Documente Academic
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James Cunningham
G00306653
Research Supervisor:
Kevin Maye
Readers:
Programme:
Module Title:
Thesis
Date Submitted:
Acknowledgements
I would like to take this opportunity to thank each and every individual who has helped me
throughout my Thesis investigation.
I want to thank Dr. Pauline Logue Collins, Ms Susan Rogers, Mr. Thomas Sheppard and Mr.
Desmond Kelly for their continuous support and knowledgeable input throughout the duration
of my teacher training. They have gone above and beyond to ensure the best was brought out
of every individual.
I want to thank the staff of GMIT Library for their contribution in providing the necessary
research materials to make this investigation possible.
Finally, I would like to acknowledge and offer my sincere thanks and gratitude to Mr. Kevin
Maye for his continuous guidance and academic input throughout this research project.
Many thanks to all involved.
Abstract
Modern day teaching presents numerous challenges for teachers within the boundaries of a
classroom. There are many aspects of teaching that need to be considered on an ongoing basis
to ensure maximum learning is taking place. Dewey believed that students learn from a full
range of their experiences in school, not just the specific thing they are studying in class
(Singer, 2003). Teachers must take a holistic approach as well as demonstrating their ability of
teaching above and beyond the content of a specific subject. They must identify and evaluate
the needs of each pupil and their preferred learning styles in order to facilitate a supportive
structure for learning. Teachers must put into practice multiple teaching strategies and
approaches while linking them with a bank of teaching resources to maintain an effective
learning environment and keep students actively engaged and motivated.
This study examines and reviews literature relating to learning styles and teaching resources
that support learning. Auditory, Visual, and Kinaesthetic are three key learning styles that will
be reviewed in order to distinguish how each style benefits students and in what way. Visual
Learning will be a focal point of the study as this style of learning contributes significantly to
the subjects of Technical Graphics (TG). An examination of the brain was also carried out to
identify how the brain works and how it processes information. The study reviews teaching
and learning strategies that appeal to both teachers and students and it explores the type of
resources that are considered supportive of learning. It evaluates the type of visual aids that are
currently available to students and indicates how ICT can be integrated into the classroom
which is a key focus of the Digital Strategy for Schools framework 2015-2020.
The outcome of this research has highlighted the need for the development of a learning website
where students would be enabled to access and observe many aspects of Technical Graphics
prompting a more transparent approach on gaining a full/fundamental knowledge of the core
principles of TG. The possibility to incorporate visual assistance ranging from Images,
Animated Drawings, Solidworks Models and Tutorial Videos would be encouraging. The
accessibility of this resource to students would enable them to learn independently and to
develop the necessary skills of visualising the problems that are presented to them. Recapping
and linking topics would influence spiral learning which would re-inforce previous knowledge.
The amalgamation of several resources within one server (e.g. website) would mean that
learning could take place with ease rather than having to search for the relevant materials.
ii
Table of Figures
Figure 1:
Source:
Emer Smyth
Figure 2:
Source:
Google Images
Figure 3:
Source:
Figure 4:
Source:
http://www.irishtimes.com
Figure 5:
Source:
Figure 6:
Brain Neuron
Source:
Google Images
Figure 7:
Source:
Training Industry
Figure 8:
Source:
Training Industry
Figure 9:
Planes Model
Source:
Authors Model
Figure 10:
Source:
Authors Model
iii
Figure 11:
Source:
Figure 12:
Source:
Figure 13:
Source:
Figure 14:
Source:
Google Images
Figure 15:
Source:
Google Images
iv
Abbreviations
JC
Junior Certificate
IT
Information Technology
CAD -
TG
Technical Graphics
DCG -
2D
2 Dimensional
3D
3 Dimensional
Electronic
NQT -
GOs -
Graphic Organisers
DALEST -
MTW -
ICT
CPD
AUP
DEIS -
SSP
TP
Teaching Placement
PS
Presentation Software
VR
Virtual Reality
AR
Augmented Reality
PDST -
NIPT -
Table of Contents
Acknowledgements ..................................................................................................................... i
Abstract ......................................................................................................................................ii
Table of Figures ....................................................................................................................... iii
Abbreviations ............................................................................................................................. v
Declaration ............................................................................................................................. viii
1. Introduction ............................................................................................................................ 1
1.1 Background ...................................................................................................................... 1
1.2 Aims ................................................................................................................................. 1
1.3 Objectives ........................................................................................................................ 1
1.4 Scope ................................................................................................................................ 2
1.5 Mixed Ability ................................................................................................................... 3
1.6 Streaming in Schools ....................................................................................................... 3
1.7 Teaching Placement Observations ................................................................................... 4
1.7.1 Teaching Strategies ....................................................................................................... 4
2. Learning Models .................................................................................................................... 6
2.1 VARK Model ................................................................................................................... 6
2.2 Kolbs Learning Model .................................................................................................... 6
3. Learning Styles ...................................................................................................................... 8
3.1 Visual Learning ................................................................................................................ 9
3.2 Auditory Learning ............................................................................................................ 9
3.3 Read/ Write Learning ....................................................................................................... 9
3.4 Kinaesthetic Learning .................................................................................................... 10
4. Teaching Styles .................................................................................................................... 11
4.1 Whole-class Teaching .................................................................................................... 12
5. Brain Functioning ................................................................................................................ 13
5.1 Development of the Brain .............................................................................................. 13
5.1.1 Before Birth ................................................................................................................ 13
5.1.2 Pre-school Years ......................................................................................................... 14
5.1.3 Primary & Secondary School level ............................................................................. 14
5.2 Where Learning Occurs ................................................................................................. 15
5.2.1 Brain Neurons ............................................................................................................. 15
6. The Syllabus......................................................................................................................... 16
7. Spatial Awareness ................................................................................................................ 17
8. Integrating Technology ........................................................................................................ 18
vi
vii
Declaration
I declare that this report is my original work except where stated.
