At-risk Learners

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).

Role of ICTs

Schools are working toward improving achievement through varied uses of instructional technology (Flumerfelt & Green, 2013). Middle and high school students following the Make It-Take It After-School Case Study computer integration system acquired hands-on experience, trouble shooting skills and had greater improvements in reading and academic performance (Amiri, 2009). Moreover, Woodul, Vitale & Scott (2000) concluded that the integration of cooperative multimedia learning activities improved the academic achievement and self-perceptions of at-risk grade 8 learners. Similarly, Li and Edmonds (2005) demonstrated that Computer Assisted Instruction is an effective method for improving mathematical skills and achievement, confidence and the satisfaction level of at-risk learners of various skill levels. Finally, Kemker et al. (2007) confirmed that the integration of laptop computers in a classroom of at-risk learners improved motivation and had a positive impact on learner achievement. Kemker et al. (2007) asserted that “the results show authentic tasks and technology are a feasible combination for at-risk students in elementary school” (p.318).

Griff and Matter (2008) studied the relationship between clicker technology and the early identification of at-risk learners and the authors ascertained that technological clickers can quickly identify at-risk learners in a classroom because class members who register their clickers last usually struggle academically. Armed with this information, the teacher can initiate a dialogue through e-mail or in person to offer encouragement and support and this interaction often provides sufficient motivation for at-risk learners to perform at a higher level (Griff & Matter, 2008).

Student motivation in academic-related tasks is enhanced in the virtual learning environment through the use of avatars, cols, digital artifacts and reward systems (Tay & Lim, 2010). Also, motivation is increased, discipline events and failure rates are reduced and homework rates increased in a flipped classroom using screencast video technology (Flumerfelt & Green, 2013). At-risk learners who are required to apply their knowledge by constructing multimedia presentations were more engaged because they developed a sense of ownership and improved cooperative learning strategies (Woodul et al., 2000). Additionally, Tay and Lim (2008) asserted that implementing ICT quests greatly motivated students to improve their academic learning, harness social responsibility and reduce behavioral problems.

Kinzie, Whitaker, Neesen, Kelley, Matera & Pianta (2006) described the importance of on-going professional development for teachers of at-risk learners. The authors implemented My Teaching Partner, an online professional development platform for 235 teachers of at-risk learners and concluded that teachers of at-risk learners employed more effective and efficient methodologies aimed at improving language, literacy, and social relationships of at-risk learners (Kinzie et al., 2006).