Research Paper On Technology Enhanced Learning

CHAPTER ONE 1.1 INTRODUCTION Formative assessment has been prominently explored and developed in the UK schools by teachers and educators. It is often seen as applying different methods by teachers to gauge pupils' current knowledge so as to determine the necessary interventions needed in the classroom (Cowie and Bell, 1999). Through formative assessment, teachers can measure their student grasp of specific topics being taught in the class. Teachers can address student misunderstanding and misconceptions during lessons (Kahl, 2005). Applying formative assessment in learning will help to create a student-led learning where teaching is adapted and targeted to individual pupil's need. It is very imperative for teachers to use formative assessment strategies in their classrooms so as to meet learning objectives. The potential impact of technology is often under-estimated in education. Taylor (2013) defined Technology Enhanced Learning as the application of information and communication technology to learning and teaching. The use of technology enhanced learning is now on the rise in UK and other countries of the world. The impact of technology on teaching and learning cannot be over-emphasised. 1.2 AIM AND OBJECTIVES 1.2.1 THE AIM The aim of this research is to investigate and evaluate the pedagogical impact of online formative assessment using kahoot as a case study. 1.2.2 OBJECTIVES a) To elaborate the importance of formative assessment in my classroom practise and how this can be promoted through TEL. b) To enhance and promote the level of formative assessment in my classroom using online tool named Kahoot. c) To model the impact of Kahoot in engaging pupils in my classroom. d) To research into new and emerging online formative assessment tools I can equally adopt in my lessons to give my pupils more options.

1.3 JUSTIFICATION This report is focused on my experience and reflection on applying technology to promote formative assessment in my lessons. I will be exploring the impact of using a game-based, online formative assessment tool, namely: Kahoot, in my lessons. By setting up quizzes in Kahoot, I have been able to measure where my pupils are in their learning and have been able to help them devise a way to meet their learning targets.

CHAPTER TWO 2.0 LITERATUE REVIEW 2.1 FORMATIVE ASSESSMENTS According to Ames (1992), formative assessment is not just an event, but a combination of strategies in the classroom that leads towards improvement of learning. There are four important components involved in formative assessments namely: a) ascertaining clearly, the student learning outcomes b) gathering evidence of the outcomes being addressed within lesson c) collecting feedbacks towards achieving the required targets by interpretation of data collected d) improving teaching and learning through the use of the data

As much as assessments can be an accountability tool, it should also be a continuing method for learning. Both formative and summative assessments can be said to contribute to learning-centered teaching. The online and web platforms provide an innovative and positive opportunities for ongoing assessments in the classroom (Center for Teaching Excellence, 2012). Figure 2.1 illustrates the six features of formative assessment (Ames, 1992).

Figure 2.1 Features of Formative Assessment (Ames, 1992)

2.2 HISTORY OF FORMATIVE ASSESSMENT IN THE UK As at the end of 1997, the Government in England paid more assessment emphasis on summative assessments in the classroom. Teachers were more focussed on the levelling process at the end of key stage rather than the ongoing knowledge of pupils' development (Shirley, 2005). To that end, an Assessment Reform Group was formed with the sole aim of determining whether formative assessment can be used to raise standards and achievement in the classroom. They found out that strategies for formative assessments actually do raise standards of attainment in the classroom (Shirley, 2005). In 1998, the resulting discoveries of Assessment Reforms Group was published in their article. The report detailed strategies for success in the classroom (Assessment Reform Group, 1999). Assessment Reform Group (1999) maintained that improving leaning via assessment depends on a number of important factors. They are among others: a) Actively involving students in their own learning so they can take ownership of the process. b) Regularly providing effective feedback to students. c) Creating opportunity for the students to be able to assess themselves so they can know how to improve. d) Targeting and personalising teaching to reflect the insights from the assessments. e) Recognising the impact of assessment on students' self-esteem and motivation, both of which are pivotal to learning experiences (Black and William, 1998). As a follow up on the Assessment Reforms Group work, OfSTED acme up with a publication 'Good Assessment in Secondary School' in 2003. It includes a list of formative assessment approaches that are considered to be very effective in their classroom inspections. Some of the points raised in the publication includes: a) Giving the students some responsibilities for organising how they learn and involving them in a variety of ways including quizzes, simulations, role plays, reflections and feedbacks. b) Providing thinking time for pupils in an atmosphere that ensure they do not feel bad when they make mistake (OfSTED, 2003).

2.3 Technology Enhanced Learning Technology enhanced learning can be defined as the application of technology in the learning process. Innovative educational technologies, such as e-Learning, simulation and m-Learning (mobile learning), have been proven to provide opportunities for learners to engage and acquire essential skills, knowledge and values (Naeve, 2013).