James Cunningham
12th April 2016
_________________
viii
1. Introduction
1.1 Background
According to a statistics report published in 2011/12 there were 723 secondary schools in
Ireland (Secondary Schools in Ireland, 2013). Those schools consist of voluntary secondary
schools which have the largest share (with 376 schools in total, enrolling 186,409 students),
followed by vocational schools (254 in total, enrolling 116,839 students), and community and
comprehensive schools (93 in total, enrolling 55,799 students). The number of candidates that
took part in the JC (Junior Certificate) in 2011 was 56,841. In 2014, this number had risen to
60,698 out of which 12,553 students sat the JC Technical Graphics (TG) examination
(Department of Education, 2014). To understand the graphics of this subject students must be
capable of having a visual understanding of the related concepts and the spatial elements
involved. The ability to visualise and foresee the outcome of a task is a skill that is learned and
one that must be supported in schools. If the development of this skill is not supported, students
will struggle with TG. The same applies to the candidates for the subject Art, Craft and Design
in which there was 21,992 JC entries in the same year.
A review of learning styles and resources that can benefit learning will be carried out. The
examiners reports will also be observed to identify areas for concern (Department of Education
and skills, 2015). This review will link in with the aims of the TG Syllabus which are to
stimulate the pupils creative imagination, sharpen pupils visual perception of their
environment and to encourage the development of their ability to spatialise and visualise two
and three dimension configuration and their elements in the solution of graphical problems.
1.2 Aims
The intended purpose of this research is to review and evaluate the influence of different
learning styles and also to determine the degree to which teaching resources and ICT can
support learning.
The key aims of this thesis are to:
Review the TG syllabus and identify its aims in relation to student learning
Explore teaching and learning styles to discover how each style is beneficial
Outline the most challenging aspects of Technical Graphics
Research resources that are available to students and teachers
Identify how those resources are supportive
Examine what could be done to make better use of those resources
1.3 Objectives
The main objectives are to:
Evaluate current technology in the classroom and how it is used to support learning
Define the attributes of visual based learning resources for TG
Evaluate visual learning to pinpoint its significance to TG
Identify resources and applications that contain sufficient elements of support for
students such as videos, animated drawing and tutorials.
1.4 Scope
TG is a subject that plays a major role in the development of a students visual and spatial
awareness. Spatial visualisation is described as the ability to imagine rotations of objects or
their parts in 3-D space by folding and unfolding. (Olkun, 2003, p. 2). An understanding of TG
is central to the work of the Engineers, Architects, Designers and Technologists so for an
individual to achieve a career in those areas they must first master the ability to visualise the
concepts of TG.
Sources such as the Department of Education carry out routine inspections in many schools
throughout the country. The findings from those inspections provide essential feedback in
relation the technical subjects. Reports such as Subject Inspections, Digital Strategy for
Schools 2015-2020 and ICT in schools provide an abundance of information in relation to the
education, recommendations and suggestions on how to improve the Irish education system.
Susan Benthams book Psychology and Education provide substantial facts as regards
education and learning and outlines the many psychological theories in education including the
cognitive, behaviourist and humanistic perspectives on learning. It also focuses on learning
models and learning styles which are areas of importance for this review.
This study will be as thorough as time and resources allow to achieve the stated aims and
objectives. Library based and online research will be conducted as well as reflecting on studies
that have been carried out during teacher training. The research methodology is all secondary
and the material being presented is a review of the literature relevant to the thesis.
Initially, the thesis was centred on building a support facility (e.g. Independent Learning
Website) to facilitate learning for students, but unfortunately, due to time restrictions this was
not possible. The focus of the research, then, was to illustrate how a thorough knowledge of
learning styles is necessary when designing TG resources. Secondary research will be obtained
to determine what is needed to build an effective support structure that would strengthen
teaching and learning. The significance of this would be to further facilitate independent
learning and to enable students to return to class with their findings/new learning and share it
with their peers.
