Paper Session: Rarer Themes in Education
Beyond Strict Illiteracy: Abstracted Learning Among Low-Literate Users
Indrani Medhi, S. Raghu Menon, Edward Cutrell, Kentaro Toyama
Text-free user interfaces increase the success of use for a given amount of time training. What else is required for non-literate uses to reach the usage level of ICTs of literate users?
Videos have no text and thus do not require reading while providing text-like information.
In order to to perform an experiment, a community of female domestic helpers were chosen, with very low literacy levels, and to test whether videos on how to use a modern vacuum cleaner had any impact in the acquisition of skills by these illiterate women. Will users benefit from diversified examples as a way to learn abstract concepts?
Variants analysed were whether the users was or was not literate, and whether the user was or was not familiar with (a) the vacuum cleaner and (b) a specific vacuum cleaner. And videos included also these variables.
Diversified video (e.g. showing more than one type of vacuum cleaner) proved to be helping literate users, but not illiterate ones.
Beyond strict illiteracy, other aspects affected comprehension of video content: cognitive skills, social standing, intimidation by technology, visual organization, efficient processing of information, language taks, self-efficacy, etc. Even for tasks that do not require reading at all and where there is the context, there seem to be cognitive barriers that impede use in non-literate users.
Discussion.
Q: Won’t literate people have cognitive barriers too? A: Agreed. But technology and treatment of information imply a fool range of cognitive barriers that go from technological illiteracy to abstract thinking, etc.
Technology, Teachers, and Training: Combining Theory with Macedonia’s Experience
Laura Hosman, Maja Cvetanoska
Some factors behind the ‘computers in the classroom’ concept: technology changes but human nature does not; computers in the classroom… mission accomplished; major struggle in ICT4ED projects; Education and Psychology scholars theorising and writing; policy makers not listening… and as a result, teachers blamed over and over for tech project failures. Maybe the real problem is not acknowledging that innovation is a years-long process of change, not a one-time event; that teachers are key change agents but are often not treated accordingly; and that teachers need ongoing support and must be stakeholders in the innovation-adoption process.
Now, the issue of computers in the classroom has spread from developed to developing countries, with the added problem that (a) resources in developing countries are even more scarce but, notwithstanding (b) computers in the classroom are being introduced at an imprecedented speed and level.
Macedonia Connects is a USAID-led initiative to provide one computer lab per school in Macedonia, after the country succeeded at breaking the telecom monopoly and bringing affordable broadband wireless to the entire country. Prior to the technology deployment, all teachers were provided with technology and methodology training.
As most teachers’ concerns advance predictably, most of them can be addressed as they arise by leaders/change facilitators.
Key findings:
- 65% have not used a computer in class in previous two months
- 86% believe that the class is the place where to learn to use a computer.
- 72% use ICT for preparing teaching materials and tests.
- 51% spend a few hours a day with a computer.
- 30% use ICT for working with students.
Recommendations: set up a yearly ICT plan; involve teachers as stakeholders; recognize that change is a years-long process; don’t press for overnight success; support teachers in managing change.
SPRING: Speech and PRonunciation ImprovemeNt through Games, for Hispanic Children
Anuj Tewari, Nitesh Goyal, Matthew K. Chan, Tina Yau, John Canny and Ulrik Schroeder
MILLEE project: Mobile and immersive learning for literacy in emerging economies.
Pilot project in a school in California targeted to the Hispanic students (20 in total) with low English skills. Instead of mobile phones, it was decided that laptops would be used instead.
Challenges faced were key problems with English, issues with reading and writing, resistance to learning English, etc.
To do so, two games were designed (Zorro, based on Mario, and Voz.Guitar, based on Guitar Player) according to the needs and profiles of the students (that had previously been analysed). Movements required speech to be commanded and a speech recognizer was embedded so to tell whether the student was using the correct pronunciation.
two metrics were gathered: acoustic score gain percentages (measuring the improvement in the pronunciation of correct words) and word gain (correctly pronounced words). Score Acoustic and Word gains improved a little bit (though significantly) between control and treatment group.
Gender and pre-existing knowledge didn’t seem to play a role or be a factor.
Discussion
Ismael Peña-López: why pronunciation of English words was in English standards and not Spanish standards? Why (for surprise) put ‘ser-prize’ instead or ‘sur-prais’, which would have been the Spanish transcription? A: Some of the transcriptions were added ex-post and used the acknowledge standard. But, certainly, in future editions, there is a need to adapt the transcriptions to the linguistic realities of the target community.
Q: What was the teacher proficiency in English pronunciation? Q: The project was performed in a public classroom in California and had extended English teaching experience.
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