2.4 GAMIFICATION IN THE CLASSROOM Gamification is the model of applying game dynamics and game design strategies to engage and motivate people to achieve their goals. Gamification thrives on the desire for an individual to achieve as long as it appeals to their sense of excitement. Games, in any form increases motivation in the classroom through engagement (Suzanne, 2013). One way in which I have brought gamification into my classroom is by introducing Kahoot to my students. Since I started using the web-based formative assessment tool, my pupils have been more engaging. I have successfully used Kahoot to bring a competitive dimension and reward system into my lessons. The impact is visible on the students' engagement and motivation to want to come to class and learn. I believe there is a lot that can be done by using gamification techniques in the classroom. Figure 2.2 illustrates the essential components of gamification. 2.4.1 GAMIFICATION IDEAS At the moment, I am thinking of a way I can gamify home work to encourage informal learning and to stir the habit of taking initiative for learning in my pupils. I am working on gamifying grading, whereby pupils get 'experience point' which can always be converted to grades and levels. Another idea I am looking to develop is setting up a reward system for group work and collaborative learning. I believe these will bring about a massive impact on learning in my classroom. Figure 2.2 Essential Components of Gamification (Sarah, 2013)

2.5 ONLINE FORMATIVE ASSESSMENT TOOLS There are a range of online formative assessment tools I will like to examine in this report. A few are listed below:

2.5.1 SOCRATIVES Socrative is a web-based assessment tool which comprise of a room system. Students are given a code to join the teacher's room to begin an assessment. Assessments includes exit tickets, open response or multiple choice quizzes and even the fast paced Space Race group activity. Socratives is free to sign up for teachers, students can also create a free account. The teacher uses short answer options to get instant feedback on a learning objective. Through the use of this tool, the teacher can quickly assess the individual student or whole class progress and to determine whether they are ready to move on to the next topic. Each Socratives room can take up to fifty students on a quiz. After a quiz is completed, a spreadsheet report can be generated, which can also be downloaded by the teacher for onward interpretation (Holy, 2014). Figure 2.3 below shows a typical Socratives dashboard.

Figure 2.3: A typical Socratives Dashboard.

2.5.2 GEDDIT One way teacher often assess students' progress in lesson is to ask them for a show of hands to measure their mastery of a topic. The obvious flaw in this process is that the student does not want to be embarrassed will raise his hand, even though he does not understand the concept. Teachers can now say goodbye to this flaw by making use of Geddit. Geddit is a powerful web based application and is an innovative way of getting information from the students themselves. Students can give a feedback privately on how well they have understood a topic in real time. This gives the teacher the room to identify the learning gaps as they occur, which also allows for differentiation easily. The teacher can post a quiz question to relate the evidence of their self-assessment with their understanding. The teacher can easily match struggling students with a strong and highly able peer. The most interesting aspect of Geddit is that it teaches the pupils metacognition in that they are fully involved in the process of determining how they learn best. It was once said by Eppig (1981) that 'if students do not learn based on how we teach, then we should base our teaching on how they learn'. Pupils can learn a lot about how they learn through the use of Geddit. Geddit is a very effective tool for formative assessment, as it aids the teachers in collecting real data about the efficiency of learning episodes. (Holy, 2014). Figure 2.4 below shows a typical Geddit screen. Figure 2.4 Geddit Interface (Holy, 2014).

2.5.3 GOOGLE FORMS According to Holy (2014), Google form is a very impactful classroom assessment tool. The teacher can push out a number of questions through the form, in survey-like format. The student responses can then be compiled into a spreadsheet for analysis, differentiation and informed teaching. The teacher can also incorporate conditional formatting into the spreadsheet by adding coloured background to the wrong answers so he can instantly identify pupils that are getting on well and the ones that are struggling and will be needing intervention. 2.5.4 KAHOOT! : A Learner-to-Leader Connective Approach. Kahoot is a web-based classroom formative assessment tool which provides an engaging learning space. It operates based on a digital classroom game pedagogy. The pupils compete against each other to get their names on the on-screen leaders board by answering questions in real time through a web interface. The teacher facilitates the game and discusses content with the pupils. It is used, formatively, to assess individual knowledge and adapt learning to suit the students. Kahoot equips educators and captivates learners. A social, game-like and fun environment mixed with a rich educational content is created through the use of Kahoot. (A game-based classroom response system, 2014). Kahoot brings the classroom to live with a pedagogy grounded in encouraging a cycle of learning that transforms learners to leaders (A game-based classroom response system, 2014). Figure 2.5 below shows the classroom cycle in which leaders are made out of learners, which is one of the strong points of kahoot! Figure 2.5: Leaner-to-Leader Cycle

2.6 LEARNING THEORIES SUPPORTING ONLINE FORMATIVE ASSESSMENT Formative assessment supports the constructivist theory of learning. In this learning theory, learners are accountable for their learning and the creation of knowledge, through open-ended questioning, cooperative situations, discussions, meaningful context and quizzes (Shirley, 2011).

