PRIMARY EDUCATION PROJECT Report on the Use of Intel Classmates Author: Olga Samardzic Jankova June 2008
Content 1. Introduction... 2 2. Background... 3 3. School Selection and Initial Activities... 4 4.1 Selected Schools Characteristics... 5 4. School Visits and Elements Observed... 6 4.2 Users Impressions... 12 5. Other Donations by Primary Education Project... 13 6. Recommendations and Further Activities... 13 7. Technical Characteristics of the Intel Classmates... 15 7.1 Hardware... 15 7.2 Installed Software... 16 7.3 Second Generation Classmates... 16 1
1. Introduction On September 18 th 2006, the Academy for Educational Development (AED) signed a cooperative agreement with USAID agreeing to provide support to USAID s Primary Education Project (PEP). PEP is a five-year initiative targeted toward all public primary schools in Macedonia. Its motto is Quality Primary Education for National Transformation. To this end, PEP seeks to: a) improve the quality of instruction; and b) increase employment skills in youth. PEP s main objectives are to: improve teaching and learning to enable students to acquire critical thinking skills; increase access to and use of modern computer and Internet technologies to help students succeed in the job market; help schools improve their learning environments while renovating their buildings to stimulate learning and creativity; work with educators and the Ministry of Education and Science (MoES) to develop quality digital learning materials to enable active inquiry-based learning; revitalize math and science education by improving curricula and teaching methods; and improve school-based assessment to stimulate and reinforce quality learning. AED is implementing PEP on behalf of USAID in partnership with the University of Indiana, the Macedonian Civic Education Center (MCEC) and other local NGOs and private companies. PEP includes the following four components: 1. Renovate select schools and improve energy efficiency; 2. Increase access to and improve use of ICTs; 3. Improve math and science education; and 4. Improve student assessment. In the first months of the project, working groups with representatives from the MoES, universities and other stakeholders were established in all four project components. A Memorandum of Understanding between USAID, PEP, MoES and BDE was signed in April 2007. In its second component Increase access to and improve use of ICTs, PEP is assisting the Government of Macedonia in its Computer for Every Child initiative, especially in finding mobile solutions for equipping with the computers lower grades classrooms 2
and rural satellite schools, as well as providing trainings for primary school teachers in the use of computers and other technologies in everyday practices. 2. Background Most central primary schools in Macedonia have a single computer lab and in some school 1-2 computers in classrooms other than the computer lab, although there are a few really well-equipped schools that have more computer facilities. On the other hand, most of the satellite schools, linked to those central schools, have no computer facilities and their students have no access to ICT in their schools. They are mostly located in the most rural areas and usually these schools are working only with lower primary grades. Often in such schools only one teacher is teaching in one mixed (combined) class with students from grades 1-4(5). In these classes the number of students often does not exceed 10 to 15. The Classmate (and other similar laptop computers) could easily remove the need for dedicated lab facilities, freeing up space and allowing students to stay in their classrooms, with their teachers for more time. In the combined classes, work in groups is a necessity due to a different age and knowledge of students and in such classes the use of Classmates is ideal. Consequently USAID s Primary Education Project is trialling a small number of Classmate computers in two such satellite schools. Seven Classmates plus one teacher s laptop will be provided to each school. These will be stored in a lockable cabinet which will provide, storage, security, connectivity and a recharging facility, without the need for classroom rewiring or networking. The advantages of an Intel powered classmate PC are: The school facility network enables almost full coverage of the population with compulsory education. The central schools are legal entities. The satellite schools (located in smaller villages/communities) are not legal entities and are administratively) part of a nearby central school. There are 1010 primary schools; 342 are central schools; 668 are satellite schools; 505 satellite primary schools offer only lower primary education (grades 1-4). National Program for Information and Communications Technology (ICT) in Education for 2005-2015 - It is a small, mobile, and specially developed for educational purposes in emerging markets. - It is a rugged learning device designed to provide affordable, collaborative learning environments. - Its hardware capabilities are suitable for school conditions (for example, power supply, classroom availability, layout, and furniture). 3
- Wireless connectivity built in for easy Internet connections and messaging systems that allows tight integration and collaboration between users from different groups, allowing them to share experiences, communicate and coordinate activities. - Rechargeable battery with up to four hours of battery life. - It can be used with its own power supply cord. Notable advantage of the Classmate PC is its compatibility with commercial software and provides students with the chance to get familiar to the actual Microsoft software they will probably use later in life. 3. School Selection and Initial Activities In January 2008 the project decided to trial a small number of Classmate computers donated by14 Intel s Corporation in two rural primary satellite schools in Macedonia. The research should first examine the technical capabilities of the Classmate and how it is perceived and used by students. This research should