1 Eötvös Loránd Tudományegyetem Pedagógiai és Pszichológiai Kar
Neveléstudományi Doktori Iskola (Head: Dr. Szabolcs Éva habil. PhD Professor) Neveléstudományi Kutatások Doktori Program
THESES OF PhD DISSERTATION
ANDRÁS LÉNÁRD
DIDACTIC VIEW-POINT SYSTEM OF THE APPLICATION AND EVALUATION OF MULTIMEDIA DIGITAL CURRICULA IN CASE OF CHILDREN AT
AGE GROUP BETWEEN 6-12
2 1. ACTUALITY OF THE RESEARCH
The actuality of the theme is justified by the presence of several factors. The appearance of the digital teaching materials created different situations as the emergence of something new in the category of traditional teaching tools. IKT equipments have created new situations, inspired new approachments, which showed a device for a new reform of the pedagogy. These intentions are characterized by the appearance of such areas like the digital pedagogy 1 or the (multi) media-pedagogy 2.
There is a positive impact on the applications by the market factors. A big number of foreign companies and a few Hungarian ones deal with producing digital teaching materials for students of the ages of 6 thru 12. Likewise the adaptation of the multimedia in the National Curriculum (2003), (the its correction in 2007 and 2012) especially in the age group of 6-12, which I have researched, according to those competences, which makes the students able to use the multimedia – became a part the foundation phrase of grade 1 – 4 of the primary school. The deeper research of the theme is being promoted by that professional belief, which talks about the negative as well as the positive part of the application of the multimedia and the pedagogical query. In the literature it seems that the question is being decided, whether these applications have a
valid need or not. Basically the question “shall we apply multimedia or not” has shifted to the problem on “how shall we use it?”.
The technical background of the theme’s research is being ensured by that aspiration and tendency that the number of computers in primary school is increasing, and there is some kind of change in the quality as well. In most of the primary schools’ not only in the IT rooms, but also in regular classrooms that type of computer configurations can be accessed, which because of the quality of the hardvers support the use of multimedia applications. There is a huge progress in the visualization by the growing number of the projectors and interactive blackboards.
1 Kárpáti Andrea: Digitális pedagógia. Új Pedagógiai Szemle, 1999/4. sz. 76–89.
2 Forgó Sándor – Hauser Zoltán – Kis-Tóth Lajos: Médiainformatika. Eger, 2001, Líceum Kiadó, 49, 68.
3 2. THE CONCEPT AND GOALS OF THE RESEARCH
As this is a relative new field, it was certainly necessary to implement a terminological overview and a clarification before starting the factual research. The facts that the terminology used in the English speaking regions are slightly different than ours created a problem. This is why I have tried to create a kind of expression- explanation and unification.
In order to finish the research with a valid, real result, which can be used in the practice, it was necessary to perform an initial research, which examined the circumstances of the adaptation of the digital pedagogical materials, and first of all to see if the teacher will require further assistance for the use of these materials. It was a very important point of view in the initial, exploratory status to determine if there is valid need to create a criteria system, which could directly make it easier for the teacher to choose and use the digital teaching materials.
After this came the examination of the evaluations of the local and foreign digital materials. During the overview of the literature it was obvious that we can see a big number of differently built and created systems with different goals. That is why it was essential to create a structure, which made it possible to classify and compare systems of tutorial software. I created a system that can assist to overview, compare and group the rating patterns of tutoring program. With the help of this system I will show the most typical English, German, American and Irish educational software’s evaluation programs.
As most of the educational software’s contents are related to a certain educational environment, I especially dealt with the structure and operation of the national evaluation systems.
I examined in details two major national systems: the pattern of the evaluation of the multimedia pedagogical programs 3 by Sandor Forgo, and rating system of the
3 Forgó Sándor: A multimédiás oktatóprogramok minőségének szerepe a médiakompetenciák kialakításában. Új Pedagógiai Szemle, 2001/7–8. sz. 69–77.
4 Digital Curriculum Evaluating Committee4. I performed two researches to show their operation.
It can be confirmed that none of the systems met all the requirements of the teachers that was outlined in the initial examination. It can lead back to the lack of professional, didactical and practical application.
