Friday , April 19 2024

Adoption of ICT in Supporting Ideation Skills in
Conventional Classroom Settings

Gisli THORSTEINSSON1, Tom PAGE2, Andrei NICULESCU3,4
1 University of Iceland,
v/Stakkahlid, 101, Reykjavik, Iceland
cdt@khi.is
2 Loughborough University
Loughborough, Leicestershire, LE11 3TU, UK
t.page@lboro.ac.uk
3 Spiru Haret University,
13 Ion Ghica Street, Bucharest 3, Romania
andreiniculescu@hotmail.com
4 I C I Bucharest
(National Institute for R & D in Informatics)
8-10 Averescu Blvd.
011455 Bucharest 1, Romania

Abstract: This article puts forward a case study of four related lessons, using a Virtual Reality Learning Environment (VRLE) to enhance students’ ideation skills in Innovation Education (IE) in a conventional classroom. The following research questions are answered.

  1. How could the VRLE be used with IE material in a conventional classroom?
  2. What pedagogical factors influence the innovation process and where the VRLE is used?

The lesson content is described and the overall aims, objectives and research questions stated. The specific data collection methods are explained. Subsequently, triangulated findings are reported as categories and results are discussed and analysed.

Keywords: Innovation Education, case study lessons, Virtual Reality Learning Environment, Pedagogy, Innovation process, Ideation.

>>Full text
CITE THIS PAPER AS:
Gisli THORSTEINSSON, Tom PAGE, Andrei NICULESCU, Adoption of ICT in Supporting Ideation Skills in Conventional Classroom Settings, Studies in Informatics and Control, ISSN 1220-1766, vol. 19(3), pp. 309-318, 2010.

  1. Introduction

Innovation Education (IE) has become a specific subject area in the Icelandic national curriculum since 1999. The aim is to develop students’ skills to identify needs and problems in their environment and to come up with new solutions. A specific Virtual Reality Learning Environment technology (VRLE) has been prepared to support students work. This VRLE supports online collaboration and helps students to develop drawings and descriptions of solutions (Thorsteinsson et al., 2004).

As the VRLE is relatively new it is important to assess its use and value in supporting students’ ideation in a conventional context. The authors run several lessons to identify pedagogical issues of using the VRLE to support ideation within IE and to identify how it affects the already established pedagogy.

Many researchers consider that VRLE can support education. One of its main values is to favour constructivist-learning and computer cooperate supportive learning. It also has potential to support unlike types of learners (Page et al., 2008). Most research studies have observed whether a VRLE is a successful educational technology (Winn 1993). Other research works have been based on longitudinal case studies that developed virtual worlds for schools. Research studies on using VRLE´s for school education are still few. So far, the authors have not found any regarding supporting ideation in the context of IE.

The article firstly describes the specific VRLE used for the enquiry. Secondly it reflects on the literature. Subsequently, overall aims, objectives and research questions are stated and the data collection methods explained. Finally, findings are discussed and the research questions answered.