How is this important?
According to Ford (2011) neuroscience research suggests that we ensure that learning engages
all the senses. Fords findings show that when you appeal to and engage emotions while
learning that memory will be strengthened. By engaging all senses, memories will be stored in
multiple parts of the brain and that will increase the attainment of information. Independent
learning will trigger many of those senses within a class of approximately 20-25 students and
sharing these learning experience will benefit all involved. This is important for every
individual as it caters for mixed ability in the classroom and promotes peer learning.
apparent. When students were following the steps on the animation progress was made, but
once the demonstration was ceased, the task appeared more challenging. This is a scenario
where problem based learning (PBL) needs to be enforced. Students must be taught the key
principles (of the topic) and later instructed to problem solve a similar exercise.
The use of the Data Visualiser proved the most beneficial and was met with positive feedback
from the class. The ability to visualise was said to be more transparent due to the inclusion of
the same equipment that the students were using. The use of a drawing sheet of the same size,
pencils, set squares and T-square proved to be beneficial. The students pointed out that this
was much easier to follow simply because what they were seeing was more familiar to them.
The assessment of the above strategies/resources defined the barriers that decelerated the pace
of student learning. It revealed the significance of self-reflection when teaching and exposed
the need to adapt when catering for mixed ability. This led to a review of learning styles, with
greater emphasis on visual learning and the benefit of visual teaching aids which are highly
significant for progression. Resources such as Technoteachers, CAD (Computer Aided
Drawing), Powerpoint and more recently Solidworks are a magnificent addition to the
classroom, particularly in relation to TG. From a visual point of view they each offer realistic
graphics and provide students with essential tools to develop their learning to maximum
potential. In contrast to that, there are limited resources available in which a student can review
individual problems/questions (on their current topics) which would allow them to study,
examine, analyse, and revise lesson content in their own time, thus enabling them to fully
understand the key principles and concepts.
A reflection on the whole teaching placement experience has highlighted the importance of
being aware of different learning styles and the significance of supporting students with the aid
of resources. This has prompted a review of learning models in order to understand and identify
the difference in learning styles.
2. Learning Models
One of the most accepted understandings of learning styles is that student learning styles fall
into three categories. Teachers must assess each pupil to ensure they are progressively
learning, whether by means of Auditory Learning - information is taken in through listening,
Kinestaethic Learning - learning takes place by students carrying out physical activities and
Visual Learning - a style in which ideas, concepts, data, and other information are associated
with images and techniques. These are key areas to consider when creating effective lessons.
For teachers it is fundamental to understand the concept of various learning styles and it is
essential to adapt to incorporate each style into his/her methods. Having an expertise is
necessary, but the ability to transfer that knowledge into another person is what makes an
excellent instructor stand out. Aside from comprehending the curriculum content, teachers
should have a basic understanding of how people acquire and absorb knowledge (Heick,
2015). According to Montgomery an understanding of learning styles is fundamental to our
individual approaches to teaching (1998). Learning Styles online gives an overview of those
styles and provides techniques that can be used in relation to each style (2015). A teacher must
also be aware of the different learning models and be able to identify their key principles.
the learning process as being separated into two distinct components: perception and
processing (2002, p. 102). In terms of perception (how information is taken in) an individual
would prefer a Concrete Experience or Abstract Conceptualisation whilst the preference with
processing information (how information is internalised) is Active Experimentation or
Reflective Observation. Kolbs learning model set out these four styles as shown in Figure 2.
Concrete
experience
(feeling):
Learning from specific experiences
and relating to people. Sensitive to
other's feelings.
Reflective observation (watching):
Observing before making a judgment
by viewing the environment from
different perspectives. Looks for the
meaning of things.
Abstract
conceptualisation
(thinking): Logical analysis of ideas
and
acting
on
intellectual
understanding of a situation.
Active experimentation (doing):
Ability to get things done by
influencing people and events through
action.
3. Learning Styles
The term learning style is often referred to in relation to education. As individuals we assimilate
information in various ways using different methods of learning. Collectively those methods
represent learning styles, each of which may be of preference to an individual. This leads to
the question - What is a learning style? Technically, an individuals learning style refers to
the preferential way in which the student absorbs, processes, comprehends and retains
information (Teach.com, 2015). So, does the way in which an individual best absorbs
knowledge define his/her learning style? Rahimi cites Clark who states that a learning style is
referred to as a students consistent way of responding to and using stimuli in the context of
learning (2015, p. 173). Clark further quotes that learning styles are educational conditions
in which a student is most likely to learn. This highlights the significance of a teacher knowing
how best a student retains new learning. For example, a visual learner is one who learns
through seeing. Visual learners like to see pictures, diagrams, demonstrations and videos
(Nicholl, Colm Rose & Malcolm J., 2009, p. 91). Visual learning, a style within the VARK
model, is central to this report and is essential to TG. Bennets definition of a learning styles is
A consistent pattern of behaviour and performance by which an individual approaches
educational experiences. It is the composite of characteristic cognitive, affective, and
physiological behaviours that serve as relatively stable indicators of how a learner perceives,
interacts with, and responds to the learning environment (Bentham, 2002, p. 98).
