Running Head: COMBINED CURRICULUM OF BIOLOGY AND ICT 1
Final Assignment: Part 2
Combined Curriculum of Biology and Information and Communications Technology (ICT) for Development of 21 st Century Learning Skills: A Research Proposal
Jose Bill Colorado Student #: 24011108 University of British Columbia ETEC 500 Section 65B Instructor: Dr. Stephen Carey April 17, 2012
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Introduction I am interested in researching combined curriculum of Biology 12 and Information and Communication Technology 12 (ICT 12) to see if this format will result in a richer curriculum as compared to the courses being taught separately. In the past, I have taught Biology 12 and part of my personal professional growth plan for the past couple of years has been to focus on the incorporation of technology in the classroom. During that time I created a website that contained class notes, worksheets, answer keys, practice tests and links to a plethora of animations but I thought the website lacked an element of interactivity. Although I have not taught ICT 12, I have had the opportunity to cover several classes and I have recognized the interactive aspect of the assignments that students produce in this class. I have observed students working on the creation of webpages, animations and the production of simple computer games.
Literature Review Assignments in ICT 12 tend to be project-based and it has been reported that project- based learning (PBL) forces students to utilize and develop their 21 st century skills (Bell, 2010; Premiers Technology Council, 2010). Skills such as thinking creatively, collaborating and communicating with others, while being able to assess situations critically will be seen as essential skills for our future workforce (Partnership for 21 st Century Skills, 2011). Other 21 st
century skills to be utilized through this interdisciplinary curriculum include the mastery of core courses such as science as well as a focus on the development of digital literacy. One expectation of creating an animation or a computer game is the delivery of content that is free of errors thus projects would demand content mastery upon completion. As well, students would be able to able to share their projects with each other and provide their peers with COMBINED CURRICULUM: BIOLOGY AND ICT 3
a unique multi-sensory learning experience. In her study, Marina Papastergiou (2008) reported that 16-17 year old students who learned content from a computer game outperformed students who were learning the same material from a webpage. Papastergiou also reported that students who were using the computer games for learning were also more actively involved. In another study of learning with computer games contrasting results were observed but the researcher focused on the creators of the computer games and not the users of such games. In his study Thomas (2011) had high school students create instructional computer games to be used by a nearby elementary school. Initially the high school students were engaged but this only lasted several days and several students began spending more time playing computer games instead of creating them. Part of the difficulty was that the instructor could not keep up with the demands of the amount of computer programming required (Thomas, 2011). This led to off-task behaviour I am hoping that the team teaching planned in this study and the fact that this course would be double blocked would allow for increased student support thus overcoming the difficulties identified by Thomas. Another potential benefit is that all students will be creators of content but they will also be users of peer content. This arrangement is likely to create a competitive culture where students which will bring out the best in each other.
Statement of the Problem From my review of literature and my professional work I have recognized that educational institutions are attempting to move in a new direction. This paradigm shift will allow learners to utilize and develop skills of the 21 st century and part of this shift includes the use of technology and group projects. It is also believed that this system will allow for a more COMBINED CURRICULUM: BIOLOGY AND ICT 4
personalized and meaningful learning experiences. From my perspective as a biology teacher I would like to develop and research a combined curriculum of Biology 12 and Information and Communications Technology 12. The following research question will help to guide this study: 1. What is the student perception of Biology 12/ICT 12 interdisciplinary curriculum with respect to effectiveness and motivation? 2. What are the benefits and problems with a combined curriculum course of Biology 12 and ICT 12 and how can this information be used to design and improve this course? 3. Does the project-based learning focus of this course result in opportunities for the learners to develop their 21 st century skills?