assist the Macedonian Government in comparing its capabilities with that of the OLPC PC. One of the selected schools is Toli Zordumis satellite school in village Rezanovce, Kumanovo, and the other is Sv. Kliment Ohridski satellite school from village Moroishta, Struga. Each school received 7 Classmates. Two project consultants (coordinators) work on the monitoring activities regarding the use of Classmates: Olga Samardzic Jankova and Anita Sterjoska. Prior to the deliverance of the Classmates to two selected schools, Implementation Plan for the Use of Classmates was developed and submitted to the project director for his approval. The Implementation Plan is consisted of the description and the timeline of the activities. The last version of the Implementation Plan was submitted on January 30 th. Classmates were delivered to Toli Zordumis central school in Kumanovo on January 31 st 2008 with other equipment donated to the school by the project. At the meeting with school principal it was decided to monitor the use of Classmates in one combined class with 8 students from grades 4 and two students from grade 2, led by Anita Nikolovska - lower primary school teacher. Classmates were brought to the satellite school on February 4 by the principal of the school and two project consultants. Toli Zordumis satellite primary school works in two shifts with students from grades 1-8. 4
Classmates were delivered to Sv. Kliment Ohridski central school in village Draslajca on February 1 st 2008 with other equipment donated to the school by the project. At the meeting with school principal it was decided to give the Classmates in the Moroishta village satellite school (one of three satellite schools) and monitor their use in two classes: first grade class with 6 students led by teacher Vishnja Duracoska, and fourth grade class with 9 students led by teacher Angelina Ristoska. Initial visits to both schools were used for distribution of Classmates to the schools and for presentation of the idea for the use of Classmates. During the visits it was discussed with schools principals about the security issues of the equipment. The idea for the use of Classmates was presented to the teachers, as well as little training and guidance for their use. 4.1 Selected Schools Characteristics A satellite school from Toli Zordumis Central Primary School Kumanovo settled in the village Rezhanovce and a satellite school from St. Kliment Ohridski Central Primary School from vilage Draslajca - Struga settled in village Moroishta were selected as possible candidates for the activity. Both schools are model schools for the methods of creative teaching. Both schools are part of the Learning with Technology project; the teachers who are possible candidates in the activity were trained in The Innovative Use of Technology and/or ToolKid trainings. The selection criteria for the teachers that were observe was to have a computer ad internet at home for the on-line communication with the responsible people from the PEP and to be willing to integrate ICT in their classes. Before the start of the Classmate pilot, the following situation was recorded: - In the St. Kliment Ohridski satellite primary school in village Moroista the first grade class, led by the teacher Vishnja Duracovska had six students and two of them had a computer at home, and the fourth grade class, led by the teacher Angelina Ristoska had eight students and six of them had a computer at home. - In the Toli Zordumis satellite primary school in village Rezhanovce the combined class led by the teacher Anita Nikolovska had eight students from grade four and two students from grade two. Only four of them had a computer at home. - Only four students from both selected schools that had a computer at home reported that they had an internet connection also. 5
14 14 12 12 Have a computer at home 10 8 6 8 8 4 6 Don't have a computer at home 4 2 0 "Sv. Kliment Ohridski" PS Moroishta "Toli Zordumis" PS Rezhanovce Total Figure 1: Number of students that have computer at home 4. School Visits and Elements Observed In the PEP s ICT in education component, besides other activities, two pilot schools have been chosen and seven Classmates were donated in each satellite school. The aim of this activity was modernization of teaching and learning processes and pedagogical validation for the use of such computers in teaching and learning processes. After the initial visits started the practical realization of lessons and classroom activities with the use of ICT (at least once a week as it was agreed) by each targeted teacher. The situation in the field shows that the Classmates are used almost every day. Besides the classroom visits there are exchange of ideas, experiences and lessons learned from the previous uses of ICT in classroom with the coordinators. The fact that the Classmates have Windows XP installed offers the possibility to use the educational software ToolKid in those classrooms. The other software installed on is Notetaker together with the special piece of equipment (optical pen) allows students to save everything that is written or drawn in their notebooks. Creativity of the students and the teachers resulted in unique products. Besides the observation of the use of the Classmates, the schools and classes visits had the purpose of ongoing support for the use of ICT in classes to the teachers involved in the pilots. Students in these classes were working busily and excitedly on their computers using text processor, spreadsheet, ToolKID educational software and Internet Explorer in a variety of pedagogically meaningful activities. 6