REFERENCES

  1. Bailey, L., C. Day, T. Day, A. Griffin, P. Howlett, M. Kane, C. Kirk, N. McCullough, B. McKiernan, T. McMullen, K. Perfect, E. Ramsey, R. Wood, Research Report RR595, Using ICT in Schools: Addressing Teacher Workload Issues, Pricewaterhouse Coopers, DfES Publications, Nottingham 2004.
  1. Balog, A., C. Pribeanu, Developing a Measurement Scale for the Evaluation of AR-based Educational Systems. Studies in Informatics and Control, Vol. 18 (2), June 2009, ISSN 1220-1766, pp. 137-148.
  2. Bonk, C. J., T. M. Olson, R. A. Wisher, K. L. Orvis, Learning from Focus Groups: An Examination of Blended Learning. Journal of Distance Education, Vol. 17 (3), 2002, pp. 97-118.
  3. Cohen, L., L. Manion, L. Morrison, Research Methods in Education (fifth edition), Routledge, London, 2001.
  4. Creswell, J. W., Qualitative Inquiry and Research Design: Choosing among Five Traditions. Thousand Oaks, CA, Sage, 1998.
  5. Emerson, R. M., R. I. Fretz, L. L. Shaw, Writing Ethnographic Fieldnotes. University of Chicago Press, Chicago, 1995.
  6. Glick, D., An Effective Blended Learning Solution Overcoming Pedagogical and Technological Challenges in a Remote Area – A Case Study. Proceedings of the Chais conference on instructional technologies research 2008: Learning in the technological area. Eshet, Y.A., Caspi, A., Geri, N. (Eds), The Open University of Israel, Raanana, 2008.
  7. Gunnarsdottir, R., Defining the Phenomenon. Unpublished theses, Leeds University, 2001.
  8. Johannsdottir, Th. J., ÁhrifNetsins á menntakerfið, 2008, Retrieved (5 April 2009) from http://ust.khi.is/tjona/ahrifnet.htm.
  9. Jonsdottir, S. R., Nynamsgreinverðurtil. Nyskopunarmenntígrunnskola. Unpublished M.A., University of Iceland, 2005.
  10. Kennedy, C., Teacher Roles in Curriculum Reform. English Language Teacher Education and Development, Vol. 2 (1), 1996.
  11. Matthiasdottir, A. Kennslurými. UT fyrirframhaldsskóla, 2001b, Retrieved (5. April 2009) from http://www.lara.is/utn/tenglar/LTilKennara.htm.
  12. Page, T., G. Thorsteinsson, A. Niculescu, Management of Knowledge in a Problem Based Learning Environment, Studies in Informatics and Control, Vol. 18 (3), Sept. 2009, ISSN 1220-1766, pp 255-262.
  13. Page, T., G. Thorsteinsson, A. Niculescu, A Pedagogical Consideration of Technology Enhanced Laboratory Work in Technology Education, Studies in Informatics and Control, Vol. 17 (1), March 2008, ISSN 1220-1766, pp 85-94.
  14. The Icelandic National Curriculum. Innovation and Practical use of Knowledge, Menntamálaráðuneytið. Reykjavik, 1999.
  15. The Oxford English Dictionary, 2008, Retrieved (5 April 2009) from http://www.oed.com/
  16. The Webster Dictionary, 2005, Retrieved (5 April 2005) from http://www.m-w.com/
  17. Thorsteinsson, G., H. Denton, The Development of Innovation Education in Iceland: a Pathway to Modern Pedagogy and Potential Value in the UK. The Journal of Design and Technology Education, Vol. 8 (3), 2003, pp 172-179.
  18. Thorsteinsson, G., T. Page, Use of On Line Facilities in InnoEd. First International InnoEd Conference: Dimensions of Flexibility and Creativity for Preferable Futures, University of Leeds, 2004, pp 301-309.
  19. Thorsteinsson, G., T. Page, A. Niculescu, Using Virtual Reality for Developing Design Communication, Studies in Informatics and Control, Vol. 19 (1), March 2010, ISBN 1220-1766. pp 93-106.
  20. Thorsteinsson, G., T. Page, M. Lehtonen, A. Niculescu, Innovative Technology Education in a Virtual Reality Learning Environment, Studies in Informatics and Control, Vol. 16 (3), Sept. 2007, ISBN 1220-1766, pp 297-306.
  21. Vygotsky, L. S., Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge, MA, 1978.
  22. Willis, J., A Framework for Task-Based Learning, Longman, London, 1996.
  23. Winn, W., A Conceptual Basis for Educational Applications of Virtual Reality. Human Interface Technology Laboratory, Washington Technology Centre, University of Washington, 1993.
  24. Yi, M. Y., Y. Hwang, Predicting the Use of Web-based Information Systems: Self-efficacy, Enjoyment, Learning Goal Orientation, and the Technology Acceptance Model. Intl. Journal of Human-Computer Studies, Vol. 59 (4), 2003, pp 431-449.

https://doi.org/10.24846/v19i3y201010

Designed by | ICI Bucharest
© Copyright 2024, All Rights Reserved