DBD-SUPPORT IN EDUCATION



DBD-SUPPORT IN EDUCATION

A complete new format of learner support

1 THE NEED IN SOUTH AFRICAN EDUCATION PROVISION

The need for quality education is without opposition very urgent. The following are some of the reasons that should be noted:

• The need for quality and relevant education in South Africa is without opposition.

• The gap between learners able to experience modern stimuli and those that did not have the opportunity should be closed in order to support equality of opportunities.

• A severe shortage of qualified teachers will make it impossible for the Department of Education to reach its goals in quality education. For example, in the State of the Nation Address (3 June 2009) mr Zuma stated: “The Early Childhood Development programme will be stepped up, with the aim of ensuring universal access to Grade R and doubling the number of 0-4 year old children by 2014”. To reach that target we should start now.

• Muller stated in the 1980’s that education is one of the only professions not using technology to improve productivity, namely the increase of quality and the decrease of cost. One of the problems in this regard is that the focus is continuously on the use of computer technology, rather than focussing on the use of more affordable and general available technology, such as TV-technology. For example, a finding of the Household Survey (2007) was that 65,6% of all households have televisions while only 15,7% have internet access.

2 THE THEORETICAL BASIS OF THE eCINDI PROGRAM

2.1 Theoretical perspectives regarding teaching and learning

2.1.1 Theoretical framework of the DBD regarding teaching and learning

The DBD-support includes the following learning theories in education, namely:

• The constructivism: Learners are supported by means of the integrated application of the spoken word, the written word and the virtual hypermedia to effectively construct their own understanding and concepts included in the learning material.

• The cognitive learning theory: According to the cognitive learning theory, learners acquire information by means of two channels, namely the verbal channel and the visual channel. The DBD-support, that forms a primary learners/ support in the eCindi program, provides the source to integrate information in such a way that the learners are able to activate both channels in close proximity.

• The behaviourist theory: According to the behaviouristic, the learner is dependent on rote learning to acquire required knowledge that can be applied in different settings. The DBD is a excellent instrument to support learners in this aspect.

2.1.2 Theoretical perspectives regarding teaching and DBD-support

• The teacher as facilitator: The ‘teaching’ is being done through the DBD on the TV. This means that the teacher does not occupy centre-stage (teacher centred) in the classroom anymore, but the learning of the learners becomes naturally the central focus point of the learning activities (learner centred). However, the role and contribution of the teacher does not become superfluous or is replaced by the the technology. Teacher participation is still of utmost importance in the support of individual learners to acquire the relevant compentencies. It must be remembered that learning is an absolute personal activity and each learner should be supported to achieve maximum learning profit according to his/her unique ability, aptitude and interest.

• Individualisation: Because the ‘teaching’ is being done on the TV by experienced teachers, the class teacher/facilitator has the opportunity and time to move ‘amongst’ the learners and assist particular learners in executing the learning tasks.

• Enrichment: Because the lessons are delivered on DVD-basis, the real world can be added in an easy way into the classroom. The surgery of the dentist, the functioning of the post office, the activities on a farm or the building of a house can be brought in an organised and controlled way to these young learners that would’nt have been possible in any other way.

• Repetition: One of the main aspects in any learning strategy employed by learners is ‘repetition’. In the eCindi program this aspect is explicitly planned to support the learners, especially at this age with the repetition of work in order to ensure maximum learning profit.

From these abovementioned theories a hybrid framework for the learning and teaching theory was developed to guide the development of the DBD. It is important that the DBD supports the aspects of the framework of the teaching and learning theory. The features of the DBD were explicitly developed to relate positively to the aspects of the theoretical framework. The way in which the specifications of the DBD relate to the framework of the hybrid teaching and learning theory can be illustrated as follows:

Table 1 Relation between the specifications and the hybrid teaching and learning theoretical framework

|Aspects of the teaching and learning framework |DBD |

|Learner and learner focussed |x |

|Motivation |x |

|Self-responsibility |x |

|Self-regulated learning |x |

|Individualisation |x |

|Unique concept formulation |x |

|Channels of information acquisition |x |

|Learning styles |x |

|Repetition |x |

|Enrichment |x |

|Co-operation | |

|Acquisition of knowledge |x |

|Technology focuses on learning/information |x |

|Development of science |x |

|Application of science |x |

|Decrease of cost |x |

2.2 TEACHING AND LEARNING IN THE MOTHER TONGUE

The DBD-support fully supports the generally accepted principle of teaching and learning in the mother tongue. Teaching and learning in the mother tongue is the best way of information transfer, effective communication and supports the effective development of new concepts.

For example, the eCindi program as Grade R-program assists the parents in their wish that their children should acquire a fluency in English, in order to cater for the challenges of the global world. In the eCindi program the ‘threshold theory’ is accepted and catered for by means of the principle of additive bilingualism, Therefore, the teaching and learning of English is characterised by the integration of the ‘audio lingual approach’, the ‘communicative approach’ and the ‘constructivist approach’.

