1. Using Distance Learning for Teaching EFL in Multigrade Primary Schools Sophie Ioannou-Georgiou and Nicos Sifakis Cyprus Pedagogical Institute, Hellenic Open University & Research Academic Computer Technology Institute (RACTI) Learning Technologies in the Language Classroom Nicosia—Cyprus, 26-28 May 2006 Project supported by Socrates/Minerva Action (Open and Distance Learning (ODL) and Information and Communication Technologies (ICT) in Education)

2. Background to the project Multi-grade schools exist in most countries –Very beneficial for local community –Sometimes pose problems as regards the children’s education Often these problems may be a serious reason for families moving …. potentially leading to school closure

3. Partnership

4. Issues Greece: English language learning, although compulsory according to the official curriculum, is not taught at all in multigrade schools (>40% of primary schools) Finland: Special subjects (Foreign languages, Music, Arts, handicraft) are not taught adequately well (~30% of primary schools are multigrade isolated schools) Cyprus: Same situation for English language learning Poland: Same situation for English, Science, Arts United Kingdom: Same situation for Foreign language learning (e.g. French)

5. Multigrade primary schools in Greece 1-teacher schools: 1039 2-teacher schools: 1001 3-teacher schools:472 Greek Partners: Hellenic Open University, Research & Academic Computer Technology Institute

6. Multigrade Elementary Schools in Greece 1:0 2:4 3:0 1:8 2:125 3:8 1:1 2:67 3:8 1:2 2:3 3:8 1:24 2:7 3:7 1:8 2:18 3:13 1:10 2:12 3:5 1:10 2:12 3:18 1:6 2:1 3:12 1:2 2:6 3:1 1:4 2:14 3:11 1:15 2:38 3:11 1:8 2:5 3:5 1:7 2:14 3:12 1:51 2:36 3:24 1:14 2:19 3:9 1:21 2:7 3:2 1:36 2:31 3:10 1:62 2:24 3:18 1:67 2:24 3:12 1:21 2:19 3:13 1:3 2:9 3:1 1:29 2:19 3:3 1:26 2:8 3:1 1:82 2:34 3:13 1:20 2:18 3:6 1:37 2:35 3:21 1:19 2:13 3:9 1:5 2:3 3:11 1:9 2:8 3:18 1:10 2:21 3:14 1:15 2:18 3:6 1:47 2:41 3:11 1:38 2:53 3:26 1:21 2:12 3:5 1:29 2:27 3:10 1:29 2:18 3:6 1:12 2:15 3:7 1:13 2:18 3:9 1:16 2:12 3:12 1:4 2:5 3:2 1:21 2:11 3:0 1:12 2:8 3:3 1:17 2:16 3:14 1:12 2:3 3:9 1:75 2:35 3:19 1:4 2:2 3:2 1:0 2:4 3:2 1:15 2:24 3:13 1:3 2:10 3:4 1:15 2:10 3:6 1:24 2:5 3:2 1teacher: 1039 2teacher: 1001 3teacher: 472 Sum: 2512

7. Number and percentage of students at Multigrade Elementary Schools (according to the total number of the Prefecture's Elementary Schools’ students) 1839 12% Total in Greece: 27.012 students 4% of the total number of students at Elementary Schools 1203 21% 468 10% 613 15% 1742 9% 654 9% 260 16% 498 7% 318 35% 819 10% 775 5% 1735 13% 188 7% 1109 13% 1938 19% 1944 3% 454 5% 2283 11% 108 1% 171 6% 1409 16% 2258 34% 1005 15% 329 10% 358 5% 153 6% 572 12% 831 8% 885 10% 743 10% 1342 28% 2153 13% 472 9% 459 7% 58 5% 783 6% 864 10% 1331 13% 841 10% 493 14% 924 15% 345 13% 887 9% 1334 17% 789 9% 977 27% 336 16% 550 8% 373 4% 289 8% 561 0.5% 775 3%

