3-IJAEST-Volume-No-3-Issue-No-2-YOUTH-LEARNING-AND-TECHNOLOGY-89-110 by ISERP ISERP

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

YOUTH LEARNING AND TECHNOLOGY

An Exploratory Study Of

Youth Learning and Technology in Lebanon

What do we actually know about youth and technology in Lebanon? Khayrazad Jabbour

karijabbour@hotmail.com Hammana, Lebanon

70-238 095/ 05 -530-249

ISSN: 2230-7818

Page 89

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

An Exploratory Study of Youth Learning And Technology In Lebanon What do we actually know about youth and technology? Khayrazad Jabbour

Hammana, Lebanon

70-238 095/ 05 -530-249

karijabbour@hotmail.com

Abstract

This study investigates the use of Information Communication Technologies - ICT- by young people in Lebanon. The investigation examines their activities and the gap in ICT at home and at school. Data for the study was obtained from questionnaire surveys of grade 9 and 12 students; in addition, teacher surveys and student interviews were added to the data results. The survey was conducted in the spring of 2010 in the schools located in Mount Lebanon. This article discusses: (1) how often and for what purposes do pupils use ICT at home, and at school; 2) to what extent are the differences between the uses of ICT at home and at school; 3) Investigate ICT and media creator skills among pupils. The paper then goes on to discuss what role ICT should play in education and addresses the question of whether young people are ready to contribute to their own learning. Analyzing the data from the survey indicates a great gap between ICT practices at home and school; where all the ICT functions important to younger generation exist outside school doors, as well as most of the ICT learning. This article proposes that schools should bridge this gap by shifting their center of attention from supporting the development of ICT skills towards supporting ICT mediated activities. This article concludes by suggesting that schools should look at studentsâ&#x20AC;&#x; roles as contributing agents towards their own learning.

Keyword: Lebanon, Student, Survey, ICT, School, Home, Survey.

Introduction

Information Communication Technology- ICT- has had a profound effect on almost every aspect of our lives, and most importantly it has had a great impact on our young generation. It has shaped and changed their activities in various ways. Young Lebanese pupils spend a great deal of their free time using ICT. Technology tools such as the Internet, digital games, digital audio/video, cell phones, camera phones, email, IMinstant messaging, social networking, YouTube and other technology tools which have

ISSN: 2230-7818

Page 90

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

become the cornerstones of a teenager‟s everyday activities. Because of the massive amount of time teenagers spend using ICT; they expressed a high degree of comfort and in many ways they quickly adapt to learning how to use new ICT to great extent more than their parents‟ generation. Since the students are the central focus of education and because they spend great deal of their free time using ICT; it is increasingly important for educational institutions to expand their understanding of teenagers ICT activities, and to examine the technological skills within our youth culture, in order to gain a valuable knowledge of issues that might shape, support and nurture future education.

Technology can be the central means for significant educational reform and improvement. Its role in the classroom is very important if properly used. Technology offers a broad range of highly effective tools we can use to support and enhance learning. Bringing technology skills into the classroom is developed into one of the most controversial issues. There have been huge effort and investments in order to bring ICT into schools; however, education continues to stay the same in Lebanon, while students are engaged in a world of rapidly evolving technologies. It seems that schools are having problems incorporating and making use of technology within the current educational practices; many schools have not been able to provide fruitful technology learning environments.

The objective of this study is to try to give some general descriptions of the use of technology by the youth of Lebanon. There is no way to provide a complete description of their entire ICT activities. The discussion will outline some very general factors of how technology impacted their activities, behaviors and their skills. Thus gaining insight and an understanding of issues that will influence future learning. The following questions form the central part of this study: 1. How often and for what purposes do students use ICT at home, and at school? 2. To what extent are the differences between the use of ICT in the home and at school?

3. What role should ICT play in education? Should educational institutions move from supporting the development of technological skills towards supporting technology mediated teaching activities? 4. Can teenagers make a contribution to their own learning? To look at young people‟s roles as contributing agents in order to close the gap between ICT practices at home and school.

ISSN: 2230-7818

Page 91

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

Research Design The data for this study was collected in the spring of 2010. The two schools in which this study was conducted are located in Lebanon. The schools operate under a traditional teaching program from kindergarten to grade 12. Around 500 students were enrolled in each school; with two classes per level and an average of 15 students per class.

