Medlem af ph.d. bedømmelsesudvalg Mirna Isabel Rivera-García: ‘’Shaping a Pedagogical Design for use in the Classroom in a Deprived area - Single-case Study: A Honduran Public Primary School’’.

Nielsen, J. L. (Eksaminator)
Lone Dirckinck-Holmfeld (Eksaminator)
Mayela Coto (Eksaminator)

Aktivitet: Eksamen › Eksamination

Beskrivelse

‘’Shaping a Pedagogical Design for use in the Classroom in a Deprived area - Single-case Study: A Honduran Public Primary School’’.

"This research provides a theoretical and practical understanding of the use of information and communication technology (ICT) and pedagogical practices in a classroom in a public school in an underprivileged context. This study examines the contradictions and constraints of the current teacher-student interactions and proposes a different way to engage children as the center of the learning process by introducing problem/project-based learning (PBL) principles into lesson design (de Graaff & Kolmos, 2007; Dewey, 1916; Larmer, Mergendoller, & Boss, 2015).
Educational design research (McKenney & Reeves, 2012) was the methodology used to conduct this study, which consisted of three main phases: analysis and exploration; design and construction; evaluation and reflection In each phase, different theories were used to analyze the data. The theory of constraints (Goldratt, 1990) was applied to identify potential solutions to overcome the main limitations to integrating active learning, specifically problem/project-based learning (PBL) and ICT. The pedagogy of the oppressed (Freire, 1970) was adopted as an educational theory to understand the effects of traditional ways of teaching and the use of XO computers in the classroom. I used activity theory (Engeström, 1987) to analyze the contradictions during the implementation of the lesson design prototype integrating ICT and PBL into the classroom"

Periode	10 okt. 2019 → 25 feb. 2020
Eksaminand	Mirna Isabel Rivera-García
Eksamen afholdt	Aalborg Universitet
Grad af anerkendelse	National

Dokumenter og Links

This research provides a theoretical and practical understanding of the use of information and communication technology (ICT) and pedagogical practices in a classroom in a public school in an underprivileged context. This study examines the contradictions and constraints of the current teacher–student interactions and proposes a different way to engage children as the center of the learning process by introducing problem/project-based learning (PBL) principles into lesson design (de Graaff & Kolmos, 2007; Dewey, 1916; Larmer, Mergendoller, & Boss, 2015). Educational design research (McKenney & Reeves, 2012) was the methodology used to conduct this study, which consisted of three main phases: analysis and exploration; design and construction; evaluation and reflection. In each phase, different theories were used to analyze the data. The theory of constraints (Goldratt, 1990) was applied to identify potential solutions to overcome the main limitations to integrating active learning, specifically problem/project-based learning (PBL) and ICT. The pedagogy of the oppressed (Freire, 1970) was adopted as an educational theory to understand the effects of traditional ways of teaching and the use of XO computers in the classroom. I used activity theory (Engeström, 1987) to analyze the contradictions during the implementation of the lesson design prototype integrating ICT and PBL into the classroom. This study followed a participatory approach in which practitioners played an important role, and teachers’ and students inputs’ were considered to be relevant to identifying the constraints and seeking solutions for their challenges during the fieldwork. One of the main data collection methods was a future workshop, a participatory technique to understand the research context, promote critical thinking and teamwork, and empower the participants to develop solutions (Jungk & Müllert, 1987). I also adopted visual anthropology as a visual method to describe the internal and external limitations in which the school operated (Collier & Collier, 1986). In my triple roles as a researcher, facilitator, and designer, I sought to study the current teaching practices in the classroom and propose a design to shift from a teacher- oriented to a student-centered approach integrating ICT through an active learning model (McKenney & Brand-Gruwell, 2015). Along with the teacher, I proposed two prototype designs: a workshop design to train teachers in PBL principles and a lesson design to integrate PBL and XO computers into the classroom. Both used common PBL learning principles based on collaborative learning, cognitive learning, and contents (De Graff & Kolmos, 2003; 2007; Du et al., 2009). This research partly fills the literature gap on low-income public schools in impoverished areas regarding the proper use of ICT and pedagogical skills to engage teachers and students in an active learning process that allows them to develop 21st-century skills for critical thinking, problem solving, and communication (Scott, 2015).