DEVELOPING PERSUASIVE LANGUAGE SKILLS AND MARKETING THE ANNUAL
GRADE 9 PROM THROUGH THE MEDIUM OF ICT
SOUTH AFRICA ZA002
PART 1: INNOVATION DESCRIPTION
A. Descriptive Background Information
ZA002 Middle School is located in a suburban setting in a large city. Many learners come
from homes with computers and have parents that work with computers on a daily basis.
ZA002 offers middle school education in the subject areas, such as, Art and culture,
Afrikaans, English, Xhosa, Accounting, Physical Education, Economics and Management,
Mathematics, Business Economics, History, Guidance, General Science, speech and
drama, Geography, Technical Drawing, Human and Social Sciences, Typing, and
Technology. Although the school has for some time engaged in innovative projects, it
started to integrate ICT teaching and learning 3 years ago after the upgrading of its
computer laboratory. A summary of the “Prom” innovation, a Grade 9 project, follows.
B. Summary of the Innovation
The Prom innovation is an English language project that is based on the need to engage
learners with issues related to the persuasive use of language and the choice of language
style to carry over a message. This is applied in a project based learning and teaching
experience. Here learners are faced with the challenge of using communication,
marketing skills, project management, budgeting and business principles to achieve their
objectives. This process is facilitated by ICT.
The learners work in groups, each called a 'special productions' company. They are
required to develop and submit a bid to plan and publicise the ZA002 Middle School
Grade 9 Prom. The bid was to consist of a letter, an invitation card, and a poster. They
are given specifications that were to be taken into account in the design of the three
components of their bid.
First, the learners were to design a letterhead, a company logo or a catch-phrase, a
proposed theme for the Prom, proposed decorations for the Prom venue, proposed
invitation and poster, a quotation for the hall decorations excluding catering costs, and a
quotation for printing of 300 invitations and posters. This product was to be computer
generated using Powerpoint and Microsoft Word software.
The second computer-generated output was a 1/4 or 1/2 A4 size invitation card printed
in paper on two colours of their students’ choice. The card should consist of an invitation
on behalf of the school to Grade 9s to attend the Prom, specifying the time, date, place,
cost, and dress code for the Prom.
The last learner product was an A3 size poster designed on the computer. Again, the
learners restricted to 3 colours only. Like the invitation card, the poster was to reflect
the necessary details and also had to market to even so as to encourage Grade 9s to
attend the Prom.
In working together on these assignments, learners were expected to collaborate with
each other, to discuss and to collectively devise their strategy and to plan the various
outputs in a coordinated way. The teacher role was to facilitate this process, rather than
to intercede in a directive way.
The school has 10 Grade 9 classes, and the research team observed two classes of 28
learners each in the process of working on their Prom project.
The products were reviewed, winners selected, and announced. It is, in the school
culture, “a very prestigious thing…to win the Prom bid.” The winning 'company' is given
the opportunity to advise the decoration of the Prom event. The school reserves the
right to adjust the recommendations if they turn out to be too expensive.
PART II: ANALYSIS
A. MESO-LEVEL CONTEXT ANALYSIS OF THE INNOVATION
A1. School Background
ZA002 Middle School is a co-educational suburban school located 30km from the city
center. The location of the school is described as “a dormitory suburb” with a village
atmosphere. Most learners are middle class and from the white community. The school is
relatively well equipped compared to disadvantaged schools in the vicinity. It has an
enrolment of 708 learners in Grades 7 through 9 and 35 teachers. The school has 21
teachers who are paid by the government and 14 by the parents.
A2. School Culture
The school believes that computers should be used as a tool for teaching and learning.
Although not directly articulated, an analysis of the observed “Prom” innovation reveals
that technology enabled innovative teachers to use a constructivist approach teaching
and learning. Through this approach, teachers stopped dishing out information to the
learners and moved to the periphery of the learning process where they assumed the
role of facilitators to learners who were constructing their own meaning in the center of
the learning process.
The school is involved in other innovative ICT based projects where students compile
their own poetry anthologies, compile poems of their choice, put them together and
indicate why they have chosen their poems of choice. Previously the school was involved
in projects like a slide show of animated cartoons and a digital movie using still
photographs and scanned images. Learners also worked on a magazine project and a
yearbook based in the electronic media.
