Hassan Nanai Research Teaching and Learning 2 17531580

RTL2 Assignment 2
Part A: Literature Review
How does the use of ICT in inquiry-based lessons influence student outcomes/engagement?

The use of ICT systems within a classroom has been a been a central part of learning in the
21st century. ICT has transformed our field of work in education as it has made it possible for new
styles of learning to take place in a classroom[ CITATION Sch10 \l 1033 ]. Because of the increase of
new ICT equipment in the world, our learning spaces change rapidly. In order to be effective in the
current context, educators must look to these new modes of technology, and be able to utilize it in
order to meet the outcomes and overall improve the engagement of the students. Trying to combine
ICT with the pedagogical approach of Inquiry-based Learning may yield interesting results regarding
both engagement and outcomes.

Inquiry-based learning (IBL) is used in a way to improve the educational experience for
instructors and students by fostering learners’ curiosity and motivation. It achieves this by using the
inquiry process as a tool to strengthen the teaching, learning and research design [CITATION
Ble14 \p 4 \l 1033 ]. Using this approach, we want to understand how teachers find the use of ICT is
in the classroom with regards to IBL, and how the educators see the effectiveness of the
combination of ICT and IBL on student’s outcomes and engagement. There have amassed many
articles in relation to new technology being implemented in the classroom, and this review will go
into many of them that can have a connection to the IBL approach.

Information and Communication Technology refers to all electronic devices that provide
access to information through telecommunications [ CITATION Lor \l 1033 ]. With regards to the
educational context, it is the computers, digital applications, mobile phones, smart boards, virtual
classrooms, internet, etc. While ICT has been used in classrooms for a long time now, we are
realizing now that implications it can have the cognitive processes of the students. Lorenzo and
Trujillo (2018) have seen that although the acceptance of ICT in classrooms have produced results
for outcomes, it only has a real impact when applied to a pedagogical approach that values the
individuals process of acquiring knowledge and critical experience based knowledge [CITATION
Lor \p 195-196 \l 1033 ]. The need then is to understand what type of pedagogical approaches
educators have utilized in their classroom, and if they have applied inquiry-based learning, did it
influence the student’s engagement and improve their outcomes.

Another article titled ‘Technology and Education: ICT in Ugandan Secondary Schools’ (2013)
also looks at how ICT is being implemented in schools with regards to the effectiveness of the

1|Page
Hassan Nanai Research Teaching and Learning 2 17531580

educator’s pedagogical approach. While ICT resources have become more available to schools in
Uganda, they had not invested resources into teacher training and classroom implementation
[ CITATION New13 \l 1033 ]. With the wave of new technology hitting classrooms there has been an
absence of education that is geared towards classroom implementation of ICT for educators. This
process of learning is usually done outside workspace in the individuals private time. This presents
problems when we are trying to find the true effectiveness of an IBL approach on the students’
outcomes and engagement.

There have been instances though of students finding the technological approach to IBL
more satisfying and can be very influential with regards to learning outcomes. Avsec & Kocijancic
(2016) article on technology intensive Inquiry-based learning had findings that suggested that it was
effective at allowing students to access prior knowledge, decreased course intensity, enhanced
learning, and showed how it affected positively with course outcomes [CITATION Avs16 \p 318 \l
1033 ]. This all suggest that the IBL approach and the use of technologies can improve engagement
levels, and overall outcomes of the students. ICT can yield great results when the resources and
structure of the pedagogical approach are present.

While the use of ICT in classrooms is not new, there have been many advancements made to
the technology field that have changed our lives rapidly, such as the Mobile phone. Mobile phones
have recently been used to help educators implement an IBL approach into their classrooms, by
creating activities that promote this self-agency, with boundaries that control the what and how
[ CITATION Suá18 \l 1033 ]. By creating the parameters in the activity the teacher sets up the
learning, and the student has control and decides what to do or explore [CITATION Suá18 \p 46 \l
1033 ]. This will yield tremendous results with regards to the IBL approach as it requires students to
access their prior knowledge, and lets them be free to choose the way they want to learn, while
being set up by the educator to facilitate learning.

This approach of IBL where students have this self-agency is particular interesting when we
study the results of the different learning areas. An article which relates to the IBL approach in a
science classroom by Dibiase and Mcdonald looked into the teachers attitudes toward the IBL. While
90% of the teachers had found inquiry to be an effective teaching tool, by building the students own
problem-solving skills, and said it was an important instructional strategy to use in a classroom, over
75% in this study had said they used it in their classroom [CITATION Dib15 \p 32 \l 1033 ]. We can
understand by this that one in four teachers do not utilize inquiry in their classrooms, yet they
believe it is effective teaching tool. We can understand by this that teacher’s participation is key to
the success of IBL approach, and if the educator chooses to employ another approach they can.

2|Page
Hassan Nanai Research Teaching and Learning 2 17531580

With all these articles we can see how IBL can influence the students engagement and
outcomes, and the use of ICT in a classroom can help enhance it. With the rapidly evolving market of
technology that’s comes out every year, the need to educate the teacher on this new technology
becomes prevalent if they truly want their students to succeed in their learning. Allowing resources
to become available to teachers will present interesting rewards and challenges to overcome, and
the only way to beat these obstacles is through spending time on educating teachers on new
technology.