8. Multigrade Schools in Finland Type of the school NumbersChange from 2005-06 PupilsTeachers Small school/ Multigrade school 1243-106383303645 Finnish Partners: Chydenius Institute, Kokkola University Consortium

9. Multigrade Schools in Poland about 300 multigrade (primary) schools often shut down by the local authorities supported financially / run by different private and social associations Polish partner: NATIONAL IN-SERVICE TECHER TRAINING CENTRE (NTTC)

10. Multigrade Schools in Cyprus 1-teacher schools 1 2-teacher schools40 Cyprus partner: Cyprus Pedagogical Institute

11. Problems... Complete absence of certain lessons A lower quality educational experience for multigrade students (in some subjects) Lack of support for the teacher Lack of wider socialisation of the students Fewer learning experiences for the students

12. Project MustLearnIT: A proposed solution Employ existing school resources and technological infrastructure –One computer per classroom –Most basic level of Internet access Maximise use of existing more specialised/experienced teachers in larger schools Use existing textbooks and materials Employ distance learning –A combination of both synchronous and asynchronous modes of learning

13. Project MustLearnIt: A proposed solution Integrate multigrade students in larger school classrooms Provide support for the multigrade teachers and train them through mentoring and collaborative work

14. IMPLEMENTATING DISTANCE LEARNING TO YOUNG LEARNERS Challenges faced: Pedagogical Operational Technical

15. Pedagogical Challenges subject-matter-oriented –e.g. practising all 4 skills –using communicative language, etc. learning-oriented –e.g. providing feedback –anticipating problems (especially in the asynchronous mode) integrating web-based learning into the school curriculum providing well-designed tasks providing well-designed rubrics

16. Operational Challenges Balancing Synchronous Vs Asynchronous Learning Value for both schools Synchronous Materials –learner/computer arrangement –delivery and role of mother tongue –central vs. remote school: balancing participation –need to encourage and include interactivity with teacher –need to encourage and include interactivity between students –Educational material: Technical aspects Pedagogical aspects Practical aspects

17. Operational Challenges Asynchronous Materials should: cater to needs of: teachers young learners in central/large school young learners in multigrade school They should, therefore: be well structured have variety of levels offer feedback to the learner offer feedback to the teacher include added value offered by technology (e.g. variety of media, interactivity, etc.)

18. Technical Challenges Low bandwidth –does not support video –may cause delays or break up in audio or complete loss of connection if many people join Irregular Internet connections –scheduled lessons may not materialise Sometimes not enough computers available

19. Other practical challenges Preparation of educational materials for synchronous and asynchronous learning is time-consuming Teachers need on-site support Students and teachers need training Progress of central and remote school most probably will not coincide

20. Solutions found by project partners: Synchronous Learning Platform: “CENTRA” Supports video and audio Includes: Whiteboard Text-chatting function Option for dividing students into groups Projecting presentations Web safari Saving interactions/lessons

21. Solutions found by project partners: Asynchronous Distance Learning support platform (MOOdle) –Uploading activities and instructions –Student forums –Enables student tracking

23. Solutions found by project partners: Support for the teachers: –Face-to-face training –Online help by project coordinators –Asynchronous forum for support by project coordinators –Asynchronous forum for support between teachers –Preparation of materials and lesson plans by coordinators in coordination with teachers –On-site technical set-up –On-site visits by subject specialists

24. Where are we now? Completed piloting phase in Cyprus, Greece and Poland and Finland: –First set of materials –Teacher training –Student training –Technical issues Continuing the design of lesson plans and materials Preparing further training for the teachers Sorting out identified technical problems

25. Where are we now? Designing evaluation methods for the project: –Motivational issues –Learning issues Full-scale implementation as of September/ October, 2006

26. Thank you! Project homepage: http://mustlearnit.cti.gr/ Questions? sophiecy@yahoo.com sifakis@eap.gr