The principal adopts democratic style, and teachers consider him a colleague. He believes
in delegating. He left the major responsibility for school ICT to the technology
coordinator and the deputy principal. There is an ICT committee, which does future
planning. The principal receives a progress report from the committee and he is
supportive of decisions made.
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The Prom innovation is integrated into the prevailing school culture as it is not something
new to the school. The contents of the innovation are part of the English language
curriculum and the learners do this project every year before the annual Prom.
Teachers work together, share information and try new pedagogical approaches in
collaboration. The Grade 9 English teachers share classes and they meet every week to
plan. Any ICT based innovations are planned with the technology coordinator.
Parents get information about ICT in the newsletters. Only parents in the board of
governors are involved in a sense of giving support.
A3. ICT in the School and Beyond
The schools vision on ICT is to equip the school with enough computers. Although the
vision is considered “pie in the sky”, the principal would like to see learners and teachers
equipped with computers. Teachers would like to see every classroom equipped with a
computer and all computers connected to the Internet. Preparations are underway to
expand to at least 50 workstations in the school. The school has also put money aside to
upgrade its computers every 3-4 years.
Other teachers use ICT in the teaching of Xhosa, History, Mathematics, and Poetry. In
the poetry project the teachers “actually discouraged…[learners] from using the Internet
only”. They insisted the learners should use books and the Internet as one of their
resources.
Teachers did not appear completely competent in using ICT during the observed
innovation. They relied fully on the technology coordinator when technical problems
arose in the classroom. The technical coordinator assisted the innovative teachers in the
planning of the observed innovation. They asserted that he took pressure from their
shoulders in the classroom.
There are 29 computers available for the learners during breaks and after school three
times per week.
Many learners come from homes with computers and have parents that work with
computers on a daily basis
The school has a code of conduct that prohibits learners from accessing offensive
material or literature through the Internet. One or two learners have already lost their
computer privileges for contravening these codes of conduct.
A4. ICT Support Structure in the School
ZA002 has 29 computers with e-mail and Internet capabilities. There is a laser printer,
CD-ROM, a colour printer and a scanner. Different software is available, including Word
Processing/Desktop
Publishing,
Spreadsheet,
Database,
Graphics,
Statistical/Mathematical programs, Tutorial programs, Internet, E-mail, Encyclopedia and
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PowerPoint. There are Educational Programs for Mathematics, Creative Arts and Multidisciplinary projects or activities. The school is not satisfied with the present ICT
resources as there are 29 computers available for 708 learners.
There are several sources of technical ICT support to ZA002. The technology coordinator
is able to deal with most problems. There is a senior student training to be a teacher who
on a part time basis supports the technology coordinator and helps with repairs He is
able to service, monitor, upgrade and maintain hardware as well as support on the
software side. The school secretary's husband also helps with the hardware and software
problems from his home base. The company that supplies computers to the school deals
with other problems. The school secretaries can offer some assistance and the staff help
each other where they have the skills. The school is satisfied with the current technical
support.
Teachers are first informally trained in the use of computers to make them comfortable
in using them. The school sends the technology coordinator and another senior teacher
member to do computer courses. Informal training is offered once a term in the school
by the technology coordinator. In order to make staff members more competent with
computers, teachers are encouraged to get a loan from the school to buy computers for
use their professional use.
They provide each learner with an e-mail address. Unequal computer access among
learners is difficult to eradicate in spite of the school’s attempt to manage the equity
problem by requiring all the learners to do their homework at school.
B. MACRO-LEVEL CONTEXT
B1. National and State /Provincial Policies
The school has an access policy that forbids learners from accessing ‘forbidden’ websites.
Although the respondents did not attribute the origin of this policy to the government or
parental wish, there is no doubt that the Board of Governors and parents approved this
Internet access policy as they always approve policy related matters. The learners who
are found “abusing” the Internet, “are withdrawn from the computer station, the e-mail
address is taken away and they may not use it” again for an indefinite period.
Fortunately, few learners have transgressed this policy. The parents of the learners who
are found abusing the Internet are informed accordingly.