With the inclusion of the relevant visual representations in the classroom, students will be
enabled to visually assess objects in 3D form to assist them in understanding the visual and
spatial concepts involved. Since the 1980s cognitive scientists, educators, and technologists
have suggested that learners might develop a deeper understanding if they could build and
manipulate models (National Research Council). These speculations are now being
implemented and demonstrated in classrooms to enhance student learning and support them in
developing a better visual understanding of the related tasks. By use of visual aid such as mind
maps, table and charts, an audience is better served as they are provided certain elements that
classroom notes or text cannot fully convey. These is known as Graphic Organisers (GOs). A
GO is simply a graphical or spatial representation of text concepts. Studies have shown that
meaningful learning can be assisted through the use of GOs. Students who used GOs as a
learning strategy performed better rather than the students who used underlining, note-taking
or discussing with co-students (Syaza Hazwani Zaini, Siti Zalina Mokhtar & Mokhtar
Nawawi, 2010). GOs also enhance students ability to learn to refute arguments which will
afford them the opportunity to participate in class dialogue in relation to problem solving. If a
student can visualise the concepts of the problem he/she would be more inclined to speak out
and discuss the content.
textbooks and writing notes. Although schools are now engaging in a more interactive learning
approach, this is a strategy that will not diminish.
10
4. Teaching Styles
To facilitate a positive learning environment an educator must focus and reflect on their own
style of teaching as well as learning styles that are prominent amongst the students. As a Newly
Qualified Teacher (NQT) one may yet have to discover what style of teacher that he or she is.
Every individual has a style of preference whether it is teaching or learning that is being
demonstrated. Studies of classroom practice have attempted to categorise teachers in terms of
their teaching styles, which refers to their tendency to make frequent use of certain types of
learning activities in their teaching (Kyriacou, 2007, p. 45). A teacher must ensure not to teach
a lesson solely with the implementation of their own style of preference. They must adapt and
take into consideration key factors such as differentiation amongst a group in order to avoid
potential failures. This presents teachers with the opportunity to influence students to think for
themselves and to integrate with each other. By applying this type of learning environment,
students will also progress in developing their interpersonal skills as well as their oracy and
literacy skills.
Figure 3 shows an illustration of the potential consequences of a teachers overusing a specific
teaching strategy, style or activity.
11
Today the expectations of an educator would be to have a more inclusive lesson whereby the
students are the source of investigation and disperse the knowledge amongst the group.
Teachers must be aware that not all pupils progress at the same rate and that the development
of the brain can vary with each individual. This has prompted a review of the brain functions
and the developmental stages.
12
5. Brain Functioning
A teacher should not assume that because he/she has a classroom full of students of similar age
that they are equally ready to learn a particular topic, concept, skill, or idea. For teachers and
parents it is important to understand that maturation of the brain is another factor to consider
in relation to learning readiness (Semrud-Clikeman, 2016). Teachers should be aware of
developmental differences amongst students and they must tailor their lessons to ensure they
are getting the best out of every individual. The brain is structured in a way that when new
information is processed, time and use of the information is required to build the physical
connections via the neural networks (Kolbs learning Cycle). As teachers we need to be mindful
of this real and important need for processing time.
13
After reviewing how the brain develops, a brief analysis of its three mains areas, identifying
where learning occurs is of interest.
14
15
6. The Syllabus
Technical Graphics involves students in the development of the range of skills associated with
the management of spatial problems and the graphical communication of spatial ideas and
solutions (Techno Teachers, 2016). The TG syllabus is structured to provide pupils with a
stimulus for managing spatial problems mentally as well as communicating spatial ideas and
solutions graphically. The syllabus aims to help students understand the importance of
communicating information graphically (2015). It aims to stimulate the pupils creative
imagination through developing their visuo-spatial abilities and to encourage the development
of logical and progressive reasoning and enquiry/investigative skills, and the ability to
spatialise and visualise two and three dimensional configurations and their elements in the
solution of graphical problems (Department of Education and Skills, 2015). Does TG benefit
any other subjects that students participate in throughout the school? Absolutely. As cited by
the NCCA, TG will be very helpful in MTW, Technology, and Metalwork as drawing is an
important aspect of those subjects while the problem solving and geometry you will learn in
TG will prove very useful in Mathematics (2016).