We had an opportunity to notice that the Classmate laptops are used in almost all subjects during classes of 45 minutes. Interdisciplinary approach is still a new type of planning and realization of the learning objectives, but still in the village of Rezhanovce few interdisciplinary days were carried out where the Classmate laptops were used as a tool for integration of learning objectives. 30% 25% 22% 25% 20% 15% 10% 16% 9% 13% 6% 9% 5% 0% Mathematics Mother tongue Introduction Introduction to Nature and of Society Society Integration of few subjects Music Art Figure 2: School subjects learned and taught through the use of the Classmates These activities, although rare, pointed to the possibility of use of the Classmate laptops as efficient and cost-effective tool for integration of ICT in holistic approach of the learning process. If we make analysis of the use of Classmates during the class, their use is as follows: main use of the Classmates is in the main part of the class when new knowledge is acquired; rarely the Classmates are used in the final part of the classes as an instrument for verification of the acquired knowledge and verification that the aims and objectives prescribed by the curricula have been made; while during the introductory part, as a motivation tool, there are very rare use of the Classmates. The ToolKID educational software or text editors are most often used. During those activities students are asked to provide their own technical solution to the given task (write text; create a greeting card or a comic book etc.). There were no activities where the teacher was offering her own technical solution that should be used by the students. In such conditions, the teachers faced the lack of time, and inadequate timetable of the activities, which resulted in small number of students who completed their work successfully. Too much time is used in technical guidance for the design of the product instead of accomplishing the lesson objectives. 7
35% 31% 30% 27% 25% 21% 20% 15% 15% 10% 6% 5% 0% Word processor Spreadsheet Presentations ToolKID Internet browser Figure 3: Applications used during the classes with the Classmates From the aspect of the teacher s and the students activities, it was observed that the students activities were in the focus, while the role of the teacher was planning, organizing and steering the students work. Working in such way the student were actively gaining new knowledge and skills from the certain subject which aims were realized during the class, and in the same time building up the ICT skills and literacy and symbolic thinking. Usually the problems were during the planning of the activities, more precisely in the defining of the methods and forms of work because they are significantly different during the classes with the use of Classmates. The work in pairs was present during the most activities with the Classmates, and while working in pairs students were changing their roles as active and passive participant in the pair. Having in mind the fact that in satellite schools number of students per class is significantly lower then in central schools, the teacher has the opportunity to follow the students work and to assign and change their tasks during the learning process. In the classes with large number of students it is necessary teacher to use different methods and forms of work in order each student to follow his or her own tempo of learning and progress. On the other hand, the work in pairs, noticed as the most present method of work, leads to the passive role of one of the students, especially if his/her knowledge and tempo of work is weaker. In such cases, although the final result or the product is a joint effort of both students, the credit is given to the better student in the pair. It is worth to be pointed out that not every lesson is adequate for the work in pairs, 8
especially if it is necessary to emphasize the individual skills as writing a poem, describing an event or artistic expression. 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 44% 33% 23% 0% Individual work Work in pairs Group work Lecturing Figure 4: Students activities during the observed classes Interdisciplinary approach was realized with the students from the grade four, integrating the following subjects: mother tongue, introduction to the society and mathematics. The students were working on a mutual topic integrated in above mentioned subjects. They did the research on internet, finding relevant information and process the data using spreadsheet application. During the working day, the students worked in groups, and every one of them had the opportunity to work on different task in a different time. The teacher did excellent work in preparing the whole day activity, clearly stating the learning objectives in her planning and giving the students the clear guidance for finding relevant sources of information on internet. Without her thorough work in the preparation of the activity the learning objectives could not be accomplished as successfully as they were. The activity was a certain type of mini project which can be stretched in more then one day and give more results. Anyway the working day was very productive and all stated learning objectives were accomplished. The work with the Classmate computers has influence on students interests and motivation. Very few students give up or refuse to complete the work. With the teacher s help even the weaker students are trying to carry out the given tasks. It is worth to mention the problem with the students with advanced skills that complete the given assignments quickly and getting bored or completing their classmates assignments. In such cases, that are sometimes often, the teacher should prepare more 9