One respondent identified two policies documents that influence to ICT in the region. He
referred to the Provincial Department of Education implementing an IT project involving
the supply of ICT in schools. The second policy is the Curriculum 2005 policy, which
makes oblique reference to the importance of ICT. There are differences between
Provincial implementation policies, and the national policy is currently in development so
their influence on curriculum, assessment, and teacher training is not yet apparent.
C. THEMATIC ANALYSIS RELATED TO THE INNOVATION
C1. Curriculum Content, Goals, and Assessment
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The innovation occurred during a period of two weeks. The first week is used for
introducing the innovation to the learners, explaining all the requirements. The second
week period is used for brainstorming and planning. After this, learners use the third
week in the computer laboratory working on the innovation.
This innovation is based on the curriculum standards and requirements of the English
language learning area for Grade9. The topics covered included concepts such as “hidden
agenda” language, which is defined as involving concepts such as emotive-words,
persuasive language, advertising, and propaganda. These learners are required to look
for “stereotypes and images” and how these are reflected in ones “language of choice of
register and style.” The aim was for learners to distinguish appropriate register and style
applicable for formal and informal letters, invitations, posters, that would attract a
particular (teenage) audience etc.
The above activities were linked to a section of the curriculum that learners always found
boring, namely the writing of business letters as part of formal communications.
Innovative teachers linked the writing of a business letter, an invitation, and the design
of a poster, to a theoretical understanding of the persuasive potential of language. These
elements were bound together by focusing them on the Prom activities.
In addition, the innovative teachers argued that the accomplishment of the instructional
goals through technology would enhance the learners’ products and interest in their
learning since the activities would be linked to a topic they love and done through ICT
which learners enjoy. Thus, rather than change the curriculum goals of the innovation,
technology enriched the quality of learner outcome and increased learner motivation to
accomplish instructional objectives.
The innovation also changed assessment goals. Traditional assignments were “hand
driven” and the learners’ handwriting influenced the teacher’s perception and assessment
of the quality of the output. In the innovation, handwriting is no longer a major criteria
for assessment. The learners who used to be penalized for “untidy handwriting” are no
longer victimized. In addition, the assessment process focused on the computer,
language, and life-long skills acquired from the innovation.
The innovation also changed the assessment mode. This assessment mode enables
teachers to award a high mark to effective group participation and an even lower mark
for less effective participation.
Finally, the teachers have innovatively structured assessment that goes beyond their
‘authority’. At a presentation function, all the stakeholders (staff, students, and invited
visitors) participatively assess the learners’ final products that are displayed for
everybody to evaluate. After viewing the learners’ products on the wall, different
stakeholders use an Evaluation Sheet to indicate if the product is “unsatisfactory,”
“satisfactory,” or “good” and allocate marks out of 30 for the letter, 20 for the invitation,
and 10 for the poster and then write comments to explain their allocation of marks.
C2. Teacher Practices and Outcomes
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Innovative teachers were involved in many activities during the innovation. They had to
work in close collaboration with the technology coordinator in the planning of the
innovation because they depended on his technical expertise.
The technology
coordinator collected all the relevant information for the class and prepared the
laboratory.
During the observed lessons the technology coordinator supported the process. He
showed the learners, for example, how to “make a watermark on paper” and how to
paste a “photo” on their papers. The role of the innovative teachers, on the other hand,
was to “walk around and check… the English side [of the innovation] and give [expert]
advice”, and where applicable, direct the learning process. According to the innovative
teachers, this arrangement took off pressure – for technical facilitation - from their
shoulders leaving them as facilitators on the teaching and learning.
The innovative teachers’ interaction with the technology coordinator during the planning
and execution phase of the innovation enhanced their knowledge and understanding of
how technology should be integrated to accomplish instructional objectives. Nevertheless
the innovation required teachers to be competent in word processing, graphics, technical,
presentation, scanning, surfing the Internet, and assessing skills.
The innovative
teachers’ level of ICT competency was not adequate in all instances, causing dependence
on the technology coordinator.