Descriptive Geometry is an area of particular importance in developing pupils ability in
visual imagery and representation (Department of Education and Skills, 2015). A positive
understanding and knowledge of planes of reference is key throughout both TG and Design &
Communication Graphics (DCG). Demonstrating Bruners method of spiral learning, planes of
reference is an area that will be repeatedly referred to throughout the whole subject. The
sequencing of the material and teaching techniques should gradually develop spatial abilities
relating to imagery, orientation, and visualisation. Pupils should as a result be able to build
clear images of objects in space and accurately represent these in two-dimensions
(Department of Education and Skills, 2015).
The course objectives include the students ability to
display an understanding of the projection systems
associated with descriptive geometry and the ability to
select appropriate methods of graphic representation in
expressing spatial ideas and concepts. With the above
objectives achieved, students will retain a solid
foundation to progress with for the duration of the
syllabus. For example, Orthographic Projection (a
representation on 3D objects in 2D from) is a key topic
in TG. The objects being represented should where
possible relate to pupil interest and experience.
Aristotle, who once stated the soul never thinks
without a picture believed that knowledge could be
obtained through interacting with physical objects and
the integration of those physical objects to a lesson does
and will benefit and promote learning. This is
something we need to remember when training students
to visualise 3-Dimensional objects. Figures 9 and 10
represent a planes model that was built for visual
support in relation to planes of reference and how an
orthographic drawing may look on the drawing sheet.
16
7. Spatial Awareness
Each individual has a physical presence that manifests itself in space. We have a variety of
sensors that collect information about space and our presence in it, sensors that provide a
constant stream of potentially relevant input data. Therefore space is a fundamental category
of thought, one that plays a deep role in many aspects of human cognition. According to the
National Science Foundation (1997), evidence supports the claim that measures of
mathematical ability tend to be strongly correlated with spatial ability. The Principles and
Standards of the National Council of Teachers of Mathematics recommend that 2D and 3D
spatial visualization and reasoning are core skills that all students should develop. This
highlights the importance of cross curricular relationships to ensure students can link subjects
and understand that the key principles may not only apply to the subject it is being taught in.
DALEST (Developing an Active Learning Environment for the Learning of Stereometry) is a
project aimed at developing a three-dimensional microworld that enables students to construct,
observe and manipulate geometrical figures in space, and to support teachers in helping their
students to construct a suitable understanding of stereometry. Stereometry meaning the
measurement of volumes and other metrical elements of solid figures. A similar approach to
this would benefit students of TG. It would enable students to examine, explore and visually
observe the principles that apply to TG as well as assisting each individual in acquiring the
necessary skills and in progressing with their own cognitive development. It would allow
students to become more familiar with 3D objects providing them with a better understanding
of the visual concepts of a topic. A resource that would accommodate a bank of learning aids
would support students in developing their spatial awareness and visual skills. AR (Augmented
Reality) and Solidworks are two packages that provide fundamental support to students and act
as dynamic visualisation tools to assist learning. According to Boz:
Dynamic visualisation is an act of construction of transformations between external media and
individuals mind. Individuals who possess this ability can reason about the essential properties
of moving, shrinking, and rotating figures, which appear on the screen or, in their mind, and
thus they can solve the mathematical problems (2007).
Providing this support for students would have a profound effect on their overall ability to
visualise and to understand the concepts of a given scenario. To train a pupil to examine a 2D
image (on paper) and transform it into 3D form (cognitively) is key. The integration of
resources like AR would support this training. Attaining such skills will set students on a much
less problematic journey whilst learning TG. For the subject of TG it is fundamental to ensure
that every individual learns and understands the concepts of the problems/exercises that they
are presented with. Regardless of preferred learning styles, spatial awareness and the ability to
visualise is key to learning and understanding TG based exercises. Mastery learning refers to a
category of instructional methods which establishes a level of performance that all students
must master before moving on to the next unit (Motamedi, 1987). Similar concepts apply to
TG. If an individual struggles to understand the basic concepts of a TG topic, they will find
progression extremely challenging. Although being mindful of all learning styles is important,
visual learning is crucial to TG. Pitts states that Using multiple senses allows more cognitive
connections and associations to be made with a concept (2012). Although that is a valid point,
this research is focusing on the significance of visual learning and how students can be
supported in this area.
17
8. Integrating Technology
Inspectorate Evaluation Studies have found that Fewer teachers plan for the use of Information
& Communications Technology (ICT) in teaching and learning than use it in their planning
and preparation for teaching. The studies have also noted that planning for its use in the
classroom at the post-primary level varies considerably, depending on the subject being taught
(Department of Education and Science, 2008, p. 104). It also states that the majority of primary
schools (71% of survey respondents) have a written ICT plan, while fewer than half of postprimary schools (46%) reported having such a plan (2008, p. 103). With those plans, it found
that there was a greater emphasis on whole-school ICT planning rather than that of individual
teachers. This provides an opportunity for teachers to reflect on their individual performances
and to evaluate how they contribute to the use of ICT in the classroom. This use of ICT will
certainly benefit the technical subjects. According to the NCCA,
Due to the graphic nature of TG, presentation of course material is a key component in the
teaching of the subject. The use of multimedia presentations using an overhead projector and
data projector should play a key role and this must be considered when equipping the room
(2006).