2.3 e-LEARNING

e-Learning can be defined as the use of modern information and communication technologies (ICT’s), to deliver relevant information to learners that is required to successfully execute particular learning tasks. The focus of e-learning should never be on the technology but on the learning of the learners. The technology should support the quality of learning even in an unnoticed manner. The technology should not distract the learners’ attention from the relevant learning information towards the complexity, striking features or physical appearances of the technology or incorporated programs.

The following features of e-learning are relevant, namely that e-learning is constant, repeatable, convenient and rich in the use of different media.

2.4 THE NATURE, STRUCTURE AND ADVANTAGES OF THE DBD (digital book disk)

2.4.1 Structure of the DBD

A primary delivery method a DBD-supported program is that the support of learners occurs by means of the DBD. The DBD serves as enriched and highly manageable curriculum material or handbook that can be used in the classroom by teachers to facilitate the effective learning of the learners.

The DBD represents, for the first time, affordable and commonly available technology that is adapted to increase productivity in education. The increase in productivity means that the quality in education is increased while the input is decreased, primarily the decrease of teacher’s time and therefore the decrease of education cost.

This is achieved by means of the development of the DBD (digital disk book), a real e-book on DVD-basis. The DBD functions on DVD-basis, therefore providing an e-source big enough to integrate the different sources of communication, namely the spoken word, the written word and the hypermedia image. The structure of the DBD can be illustrated as follows:

Structure of the DBD

[pic]

2.4.2 The DBD supports the provision of quality education

Enriched communication and information transfer

One of the main features of education is communication in the transfer of information. Thus, the quality of education depends to a large extend on the quality of communication in education. By using the DVD-basis and the above structure of the DBD, the managed use of the different communication types can be realised in order to increase the richness of the teaching support. In this way the modern types of communication that is being used by learners can be incorporated in one source. The development of communication and the characteristics of modern communication can be illustrated as follows:

The development of communication

[pic]

While modern communication realises in the everyday world of people according to the third era characteristics, in education use is primarily being made of communication types typical of the second era (chalk and talk).

Increase in the quality of the average teaching procedure

The DBD supports the increase of quality of contact education. The typical elements of the contact teaching and learning lesson can be illustrated as follows:

[pic]

When the elements: explanation, interpretation, demonstration and provisioning of information is being put on the DBD the advantages are as follows:

• the teaching support is provided by the best teachers;

• new curricula and syllabi can be introduce with much better results;

• inexperienced teachers can in this way be coached and receive in-service training and education;

• education managers knew precisely what is being done in class;

• learners can work through the work on their own time – therefore real individualisation and differentiation realise; and

• the learners can review or repeat the work which they cannot do in the case of the (living) teacher.

It is particular the fact of ‘reviewing’ or repetition that increase the academic achievements of learners. The value of reviewing of teaching is explained by the research of Rizzolatti, Fogassi & Gallese that were reported in the article Mirrors in the Mind in the journal Scientific American, Nov 2006 which report the following:

• Actions performed by one person can activate motor pathways in another person’s brain responsible for performing the same action. This occurs without the second person doing anything.

• The pattern of activity was a true representation of the act itself.

• These “mirror neurons” provide a direct internal experience and therefore supports the understanding of another person’s act, intention or emotion.

• Confirms the importance of the use of hypermedia. Several repetitions of (re)viewing of the same teaching activities, strengthen the acquired ‘pathways of mirror neurons’. This increases the portability and transfer of learned competences (knowledge, skills and attitudes) to new situations.

2.4.3 Increase in teaching and learning quality

The applicability and effectiveness of the DBD-support in teaching and learning were determined in several research projects that were executed with the following results:

• Van der Westhuizen, C. (2006). This Ph.D-study reports that the DBD supports increased academic achievement in Geography in teacher education:

• De Souza, L (2007). This M.Ed-study reports increased academic achievement by teacher students in Geography and History.

• Golightly, A. (2006). This post-doctoral research reported that the DBD supports increased academic achievement in map work in Grade 10 Geography.

• Nieuwoudt, S (2002). This Ph.D-study reported a remarkable increase in academic achievement in grade 8 mathematics of learners involved in the video-class system.

• Steyn, HJ (2008 & 2009). This project research focuses on the attitudes of 1st year teacher students, 4th year teacher students and B.Ed (Hons) students regarding the use of the DBD in teaching. 85%+ of the students reported a high very high positive response to the use of the DBD in students’ support. They also reported very positively regarding the fact that the DBD supported their particular learning styles.