In spite of their limited ICT skills, innovative teachers performed critical roles. They
ceased to be “information-giver[s],” and assumed the roles of facilitators. Instead of
allowing the learning and teaching process to be “teacher-led” they deliberately allowed
it to be learner-centered, a learning environment where learners remained actively
involved in the learning process “rather than passively absorbing the knowledge from
teachers.” Innovative teachers welcomed technology and device as a way to maximize its
benefits for learners and increasing the technical competencies through selfdevelopment.
Since technology was fascinating to learners, technology driven learning environments
have little or no disciplinary problems requiring the application of classroom management
strategies.
The innovative teachers’ vision of teaching and learning is that technology should
increasingly be used as a tool for teaching and learning. They are happy for the support
they receive from other teachers especially with the assessment of learners’ products.
They also recognize their own ICT skill limitations and take the challenge to do
something about it. They do not allow their ICT skill limitation to stand the way of the
learners ICT development.
The innovative teachers are convinced that the innovation is not only fun but also
promotes healthy de-individualised competition, give deserving learners something to
put on their CVs.
C3. Student Practices and Outcomes
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Each learner ‘production company’ group worked concertedly to prepare the various
components of the ZA002 Middle School Grade 9 Prom bid, following the specifications
described. The learners worked at times independently and in groups using computers, a
scanner, and a colour printer.
The learners performed ICT and non-ICT related activities during the observed
innovation. In selecting the name of their company, some groups brainstormed to come
up with an original company name while others searched for existing names in the
Internet to choose from. Existing company letterheads, function dress codes, and
quotations for Prom functions were also searched for on the internet and used as a guide
in the development of various aspects of the bid.
ICT was also used in the development of an Invitation Card since it was to be computergenerated. Thus, in addition to word processing, ICT was used to creatively in the
design, layout and coloring of invitation card and give it the desired appearance. Finally,
some learners used paper and pencil to draw some aspects of the poster, scanned these,
and even paint-brushed some parts.
The learners also engaged in peer tutoring. Some learners who appeared to be
underachieving in the ordinary classroom “ruled in the computer room.” Everybody went
to them for advice. They performed this role like “adults.
Because the winning Prom ‘production company’s plan was to be implemented at the
Prom, learners felt that their work had the chance to be used in the school’s planning for
the Prom which potentially increased the sense of learner ownership in the school. The
innovation also brought a part of the curriculum into a real world context which seemed
to motivate the learners.
The innovation maximized learner interaction with each other and with the educators and
the technical coordinator. Learners-learner collaboration occurred when some learners
became tutors in the computer laboratory.
Learner-innovative teacher interaction
followed when innovative teachers moved around the laboratory “admiring [learner] work
and assist them if they needed any subject-matter related support.”
Although the majority of learners came from homes with computers some felt that they
were not well prepared to face the challenges of the innovation. It is not surprising that
one learner observed that the technology coordinator should have given them some ICT
related lessons before they started with the innovation. The innovation raised equity
problems between those who have computers at home and those who did not.
Academically, the computer-generated learners’ outputs were observed to be of better
quality than handwritten ones. The quality of the products of learners who took pains to
spell-check their work improved compared to the products of those who did not
Some learners failed to finish their work because of time constraints.
C4. Kinds of Technology and Ways They are Used
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The school will need to increase its current material resources of 29 computer and 10
workstations. With a school population of 708 learners and 35 teachers the ICT resources
at ZA002 Middle School can hardly be considered adequate. The school continues to
spend heavily on ICT. In the last 2 years, for example, the school spent R280 000.00 on
hardware, R9 000.00 on software, R12 000.00 on maintenance, and R250 000.00 on ICT
staff salaries. The school that believes that technology is an “integral part of education
and something that…[it has] to do…[and has no] choice in the matter”, but more financial
investments will have to be made on a continuous basis.
The ZA002 case underscores the importance of ICT in the innovation. The innovative
teachers used programs that included Word Processing, Spreadsheets, PowerPoint, and
the Internet to accomplish instructional objectives.
Learners were exposed to the complexities and challenges of converting information or
designs between media, to and from electronic and ‘hard’ formats. For example, some
learners used a publishing program to design a logo. Others had to scan the logo into the
publishing program.
Learners also experimented with the interoperability of the systems, in the process of
exporting and importing the pictures and images they chose.