The NCCA also states that ICT has the potential to transform the educational opportunities
and life chances of people whose special educational needs may otherwise marginalise them
(NCCA, 2015). When integrating the use of ICT in schools, it is essential that there is an AUP
(Acceptable Use Policy) in place. An Acceptable Use Policy is a vital documents which
ensures safe internet use in a school (www.webwise.ie, 2012). According to the Inspectorate
Evaluation Studies, most schools have an AUP (83% and 87% of primary and post-primary
survey respondents, respectively). It also shows that a higher level of use of ICT in lesson
planning was found among teachers who had ready access to computer facilities and the
Internet.
To fulfil the aims of the Department of Education, schools must embed a structure whereby
ICT is integrated into the teaching and learning environment. The Departments vison is to
Realise the potential of digital technologies to enhance teaching, learning and assessment so
that Irelands young people become engaged thinkers, active learners, knowledge constructors
and global citizens to participate fully in society and the economy (Digital Strategies for
Schools 2015-2020, 2015).
18
Fortunately, ICT can enhance our education system in many ways. TG is a subject that requires
an ability to conquer spatial awareness and to visualise objects and artefacts as they may appear
and the inclusion of ICT can support this. According to Mayer, research has found that people
can learn better from graphics and words rather than from words alone (Graphics for Learning,
2010). The integration of visual aid
is essential to the learning process
of TG. Although words can provide
an imaginative picture, the
inclusion of graphics does enhance
a students learning potential and
enables each individual to better
comprehend the related concepts.
Clark and Lyons state that as
regards the selection of the visual
aid, there is no simple formula. It
must relate to the dynamics in the
classroom to improve learning and
individual performances. This will
Fig 11: Factors the shape the effectiveness of
depend on three interactive factors
Graphics
which are illustrated in Figure 11
(2010).
1. The properties of the visual itself, its surface features and psychological function.
2. The goal of the instruction.
3. Differences in prior knowledge of the learners.
The remainder of chapter 8 will review several visual aids and resources such as PowerPoint,
Animated drawings, Videos, Images, Google Cardboard and Solidworks - all of which are
beneficial to the classroom specifically in relation to teaching and learning TG. These resources
will benefit students allowing them to explore, examine, evaluate and visualise objects in 2D
and in 3D form. They will help students enhance their spatial awareness as well as broadening
their imagination. They will assist and provide support to facilitate a positive and engaging
learning environment.
19
8.2 PowerPoint
PowerPoint is a presentation software (PS) package that
incorporates all you need to produce a professionallooking presentation.
PowerPoint offers
word
processing, outlining, drawing, graphing, and
presentation management tools which are all designed to
be easy to use and learn. It enables teachers to deliver a
productive learning environment if it is applied in the
correct manner and allows for graphical representation
which is key to support students and facilitate many
styles of learning. It is beneficial for the introduction of new topics and can be used as a recap
tool as well as providing many more purposes. This PS package is endorsed by an article
written by Alkash & Al-Dersi who emphasise that:
PowerPoint Presentation can enrich the information presented in a lesson, and make the
presentation more organized and flexible. Main points can be emphasised by using graphics,
animation and sound. PowerPoint can be used for content review also. It can be a highly
effective and powerful tool not only to present the material but also to make the complex ideas
in the material easy and simple to grasp. It can also help in attracting and sustaining the learners
attention in the class which is the main requirement for making learning successful (2013).
Like many teaching resources, PowerPoint does enrich the classroom environment and is
favourable to teachers enabling them to facilitate learning in the most effective way possible.
It can be used to incorporate different strategic resources such as animations and videos as
described in section 8.3 and 8.4 respectively.
8.4 Videos
YouTube is increasingly used in the classroom. The inclusion of videos to a lesson enhances
student learning considerably. Often times a descriptive explanation to a class is not enough to
achieve the sought after results of a specific topics key principles. Galbraith state that video
can be as good as an instructor in communicating facts or demonstrating procedures
(University of Queensland, Australia, 2016). The integration of video can have a profound
positive effect on student learning outcomes as it provides visual enhancement which enables
them to build on the verbal explanation with the support of video analysis. Videos alone can
deliver the essential learning targets allowing students to explore and examine the key
principles that are being pursued.
20
8.5 Images
The inclusion of images reinforces the meaning of words and acts as a visual aid to the students.
As discussed earlier, facilitating learning and supporting students in assimilating new
knowledge is important. Teachers should adapt to suit the requirements of all pupils. In a
classroom, mixed ability will be present so teachers must ensure to apply the correct strategies
to engage and support all students in reaching each learning target. Linked verbal and visual
information helps students make connections, understand relationships and recall related
details (Software, 2016). The inclusion of images not only benefits students but it enables them
to link key words/descriptions to those images and reinforces the learning that is proceeding.
