Transcript of Using Prezi as a Tool for Teaching History
A Teaching Tool Introduction Prezi is a cloud-based presentation software and storytelling tool for exploring and sharing ideas on a It allows users to: Display and navigate through information within a 2.5D space on a Z-axis Enables users to zoom in and out of their presentation media Allows the use of graphics, video and music Uses of Prezi in Education: In Primary Education, Prezi is often used as an interactive medium to bridge non-linear exploratory learning and more-linear instructional learning. In higher learning, Prezi is used to present complex thoughts, narratives and other visual information. Prezi can also be used by teachers and students to collaborate on presentations with multiple users having access and the ability to edit the same presentation. It allows students to construct and present their knowledge which appeals to different learning styles. Background of the Study SPN 21 SPN 21 was designed to diversify and broaden the provision of education and the development of the country's human resources. Within the SPN 21 curriculum reforms, the current pre-service and in-service teacher education courses that deal with school assessments needs to be modified to make them responsive to innovations and adaptations. Is Prezi an effective teaching tool? Problem Statement With the onset of tech age of the 21st century, teachers are faced with an onslaught of new and innovative ways of teaching and delivering content to students. In the case of teaching history, there is a tendency to fall back and revert to a one dimensional way of teaching: which is to stand up in class, give notes and lecture. This is perhaps due to content overload found in Bruneian historical textbooks that leaves teachers and students in a mad rush to finish their syllabuses in time for the major examinations. Therefore, it is important for teachers to experiment and try out new mediums that can deliver concise and useable knowledge as well as increase the students memory retention. Research Questions Research Objectives Significance of the Study The significance of this study will be to: 1. Improve the public's understanding of the role of ICT in the achievement of enhancing students' performance by visual aids. 2. Add literature on using modern teaching tools as an alternative to traditional teaching methods. Literature Review Haydn, Arthur and Hunt (1997) It is important for students to be exposed to IT at an early age, so as to have them equipped to make use of the technology once leaving school and school history should take account of this and think carefully about how technology can be used to improve the quality of teaching and learning in history. In the study 'An experimental tests of a "forms of knowledge" approach to teaching' 1978 1996 Advances in new technology offers the opportunity to deliver the history curriculum, and develop pupils' understanding of the past in a more 1996 1997 Haydn & Macaskill (1996), Lewis and Lloyd-Jones (1996) and Spaeth (1996) reveal that most students are keen to develop their competence in IT, both in terms of personal skills and IT use in the classroom and that these skills were marketable in terms of short and long term career prospects whilst studying history. ? Haydn, Arthur and Hunt (1997) way than was possible. Rogers (1978) Rogers explored the use of visual slides against other methods of teaching history such as documents , tape recordings, answering worksheet questions and giving written reasons for answers to questions. He found that students across three age groups preference for visual presentation was 1997 According to Spaeth, there are two ways that computers can be used to support computer-assisted teaching and learning. The 'Workshop' Approach The Second Approach Students learn to use general-purpose programs to explore and analyze historical data derived from primary sources. Also known as 'Tools-based' or 'Source-based' Computers are used as an instructional medium, supplementing or replacing other forms of instructions such as reading, lectures and seminars. Various materials are available, including programmed learning, simulations, e-books and hypermedia. Goals & Objectives of computer-assisted history teaching To introduce students to the application of computer-based tools to historical problems such as programming skills, quantitative methods and database management. To enhance the students understanding of how historians work, by enabling them to explore and form their own interpretations of historical source material. To enhance students' understanding of a particular historical topic. According to Speath, 1996. However, studies by Haydn, Arthur & Hunt (1997) as well as those by the DfE (1995), Haydn (1996), HMI (1988), NCET (1994), OFSTEAD (1994) reveal that a majority of history teachers to use or routinely use computers in their classrooms. Methodology Data Collection Sampling & Sampling Technique Population Phase Two - Students Create Their Own Prezi's for Class Presentation Phase One - Presentation By Prezi Research Design - Pre-Test & Post-Test Method A Pre-Test on past O Level examinations will be administered to the students before the start of the lesson by Prezi. A one hour lesson is then conducted with a presentation on the topic of the British North Borneo Company 1881 Administer Post-Test Pre-Test Post-Test Data for Comparison Administer Pre-Test Students divided into Groups of 2 & given a list of 11 topics to choose from Students make their own Prezi's & present in class Gather Pre-Test Post-Test Data for Comparison The targeted population will be one class from Year 9 students Total of 21 students Accidental sampling techniques will be used. Because the sample is being drawn from: The population close at hand Readily available Convenient Primary data will consist of: Pre-Test Post-Test Data Questionnaire Secondary data: From previous books and literature Data Analysis Tests will be conducted after each lesson and rated in percentages. Percentages of each test results will be collected and analyzed by using SPSS. Timescale February 2013 March 2013 April 2013 May 2013 June 2013 Review of Literature Compile, pilot, review test and presentations. Administer tests and lesson delivery. Data analysis. Final writing of research paper. The research cannot cover all the students in Year 9, 10 and 11 due to time limitations and class availability. The study is only limited to students due to the unavailability of Year 9 classes (only 2 history classes in Year 9 both taken over by M Teach Students) No for comparison. Reliability and validity of mean scores gained. For example, initiation of Pre-Tests may prompt students to initiate and increase study on topics chosen, irrespective of the use of Prezi. Measuring change in terms of mean score is questionable. Results from raw-score differences in measuring change from Phase One and Phase Two are misleading because it depends on the difficulty of the test items. Limitations of the Study References Barton, R., ‘A Partnership Approach to IT in Initial Teacher Training’, Journal of IT in Initial Teacher Education, Vol. 5, No. 3, pp. 283-301.Full transcript
Haydn, T., and Macaskill, C., ‘Making the Most of Information Technology in the PGCE Year’, (London, ULIE, 1996), pp. 51-61.
Haydn, T., Arthur, J. and Hunt, M., ‘Learning to Teach History in the Secondary School’, (London, Routledge, 1997), pp.164-165.
Lewis, M., and Lloyd-Jones, R., ‘Integrating Information Technology into the History Curriculum’, in Booth, A, and Hyland, P, (eds), The Practice of University History Teaching (Manchester University Press, 2000), pp. 82-83.
Rogers, P.J., ‘An experimental test of a “forms of knowledge” approach to teaching’, Educational Research, vol. 20, no. 2, February 1978, pp. 130-6.
Rosenzweig, R., Brier, S., and Brown, J., ‘Who Built America? : From the Centennial Celebration of 1876 to the Great War of 1914, CD-ROM, The Voyager Company, New York, 1993.
Spaeth, D.A., ‘Computer Assisted Teaching and Learning’, in History in Higher Education, ed. Booth A. and Hyland P. (Blackwell Publishers, Oxford, 1996) pp. 155-175. Using As History Virtual canvas. 'overwhelming' 'made history more interesting'. and By Zulbahrin Bin Haji Ismail
12M1340 2. Observe whether students are able to create Prezis contained with relevant historical information. 3. Collect data on students and teachers views on using Prezi as a tool in teaching History by questionnaire. 3. First study in Negara Brunei Darussalam of using Prezi in teaching History. Conduct questionnaire amongst these 21 students control group Vivid Varied Active and Engaging 1. Does the use of Prezi as a medium improve the students ability to retain historical information? 2. Are the students able to create historical presentations by Prezi? 3. What are the history students and history teachers views on using Prezi as a teaching medium? 4. What are the advantages and disadvantages of using Prezi as medium for teaching History? Students Presentations are graded by Peer Assessment Administer Post Test do not care 4. Find out whether using Prezi has a positive or negative effect on the end results of students. 1. Collect data from Pre-Tests and Post-Tests to find out whether there is an improvement in the students' knowledge of the topic, after Prezi was used as a teaching medium. 21 Observations of students