• The Ph.D-study of Klopper, A. (2006). Die effek van ‘n multimedia digitale boekskyfprogram (DBS) op die lees-, spel- en wiskundige vaardighede van leerders in die grondslagfase (“The effect of a multimedia digital book disk program (DBD) on the reading, spelling and mathematical skills in the foundation phase) is particularly informative regarding the applicability of the DBD in pre-primary education in general and the eCindi program in particular. This Ph.D-study clearly indicates that the DBD supports increased academic achievement in language and Mathematics in the foundation phase. A group of 40 Grade 2 learners, which used the DBD, achieved statistically significant higher in the standardised Vasi-Maths test and Essi-reading and spelling test than the control group. This statistical measurement was so high that the influence can be clearly noticed in the real practise of teaching and learning of the grade 2 learners. Thus, not only a statistically research outcome, but evidence in the real practise. The results of the research are also of such a nature that it can be deduced that the same effect will be visible regarding the DBD-support in the Grade R teaching and learning.

• Another important study is that of Uys, C. 2009. “Die verband tussen herkenning van hoefrekwensiewoorde en die leesvaardighede van leerders in die Grondslagfase” (The relationship between recognition of high frequency words and the reading skills of learners in the Foundation Phase”), in which it is proven that the DBD-support is, without any doubt, particularly supportive in the acquisition of reading skills of grade 2 learners.

2.4.4 Increase in education productivity

The increase in education productivity refers to the increase in quality/output and the simultaneous decrease in cost/input. In paragraph 4.3 above the contribution of the DBD to an increase in quality or academic achievement were explained. In the same way the decrease of cost/input can be motivated.

One of the main cost elements in education is the teacher:learner ratio. Therefore, if the teacher:learner ratio can be increased, without decreasing quality, productivity will be positively influenced. The decrease in input affected by the DBD-support, namely the decrease in teacher time, can be explained by the following figure:

Example: Teaching Maths Literacy, to 5 groups of Grade 8-learners

|  |Per 1 |Per 2 |Per 3 |Per 4 |Per 5 |Per 6 |

|Gr 8a |DBD |T(p&r) |DBD |T(p&r) |DBD |T(p&r) |

|Gr 8b |DBD |T(p&r) |DBD |T(p&r) |DBD |T(p&r) |

|Gr 8c |DBD |T(p&r) |DBD |T(p&r) |DBD |T(p&r) |

|Gr 8d |DBD |T(p&r) |DBD |T(p&r) |DBD |T(p&r) |

|Gr 8e |DBD |T(p&r) |DBD |T(p&r) |DBD |T(p&r) |

DBD – teaching provided through DBD, T(p&r) – teacher provided problem solving and re-inforcement in the class

From the above figure it is clear that when the DBD is fully applied, up to 50% of teacher time can be saved. Other combinations are also possible, for example, teacher assistants can be used to supervise the learners while working on the DBD’s.

In the eCindi program the experience and research proven results is that the use of the DBD-support brought about at least a 25% increase in the teacher:learner ratio. Combined with the increase in academic achievement as reported in the different research projects, the DBD-support unquestionably contributes to an increase in productivity by at least 20%.

2.4.5 Advantages of the DBD-in-education

The following is some of the advantages of the DBD-in-education:

• The quality of teaching in classes is transparent to everyone, to education managers as well as the general public.

• The DBD-in-education supports an increase in academic achievement, as was proven by research.

• By means of the DBD the issue of efficiency in the language of teaching and learning (regarding learners and educators) can be catered for much easier.

• The DBD can serve as a powerful instrument in teacher development (educators learn through coaching).

• The ever-changing demography of learners can be handled much easier. It is easier to provide an extra DBD than an extra teacher when an unexpected number of new learners enrol at a particular school.

• The provision of teachers can be handled with much more ease. The differentiated shortage of teachers regarding, for example, subjects or needs in rural areas as well as problems such as retirement, absence because of illness and attending workshops is not the biggest problem anymore.

• Better use can be made of teacher assistants to provide quality education.

• Finally, the DBD supports an increase in education productivity, meaning an increase in quality and eventually a decrease in education expenditure (budget).

2.4.6 Possible risks

In order to escape the possible risks, careful attention should be given to the following:

• The introduction of the DBD should be handled carefully and widely propagated. Teachers should never get the idea that the DBD is introduced to eliminate their important role or to decrease the number of teachers. It should be clear that the DBD is being introduced to assist teachers to better execute their responsibilities.

• The technological infrastructure used in the implementation of the DBD is directed at the entertainment environment. The infrastructure should be customised over time for use in education.

• Steps should be taken that the reluctance in the education fraternity to make the paradigm shift does not sink this positive development (‘it should not be allowed that the Swiss invented quarts watch to be developed years later by the Japanese’).

2.4.7 THE PROPOSED WAY FORWARD

The time is right to introduce the DBD-in-education (a first in the world) and particularly in a developing country such as South Africa. This can also be a major step to close the ICT gap between the developed and developing countries.

3 CHALLENGE TO ALL INVOLVED IN EDUCATION

All involved should contribute to implement this new opportunities in education. South Africa should take the responsibility to develop attainable, sustainable and affordable solutions in quality education particularly applicable in developing countries.

WE HAVE THE OPPORTUNITY AND RESPONSIBILITY!!!!

HJ Steyn (prof)

18 February 2010

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download