Methodology
Creation of the Curriculum In the investigation of interdisciplinary education, Wang et al (2010) recognized a slight error in their methodology. The instructors that delivered the nursing/ESL curriculum all had strong ESL backgrounds but lacked the pedagogical skills in nursing. It was recommended by the researchers and the nursing faculty that future studies would include a team teaching environment and a qualified nursing instructor would work with an ESL instructor. In contrast, Murata (1997) worked with a competent art instructor while she focused on the English component of their combined curriculum and in her conclusion she did not report of any similar difficulties during instruction. With these findings in mind, it is my plan to seek out a qualified ICT 12 instructor while COMBINED CURRICULUM: BIOLOGY AND ICT 5
Table 1 Components to be assessed during Project Based Work Biology 12 ICT 12 Biochemistry and the cell Experimental design Enzymes DNA Digestive system Circulatory system Respiratory system Excretory system Reproductive system Nervous system Video production Shockwave animation Photo editing Web page design Game production
my focus will be on the component of Biology 12. Together we will plan a curriculum where student projects will address the learning outcomes for both courses. Rubrics will be created so that students will have some freedom to decide how they wish to demonstrate their understanding. The aforementioned learning outcomes have already been set by the British Columbia Ministry of Education. A possible project could be designed using Table 1 as a guide. For example, a student could produce an animation that demonstrates the functionality of an enzyme or they could create an instructional video on the dissection of a heart. This would ensure that students would be meeting learning outcomes from both courses. It should be noted that Table 1 is a model COMBINED CURRICULUM: BIOLOGY AND ICT 6
which would require approval of the ICT 12 instructor. It is intended that creation of the curriculum will commence in September of 2012 and implementation of the course will occur at the beginning of second semester of the school year.
Participants In the public education system of B.C. both Biology 12 and ICT 12 are elective courses therefore students who are interested in both would be possible candidates to participate in this study. An optimal location for such a study would be a high school with a large student body thus increasing the number of participants involved.
Ethical Considerations As all of the participants would be minors and parental consent would be required before allowing them to participate in the study. As well, all names, individual grades and individual survey responses would be kept anonymous. Furthermore, participants and their parents/guardians would be informed about the goal of this study and any foreseeable repercussions that may occur. The instructors of this course would also make themselves available to parents and students to discuss any arising concerns.
Materials/Classroom Setting In order to meet the needs of this unique curriculum, instruction will be carried out in both a science classroom as well as a computer lab. The science classroom will need to be equipped with a minimum of 10 computers but students will be encouraged to bring laptops and COMBINED CURRICULUM: BIOLOGY AND ICT 7
other electronic devices that will help them meet the learning outcomes. The science classroom will also need to be equipped with a Wi-Fi system.
Procedure The initial planning for this program will begin in August of 2012. During this month, administrators and superintendents will be contacted to propose this research. At this time, suggestions for alteration to research procedure will be considered. If availability of an optimal school one with a large population - is not an option then the timeline may have to be altered (see Table 2). One possible situation could be that the school calendar is set in a linear fashion and instruction could not begin January. After this, a search for a qualified ICT instructor will occur in September. The successful candidate will be a person who recognizes the potential impact of such research and has experience as a collaborative teacher. Once the teaching team is in place, we will prepare the student surveys and develop a common curriculum where we will draw on our best teaching practices. As there are four pathways within ICT 12 (see Appendix A), we will work together to select a pathway that compliments Biology 12 effectively and vice versa. After a month of planning, the teaching team will work with the schools administrators to recruit students who would be interested in participating in this study. Recruitment and curriculum planning should commence towards the end of January which coincides with the end of first semester. Implementation of Biology/ICT 12 will begin in second semester and the course will begin with a student survey during the first week of instruction. Following this survey, instruction and continuous assessment will occur until the end of June. In the final week, students will complete another survey and results from the survey will be analysed. COMBINED CURRICULUM: BIOLOGY AND ICT 8
Table 2 Timeline of Research Aug Sept Oct Nov Dec Jan Feb Mar Apr May June July Proposal Submission
Search for ICT 12 Instructor
Planning of curriculum
Participant Recruitment
Instruction of curriculum
Assessment of Learning
Pretest
Post-test
Data analysis and reporting
Data Collection Two student surveys will be used to gather information about the participants. The initial survey will serve to gather information about students self-perceived interest and motivation in both Biology and ICT and whether they have taken similar courses in Grade 11. The survey at the end of the course will contain 4 parts and ask the students their opinion on the following: 1. The effectiveness of the program in teaching both curricula. 2. Perception of experiences related to enjoyment, interactivity and motivation. 3. Perception of how activities utilised 21 st century skills. COMBINED CURRICULUM: BIOLOGY AND ICT 9
