At-risk Learners: Difference between revisions
(Created page with "==Supporting At-risk Learners using ICTs== Armel Boudreau, Memorial University of Newfoundland ==Problem== ==Role of ICTs== ==Obstacles== ==Wo...") |
|||
| Line 3: | Line 3: | ||
==Problem== | ==Problem== | ||
At-risk learners have difficulty engaging in academic studies in a typical classroom environment (Tay & Lim, 2008). In this environment, instructional time was usually spent on drills and practice or group lectures (Diem & Katims, 2002) and assessments were based on “high stakes paper and pencil tests” (Tay & Lim, 2010, p.521). Diem and Katims (2002) found that “most teachers and, in fact, the educational system as a whole, operate under the supposition that at-risk learners must be taught basic skills in discrete segments–often to the exclusion of more interesting and useful skills” (p.20). Li and Edmonds (2005) posit that traditional educational practices were ineffective for at-risk learners. | |||
Teacher directed instruction leads to disinterest, boredom, frustration, behavioral issues and disengagement of at-risk learners which, in turn, decreases their performance and self-confidence (Kajander, Zuke & Walton, 2008). Traditional classrooms are geared toward the autonomous learner and this type of classroom structure creates a challenge for at-risk learners because they tend to be disorganized and unmotivated (Griff & Matter, 2008). Moreover, the integration of collaborative learning in a typical classroom is difficult for at-risk learners because they are not wanted in groups and because high achievers prefer to work individually (Samsonov, Pedersen & Hill, 2006). | |||
Kemker, Barron and Harmes (2007) maintain that a lack of access to technology negatively affects at-risk learners. Leroy and Symes (2001) cited the lack of parental involvement, domestic problems, low literacy rates, an adversarial school system, and teachers’ inability to identify at-risk learners as contributing factors to this problem. Some at-risk learners have academic deficiencies while others have average or above average academic capabilities but display significant behavioral problems and, as a result, this created a complex and multidimensional problem for their teachers (Samsonov et al., 2006). | |||
==Role of ICTs== | ==Role of ICTs== | ||
Revision as of 17:56, 4 November 2014
Supporting At-risk Learners using ICTs
Armel Boudreau, Memorial University of Newfoundland
Problem
At-risk learners have difficulty engaging in academic studies in a typical classroom environment (Tay & Lim, 2008). In this environment, instructional time was usually spent on drills and practice or group lectures (Diem & Katims, 2002) and assessments were based on “high stakes paper and pencil tests” (Tay & Lim, 2010, p.521). Diem and Katims (2002) found that “most teachers and, in fact, the educational system as a whole, operate under the supposition that at-risk learners must be taught basic skills in discrete segments–often to the exclusion of more interesting and useful skills” (p.20). Li and Edmonds (2005) posit that traditional educational practices were ineffective for at-risk learners.
Teacher directed instruction leads to disinterest, boredom, frustration, behavioral issues and disengagement of at-risk learners which, in turn, decreases their performance and self-confidence (Kajander, Zuke & Walton, 2008). Traditional classrooms are geared toward the autonomous learner and this type of classroom structure creates a challenge for at-risk learners because they tend to be disorganized and unmotivated (Griff & Matter, 2008). Moreover, the integration of collaborative learning in a typical classroom is difficult for at-risk learners because they are not wanted in groups and because high achievers prefer to work individually (Samsonov, Pedersen & Hill, 2006).
Kemker, Barron and Harmes (2007) maintain that a lack of access to technology negatively affects at-risk learners. Leroy and Symes (2001) cited the lack of parental involvement, domestic problems, low literacy rates, an adversarial school system, and teachers’ inability to identify at-risk learners as contributing factors to this problem. Some at-risk learners have academic deficiencies while others have average or above average academic capabilities but display significant behavioral problems and, as a result, this created a complex and multidimensional problem for their teachers (Samsonov et al., 2006).