2. coherence principle – exclude extraneous material
3. signalling principle – highlight essential parts of text or graphics
4. redundancy principle – use narration and graphics opposed to graphics, narration and on-screen text
5. spatial contiguity principle – printed words adjacent to graphics 
6. temporal continuity principle – simultaneously narrate with corresponding graphic  
7. segmenting principle – chuck information into segments 
8. pre-training principle – pre-teach key elements 
9. modality principle – use spoken words over printed 
10. personalization principle – use conversational language rather than formalized 
11. voice principle – spoken in a human voice rather than a machine-like voice
12. embodiment principle – use high-embodied on-screen agents opposed to low-embodied

With the consideration of these principles, I began reflecting upon my own practice. With my students we use a number of apps quite frequently, including Seesaw and RazKids.

The Seesaw app aligns with some of Mayer’s (2017) principles. When students seek to post on their e-portfolios they have to first chose the media format in which they would like to display their learning. The screen is set up with various options all of which are listed with text and a corresponding graphic (multimedia principle). Additionally, following the spatial contiguity principle, the text is written directly below each graphic.

On the other hand, the app uses animal graphics to correlate between individual student profiles. The cartoon animal graphics appear to be extraneous material as they do not relate to the students themselves nor do they relate to portfolios. With the intent of these graphics being to assist young learners in recognizing their accounts, would it be more meaningful for the app to allow student photos instead? 

RazKids is an app I use to support literacy in my classroom. Again RazKids uses irrelevant icons (shapes and colours) to represent student profiles. Then once students login the apps display is focused on a space theme which is irrelevant to the students literacy and appears to be adding extraneous material.

The icons in the “Reading Room” follow the multimedia principle and spatial contiguity principle, similarly to the Seesaw app. The graphics are related to the text that is listed below to allow young learners to easily access the available options. 

Reflecting on these two apps are just the beginning of the ways in which these principles can begin to inform my teaching. With these principles in mind, it is time to start critically addressing all my teaching materials and how they can best support my students learning.

Bye for now!

Mrs. P

Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403-423. doi:10.1111/jcal.12197. Retrieved from: http://tinyurl.com/y3mr2lus

Mayer, R. E. (2009).Multimedia learning(2nd ed.). New York:Cambridge University Press.