Before the application of the didactical approach it was necessary to examine if in the present position of the pedagogy, is there a legitimacy of the didactical classification. The result of the literature analysis was that the classic, strain didactic point of view is shifted toward to more complex, practice oriented aspect, but most of the professionals find it important to have a more or less clean, didactical approach as well. As far as my research the most important decisive was the teachers’ professional knowledge, the experience they gained during education and their point of view, as the didactical system I planned to established was primary for them. That is why I tried to get a true ‘didactical’ picture of the practicing teachers.
During the analysis of the experiences the contour of the digital curriculum built on the didactical approach was born. But to be able to work it out I needed extensive experience on tutorial software. So I built up a sample tutorial software that consist of 78 teaching programs, which elements I have tried myself in practice, so I was able to use for the research of this dissertation.
On the basis of the experiences outlined earlier, I created the DAF (Didactical Additional Factor) system, which tries to make it easier for the teachers to choose the appropriate tutorial software, therewith to look for the plus and the advantage which will be visible for the user (teacher) that can appear during the use of the tutorial program in the teaching-learning process.
3. APPLIED RESEARCH METHODS, THE FEATURES OF THE SAMPLES
The initial, status assessment I realized with written questionnaires.
My assumption was the following:
4 Könczöl Tamás – Lehmann László: Digitális tananyagok minősítése. Tájékoztató és vita a minősítési eljárásról. Szekció-előadás. Info Savaria Konferenciakötet, Szombathely, 2010.
5 To facilitate the application of digital teaching materials the teachers require a criteria system, which helps from didactical view, to choose and apply the multimedia teaching software for pupils of the 6-12 age group.
The non-representative samples were given by teachers (n=137) from schools, where the circumstances of IKT-application are better then the overage, the proportion of the tutoring software is probably higher than the rest of the country.
However the sample’s age distribution represents the Hungarian teacher’s age population very well.
The structure of the questionnaire is the following: in the first block there are questions about the quality of the sample, then there are queries about the number of years on the field, and the age range of the to taught pupils. This part of the questionnaire is unclassified.
I divided the questionnaire into 3 parts after the inquiry about the sample’s quality, and these parts are separated by letters as well. The second part is about the circumstances of the application of the tutoring software as well as the material and human conditions. The third part of the questionnaire is an attitude study, in which I test the attitude of the educator on a 5 range Liker-scale.
In the last block I was curious about the didactical tasks, in which the educator can imagine the use of the teaching software.
When I processed the answers in the questionnaire I partly counted and illustrated the relative frequency, as well as I applied the correlation in order to explore the connection.
I examined the digital curriculum rating systems with document analysis, and the organizing was done by the criteria created by myself.
About the most important national system, which is the developed and used by DTMB there no literature is available on the creation and operation of the teaching tool, the evaluation form does not contain enough information, so I had to look for a different type research method. I made contact with one of the DMTP’s developer and made a structured interview with him.
I was able to get a picture after having done the evaluation of the practical use of the tutorial software by educators. At this occasion the sample was a group of educator and students who received IT education (n=37), so they were trained on the history,
6 types and application of tutorial software within the framework of a subject called educational software. Thereby –I assumed – they are able to use the DTMB system without any problem.
I summarized the results of the evaluation forms; I examined the average, relative frequency and the dispersion, as well as the difference from the average dispersion.
I introduced Sandor Forgo’s system with one phase of educational software’s evaluation program.
I wanted to show the practical application of the DTF system that I have created, so I evaluated two programs of the sample tutoring sample software.
4. THE RESULTS OF THE RESEARCH IN LIGHT OF THE OBJECTIVE
During the evaluation of the results of the survey among the sample educators it was clearly proved, that there is a definitive demand for a criteria system, which makes it easier to choose tutorial software in the didactical aspect. After performing the correlation calculation, it showed clearly that this criteria system is the most important condition for the sample educators in the successful use of tutorial software.
The other important finding is that the demand for a didactical criteria system is not depend on the educators’ number of years on the field and the educated pupils age (in the 6-12 years interval).