4. Acknowledgement of benefits and suggestions for improvements to the program (done in an open-ended format).
Limitations of the Study It is likely that as the year progresses students may want to drop one or both of the courses. If this occurs, data will be reduced as these students will be removed from the study. As well, the school will have to provide alternate courses to accommodate these students. Another concern is whether the ICT instructor will encounter similar problems to Thomas (2011) in his study; overwhelming programming demands leading to off-task behaviour and reduced motivation. Ideally, a standardized test would have been chosen to test the learning of the students in this program but recent changes by the BC Ministry of Education (2011) have caused the removal of the Biology 12 Provincial Exam. One possible solution is to use past provincial exams, which I consider reliable assessment tools. Results from the class could be compared to provincial exam averages from previous years which are available online.
Discussion From this study, information will be gathered to provide insight on combined curriculum, PBL and integration of 21 st century skills. The intention of this study is to determine if the Biology/ICT 12 Program provides learners with an enriched and interactive curriculum as well as to identify difficulties encountered by the instructors and the learners. Our results will provide educators a model with suggested refinements that can be used in their schools in the future. Further alteration of this model has the potential to be applicable to other courses. COMBINED CURRICULUM: BIOLOGY AND ICT 10
Also, upon completion of this study, we hope to provide a framework for future research in the field of interdisciplinary curriculum especially one that focuses on ICT. As we will only investigate 1 of the 4 pathway of ICT 12, researchers in BC may delve into other pathways to determine which one best supports other teaching disciplines.
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References Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. Clearing House, 83(2), 39-43. doi:10.1080/00098650903505415 BC Ministry of Education (2003). Information and communications technology 11 and 12. Retrieved from: http://www.bced.gov.bc.ca/irp/course.php?lang=en&subject=Applied_Skills&course=Inf ormation_and_Communications_Technology_11_and_12&year=2003 BC Ministry of Education (2011). News release: Scholarship funds will reach more students,support families. Retrieved from: http://www2.news.gov.bc.ca/news_releases_2009-2013/2011EDUC0066-001023.htm Gay, L.R., Mills, G.E., & Airasian, P.W. (2009). Educational research: Competencies for analysis and application (9th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Jones-Kavalier, B., & Flannigan, S. (2006). Connecting the Digital Dots: Literacy of the 21st Century. Educause Quarterly, 29(2). Retrieved from: http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolu m/ConnectingtheDigitalDotsLitera/157395 Murata, R. (1997). Connecting the visual and verbal: English and Art for high school sophomores. English Journal, 86(7), 44-48. Retrieved from: http://web.ebscohost.com.ezproxy.library.ubc.ca/ehost/detail?sid=e0446ca8-39b8-40cd- 8758-6dc464dee780%40sessionmgr11&vid=5&hid=104 Partnership for 21 st Century Skills. (2011) Framework for 21 st Century Learning. Retrieved from: http://www.p21.org/overview/skills-framework COMBINED CURRICULUM: BIOLOGY AND ICT 12
Premiers Technology Council (2010). A Vision for 21 st Century Education. retrieved from: http://www.gov.bc.ca/premier/attachments/PTC_vision%20for_education.pdf Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5) 1-6. Retrieved from: http://www.albertomattiacci.it/docs/did/Digital_Natives_Digital_Immigrants.pdf Thomas, M., Xun, G., & Greene, B. (2011). Fostering 21st Century Skill Development by Engaging Students in Authentic Game Design Projects in a High School Computer Programming Class. Journal Of Educational Computing Research, 44(4), 391-408. doi:10.2190/EC.44.4.b Wang, H., Yang, H., Chuang, M., & Chiu, T. (2010). Towards an Integrated Content-Based Nursing English Program: An Action Research Study. English Teaching & Learning, 34(4), 33-74. Papastergiou, M. (2008). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers and Education. 52, 1-12. doi.org/10.1016/j.compedu.2008.06.004
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Appendix A
Information and Communications Technology Pathways British Columbia Ministry of Education (2003) Grade 11 Grade 12 Applied Digital Communications Digital Media Development Computer Information Systems Computer Programming Applied Digital Communications Digital Media Development Computer Information Systems Computer Programming