[BLOG 1] ESE: Classroom Observations for ICT Use

Enhanced School Experience

As part of our student teacher training, NIE students taking the PGDE PRI or PGDE PRI (PE) course have to undergo the Enhanced School Experience (ESE) in their respective schools. During the ESE, we shadow experienced teachers, sit in their classes and observe how they carry out their lessons.

Teachers at Ai Tong Primary were really supportive in rendering their help, allowing myself and a few other student teachers to sit in their classes to observe how they use Information-Communication Technology (ICT) in their lessons to enhance pupil’s learning experience.

Class Primary 5H

Last week, I was in class Primary 5H for my classroom observation. Pupils here at Ai Tong are streamed according to their academic capabilities since primary 4. As such, P5H is notably weaker in their academic performance. Pupils of P5H have a below school average learning ability, and most of them struggle with subjects like Mathematics & Science. A handful of these pupils are relatively unmotivated as their foundations in these subjects are not strong. Extra efforts have to be put in by their teachers to spice up their lessons to better engage and teach these pupils. On a positive note, this is a very closely knitted class and they have a very healthy relationship with their teachers. Hence, most of the pupils are diligent in their homework, well behaved and attentive in class.

Classroom Observation: ICT usage

It was a double period, one-hour mathematics lesson. The teaching objectives of the lesson were as briefly follows:

• Pupils to understand the concept of volume
• Pupils are able to calculate the volume of cuboids and cubes using unit blocks
• Pupils are able to calculate volumes using the formula: Volume = Length X Breath X Height

To capture the attention and arouse the interest of the class, P5H’s mathematics teacher Mrs Wong started of the lesson by playing a video (Eureka Episode 25 – Volume & Density) from YouTube. The video quality was a bit grainy, and the narrator spoke with a tad of English accent. However, this ‘old’ and quirky sounding video was a hit among most of the students. It caught hold of their attention and the definition of volume was taught (Volume refers to the amount of space an object occupies). Important points and example shown during the video was emphasized again towards the end of the video.

With the class warmed up and ready for more, a Powerpoint presentation was used to introduce the importance of calculation of volumes. A simple example of how to calculate volumes of cubes and cuboids using unit blocks was shown using the Powerpoint slides. After which, example questions were shown on the slides and pupils were told to engage themselves in-group discussions and attempt the questions on the slides. After discussions, answers were flashed on the screen with a game-show effect and solutions were then explained.

Subsequently, the same teaching method was utilized to teach the calculation of volume using the volume = length X breath X height formulae. Examples of how determine the Length, Breath and Height of cubes and cuboids were shown, and examples of how to calculate the volume using the formulae were explained. Sample questions were then flashed onto the screen for pupils to solve and reinforce what they have learnt. Pupils engaged themselves in think-pair-share and tried to solve the questions together. Answers were revealed after their discussions to affirm what they learnt.

At this point of time, half an hour had already went by and as what Mrs Wong expected, pupils were starting to get distracted as their attention waned. A second video was now played to recapture their attention, and at the same time help internalize and memorize the volume formulae. The video, titled ‘Volume Song’ was also available from YouTube.com. The song had a catchy tune and its lyrics were the volume formulae.

Lastly, the visualizer was used to show the class some textbook example questions. Projections were projected on the whiteboard and pupils were invited to the board to solve the questions. Homework was also given to pupils in the form of online assignment through MConline.com. Pupils were to return home, login to their accounts and complete the questions online.

General Observation: How do teachers in the school feel about the use of ICT for teaching & learning

Most teachers welcome the use of ICT in their classes and lesson delivery. Majority does agree that ICT engages the students with learning and that it can generate interest in various subjects and topics. With the right tools/techniques used, ICT also helps with knowledge retention and application due to its interactive and engaging nature. However, teachers also acknowledge that they need more training on the use of new technology, software, etc. to better equip themselves and use ICT to its fullest potential. Also, more time is required of teachers to plan and integrate ICT in their classes, as compared to the traditional whiteboard teaching. As such, with increasing workloads for our teachers and when they are really squeezed for time, the use of ICT would at times take a back seat. Lastly, ICT is not an examinable subject per se; hence, pupils’ capabilities to use new technologies are not deemed as important as their conventional examination grades.