Brooks and Brooks (1993), produced a list of descri ptors for constructivist teaching behaviours, which are summarised below:

a) Constructivist teachers inspire student independence and initiative. Students can develop their own questions and look for the answers. This learning approach is well exhibited by Kahoot in that students can generate their own quiz centred around the topic of learning and can play their questions to their peers, who would find the answer to those questions. b) Constructivist teachers apply raw data to drive students' learning journey. Raw data can be generated from Kahoot (an example of which is presented in Appendix A). This data can be used to analyse the areas of intervention for the individual pupils. Kahoot gives the teachers opportunity to deliberately set up those questions. c) Constructivist teachers inspire students to participate in dialogue, both with one another and with the teacher. During Kahoot sessions in my lessons, I have seen my students engage in constructive dialogue, they often challenge each other on why they think one answer is right or wrong. Kahoot gets my pupils talking. d) Constructivist teachers allow 'wait time' after posing questions to give room for some thinking time. This is also supported by Kahoot in terms of the wait time after each question is displayed to the pupils.

Another learning theory supported by Kahoot is the connectism theory. Siemens (2005) defines connectivism as a learning theory that describes the new opportunities in internet technologies created for people to share knowledge. Connectivist pedagogies sees learning as a networked knowledge creation and growth (Siemens and Conole 2011, p. 85). Downes (2012) argued that collaborations through technology promotes human contact, and at the same time provides human content.

2.7 SAFEGUARDING AND CHILD PROTECTION IN USING ONLINE FORMATIVE ASSESSMENT

The Kahoot quizzes in form of game-show inspire students to engage actively with the topic and contend for the top positions on the leader's board, without making any pupil, who has not grasped the topic, feel bad (StrategyEye, 2015). The use of Kahoot in my lessons has provided all my pupils with a sense of inclusion, without any pupil feeling left out. As can be seen in the evidence on Kahoot quiz results data in Appendix A, all pupils participate and are engaged. Another safeguarding principle presented by Kahoot is also evidenced in the fact that the teacher facilitates and moderates the quiz session, which ensures all pupils are focused on that particular task and are not engaged in anything else online. Unlike Socratives, where pupils have a choice of taking the task at home and might not even do it at all.

2.8 FORMATIVE ASSESSMENT: THE INTERNATIONAL PERSPECTIVE

According to Stigler and Hiebert (1999) conducted an international study which revealed that teaching methods used in the same country are similar. They concluded that teaching is a cultural activity and that what takes place in the classroom is determined by the DNA of teaching in that country. The teaching techniques are passed on from one generation to another through a cultural code that exists in most classrooms.

2.8.1 THE INTERNATIONAL IMPACT OF KAHOOT The Norwegian born and London based Johan Brand, co-founded Mobitroll with the Norwegian University of Technology and launched Kahoot in August 2013. Their sole aim was to create impact through behaviour design and technology insights (We Are Human, 2015). As of December 2013, Kahoot have recorded 15,000 users a day in 88 different countries of the world (We Are Human, 2015). According to StrategyEye (2015), the education-through-gaming firm, Kahoot hit 25 million unique users as at the end of January 2015 and this statistics is still growing worldwide.

2.8.2 LESSONS FROM JAPAN AND US

The Japanese culture places a great emphasis on effort. Students are therefore focussed on learning rather than performance and competition in the classroom. Teachers give the students as many congratulations and praise for effort and perseverance, even if the final outcome is a failure. The implications of this in the Japanese education system is that the students stay motivated for a prolonged time because they know everyone believes that learning is possible for them and that if they keep at it, they will eventually come good (Shirley, 2011). Stigler and Hiebert (1999) examined the impact of US and Japanese cultures on their education system and drew out important lessons for the UK education system. Their key findings are presented in table 2.1 below: Table 2.1: Creating a learning culture in which formative assessment can exist. Comparison of US and Japanese schools. US LESSONS JAPANESE LESSONS US teachers see mixed-ability groupings as a problem Japanese teachers perceive mixed ability group as a gift. Individual differences are deemed to be valuable to the class because they produce a range of ideas that provide the material for students' reflection. US teachers differentiate by ability. Japanese teachers see differentiation as prejudging what the pupils are capable of learning unfairly placing a limit on their ability. They believe all pupils should have equal opportunity to learn the same material. Most US lessons are continually interrupted Japanese lessons are never interrupted - the lesson is seen as sacrosanct. US teachers tend to use an overhead projector or computer for teaching points, turning it off when they want students to listen or work - they see it as an attention and motivational tool. Japanese teachers use a chalkboard/whiteboard as a continuous record of a lesson, to which students have constant access.

US teachers hold students' attention by increasing pace, by praising work and behaviour, by having real -life tasks and by their own enthusiasm, humour and coolness. Japanese teacher believe that the learning itself is the greatest motivational tool. US students sit for many hours without a break. School days are longer but each lesson is followed by a short playground break.