8.6 Solidworks
At senior level the transition from TG to DCG is fundamental to students. This transition allows
individuals to develop their skills and ability to operate CAD programmes. In 2015 Minister
Jan O Sullivan announced that 7 million in grants would be made available for schools to
help implement the DCG curriculum. This highlights the significance of programmes such as
Solidworks to the school environment. As well as preparing students for life after school as
regards technology, such programmes also benefit and support student learning throughout
their early school days. Minister O Sullivan stated that the department recognised the
importance of DCG as it directly contributes to the key skills required in Irelands knowledgebased economy. It incorporates principles of science, materials, manufacture, design,
technology and information technology (Department of Education and Skills, 2015).
The Solidworks package centres on three key features of the programme (1) SKETCH, (2)
ASSEMBLY and (3) WORKING DRAWINGS. Combining all three features enables students
to create 3D models/parts and as well as developing their IT skills. Once all parts are assembled
a working drawing can then be created and presented alongside all complete models.
Solidworks enhances and supports student
learning and provides visual aid in 3D form for
the students to analyse. The Solidworks
package benefits teachers of TG as it can be
integrated to support learning when
demonstrating and explaining key topic
principles. It works as a visual aid and allows
students to link graphics to specific verbal
explanations. Images like the one in figure 13
demonstrate how the programme can provide
and assist visual learning.
Fig 13: Sample Solidworks 3D drawing
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attitudes toward learning and school (2014). The flipped classroom centres on the students
working either in groups or alone. Students are encouraged to gather information independently
rather than the teacher providing the relevant material that is to be taught. Rose (2013)
discussed a recent survey which showed that flipped learning brings success to both teachers
and students. This survey indicated that 88% of flipped learning improved teacher job
satisfaction, 80% improved students attitudes, 67% improved student test scores and 99% of
teachers would continue to use it. A survey deployed by Faculty Focus (2015) based on the
response from 1089 readers, revealed similar findings. These findings showed that 69.5% of
the readers have tried flipped learning and will use it again, 70.3% have rated it a positive
experience for themselves while 64.8% have regarded it as positive for the students. Flipped
learning is beneficial and both the teacher and the students are gaining from it. Although
48.75% noted some student resistance, 80% outlined that students were more collaborative
with 76.61% pointing out that there was more questions being asked by the students. The
flipped classroom is key to exceptional teaching. Influencing students to engage, communicate
and become inquisitive about specific scenarios/topics is a strategic way to impart and share
knowledge. The flipped classroom approach can be applied through home learning as well as
in the classroom.
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Contributions such as those from a teachers perspective will be met with much respect from
the students that they are teaching. The students will acknowledge the teachers respect in
accepting their decisions and his/her willingness to allow them to explore in groups and
independently. Participation in activity tends to eradicate passive learning and provides an
energetic environment all of which are key elements that will determine the level of motivation
and engagement throughout lesson.
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11. Discussion
A review of existing teaching resources specifically in relation to TG is essential to determining
how resources can be used to support individual learning. For a teacher, introducing a topic is
the start of the teaching/learning journey. How you facilitate that learning is another aspect to
consider. This thesis presents a review of a range of learning and teaching aids relevant to TG.
A review of mixed ability, learning styles and brain functioning provided key findings all of
which relate to each individual and their development.
The TG syllabus and the benefits of the subject were reviewed. One of the observations, that
can be made, as a result of the work done, is that the type of learning that takes place in TG is
transferrable to other areas. The findings from this study have highlighted that the TG syllabus
in secondary schools is aimed at stimulating pupils imaginations, sharpening their visual
perception and developing their spatial and visual awareness. For individuals who complete
the course, it provides a better stance as regards their knowledge, spatial awareness,
visualisation skills and problem solving ability for life in general. These skills are important to
all students regardless of whether or not they choose to participate in TG.
Throughout the study, the aim was to review resources that are available to students and
teachers, to identify how those resources supported individuals and the benefits they provided
as regards student learning. With mixed ability prominent in secondary schools, there was no
quick- fix answer as to what resources were suitable for a specific class. The challenges of
catering for a mixed ability class led to an evaluation of learning styles and the teaching
strategies that were being put in place. Reviewing the VARK learning model has shown that
there are four key learning styles, some of which are more preferable to each individual. Does
this necessarily mean that each student learns by means of one style only? No. Although a
student may have a preferred learning styles, it is important to ensure that all styles are being
put to use. Findings from this research stated that by engaging all senses (Visual, Auditory,
Read, and Kinaesthetic) memory will be stored in multiple parts of the brain rather than in one
area. An understanding of the VARK model is particularly relevant when designing a scheme
of work for a mixed ability group of TG students. Regardless of the students preferred style of
learning, it is important to create lessons that engage all their senses.