After reviewing of the typical evaluation system of the digital tutoring materials it became clearly visible that the objective of creating each system is to facilitate the accreditation, to review the cost-effectiveness, to make selection easier, and to provide information of the educators and parents with an integrated processing.
Professional evaluators, teachers but parents or even students can do the evaluation, too. The method of implementation can be restricted or unrestricted, applying criteria, or evaluation systems lacking all of these. The restricted method can mean a check-list or the through study of each segment of a criteria system, the unrestricted method is usually means the lack of aspects, a textual explanation.
After analyzing the interview we can get to know about the biggest Hungarian evaluation system, DTMB that its functional application works only restrictedly,
7 although its usage is specified by Hungarian educational law. This system was planned unequivocally by their designers for professionals’ usage, but they think, it is also suitable for aspect-training of teachers or for assisting producers. Although the name of the evaluation report contains word „didactics”, (pedagogical-didactical evaluation report), the thing is that it is a general pedagogic approach, where the authors tried to synthesize several pedagogic views.
During DTMB-system testing, it was proven, that for those teachers who know more about educational softwares than the average but were not trained for using DTMB, some modules of the system were not unequivocal, the assessment represents high deviation on different fields. High number of aspects (75) also makes evaluation difficult.
For developing my viewpoint system it was essential for me to know the practicing teachers’ didactic views. During studying the didactic-syllabuses of different higher educational institutes and studying some lesson-schemes of closure activities on a postgraduate course, it was revealed that the didactics-approach of Hungarian pedagogue society is relatively standardized, mostly based on didactics approach of Sándor Nagy. Considering the forms and methods of education, the titled „Didactics;
Theoretical bases for studying teaching” 5 notes is the most authorative.
On the basis of synthesizing the references and also utilizing the above results, I developed DAF system (Didactic Additional Factors) that is built on these principles but tries to exceed them.
DAF system is divided for three sections and shows those factors that we consider as extra from didactics point of view as compared with traditional teaching-learning process which does not use educational softwares. I called these elements as didactic extra factors. I used this terminology to indicate that all of these factors contribute to teaching-learning process being more efficient, considering pupils’
different idiosyncrasy, integrating pupils’ precognitions into modern learning process, tuning of methods and working forms of teaching.
The system contains a short summary of the different factors, and also a short criteria-list that shows unambiguously for teachers when and what kind of didactic
5 Falus Iván (szerk.): Didaktika. Elméleti alapok a tanítás tanulásához. Budapest, 1998, 2003, Nemzeti Tankönyvkiadó.
8 extra factors can be found in a particular educational software. As DAF is not a complete system, it refers only for defining and introducing these extra factors.
In my opinion, the novelty of my system is that although some of the analyzed aspects are well known and come up in other systems as well, in this way, in didactic approach they cannot be found within one system. The other new item in my system is that DAF does not check the existence of the aspects, but their advantage and extra impact, comparing to traditional methods without ICT application. In this way it can help by-pass the exhibitionist, self-serving ICT applications. These applications are not relevant from pedagogic point of view and are not worth to buy.
THEORETICAL STRUCTURE OF THE SYSTEM DAF OF MY OWN DEVELOPMENT
9 maintenance of activity, intelligibility, gradation, graphic quality
differentiation, feedback, motivation
individual work, frontal work, pair work, group work demonstration, explanation, pupils’ lectures, project simulation, game
5. THE BENEFITS OF THE RESULTS OF THIS PD.D. THESIS
If the products in the domestic market would be labelled with DAF-classification, it would help the teachers a lot to choose the really beneficial and adequate softwares. In a long term, similarly to German SODIS system.6
, a web page could be set up, where the total Hungarian educational software palette can be found and also DAF classification can be seen.
The second possibility of DAF usage that is very similar to the previous one is the support for the designers. In the future a recommendation could be set up with this system that helps a lot for the developers to produce educational softwares that really have benefits from didactics point of view. These products would be really successful among teachers. In long term this process can have strong influence on standards of education.