The study consisted of Class-based review where questionnaires were distributed in the classroom and completed during a lesson. A total of 100 pupils completed the questionnaire about the use of ICT by young people at home and at school in the spring of 2010. The classes concerned were (Brevet) year nine; and the Baccalaureate II (Terminale) year twelve. We have chosen to explore grade nine (Brevet) year nine; and the Baccalaureate II (Terminale) year twelve, because Lebanese students sit for two major official exams: the Baccalaureate I (Brevet) grade nine; and the Baccalaureate II (Terminale) grade twelve. Due to these two major official exams, the pedagogies in grade nine and twelve are more centered on „teaching to the test‟. In addition, teacher surveys and student interviews were added to the data results. Permission to carry out the surveys was obtained from the director of the school.

Data collection

In order to understand teenager access and usage of ICT at home and at school, I have conducted two surveys of ICT usage in the home and school for the students and the teachers. I have also conducted home-based interviews with teenagers and their families. Student Survey:

The instrument used in the study was a questionnaire that investigates youth access and use of ICT at home and at school. Also it investigates modern technology skills and activity within youth culture; and the difference between ICT practices at school and home. The students‟ questionnaire consisted of a total of 41 questions concerning young people‟s computer ownership, access and use of technology at home and school. It also consisted of questions on internet access and usages. The questionnaire was initially tested with colleagues; then the implement and analysis were piloted in spring 2010. This study questionnaire concentrates into five blocks: 

Technology use at home (26questions) o Computer ownership, the response categories were “Yes; No; how many__” o Internet access, the answer categories were “Yes; No” o Internet applications ownership including(email, MSN, Facebook), the response categories were “Yes; No”

ISSN: 2230-7818

Page 92

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

Teacher surveys:

o The amount of time they spend using digital technology at home, the response categories were “on weekday‟s ___, on weekend‟s___” o Learn to use computer, the response categories were “School, Family, self Learner, Friends” o How frequently young people used a computer and internet application at home for a range of activities at home. The same scale was used for each question; the response categories were “daily; weekly; monthly; once or twice a year; and never”.  Student media creator skills and activities‟ (6 questions), the same response categories was used for each question “Yes; No”  Places student use Technology regularly, (1 question)  Subjects that use Technologies at school, (1 question),the response categories were” Art, English; Math; Science; French; and Technology”  Technology to support student learning (5 questions) the same response categories were used for each question “Everyday; 2 to 3 times a week; Not very often; Most days; Once a week; and Not at all”  Student reflection with technology at school (3 questions), ), the same response categories were used for each question are: “Strongly agree; Agree; Neutral; Disagree; Strongly disagree” The instrument was given to the students in their respective classrooms and they were allowed sufficient time to respond to all questions on the instrument. The exact wording of these questions is appended.

Teaching setting (5 questions) Integration of Technology in the Classroom setting (2 questions), the same answer categories were used for each question “Yes; No” The how much time students spend using digital technology at school, (2 questions) Designing Learning with Technology (13 questions), the same scale of was used for each question; the response categories were “daily; weekly; monthly; once or twice a year; and never”. How ICT is used to support student learning (1 question include 14 check boxes; plus 1 question include 3 check boxes) Teacher professional development training (1 question), categories used for the question were “Yes; No” Teacher reflection about the influence of technology on student learning. (1 questions), categories used for the question were “Greatly, Somewhat, Not at all”. (see Appendix A).

 

For the next phase of the project, the teachers‟ questionnaire consisted of a total of fourteen questions of the usage of ICT to support learning at school. This study questionnaire concentrates into five blocks:

 



 

ISSN: 2230-7818

Page 93

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

Home interview: The third phase of the project was a home based interview and observations with teenagers and their families. Teenagers and their families were selected for home interviews. Twelve interviews were conducted with twelve families. The interview included a discussion about the history and current ICT practices at home and at school. It is on the data from students and from teacher surveys, also from the home interviews conducted that this paper will draw to explore the following themes: 1. How often and for what purposes do school pupils use ICT at home and at school; examine modern technology and media creators‟ skills among pupils;

2. The differences between of the ICT usage at home and at school;

3. What role should ICT play in education; are teenagers ready to play a role in their own learning.

Key Findings

This section summarizes data from the surveys. It intends to detect how often and for what purposes do school pupils use ICT at home and at school; also it investigates modern technology and media creator skills among pupils. We then go on to discuss any differences between ICT use in the home and school. Data shows that young people in Lebanon are highly engaged participants in the ICT world. Then again, the data also presents findings that show there‟s a substantial discrepancy between how students use technology at home and at school. Below are key findings on how pupils are using technology – their favorite activities and their interactive communication habits – and how their use of the technology differs from those of their schools.

Key Findings of Student Survey, Youth technology Activities at home: Lebanese youth are no strangers to the computer technology (100%) report that they have a minimum of one computer at home; and 8 in 10 young Lebanese (80%) said they have as a minimum two computers at home. In addition almost all - (97%) say they have internet access at home, figure (1).

