Module 1: Standards and Needs Analysis

 Answers to case studies 1, 2, ICT and language assessment

Research and Practice Article

Questions.

1. What are the conclusions reached by researchers mentioned in the extract?

-too focused on technology itself and not enough on how it is used pedagogically.

2. To what extent research on learning with ICT can inform teachers?

-Research on learning with ICT can inform teachers to a great extent, especially with how it is used, when it should be used, and most importantly how ICT should be integrated into the school curriculum rather than using it in isolation.

3. What are the other two means or resources teachers turn to when they want to find out what technology works in the classroom and what does not?

-CALL and WEB tool

4. What do you think integrated means?

-Integrated is using it alongside or simultaneously instead of using it in isolation. For instance, using different relevant ICT tools to teach a grammar lesson, where a tool for Pronunciation, is used along with other ICT tools. The whole purpose of the ICT with integration is to ensure the lessons are taught with the assistance of the chosen ICT or using the ICT as the vehicle for the delivery of the content of the lessons.

Case Study 1: Digital Storytelling in Teaching English in the Classroom in Buenos Aires (Argentina) on pages 56, 57, and 58.

Questions

1. Why can we say that the use of ICT by the English teacher, Vicky Saumell, was integrated?

• Vicky Saumell integrated the teaching of English using ICT or in other words, Vicky integrated ICT into the teaching of her English lessons. Her major project was the teaching of ‘digital storytelling’ which can be used in different ways, but Robin (2006) says, ‘they all revolve around the idea of combining the art of telling stories with a variety of digital multimedia, such as images, audio, and video’.
• According to Vicky, using digital storytelling with teenage learners is motivating because ‘it gives the learners a voice as well as freedom and creativity. It is also a way for the learners to use English in a meaningful way on a project they have a say in, and, because it is published online, they can share it with their classmates, parents, and any other interested parties.
• The project has been very successful partly because ICT is integrated into the delivery of the lessons therefore, making the lesson more student-centered. ICT in this lesson is not used in isolation. It is the vehicle that drives the delivery of the lesson forward.

2. What were the conditions for this success?

1. The ICT used is appropriate and highly relevant to the project title.

2.Vicky is fluent in ICT

3. Students are also fluent in the chosen ICT

4.Vicky as an English teacher gives the right instructions and knows her role very well, which is facilitator of both ICT and the content, thereby students are enjoying the freedom provided by Vicky

https://www.linkedin.com/pulse/step-by-step-guide-conducting-learning-needs-analysis-blake-proberts/

The typical discourse of English in the Pacific Region is that decline in the standard of English literacy is the teachers' fault. The teachers are either incompetent to teach the subject matters or lack effective pedagogies to make teaching of literacy interesting and effective to students. There has never be hardly any blame to make known on the status of the local curriculum, or there has never been any blame on the Ministry that looks after the education matters, for not allowing any opportunities for teachers teaching literacy to go through professional development, to update and upgrade their skills and knowledge, attributes and their individual professional knowledge on the subject matters. Parents also joined force with the senior teams of the ministry of education in the blame game, based on the national exam results. Teachers work and effort are judged against the overall results of the national exams which students sit for 3 hours only at the end of the year. I speak directly here to my own context- Tonga which seems to happen in other Pacific islands.

In my personal responses to these blame, there are other factors to take into consideration for the decline in the English literacy in the Pacific Region. This includes, curriculum revision, language policy revision, awareness program around in the communities to remind parents that they have responsibilities to play, so as the Ministry. Resources for teachers to use should be upgraded, teachers should attend mandated professional development sessions. 

Post 2000 curriculum and assessment development in the pacific region has shown intentions to cater for changes that brought forth by time. There are researches conducted to collect data and statistics to base decisions on certain aspects on. For instance, I have involved in projects where sense-making and data collections were done before. This is to gather accurate and informed situations before designing of workshop materials for literacy work here in Tonga with teachers from elementary schools. So this is the kind of improvement and development that is seen in the post 2000, prior to this, identifying to field of interest was mostly done through observation or hear say. 

Certain issues with teaching and learning in most contexts in the Pacific Region is to do with poor management and communication between the management team and the teachers that operate the day to day of the school matters such as teaching. Records of teaching and learning are not updated and not kept well for later use and future references. 

At this age, Needs Analysis is used to obtain accurate needs in order to base development on. Therefore, a need analysis survey should be conducted to find the priority needs, then is is analysed confirming the needs from the teachers and students alike. Workshops or lessons are designed based on these analysis. Needs Analysis  is an accurate method to use that will benefit both teachers and students in the Pacific. Need Analysis survey can help to identify the issues/problems with teaching literacy and the level of literacy in the Pacific region before strategies for improvement are implemented.