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Inquiry project-based learning with wiki at Primary 5 level with a collaborative teaching approach

Inquiry project-based learning with wiki at Primary 5 level with a collaborative teaching approach. Dr Samuel Kai-Wah Chu, Associate Professor

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Inquiry project-based learning with wiki at Primary 5 level with a collaborative teaching approach

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  1. Inquiry project-based learning with wiki at Primary 5 level with a collaborative teaching approach Dr Samuel Kai-Wah Chu, Associate Professor Deputy Director, Centre for Information Technology in EducationDivision of Information and Technology Studies, Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong KongE-mail: samchu@hku.hk Supported by Mr Keedon Wong, Faculty of Medicine, HKU

  2. An overview of the QEF project Promoting a collaborative teaching approach to inquiry project-based learning with Web 2.0 at upper primary levels (Apr. 2009 – Oct. 2011); Quality Education Fund (HK$2,973,900 / USD$381,270). • 2-year project • Yr 1 @ P4 • collaborative teaching • Yr 2 @ P5 • Wiki (Google Sites) Centre for Information Technology in Education

  3. Literature ReviewIBL Project - 1 • The EDB of the HKSAR (2002) defines Inquiry-based learning (IBL) as a student-centred approach that promotes the integration of skills, knowledge, and values in the learning of General Studies. • In the inquiry process, • students are active constructors of knowledge • teacher is a facilitator of learning • Instead of the teacher giving the right answers, students have to raise questions, find their own answers and look for the necessary information. Centre for Information Technology in Education

  4. Literature ReviewIBL Project - 2 • IBL may occur in the best manner through the implementation of projects (Wilhelm, Sherrod, & Walters, 2008). • Inquiry project-based learning = Inquiry PjBL Centre for Information Technology in Education

  5. Literature ReviewCollaborative Teaching Approach • Research suggests that collaboration between different teachers promotes effective IBL (Thousand, et. al, 2006). • Although there is much anecdotal evidence regarding successful teacher and librarian collaboration, there is scarce research that looks into the specific practice of teacher and librarian collaboration in elementary schools (Montiel-Overall, 2007). • Although there are professional guidelines for librarians to promote collaborative work with teachers to develop students’ information literacy (AASL,1998), further research is needed to examine the effect of these practices on the academic achievement of students. Centre for Information Technology in Education

  6. Literature Review - Wikis (1) • An illustration of this is Wikipedia –the 7th most popular website in the world and the 2nd most visited reference site in the web (Alexa ranking and Hitwise, 2010) • Facilitates the co-construction of group project work in the classroom (Richardson, 2006) • Undergraduate students were generally positive about the effectiveness of Wiki in facilitating their group projects. In particular, Wiki was seen to improve group collaboration and work quality (Chu, 2008) Centre for Information Technology in Education

  7. Wikis (2) • Key factors in the rationale for using wikis in education • Wiki is an open-source technology • Users require minimal HTML knowledge • Wiki pages are organized by content, and students decide how to structure the information • It is easy to go back to earlier versions if problems occur • Some wikis permit limited access which can ensure privacy (Engstrom & Jewett, 2005; Lamb, 2004; Raman et al., 2005) Centre for Information Technology in Education

  8. Literature ReviewResearch Gap • Very few articles have discussed inquiry PjBL with wiki at primary levels with a collaborative teaching approach, especially in the Chinese milieu. Centre for Information Technology in Education

  9. Research methods - 1 Centre for Information Technology in Education • Research question: Will Primary 5 students find wiki (Google Sites) helpful for co-construct their inquiry group project work online? • Mixed-method approach • Online survey with SurveyMonkey • Focused group interview with students

  10. Research methods - 2Google Site • What is Google site? • Google Sites is a structured wiki and web page creation tool offered by Google as part of the Google Apps Productivity suite. • A video about Google site. Centre for Information Technology in Education