The learners had to develop a mastery of the software and its capabilities for changing
and manipulating images and/or text into different formats and shapes. For example, in
order to do to reduce the information to fit on an A4 size paper, match the background
paper with the colours in the design.
Although learners were not required to use the Internet some did, and in so doing, they
had to learn how to apply key words in a search for information. The learners who
searched for images to use in the design of their logos also used the Internet discovered
how key words or meta information systems work differently in sourcing image as
opposed to text information. Some learners also took advantage of the facility of the
Internet for easy data interchange, especially those that designed parts of the work at
home. They e-mailed their work and accessed it at school.
The learners used spreadsheets to develop their budgets and discovered the productivity
advantages in using tools that automate time-consuming functions such as simple
mathematical functions with large amounts of data. Learners are in the process of
discovering software functions that make higher levels of accuracy and precision possible
in information products, such as the simple use of a spell check.
Finally, learner-technical coordinator collaboration occurred when the latter helped the
learners resolve problems that were too technical for the teachers or for other learners to
assist with.
C5. Problems and Solutions Related to the Innovation
The implementation of the innovation revealed a number of problems. Observation
revealed that the teachers were afraid of technology. The full integration of the subject
matter and ICT cannot become a reality if teachers are afraid of technology. Although
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the teachers’ fear for technology cannot be characterized as a “reluctance” to be involved
in the innovation and technology as such, it is nevertheless, an obstacle to the school’s
transition to an ICT integrated curriculum culture.
The implementation of a new innovation is always accompanied by added responsibilities
and demands that overwhelm the learners and teachers in different ways. First,
pedagogical change requires heavy time commitments especially when ICT resources are
insufficient. For example, the learners complained that they were overwhelmed with
work. They asserted that the 40 minutes period is not long enough to fit in the tasks as
demanding as the ones they were engaged in and that attempts to finish the work in the
afternoon was thwarted by the demands of the various sporting activities they were
engaged in.
Second, time is always been a significant factor in the implementation of ICT related
changes because teachers find such changes time-consuming. One innovative teacher
indicated that, “I don’t have enough time to go and explore stuff on the computer which
is why I am leaving teaching because I’m strapped for time.” One of the last year’s
English teachers that engaged the learners in pen-pal letter writing project currently
observed that time to fit all this into his English syllabus is not there.
Training for learners and teachers is an indispensable requirement for the successful
curriculum-ICT integration. In the past the technical coordinator spent a lot of class time
teaching the learners ICT skills before the commencement of an innovation. This principle
was overlooked during the implementation of the observed innovation, an omission that
potentially eroded learner confidence. In acknowledging this problem the learners
insisted that prior ICT training would have made a difference.
Attempts to integrate the curriculum with ICT raised equity issues especially in an
environment where some learners come from homes that are more technologically
disadvantaged than others as is the case with learners of ZA002 Middle School. To
overcome the equity problem, the innovative teachers were forced to require all learners
to do innovative work in class so as to give each and every learner equal access to the
technology.
The innovation experiences no support problems within the school. The principal, who is
behind the project, asserted, “I support everything that the [technology] committee
proposes…[because] I realize the importance of it in education…[and the need to] keep
up with modern technology.” The principal wishes to “see as many staff as possible
doing this type of project…using computers in promoting their particular learning areas.”
C6. Sustainability
There are a number of factors that enhance the sustainability of the ZA002 innovation.
The innovation has only not only been accepted but has also been given a fixed position
in the school since it was started 3-4 years ago. Last year ICT was brought in to drive
the innovation by requiring learners to present only computer- generated outputs.
The second factor contributing to the sustainability of the innovation is that different
stakeholders agree that the primary goal of the innovation should be to “increase
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knowledge and education on how ICT can assist [us] and especially using it as a tool for
teaching and learning.” In addition, the school wanted to “reduce…marking;” and
“reduce cost.” Stakeholder agreement on the goals of the innovation does significantly
enhance the sustainability of the innovation.
Third, the sustainability of the innovation is immensely influenced by the innovative
teachers’ willingness to take risks, collaborate with the Technology Coordinator, and
learn with the students. These are some of the indications that innovative “teachers are
willing to deliver the effort necessary for carrying out the…[innovation].” This willingness
enhances the sustainability of the innovation.