ISSN: 2230-7818

Page 94

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

Fig. (1) (Computer in household -2010)

The entire group of Lebanese student who participated in this study stated that they use a computer every day; almost 9 in 10 young Lebanese - (89%) say on average they spend one to two hours every day on schooldays using computer, and (11%) say they spend at least three hours every day. On the weekends, the majority - (91%) of the Lebanese youth spend as a minimum two hours using a computer, figure (2).

Fig. (2) (Daily ICT use among teens at home-2010)

Young people are learning quite a lot through engaging with technologies in their informal learning environments. They often learn how to use technologies on their own and through their friendsâ&#x20AC;&#x;. More than half of the Lebanese youth (55%) say they have learned how to use technology by experimenting and exploring on their own, with another (22%) saying that they have learned how to use it through their friendsâ&#x20AC;&#x;. So it is mostly through their leisure time activities that technology use really flourishes among the youth. Smaller numbers of young people say they have learned how to use technology from their family (9%), with another (14%) saying they have learned how to use it through their school, figure (3).

ISSN: 2230-7818

Page 95

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

Fig. (3) (Teens Learn How to Use ICT-2010)

When asked about their computer activities, the majority of the young people mentioned they spend a great deal of their free time using technology for leisure activities, please see figure (4).

Fig. (4) (Teens ICT Activities - 2010)

Among the survey result:

ISSN: 2230-7818

Page 96

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110



Music, movies, or videos: Almost all young Lebanese (98 %) say they are using the ICT for entertainment for instance music, movies, and video; (43%) use it daily, (46%) use it a couple of times a week. Only (2%) of young Lebanese say they never use computer for music, movies, or videos activities. Email: The majority (94%) of the young Lebanese say they have their own personal email address. 8 in 10 young Lebanese (80%) say they use their email every day or at least a couple of times a week to keep up with their friends. Only (6%) of young Lebanese say they never use Email. IM: More than 9 in 10 young Lebanese (86%) have used an instant messaging -IM (Chat rooms) that allows those online to hold conversations with other users instantaneously, all of them reported they use their own MSN account. Many online teens use instant messaging frequently. (54%) of those who use instant messaging services say they instant message every day, with another (23%) instant messaging a couple of times a week. Only (14%) of young Lebanese say they never use IM. Games: Almost 9 in 10 young Lebanese - (89%) say they use the computer for downloading or playing games; (40%) of those play games on a daily basis; with another (32%) playing games a couple of times a week. Only (11%) of young Lebanese say they never use a computer for games. Facebook: More than 9 in 10 young Lebanese (91%) report that they have a Facebook account; (62%) of those say they use Facebook every day; with another (23%) using it a couple of times a week. Only (9%) of young Lebanese say they never use Facebook or MySpace. As homework help tool: Nearly 8 in 10 young Lebanese (79%) say they use the ICT to help them do their homework; just (12%) say they use it every day; with another (42%) using it a couple of times a week for homework help. (21%) of young Lebanese say they never use a computer as homework help tool. Blogs: 6 in 10 young Lebanese (60%) say they use the Blogs. Of those (11%) use it on a daily basis, 39% use it a couple of times a week. (40%) of young Lebanese say they never use blogs. YouTube: Almost 9 in 10 young Lebanese (86%) report that they have used YouTube; (15%) of those say they use it every day, with another (34%) using it a couple of times a week, and (26%) using it on a monthly basis. Only (14%) of young Lebanese say they never use YouTube.



Key Findings of Computer Applications: 

Word processing: 4 in 10 young Lebanese (40%) report that they have used word processing applications; with only (8%) using it once a week, (26%)

ISSN: 2230-7818

Page 97

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

 



using it once a month, (6%) using it once or twice a year; and (60%) say they never use word processing applications. Spreadsheets: 4 in 10 young Lebanese (40%) report that they have used spreadsheet applications; with only (8%) using it once a week, (26%) use it once a month, (6%) use it once or twice a year; and (60%) say they never use spreadsheets application. Databases: no more than (3%) say they use database applications once or twice a year and (97%) say they never use it. Power Point Presentation software: Among students, we have (40%) who say they use Power Point Presentation software, but only (3%) use it once a week, (11%) use it once a month, (26%) use it once or twice a year; and (60%) say they never use Power Point Presentation application software. Graphical applications: More than (71%) of students reported that they use graphical applications, and only (6%) use it daily, (6%) use it once a week, (17%) use it once a month, (43%) use it once or twice a year; and (29%) say they never use it.