advanced tasks and assignments or to engage these students as his/her helpers but not as solvers of others tasks. The use of ICT in the lower primary grades gives the opportunity for differentiate learning, that should continue in the upper grades. Such approach will lead the teaching process to address the students needs instead of leading to the average achievements. The Classmates as learning toys were very successfully used in additional work with the first grade students. The ones that experienced the difficulties in learning letters from the alphabet stayed after hours and played with the ToolKID educational software trying to overcome the problem. They perceived the additional work not as a punishment, but as a reward to learn through game or fun. Saving students work is a challenge that should be paid a special attention. Beside the chance that each student can open his/her previous work and change, correct or complete it, the saved files are perfect tools for following the students progress. By introducing the computer in the teaching and learning processes the saved files could be part of the student s portfolio as significant element in the processes of following student s progress or evaluation of his/her performances. Unfortunately it is still early to talk about this aspect of the use of the computers in two pilot schools that this report is referring to. In both schools the role of computer was to facilitate the processes of teaching and learning, but very rarely in the processes of following students progress or evaluation of their performances. The use of the Classmates as examination tools was noticed during the math classes when students from first grade were taking an electronic test made by the teacher. The tests were usually consisted of multiple choice questions and filing the blank. Students were solving the problems in their notebooks and were inputting the answers in the computer. The students were not resistant and had no fear while taking the test. On the contrary they perceived it as a game. However, these are the first steps in the period of recognition of the technology and testing the possibilities that technology offers. In the future it is expected that the routine of practicing ICT in the classroom to intensify, and progress of all segments where ICT can be applied. At the beginning of the visits the lack of confidence and certain amount of fear from the use of new technologies in the 10
classroom were noticed among teachers. During the conversations with them the stated reasons for that were the changes which the computers cause at the stages of planning the classes and during the classes. The teachers stressed the facts that during the work with computers many unpredictable situations occur, that the certain applications can distract the students, as well as that sometimes the major part of the class is used for providing technical instructions to the students. In such context it was mentioned that different knowledge and skills of the students furthermore burden the teacher s work. Besides the above mentioned worries it can be noticed that in the past months the Classmate PCs became the mostly used teaching and learning tools in these two pilot schools. There are few problems, but the results that were achieved in enhancing the teaching and learning processes motivates in finding ways for solving them. Opposite of their teachers, the students from both schools accepted the innovation in their classrooms with no reserves. That was the reason that the last visits were dedicated to find new and creative approaches for the use of the Classmate PC. Its use in the classroom is not questionable at all. It is more then evident that all students, besides the new knowledge, gained IT skills and IT literacy. Now the collaboration is pointed towards thematic planning where the subject boundaries are removed and the Classmate PC is a tool that let that happened. Special attention should be committed in developing a strategy for its use in combined classes i.e. when students from different grades study in the same classroom at the same time. The teachers were initially sceptical about the use of the Intel Classmates, but they soon realized that this was an opportunity for continuous self-development in learning how to use computers for teaching and learning. They also realised the importance of the need to integrate new technologies into teaching and learning. The computer enhanced learning environment was seen as one of the new ways to facilitate the teaching of higher order skills. Since the introduction of the Intel Classmates, teachers have integrated technology into lessons that they previously taught without the use of computers. Teachers from both schools involved in piloting found that the Intel Classmate PCs helped them create an innovative and collaborative environment within their classrooms. They said that they have integrated technology in their classrooms more than twice a week. 11
4.2 Users Impressions During the schools visits the observers had a chance to discus with the students and the teachers about their filings. The teachers experienced few problems in working with the Classmate PCs at the beginning, because it took forever to boot up and get going; they found the small keyboard very hard to work with and they made constant typing errors. They also found the small screen difficult for their eyes. In other words their first impressions of the little were not very positive, although they were really exited to have them in their classrooms. But the students accepted the Classmate PCs. They were undisputed in their excitement about the Classmate PCs. When we asked specifically what they liked about, many pointed to the small keyboard as an advantage rather than a disadvantage; because it fit their hands well. The majority also liked the small screen and they very much liked the small size and light weight. The schools are in rural areas and some of the students have other computers like desktops in their home or in the homes of their friends. Yet almost all students said that they preferred to work on the Classmate PC rather than their family computer at home, either because they felt it was theirs, or because they had exclusive access to it. They feel a great sense of importance and the climate of learning changes when collect their computer from the safecase. After almost three and a half months of using the Classmate PCs on a daily basis at the school, the students have continued to take pleasure in this way of working. 12