3|Page
Hassan Nanai Research Teaching and Learning 2 17531580

Part B Data Collection Protocol

Dear Potential Participant:

I am working on a project titled ‘How does inquiry-based approach influence student outcomes and
engagement’ for the class, ‘Researching Teaching and Learning 2,’ at Western Sydney University. As part
of the project, I am collecting information to help inform the design of a teacher research proposal.

The purpose of my topic is to understand how inquiry-based learning influences the student’s
engagement with the work, as well as understanding how effective it is on their outcomes. The
information that we want to learn from our participants relates to the approach, so we need to interview
you and have you participate in the survey.

By signing this form, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
 I consent to being interviewed and have my results submitted in the survey.
 I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching Teaching
and Learning 2’ unit, and that all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

4|Page
Hassan Nanai Research Teaching and Learning 2 17531580

Survey

The following data collection methods are designed and based around the educators understanding
to IBL and ICT, and to see if they consider it a tool to improve student’s overall outcomes. The survey
will get the results of 10 -15 participants.

Interview Part: Establish the teacher’s name, teaching area, context of where they teach, and how
long they themselves have been teaching.

5 point Survey: The survey itself will take approximately 5-10 minutes, and revolve around a 5 point
survey. The answers to the questions will look like this below:

Please rate the following questions on a scale of 1 to 5.

Not at all Important Neutral Very Important

1 2 3 4 5

Or:

Not at all Neutral All the time

Or:

None Less than Usual Often More than usual Always

It will also have Yes or No questions.

5|Page
Hassan Nanai Research Teaching and Learning 2 17531580

The following questions will be asked to get an idea of ICT and IBL in practice:

1. How often do you apply an IBL in your classroom?

2. Do you consider IBL to be an important pedagogical approach to improve student outcomes?
3. Do you consider IBL to be an important pedagogical approach to improve on student’s
engagement?
4. How often do you use any form of ICT in your classroom?
5. Do you consider ICT an important resource in your classroom?
6. Do you consider ICT to be effective in engaging students?
7. How often do you design lessons that allow students to self-manage their learning?
8. How often do you use ICT as tool for summative assessments?
9. Do you think that ICT has impacted on the outcomes of all your students?
10. Do you think an IBL approach can be incorporated with ICT in your classroom?
11. Do you agree that mobile phones can be useful in a educational context if managed properly?

6|Page
Hassan Nanai Research Teaching and Learning 2 17531580

Data Collection Protocol (Explanation)

The above protocols incorporate questions that were designed around the literature review.

It employs a quantitative data collection through the use of a survey, that has both a 1 to 5 scale,

and yes and no questions. The questions allow the researcher to understand the teachers view on

the use of IBL and ICT in the classroom, and see if the educators themselves find it effective in

improving student’s engagement and outcomes.

This approach of quantitative research is effective at gaining data, however a qualitative

measure can yield better results if we are to understand how educators are implementing IBL and

ICT in classrooms, and why. Because most articles had utilized this approach, I thought it would be

fitting change it up a bit and use a quantitative survey to get a percentage of educators using IBL and

ICT in their classrooms. As well, we are looking at the influence IBL can have when attached the ICT,

which is one of the reviews for the group’s main project.

The survey was created to collect the data of the participant in an easy transmittable way. It

was designed as a 5-point survey that expects the range of answers that can be given to the

questions. As well there are some Yes and No questions that obtain the viewpoint of the participant

with regards to ICT and IBL. The survey was designed to collect data on ICT and IBL which then

contributes to main projects central theme on how IBL influences student outcomes and

engagement.

The informed consent forms have contributed greatly towards the ethical principles of the

data collection protocol. It outlines the nature of the research, and what type of data we collect for

analysis. The information provided about the individual is used to get a general census of the

participants. This is to maintain the individual’s privacy.

7|Page
Hassan Nanai Research Teaching and Learning 2 17531580

Bibliography
Avsec, S., & Kocijancic, S. (2016). A Path Model of Effective Technology-Intensive Inquiry-Based
Learning. Journal of Educational Technology & Sciences, 19(1), 308-220.

Barnes, Y. (2015, April 03). Action Research in Education. Educational Action Research, 23(2), 306-
307.

Blessinger, P. (2014). Inquiry-Based Learning for Faculty and Institutional Development: A Conceptual
and Practical Resource for Educators. Bingley: Emerald Group Publishing Limited.

Dibiase, W., & Mcdonald, J. R. (2015, March 04). Science Teacher Attitudes Toward Inquiry-Based
Teaching and Learning. A Journal of Educational Strategies, Issues and Ideas, 88(2), 29-38.

Lorenzo, M. F., & Trujillo, C. M. (2018, November 02). Cognitive Processes, ICT, and Education: A
Critical Analysis. Computers in the Schools, 35(3), 186-203.

Newby, L., Hite, S., & Mugimu, C. (2013). Technology and Education: ICT in Ugandan Secondary
Schools. Education and Information Technologies, 18(3), 515-530.

Scheuermann, F., & Francesc, P. (2010). Assessing the Effects of ICT in Education: Indicators, Criteria
and Benchmarks for International Comparisons.

Suárez, Á., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2018, March). A review of the types of
mobile activities in mobile inquiry-based learning. Computers & Education, 118, 38-55.

8|Page