  11. Research methods – 3 Characteristics of Google Sites: Versions of students’ work • Teachers and students can view the different versions of students’ work in Google Sites. Centre for Information Technology in Education

  12. Research methods – 4 Characteristics of Google Sites: Version Comparison • They can find out changes made to a page content by version comparison. Select an earlier version

  13. Research methods – 5 Characteristics of Google Sites: Word Processing • Basic word processor functions such as bolding is available at Google Sites.. 13

  14. Research methods – 6 Characteristics of Google Sites: Video (Youtube) Embedding • Youtube videos can be directly embedded in Google Sites, and be played on the same webpage. 14

  15. Research methods - 7Characteristics of Google Sites: Peer Collaboration • Users can grant right of access to different people by adding their email in the collaboration system. Centre for Information Technology in Education

  16. Research methods - 8Google Sites 認知問卷 Centre for Information Technology in Education Online survey with SurveyMonkey

  17. Research methods – 9Pedagogical value of wiki (Hazari et al, 2009) Centre for Information Technology in Education

  18. Research methods - 10 • Factor 1: Learning/Pedagogy • A1. Use of Google Sites enhanced my interest in working on the project (Google Sites 提高了我製作專題報告的興趣) • A2. I would continue using Google Sites in other projects (我會嘗試繼續使用Google Sites來學習和製作其他專題報告 ) • A3.I will retain more material as a result of using the Wiki (使用Google Sites為我帶來更多知識) • A4. I participated in the project more because of using Google Sites (Google Sites令我更積極參與製作專題報告) • A5. Use of Google Sites aided me in achieving project objects (Google Sites幫助我達成專題報告的目標) Centre for Information Technology in Education

  19. Research methods - 11 • Factor 2: Motivation • B1. Benefit of using Google Sites is worth the extra effort and time required to learn it (我認為值得花精力和時間學習使用Google Sites) • B2. I would recommend other students to use Google Sites for project work (我會推介其他同學使用Google Sites製作專題報告) • B3. I would prefer projects that use Google Sites over other projects that do not use Google Sites (相比其他製作專題報告的方法，我更喜歡使用Google Sites製作的專題報告) • B4. I will continue to explore use of Google Sites for other project works (我希望把Google Sites應用到其他專題報告) • B5. I stayed on the project tasks more because of using Google Sites (Google Sites令我更集中完成專題報告的各項工作) Centre for Information Technology in Education

  20. Research methods - 12 Centre for Information Technology in Education • Factor 3: Group Interaction • C1. I liked seeing other students’ postings on my Google Sites (我喜歡看同學在我的Google Sites上的留言) • C2. Use of Google Sites for the project helped me interact more with my group mates (利用Google Sites 製作專題報告，加強了我和組員之間的溝通) • C3. Because of using Google Sites, my group was able to come to a consensus faster (Google Sites令我的小組更快達成共識) • C4. I learned more because of information posted by other students’ in Google Sites (我從同學放在Google Sites的資訊中學會了更多) • C5. Use of Google Sites promoted collaborative learning (Google Sites 促進協作學習)

  21. Research methods - 13 • Factor 4: Technology • D1. The interface and features of Google Sites were clear and easy to understand (Google Sites的版面和功能清晰易用) • D2. Benefits of using the Google Sites outweighed any technical challenges of its use (使用Google Sites所帶來的好處多於操作時遇到的困難) • D3. Browsing/editing information in Google Sites was easy (在Google Sites瀏覽及編輯資料是容易的) • D4. Compared to other online discussion board, Google Sites was easier to use (Google Sites比其他網上討論區更容易使用) • D5. Technical features in Google Sites helped enhance my learning (在製作專題報告的時候，Google Sites 的功能促進我的知識增長) Centre for Information Technology in Education