As a third area, DAF criteria could be adopted during teachers’ education. In this way teachers in the future will be able to choose, adopt and use these softwares consciously and effectively during their work. Hereby a new conscious generation would grow up who has the competency of media-criticism, and use these softwares knowingly. They will be able to choose those softwares which are adequate and useful for their work with refusing the ones which are valueless from pedagogic point of view.
6 www.sodis.de, last downloading: 2012. június 12.
10 PhD THESIS RELATED PUBLICATIONS
Book chapters:
LÉNÁRD ANDRÁS: Aspects of ICT application in tutorial and head-teaching work. In. Hatékonyabban, élményszerűbben, színesebben. Korszerű tanulásirányítási módszerek. Podráczky Judit (szerk.) Budapest, 2012.
ELTE, 9-35.
LÉNÁRD ANDRÁS: Necessary decisions during development of textual evaluation system. In. Hunyadi Györgyné - M. Nádasi Mária (szerk.) Osztályozás? Szöveges értékelés? Budapest, 2004, Dinasztia Tankönyvkiadó, 61-71.
LÉNÁRD ANDRÁS: Conversation among parents, teachers and pupils. In:
Hunyadi Györgyné - M. Nádasi Mária (szerk.) Osztályozás? Szöveges értékelés? Budapest, 2004, Dinasztia Tankönyvkiadó, 211-221.
LÉNÁRD ANDRÁS: Effects of Internet for children between 10-14. In: ELTE-TÓFK Tudományos Közleményei. XXIV.: Számítógép – Kisgyermek – Világháló:
Szemelvények az info-kommunikációs technológiák oktatásának hazai módszertani kutatásaiból. Orczán Zsolt László, (szerk.) Budapest, 2004, Trezor Kiadó, 65-90.
Essays published in journals
LÉNÁRD ANDRÁS: Lay pedagogic theories on internet. Iskolakultúra 2009/01.
LÉNÁRD ANDRÁS: Thoughts about usage of internet during little childhood.
Kisgyermekek, nagy problémák RAABE Könyvkiadó 2008/5.
Conference bulletins and lectures
LÉNÁRD ANDRÁS: Learning theories in informational culture, University of Maribor (Erasmus vendégoktatóként) 2012. május 8.
LÉNÁRD ANDRÁS: Didactic view-point systems of quality of digital curricula for children age 6-12 InfoSavaria Informatika-módszertani Konferencia Szombathely 2011. április 1-3.
11 LÉNÁRD ANDRÁS: Pedagogic aspects of ICT usage for children age 6-12,
„Képzők képzése” ELTE TÓK 2011.
LÉNÁRD ANDRÁS: Impact of ICT for pedagogy, Babes Bolyai Tudományegyetem Pedagógiai és Pszichológiai Kar Magyar Tagozata (Erasmus
vendégoktatóként) Kézdivásárhely 2011.
LÉNÁRD ANDRÁS: Digital Swiss knife or useful ICT applications during teaching
„Képzők képzése” ELTE TÓK 2011.
LÉNÁRD ANDRÁS: Role of media in education, Babes Bolyai Tudományegyetem Kézdivásárhelyi Kihelyezett Tagozat (Erasmus vendégoktatóként)
Kézdivásárhely, 2010.
LÉNÁRD ANDRÁS: Ideas, stereotypes and the things behind, InfoSavaria Informatika Módszertani Konferencia Szombathely, 2009.04.24.
LÉNÁRD ANDRÁS: Role of ICT in the Hungarian education and National Curriculum (angol nyelven, Erasmus vendégoktatóként) University of Cumbria, Carlisle 2008.
LÉNÁRD ANDRÁS: Roles of ICT in competence-systems of teachers and pupils Mit? Kinek? Hogyan? Vezetőtanítók, -tanárok II. Országos Módszertani Konferenciája, Baja, 2004. október 9.
LÉNÁRD ANDRÁS: Attendance of ICT in teaching Előadás az FPI akkreditált pedagógus-továbbképzési programjában, Budapest, 2003. május 20.
LÉNÁRD ANDRÁS: Role of multimedia in preparation of undergrad- teachers, Agria Media 2002, Eger, 2002. október 10,
www.ektf.hu/amedia2002/inform.htm, utolsó letöltés: 2003. május. 17.
