DOCTORAL THESIS

By : Raul Choque (raul.choque@pucp.edu.pe)

Supervisor : Prof. Dr. Cristobal Suarez (cristobalsuarez@hotmail.com)

Peru, 2009

““Use of computers and Internet in classrooms and skills Use of computers and Internet in classrooms and skills development in information and communication technologies of development in information and communication technologies of high school students”high school students”

Lima, PeruLima, Peru

UNIVERSIDAD NACIONAL MAYOR DE SAN MARCOS

SCHOOL OF EDUCATION

“Mind is not a recipient to be filled, but a fire to be excited”

Plutarco

Problem statements Research aims and objectives Theoretical framework Methodology Results Conclusions Recommendations

Index

Research problem

In Lima, capital of Peru, 35% of houses have a computer and 23% have access to Internet (INEI, 2008). In Lima 95% of young people from 12 and 17 years of age, use Internet every day (APOYO, 2008). 89% of high school students use Internet to get information, 76% to communicate, 42% for entertainment and 19% for education (INEI 2008).

In high schools of Lima, since 2002 the integration of computer and Internet has been developed in some high schools. This project was called “Huascaran” and now it is called “Aulas de Innovacion Pedagogica”, where students use the Internet more or less 150 hours during each academic year.

There is no information about the effects of study with computers in high schools in Lima.

How is the influence of the study with computers and Internet in the students skills of information and communication technologies?

Research problem

The research was developed in the poorest district of Lima, San Juan de Lurigancho. This district has the most population in South America with 812,000 habitants. 80% of the population in this district is poor. There are 50,008 high school students in public schools in 12 educational networks.

EDUCATIONAL NETWORK 11

07 public high schools3,685 students

Location of research

Objectives

Objectives

General objectiveGeneral objective

To determine the influence of the use of the computer and the Internet in the students’ skills in information and communication technologies.

Specific objectivesSpecific objectives

To determine if students improve the skills about getting information from Internet for school activities.

To determine if students improve the skills about team work with Internet for school activities.

To determine if students improve the skills about learning strategies with Internet for school activities.

Hypothesis

General hypothesisGeneral hypothesis

The use of computers and Internet in classrooms allow the development of students´ skills in information and communication technologies.

Specific hypothesisSpecific hypothesis

To determine if students improve the skills when getting information from Internet for school activities.

To determine if students improve the skills about team work with Internet for school activities.

To determine if students improve the skills about learning strategies with Internet for school activities.

Variables

Dependent variable Dependent variable

Development of student´ skills in information and communication technologies.

Independent variable Independent variable

Study with computers and Internet in the classroom.

Theoretical framework

Theoretical framework

Agricultural society

Industrial society

Digital society

1750 19558000 B.C. Electronic society Information society Knowledge society Virtual society Network society Pre figurative society

Abacus3000 B.C. Mechanical

calculator1500 A.C.

Compasses1579

Electronic speech

synthesizer 1937

Electro mechanical computer

1940Computer

1950 Personal computer

1981

Wall painting

Newsletter59 B.C.

Chinese Paper

105 A.C.

Printing press1450

News paper1502

Radio Broad-casting

1918

Color TV1968

Smoke and fire signals

Trumpets100 B.C.

Chappe Telegraph

1794

Internet1969

Trans-atlantic Cable 1856

Telephone1876

Cellular1984Electro-

magnetic Telegraph

1837

TV Trans-mission

1927

Theoretical framework

Source: M. Hilbert

WritteninformationWritten

information

Linguisticinformation

Linguisticinformation

Language revolution

Writingrevolution

Printingrevolution

Electronicrevolution

Linguisticinformation

Writteninformation

Printinformation

Electronicinformation

Theoretical Framework

Linguisticinformation

Printinformation

Source: Y. Masuda

Theoretical framework for ICT skill development

DISTRIBUTED COGNITION

Salomon

Cognition is not just in the head, cognition is distributed over other people and tools

The learning is between a person and technology

There is a cognitive residue that is an effect of learners interacting with media

SOCIOCULTURALAPPROACH

Vigotsky

iBrainGary Small

The brain´s plasticity allows that the brain can change in response to stimulus from the environment

Even using a computer for Web search for just an hour a day changes the way the brain processes information

The current explosion of digital technology not only is changing the way we live and communicate, but also is altering our brains

Cultural tools may include (1) Real tools: computers and Internet (2) Symbolic tools: numbers, maps, signs, codes, hypertext language

Higher order mental processes are mediated by psychological tools

Everything in life is derived from the environment

Cognition of the person

Distributed cognition

Distributed cognitions

Distributed cognition

Subject:students

Object: ICT skills

Outcome: good perform

Rules: schedules Community: teachers, parents

Division of labor

Tools: computer, Internet, hypertext language

Activity theory

Source: Engeström, 1987

Reorganization of brain function

Effect

s W

ith: C

ours

es

Effect

os O

f: Cog

nitiv

e re

sidue

Information and Communication Technologies Skills

The ICT skills are the cognitive, affective and psychomotor aspects that allow students to use ICT to access, get, organize, communicate and assess information. Also these skills help students to have a better performance.