5. Other Donations by Primary Education Project Two selected schools where the Classmates are donated are satellite schools of two PEP s ICT in education pilot schools. All pilot schools are equipped by the project with different types of ICT equipment like roughed laptops, safe-cases, graphic display calculators with probes and sensor, programmable robots, control boxes, digital cameras, and other. As part of the pilot school, two satellite schools were provided with internet connections, wireless network in the school facilities, safecases for Classmates, and a laptop for the teacher. 6. Recommendations and Further Activities The teachers and the students from two selected schools were the Intel Classmates have been piloted showed exceptional collaboration. It is obvious that the Intel Classmates have great opportunities to become an educational tool introduced even in the first grades primary school classroom. Having in mind the short length of this pilot, the following recommendations should be taken in consideration: - Extend the support from the project for both Classmate pilot schools during the next school year Having in mind that the piloting of the Intel Classmates is an educational project, not only a laptop project and knowing that changes in the education require a longer period of the implementation, monitoring and support for the new approaches, the real impact from introducing the Classmate s PCs in the classroom will be seen after months. In both schools the teachers completed the fourth graders and will work with the students from the first grade. - Involve other teachers from the pilot schools in the use of the Intel Classmates At this point in both pilot schools there are teachers that were in engaged in the study with their students. Although the time allocated for this study was too short to measure the impact of the innovation on teachers practices, yet changes in their teaching practices are evident. These teachers should be educational resource technology teachers for their colleagues, helping them in integrating the computers in their classes. - Reinstall the software on the Classmate PCs and install antivirus program The Classmate PCs have Windows XP operating system installed which is vulnerable to the computer viruses. During the use of the Classmate PCs some of them were infected with viruses and some of them were overloaded with additional programs installed by their users. Before the start of the new school year all Classmate PC need 13
to be reinstalled, to have installed an antivirus program and have opened user accounts that have no administrator privileges. - Activate the Classroom management software The laptops for the teachers were given to the schools a month and a half after the distribution of the Classmates and the Classroom management software was not installed. This software allows the teacher to share the laptop s screen with the class, distribute tasks and control all PCs in classroom simultaneously. This software allows students to save their work on teacher s laptop because the flesh memory of the Classmates is very small. 14
7. Technical Characteristics of the Intel Classmates 7.1 Hardware The reference hardware specifications are: Customized mini chassis 245 x 196 x 44 CPU: Intel Celeron M mobile processor (915GMS + ICH6-M) CPU clock speed 900 MHz (Zero L2 cache 400 MHz FSB) 800 x 480 7 inches diagonal LCD, LVDS Interface, LED B/L 256MB of DDR2 RAM 1GB/2GB NAND flash memory (connected via USB) 10/100M ethernet Realtek WLAN 802.11b/g with antenna (connected via USB) Intel GMS915 integrated graphics chip (8MB shared memory) Built in microphone Built in stereo speakers Stereo 2 channel audio, jacks for external stereo speakers and microphones, Line-out, and Mic-in Integrated keyboard with hot keys Cycle touch pad with left and right buttons Customized Note Taker with wireless pen TPM1.2 (Trusted Platform Module from Infineon Technologies or Winbond) used for the theft control feature. Power source: o 4-cell Li-ion battery with adapter approximately 4 hours usage 15
7.2 Installed Software Besides versions of Windows XP and Microsoft Office 2003, specially tweaked to fit on the small hard drive with at least a little room left over for user files (about 500MB, in our case), the system includes custom software designed for classroom use. The Classmate PCs come with the client software, while a teacher with a full-featured laptop runs the host software. From the host laptop, the teacher can monitor the students' work, send text messages directly to the Classmate PCs, transfer work on one student's screen to all the other systems on the local network, or even remotely "silence" the Classmates, turning off their screens. While the e-learning software is interesting, the Classmate PC can provide students with the chance to get accustomed to the actual Microsoft software they're likely to encounter later in life. Having in mind that the Intel s Classmates have Windows XP operating system installed, and that MS Office or Open Office can be installed, this computers can be integrated into the teaching learning process very easily. Because of having Windows XP operating system these laptops can have the ToolKID educational software installed. 7.3 Second Generation Classmates Beginning of April 2008 Intel introduced a new version of its Classmate PC education-oriented sub-laptop. Dubbed the second-generation CPC, the new model tweaks the specs of the original and features a bigger display. Like the Classmates from the first generation, the 2G CPC is based on a 900MHz ultra-low voltage Celeron M processor. It has up to 512MB of DDR 2 memory and uses Intel's 915GMS chipset. The old model has 1-2GB of Flash storage - the new version adds a 4GB SSD option and the choice to use a 30GB 1.8in HDD instead. 16
Once again, a 7inches, 800 x 480 display is part of the spec, but the 2G model can also be fitted with a 9in panel of the same resolution. It can also have a 0.3-megapixel webcam for more interactivity and online collaboration features. To that end, the 2G CPC also incorporates 802.11s mesh ad-hoc networking software for linking machines over an 802.11b/g WLAN. Usage research also showed the need to introduce an accessible battery, and that's a modification that's been made in the 2G CPC. The second generation Classmate now includes both four-cell and six-cell power packs. 17