Key Findings of Teen Content Creators:

Among internet-using teens, a large percentage - (86%) create content for the internet; these are called Content Creators or Media creators. A media creator is someone who created a blog or webpage, posted original artwork, photography, stories or videos online or remixed online content into their own new creations. Most of the young people report having done one or more of the following content-creating activities, please see figure (4). Among the survey result: (86%) of young Lebanese teens say that they have posted photos online;

(66%) of teens state that they have posted stories online; (37%) have posted their artwork online; (49%) have posted video or a song online; and (46%) of young people say that they have created or help in creating a webpage and (31%) a blog.

ISSN: 2230-7818

Page 98

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

Key Findings of Kids’ Technology Activities at School:

Fig. (5) (Content Creators Teens Activities – 2010)

From the survey result there is evidence of a divide between the use of ICT in the home and at school, with the latter being the arena where technologies are used the least, Figure (6).

Fig. (6) (Teens ICT Activities at School – 2010)



No more than (37%) of the students report that their teacher uses ICT to teach them. Only (8%) report that their teacher uses it only once a week; (29%) of these students report that their teacher hardly ever uses ICT to teach them; and (63%) of the students report that their teacher did not use ICT to teach them at all.



in 10 young Lebanese (40%) report that they have used word



Only (34%) of the students report that they are using Computer at school. (28%) report that they are using it only once a week, (6%) report not very often; and (66%) say not at all.

ISSN: 2230-7818

Page 99

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110



Nearly all students report that they are seldom or almost never using email messages with their teacher. (14%) say not very often, and (86%) say not at all.



Nearly all students report that they seldom or almost never look at the school website, (49%) say not very often, and (51%) say not at all.

Key Finding of Student Reflections: More than (54%) percent of teens who took part in the survey reported that school would be more interesting using computer, (40%) were neutral, and (6%) strongly disagree.



(29%) agree that using computer helps them to improve on their schoolwork; (51%) were neutral, (20%) disagree.



However only (14%) of young people agree that they have learned new skills in how to utilize the computer since last year in the school. (31%) were neutral, and (54%) disagree.

Key Finding of Teacher survey:

Schools placed their computers in the computer labs only, no computers in the classrooms, networks were found to be only in the computer lab.



(100%) of all time spent by students on their school computers is to instruct them about ICT skills rather than using ICT for other instructional goals.



Students on an average spend less than an hour on a computer a week. This time is committed to teaching students how to use computer applications for example Word processing, Spreadsheets, Graphical applications, Power Point, Databases programs, also general computer education and basic keyboarding skills.



  

Computer education is becoming isolated set of skills to be mastered. Computer education is insignificant to schools. The technological infrastructure is fairly primitive. Not only is much of the hardware obsolete, but many students do not get to use the technology that is in place. Students did not use technology in either mathematics, science or language (French, English, and Arabic) courses during the 2009-10 school year.

Key Finding of Home interview:

ISSN: 2230-7818

Page 100

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

The third phase of the project was a home based interview and observations with young people and their families. Young people and their parents shared their experiences with their current home and school uses of ICT and practices, the social context of their computer use, and their presentation and reflections. To better understand youths‟ and parents‟ viewpoints; twelve young people and their parents were interviewed. The interviews lasted approximately an hour.

The general fact is that Students visit the computer lab once a week for 50 minutes. In the computer Lab, the students work on various application programs skill; the activities were criticized as overly prescriptive. There are considerably higher usage of computer at home than at school, and it mostly used openly without fear or restraint for entertainment. In this section I report some of the young people‟s comments:

Every teen we spoke with, described school use of computer as insignificant for the following reasons:

1. Most of the teens we interviewed explained that they use computer for only one hour a week, within formal lesson time in the lab. 2. Teens commented that all the application skills that they learn at school they never use them it life, and they always end up failing to remember them. Example of application is MS office. 3. The grade does not have a lot of weight in the report card, and this made student feel less interested in working or studying effectively. 4. They only use computer in IT classes, it is not integrated into other classes. 5. Most of the time they had to work 2 to 3 students on one computer, because several computers will be not working in the computer lab.

