Using Distance Learning for Teaching EFL in Multigrade Primary Schools

1. Using Distance Learning for Teaching EFL in Multigrade Primary Schools Sophie Ioannou-Georgiou and Nicos Sifakis Cyprus Pedagogical Institute, Hellenic Open University & Research Academic Computer Technology Institute (RACTI) Learning Technologies in the Language Classroom Nicosia—Cyprus, 26-28 May 2006

2. Background to the project • Multi-grade schools exist in most countries • Very beneficial for local community • Sometimes pose problems as regards the children’s education • Often these problems may be a serious reason for families moving • …. potentially leading to school closure

3. Partnership

4. Issues • Greece: English language learning, although compulsory according to the official curriculum,is not taught at all in multigrade schools (>40% of primary schools) • Finland: Special subjects (Foreign languages, Music, Arts, handicraft) are not taught adequately well (~30% of primary schools are multigrade isolated schools) • Cyprus: Same situation for English language learning • Poland: Same situation for English, Science, Arts • United Kingdom: Same situation for Foreign language learning (e.g. French)

5. Multigrade primary schools in Greece • 1-teacher schools: 1039 • 2-teacher schools: 1001 • 3-teacher schools: 472 Greek Partners: Hellenic Open University, Research & Academic Computer Technology Institute

6. 1:24 2:7 3:7 1:8 2:18 3:13 1:15 2:38 3:11 1:8 2:5 3:5 1:10 2:12 3:5 1:2 2:6 3:1 1:1 2:67 3:8 1:8 2:125 3:8 1:10 2:12 3:18 1:15 2:24 3:13 1:2 2:3 3:8 1:21 2:19 3:13 Multigrade Elementary Schools in Greece 1:7 2:14 3:12 1:67 2:24 3:12 1:4 2:14 3:11 1:6 2:1 3:12 1:21 2:7 3:2 1:62 2:24 3:18 1:51 2:36 3:24 1:36 2:31 3:10 1:3 2:10 3:4 1:3 2:9 3:1 1:12 2:15 3:7 1:29 2:19 3:3 1:14 2:19 3:9 1:0 2:4 3:0 1:15 2:10 3:6 1:26 2:8 3:1 1:37 2:35 3:21 1:20 2:18 3:6 1:19 2:13 3:9 1:24 2:5 3:2 1:0 2:4 3:2 1:82 2:34 3:13 1:4 2:5 3:2 1:47 2:41 3:11 1:15 2:18 3:6 1:5 2:3 3:11 1:38 2:53 3:26 1:21 2:11 3:0 1:9 2:8 3:18 1:4 2:2 3:2 1:21 2:12 3:5 1:10 2:21 3:14 1:13 2:18 3:9 1:29 2:18 3:6 1:29 2:27 3:10 1:16 2:12 3:12 1teacher: 1039 2teacher: 1001 3teacher: 472 Sum: 2512 1:12 2:3 3:9 1:17 2:16 3:14 1:75 2:35 3:19 1:12 2:8 3:3

7. 498 7% 329 10% 887 9% 1409 16% 572 12% 2258 34% 819 10% 454 5% 1331 13% Number and percentage ofstudents at Multigrade Elementary Schools(according to the total number of the Prefecture's Elementary Schools’ students) 977 27% 1944 3% 108 1% 550 8% 260 16% 831 8% 841 10% 1334 17% 1109 13% 2153 13% 358 5% 1005 15% 171 6% 613 15% 783 6% 459 7% 318 35% 493 14% 789 9% 58 5% 1735 13% 1839 12% 336 16% 289 8% 654 9% 561 0.5% 153 6% 1742 9% 885 10% 345 13% 775 3% 188 7% 1938 19% 468 10% 1203 21% 743 10% 864 10% 1342 28% 775 5% Total in Greece: 27.012 students 4% of the total number of students at Elementary Schools 373 4% 924 15% 2283 11% 472 9%

