Integrating the Web and the teaching of technology: Cases across two
universities
Abstract
This paper reports details of the implementation and results of an
investigation into
the use of the World Wide Web (Web) as a teaching tool in Computing Studies
Method (technology education) at The
University of Sydney (SU) and in Computer Literacy at The University of
Adelaide (AU).
Using the Web to learn about topics in technology education, courses at
both Universities undertook a restructuring of
content and delivery to examine the viability of the Web as a medium for
collaborative learning through browsing, indexing and publication. A
student-centred delivery was negotiated at both SU and AU, with course
leaders and laboratory demonstrators in the role of facilitators. Students at
SU were graduates with Computer Science training studying teaching
methodology in Computing Studies, while those at
AU were non-computer science first year students
studying Computer Literacy.
At each university, students worked both individually and
cooperatively in small groups to produce projects on assigned topics, using
the Web as the information resource, a search tool, and finally as the
medium for publication. Results with this technique are
encouraging, with projects being of a high standard while providing
valuable exposure to the Web as a teaching and learning resource. In the
formal student evaluations of the courses, the
students overwhelmingly reported enjoying the sessions, and
felt that time spent investigating, talking and structuring project
solutions using
the Web was
productive.
We suggest that the approach of browsing, searching, analysing
and publishing Web-based material seems to offer benefits to enhancing
student's investigative and problem-solving abilities that form a generic
set of skills required for a changing curriculum in technology education and
computer literacy.
Such approaches are based on constructivist principles
and have major implications for assessment and curriculum, and these are
briefly discussed.
Our experience suggests that a curriculum based on the Web as a resource
for student projects
does not require any extensive modification for novice computer users -
although some
allowances need to be made to avoid some students becoming
overwhelmed by technical details such as coding HTML. Similar work was
produced by the experienced students and the first year group.
Additionally,
we would like to foster a greater co-operation to reinforce learning
through collaborative
technology and the Web across the sites, allowing the more experienced
students to work directly with those in the computer literacy course. We
believe that this practice would enable the students in the technology
education course to reflect on the learning of the novice students and
build on their training as future technology educators.