Theoretical framework

International Society for

Technology in Education

2008

Organization for Economic

Cooperation and Development

(OCDE)2005

Carlos MonereoUniversidad

Autonoma de Barcelona (UAB)

2005

Ministerio de Educacion del Peru

(MINEDU)2007

1. Basic operations and concepts2. Social, ethical and human issues3. Technology productivity tools4. Technology communications tools5. Technology research tools6. Technology problem-solving and decision-making tools

1. Competences for use language, symbols ant text interactive

2. Competences for use knowledge and information interactive

3. Competences for use technology interactive

1. Search information and learning

2. Learn for communicating

3.Learn for team work

4. Learn for participating in the public life

1. To get information for research

2. To work in teams

3. To learn with technology tools

Theoretical framework

Methodology

DESIGN The research was quasi experimental with post test, nonrandomized control group, quantitative.

G1 = Experimental group

G2 = Control group

X = Study with computers and InternetO1 = Post test experimental group

O2 = Post test experimental group

NR G1 X O1

NR G2 - O2

Methodology

Hypothesis test

Student’s t-test of difference of means was used to test the significance of the difference between two sample means. Student’s t-Test was used to compare the sample means between two independent samples. For this activity we used the software SPSS v15.0©

We reject a null hypothesis if the p-value is less than 0.05, corresponding to a 5% chance.

2211

21

// 22 NSNS

xxt

Population and sample

GradeI.E. 0087 José

María Arguedas

I.E. 0132 Toribio de Luzuriaga y

Mejía

I.E. 0137 Miguel Grau Seminario

Sub Total

4to. 75 91 120 286

5to. 67 106 122 295

TOTAL 142 197 242 581

Grade I.E. 100I.E. 0119

Canto Bello

I.E. 0161 Moisés Colonia Trinidad

I.E. 0169 Sub Total

4to. 109 61 27 76 273

5to. 132 60 27 68 287

TOTAL 241 121 54 144 560

Experimental group

Control group

Population and sample

INCLUSION CRITERIA

Male and female that are studying in the 4th and 5th grade of high school

Students from public high schools Students that are from 11th Educational Network of Lima

Instrument

We elaborated an instrument about the ICT skills

The instrument was validated by expert judgment and analyzed by Aiken coefficient of validity

We had a pilot group, where the Alpha Cronbach was ACCEPTABLE

VariablesExperimental

groupControlgroup

x2(gl)Value

p

N=581 N=560

% N % N

Gender Male Female

45.654.4

265316

47.552.5

266294

x2(1)=0.409 0.522

Grade repetition Yes No

5.394.7

31550

4.895.2

27533

x2(1)=0.156 0.693

Socio economic level High Medium Low Very low

1.781.815.70.9

1047591

5

2.078.818.01.3

11441101

7

x2(3)=1.778 0.620

Educational level of household head University High school Primary school Without education

18.670.710.30.3

10841160

2

19.366.313.60.9

10837176

5

x2(3)=4.829 0.185

Homogeneity of the groups

VariablesExperimental

groupControlgroup

x2(gl)Value

p

N=581 N=560

% N % N

Activities after school To study To work Other

57.812.929.3

33675

170

57.713.428.9

32375

162

x2(2)=0.063 0.969

Have a computer at home Yes No

25.075.0

145436

24.175.9

135425

x2(1)=0.111 0.739

Have access to Internet at home Yes No

15.584.5

90491

14.585.5

81479

x2(1)=0.236 0.627

Average

SD Average SD t(gl) Value p

Age 15.34 0.9319 15.36 0.999 t(1139)=1126.30 0.748

Homogeneity of the groups

Results

Place where students use Internet

Person that teaches about the use of Internet

Main activities when using Internet

Skills to get information

Skills for team work

Skills to learn with Internet

Conclusions

Conclusions

1. When students use computers and Internet in classrooms, they develop more skills to get information. The significant differences were the use of educational website, the differences about the kinds of information, use advanced search and the use of information for school tasks.

2. When students use computers and Internet in classrooms, they develop more skills to work in teams. The significant differences were the use of e-mail, use of discussion boards, use of weblogs and use of Wikipedia.

3. When students use computers and Internet in classrooms, they develop more skills for learning. The significant differences were the use of power points, conceptual map, mind map, database, electronic dictionary, digital library and elaboration of texts for schools tasks.

4. The students learned the use of Internet mainly from their peers, family member or by themselves.

5. The main activities with Internet are to get information, communication and the use of different tools for learning.

6. The access to Internet is mainly in booths.

Conclusions

Recommendations

Recommendations

1. When students use computers and Internet, they not only should get information, they should transform information in knowledge. This is an important activity especially with students.

2. There are several tools for communicating, but the ICT tools are used for social activities. It is very important that schools should promote the use of these tools for academic goals.

3. For learning skills with ICT there are a lot of resources and tools that should be used frequently. Therefore teachers should promote the use of the digital library, digital educational radio, television, etc.

4. Teachers should learn more about computers and the Internet. Students are learning from their peers and by themselves.

5. Students and teachers should transform information in knowledge, therefore they need to know more about the use of different techniques and tools for knowledge construction.

6. The majority of students access to Internet from public booths, there is a necessity to put more attention on these booths and to promote the adequate use to make educational activities with Internet.

Recommendations

Appendix

Validation by experts in ICT

Pilot test with students

Instrument application

Students that partcipated in the research

Publication

Journal: SIGNO EDUCATIVO

N° 167, July 2008.

Journal: SIGNO EDUCATIVO

N° 168, August 2008.

Publication

“...[I]f a new technology extends one or more of our senses outside us into the social world, then new ratios among all of our senses will occur in that particular culture. It is comparable to what happens when a new note is added to a melody. And when the sense ratios alter in any culture then what had appeared lucid before may suddenly become opaque, and what had been vague or opaque will become translucent”.

Marshall McLuhan