The function of the brain was also studied and this provided valuable information in relation to
how learning occurs and how data is transferred once assimilation takes place. It noted that
teachers must be aware that the developmental readiness of each child peaks at different stages
of their lives regardless of their age. This has been acknowledged on teaching placement. It
was evident that although the students were of similar ages, some individuals did not seem
ready for certain elements of the syllabus while others were quite capable. The result from this
showed that teachers must tailor their lessons to ensure that every individual is learning
regardless of their developmental status.
Leading on from this was the main objective of the study. An evaluation of ICT in the
classroom, specifically technology that supported visual learning. The findings from such
technologies showed that visual aids do significantly support learning as they provide visual
assistance in which the brain can focus on while trying to accommodate data. All children can
benefit from the integration of visual aids. This includes children with autism, developmental
delay and general learning difficulties (Visual Aids for Learning, 2014). Visual aids promote
student engagement and do allow for interactive learning in the classroom. Powerpoint,
30
Animated drawings, Videos, Solidworks and Virtual Reality are all types of technologies that
have been reviewed. Within each resource, key benefits have been identified that do support
learning.
PowerPoint- A class can be delivered with the integration of a PowerPoint presentation and
can look professional. However, although a productive lesson can be the result of such
resources a teachers needs to be careful not to get distracted from the learning targets of the
lesson. Although PowerPoint can enrich the topic content it can also create distraction if not
delivered appropriately. Why so? The overuse of such resources can influence a passive
classroom and in turn this can generate behavioural issues. This poses the question, does
PowerPoint assist learning?
A review of Animation has provided an insight into its contribution to the classroom. To
benefit from animated drawings one must first be able to visualise and demonstrate their ability
to link the animated drawings to the problem that is presented. Is this relevant? Yes, because
if a young student is not able to determine the relationship between the animation and the
problem that is being examined, they will find it extremely challenging to arrive at the solution.
This is why TG is so dependent on visual ability and the support that is in place for students.
Video provides significant visual aid to pupils. This study has shown that the integration of
video into the learning environment is quite significant. The flipped classroom heavily depends
on video content and is a prime resource for supporting students. It is fundamental to the subject
of TG as it is often used to explain key principles of a topic, specifically at the introduction
stage.
During the process of reviewing resources that support visual learning many new technologies
have been discovered by the author. VR is becoming popular and this is definitely a resource
that can be brought to the classroom. Who would have thought that a teacher could conduct a
field trip without even leaving the classroom? With the aid of virtual reality this is now
possible. Google cardboard provides an opportunity to view specific sites, landmarks and
many more wonders of the world. For a student, the opportunity to enter this virtual world from
the confines of the classroom is now possible. Google Cardboard which is used in conjunction
with a smart phone allows you to view specific areas, providing a 360degree view from the
operators position. This enables them to observe a sites surroundings whether it be historical,
geographical or related to any other area. The potential that this provides is invaluable. Like
Google Cardboard- Augmented Reality (AR) applications provide similar opportunity. AR on
the other hand may be more beneficial to the subject of TG as the viewer is observing its target
from an external point of view rather than internally. This will allow students to view objects
that they may find challenging to envisage, which in turn would otherwise prevent them from
progressing. AR enables an individual to manipulate, rotate and examine any object to enhance
their understanding and visualisation of the object and its surfaces. By integrating such
resources into the classroom both the teacher and students will experience hands on fun and
exciting learning.
11.1 Recommendations
Similar to the DALEST project, the findings from this study have emphasised the value of a
virtual world in which a student can independently access, observe, learn and overcome any
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conceptual difficulties that they may be experiencing. This would allow for greater learning
and give students a better understanding of stereometry in everyday living as well as in the
classroom. Building and continually developing the proposed resource would enable students
to observe specific tutorials to allow them to master their spatial and visual skills. Having such
highly valued resources available would provide a substantial advantage. It would enhance the
teaching methodologies and provide support for a positive learning environment. It would
integrate the VARK learning styles and relate to Kolbs Model which states that knowledge
results from the combination of grasping experience and transforming it. This would allow all
learners the opportunity to become involved, regardless of their preferred learning style. One
recommendation would be that the proposed resource would contain all of the above resources
and that it could be shared with students to benefit all involved. It would support the flipped
classroom as well as freeing up class time. Although there are similar resources out there such
as YouTube, the creation of a resource that would be specific to TG and to individual support
would be more personalised and fulfil specific needs of every individual in the classroom. The
integration of images, videos, models, AR/VR and solidworks would enable students to focus
on their area of difficulty and allow them to observe the specific resources that they feel is
relevant to overcome such challenges.
VR applications in a TG lesson would be highly supportive for teaching key principles to the
students and would benefit them in visualising the concepts that the facilitator is aiming to
teach. It would be of value to all learning styles and could be used as a flipped classroom
strategy whereby the students have to feedback what they have learned from their observations.
32
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