8. Multigrade Schools in Finland Finnish Partners: Chydenius Institute, Kokkola University Consortium

9. Multigrade Schools in Poland • about 300 multigrade (primary) schools • often shut down by the local authorities • supported financially / run by different private and social associations Polish partner: NATIONAL IN-SERVICE TECHER TRAINING CENTRE (NTTC)

10. Multigrade Schools in Cyprus 1-teacher schools 1 2-teacher schools 40 • Cyprus partner: Cyprus Pedagogical Institute

11. Problems . . . • Complete absence of certain lessons • A lower quality educational experience for multigrade students (in some subjects) • Lack of support for the teacher • Lack of wider socialisation of the students • Fewer learning experiences for the students

12. Project MustLearnIT:A proposed solution • Employ existing school resources and technological infrastructure • One computer per classroom • Most basic level of Internet access • Maximise use of existing more specialised/experienced teachers in larger schools • Use existing textbooks and materials • Employ distance learning • A combination of both synchronous and asynchronous modes of learning

13. Project MustLearnIt:A proposed solution • Integrate multigrade students in larger school classrooms • Provide support for the multigrade teachers and train them through mentoring and collaborative work

14. IMPLEMENTATING DISTANCE LEARNING TO YOUNG LEARNERS Challenges faced: Pedagogical Operational Technical

15. Pedagogical Challenges • subject-matter-oriented • e.g. practising all 4 skills • using communicative language, etc. • learning-oriented • e.g. providing feedback • anticipating problems (especially in the asynchronous mode) • integrating web-based learning into the school curriculum • providing well-designed tasks • providing well-designed rubrics

16. Operational Challenges • Balancing Synchronous Vs Asynchronous Learning • Value for both schools • Synchronous Materials • learner/computer arrangement • delivery and role of mother tongue • central vs. remote school: balancing participation • need to encourage and include interactivity with teacher • need to encourage and include interactivity between students • Educational material: • Technical aspects • Pedagogical aspects • Practical aspects

17. Operational Challenges • Asynchronous Materials should: • cater to needs of: • teachers • young learners in central/large school • young learners in multigrade school • They should, therefore: • be well structured • have variety of levels • offer feedback to the learner • offer feedback to the teacher • include added value offered by technology (e.g. variety of media, interactivity, etc.)

18. Technical Challenges • Low bandwidth • does not support video • may cause delays or break up in audio or complete loss of connection if many people join • Irregular Internet connections • scheduled lessons may not materialise • Sometimes not enough computers available

19. Other practical challenges • Preparation of educational materials for synchronous and asynchronous learning is time-consuming • Teachers need on-site support • Students and teachers need training • Progress of central and remote school most probably will not coincide

20. Solutions found by project partners: • Synchronous Learning Platform: “CENTRA” Supports video and audio Includes: • Whiteboard • Text-chatting function • Option for dividing students into groups • Projecting presentations • Web safari • Saving interactions/lessons

21. Solutions found by project partners: • Asynchronous Distance Learning support platform(MOOdle) • Uploading activities and instructions • Student forums • Enables student tracking

23. Solutions found by project partners: • Support for the teachers: • Face-to-face training • Online help by project coordinators • Asynchronous forum for support by project coordinators • Asynchronous forum for support between teachers • Preparation of materials and lesson plans by coordinators in coordination with teachers • On-site technical set-up • On-site visits by subject specialists

24. Where are we now? • Completed piloting phase in Cyprus, Greece and Poland and Finland: • First set of materials • Teacher training • Student training • Technical issues • Continuing the design of lesson plans and materials • Preparing further training for the teachers • Sorting out identified technical problems

25. Where are we now? • Designing evaluation methods for the project: • Motivational issues • Learning issues • Full-scale implementation as of September/ October, 2006

26. Thank you! Project homepage: http://mustlearnit.cti.gr/ Questions? sophiecy@yahoo.com sifakis@eap.gr