Fourth, the positive attitude of other teachers toward the use of ICT and other resources
by innovative teachers is important. For example, the investment of financial resources
in the innovation was approved in a strategic meeting of the various stakeholders. Other
teachers consistently describe the innovation as “a good English project.” Another
teacher familiar with the project since 1993 insists that there is no need to “fix” the
innovation because it “works” and it is not “broken.”
All teachers are expected to share the computer resources. However, when their
innovation lasted longer than the allocated time, one innovative teacher observed that it
“doesn’t bother the other teachers.” Other teachers’ collegial and sympathetic attitude
toward the innovation is valuable.
Fifth, ZA002 has, over time, institutionalized school ICT policies that appear acceptable
to all the teachers. No one objects to the policy “ that every single subject has to get
into the computer room at least once a term.” The teachers are happy with the
timetable, which forces prospective laboratory users to access it on a first come first
serve basis.
Sixth ZA002 Middle School has positive view of Provincial and National support of its ICT
efforts. In 1988 the Department of Education donated the first computers that were
used to start the computer laboratory.
Although the Department of Education
shouldered no further financial responsibilities for the school’s ICT, it continues to
encourage and communicate with the school. This increases the sustainability of the
innovation.
There are, finally, other factors that tend to enhance the sustainability of the innovation
such as the existence of a nearby primary school which has initiated ICT experiences and
project work for learners.. The presence of an ICT related in a nearby feeder school may
enhance the sustainability of the ZA002 innovation as new learners from the feeder
school and their parents seek continued ICT related experiences in the Middle School
level.
Learning the new ICT culture through innovative professional development for both
teachers and parents is a necessary condition for the implementation of the innovation.
This problem has not yet been resolved since the institution has spent no money on the
professional development of staff in the last two years.
C7. Transferability
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The extent to which different stakeholders at ZA002 agree or disagree on the benefits of
the innovation can support or hinder transferability.
The ZA002 case reveals its
stakeholders agree on a number of benefits that the learners and teachers derive. There
is consensus that the innovation fosters learners’ collaborative, communication, and
other life-long learning skills such as publishing and writing skills.
Some respondents have also noticed a
performance while other assert that the
learning boring English topics such as
learners’ self-image and student output is
change in learners’ attitude, motivation and
innovation reduced the learners’ resistance to
writing business letters. The improvement
widely acknowledged and appreciated.
Some observers say that the innovation is an excellent tool for helping learners with
“attention deficit” problems because they focus more when doing assignments with
computers. These kinds of positive impacts of the innovation of different stakeholders
could enhance the transferability of the innovation with the school and to other schools
as others strive to maximize these benefits for their learners.
Lack of material resources such as computers and space has forced the school to restrict
the innovation to the Grade 9 class only. It also creates a negative perception among
other teachers that the innovation is a Grade 9 thing. Other teachers say, for example,
that, “the two main teachers involved are the two English staff because this is an English
project and will be marked accordingly as an English project.” The tendency to perceive
the innovation as an English project can hinder the transferability of the innovation to
other learning areas within the school in spite of the Principal’s assertion that, the
History, Afrikaans, and Xhosa teachers are using computers in their classrooms.
ZA002 does not have a sufficient level of ICT resources especially in the form of
computers and ICT human capacity.
The school has only one full-time technical
coordinator. Other teachers are not very computer literate. The school has in place a
program where teachers can receive a loan from the school to purchase a home
computer and pay back within 2 years as a low interest rate. Such a program will enable
other teachers to become familiar with computer and venture to participate in the
innovation at school. Furthermore, ZA002’s policy of encouraging staff and especially
subject heads to use the computer laboratory as much as possible, even though the
principal does not say this directly, also enhance the transferability of the innovation to
other classes.
The respondents insist that they are not aware of any National or Provincial policies and
practices that supports or hinder the transferability of the innovation.
However,
innovation with ICT and the innovation that is the focus of this study is consistent with
the principles of Outcomes Based Education policy that are currently being implemented
by the Department of Education. Thus, the ability to adapt the innovation to the OBE
and the culture of ICT emerging from the primary school would enhance the
sustainability of the innovation.
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