  22. Research methods-14 Focus Group Interview Centre for Information Technology in Education • Focus Group Interview of P5 students in Using Google Sites from four schools • Sampling method: Choosing the best performed group in each class to interview • Number of Focus Groups : SPC-1 , FK-2, HS-1, KSW-3 • Questions: • 1.你認爲Google Sites有助於你和你的小組一起在網上專題研習嗎？爲什麽？ • 2.你認爲Google Sites比你以往用的工具較好或是較差？爲什麽？ • 3.假如你是一位老師，你會安排學生用Google Sites 做專題研習嗎？爲什麽？ • 4.你在使用Google Sites 的過程中，曾遇過什麽問題？ • 5.你不喜歡Google Sites 的什麽？

  23. Findings-1 • SA+A = from 52% to 61% for the 5 items under the Learning aspect • D+SD = from 8-12% Centre for Information Technology in Education • Factor 1: Learning/Pedagogy

  24. Findings-2 • Factor 2: Motivation • SA+A = from 46% to 56% for the 5 items • D+SD = from 9-14%

  25. Findings-3 • Factor 3: Group Interaction • SA+A = from 46% to 53% for the 5 items • D+SD = from 10-13% Centre for Information Technology in Education

  26. Findings-4 • SA+A = from 47% to 62% for the 5 items • D+SD = from 6-14% • The average for the 20 items under the 4 aspects for SA+A was 53% • The average for the 20 items for D+SD was 11% • Factor 4: Technology

  27. Findings-5Quotes from students Centre for Information Technology in Education • Factor 1: Learning/Pedagogy • “Google Sites is better because we can quickly search all the information online, copy them and then save them into Google Sites, for the purpose of our project.” Student from KSW

  28. Findings-6Quotes from students Centre for Information Technology in Education • Factor 2: Motivation • “If I were a teacher, I would ask my student to use Google Sites as it is easy to use and easy to manage information.” Student from SPC • “This method is environmental friendly. Paper is made from wood. Trees are cut to make paper which would destroy the environment. We do not have to waste paper if we using Google Sites.” Student from KSW (這種方法能夠保護環境，紙張是由木材制造，砍伐木材會破壞環境。使用Google Sites不用砍伐木材，所以使用Google Sites能夠有效保護環境) • “If I were a teacher, I would choose to use Google Sites as well because I can follow up the progress of projects for each group.” Student from FK.

  29. Findings-7Quotes from students Centre for Information Technology in Education • Factor 3: Group Interaction • “Usually, we would not do [projects] online, but we would meet directly with each other [for doing the project]. For Google Sites, we do not have to do so [meet with each other]. As long as we know how to operate Google Sites, we can contact our friends and work out the project together.” Student from KSW

  30. Findings-8Quotes from students Centre for Information Technology in Education • Factor 4: Technology • “I think Google Site is better than the other tools, for example, in P. 4 we used Power Point and we need to paste all materials on it.” Student from SPC • “We can do editing easily and change the font color.” Student from FK

  31. Findings-9Quotes from students Centre for Information Technology in Education • Drawbacks • “If I were a teacher, I would choose traditional paper work in first few years. The reason is that poor families cannot afford computers for their children. If those students do that at school, they can only use the 15-minutes recess time to modify few things. If the uses of computers are furtherer widespread, I will choose Google Sites.” Student from KSW (如果我是一名教師，最初幾年我會選擇使用傳統的紙張，原因是貧困家庭無法為自己的孩子負擔電腦。這些學生在學校只能使用15分鐘的休息時間來使用電腦修改東西。如果使用電腦更為普遍，我會選擇使用Google Sites。) • “Some classmates may not familiar with Google Sites. They may cancel all the editing which was done by the other team mate. At this time, we have to do it again.” Student from FK

  32. Conclusion • Most of the P5 students surveyed find wiki (Google Sites) helpful for co-construct their inquiry group project work online. • However, students who didn’t agree that Google Sites was helpful to them still consist of 20% when compared to those who were positive about Google Sites.

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