On the other hand young people‟s perceptions of the home computer and internet as a window into their personal realm is something which creates a revolution in the way young people communicate and do things. They say that they use the computer for leisure activities; for example chatting to friends online using MSN; playing games or media activities like music and video. Furthermore young people are using the internet as the most popular method of getting information, and to keep up with the current news of subject that interest them. Young people often acted as experts within their family on the use of computers, most of the parent stated that their kids taught them how to use computer. Some of the young people‟s comments through the interviews: “I taught myself, when I was in school I didn’t learn much about computers” “I was interested to learn how to use a computer, I asked my friend and he showed me how make my own email account; It was easy after that, I learned a whole lot on my own”

ISSN: 2230-7818

Page 101

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

“Computer education is useless subject, they teach us stuff that I have never and will never use” “It

not

good

subject;

there

are

practical

use

for”

“The computer classes at school taught us about Microsoft applications. I learn by myself mostly. My dad always asks me, how come I am so good, because my dad knows much less than me.”

“At first I use to play around on my cousin computer, I was very young, then when I got to school, we were always given a period of computers, where we learnt the basics, … My mom learned it from me”

“Most of the time I use it to chat with my friends using MSN… I have a Facebook account, where we can upload pictures, create a diary and view other people’s postings ... I have about 500 friends on Facebook…”

Gap Between ICT Practices At School And Home

The next question of this study aimed to determine the difference between ICT practices at school and at home. Also it aimed to explain the role technology in education, and are our teens ready to play a part to their own learning?

Schools perform a significant role in teaching valuable skills to students, such as Language, Arithmetic, Science, Art, Sports … etc. While there have been huge efforts in bringing technology skills into learning; nevertheless data indicates that it has not been able to provide successful technology learning. A great gap opening up between ICT practices at home and at school; in which all the functions important to teenagers take place outside school doors, as well as most of the ICT learning. ICT setting, engagement and motivation of young at home are extremely different from it at schools. In general, teen engage excitedly with technology activities outside school doors; while finding technology in schools boring and disappointing. ICT setting, practice and motivation of teenagers at home are very different from that at schools. In general, teens engage excitedly with technology activities outside school; while finding technology in schools boring and disappointing. Schools provide ICT training in a limited area called the computer lab where pupils can use technology only under restricted conditions for only one to two hours a week. And much of the teaching consists of formal ICT education premeditated by the curriculum; with a focus on developing skills on how to use a specific application and its

ISSN: 2230-7818

Page 102

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

functionality; without being implanted or linked to useful function or practice. The ICT concept at school is becoming another isolated skill to be mastered by memorizing. Students did not use technology in either mathematics, science or languages courses during the 2009-10 school year. In this paradigm, knowledge taught in the Brevet-year nine of study may become obsolete in -Baccalaureate II Terminale-year twelve. That‟s why students consider ICT education insignificant. The majority - (86%) reported that they have learned their ICT skills through engaging with technologies in their informal learning environments outside school. Only (14%) reported that they have learned new ICT skills in the school.

ICT Skills Among Students

Students who participated in this study reported that they use computer every day at home. Most of them spend a great deal of their free time using ICT. They engage with technology in a very playful, exploratory attitude for leisure activities. The data results indicate that young people viewed technology as an enabling tool. Their main use of technology was connecting people, ideas and resources. A remarkable percentage of teens - (91%), participate in online social networking; and (86%) engage in Content Creator activities, where they create, share online contents, or combine content into new ones; also they engage in other various types of practices. In the internet communities, a teen does not need to have high technical knowledge to produce interesting videos, writing, maintaining a blog or creating a photo collages.

Because of the intensified use of technology; this age group expressed a high degree of comfort and quickly adapt to learning how to use new technologies to a greater extent; not only as a consumer of information but also as inventors of knowledge. Then again, these activities and experiences take place entirely outside schools; only through their informal engagement with ICT. Teenagers have in their hands powerful learning tools that they do not use in schools. And by failing to acknowledge this, we are boring our children and doing them a great disservice. Pupils favor exploring, producing, discovering, acting as a team, and controlling the processes of dealing with technology, and schools are depriving them of these processes. “Today‟s technology offers students all kinds of new, highly effective tools they can use to learn on their own – from the Internet with almost all the information, to search and research tools to sort out what is true and relevant, to analysis tools to help make sense of it, to creation tools to present one‟s findings in a variety of media, to social tools to network and collaborate with people around the world.” (Prensky, M., 2008).

ISSN: 2230-7818

Page 103

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

Most young people are developing these skills and capacities outside the context of school, through their engagement in various informal technology mediated activities. From this point of view, youth and their special ways of learning are seen as a source for future innovations within education and the organization of workplace learning, as their ways of learning and engaging with technologies has an imminent transformative potential that can update and change our current educational practices; if given the opportunity.

Role of Technology in the Classroom

To successfully fulfill educational needs in the 21st century, educational institutions need to be able to respond effectively to the rapid technology changes. ICT knowledge and Skills learned at school may have become obsolete before they even graduate from school. Schools and educational institutions should consider shifting their focus from supporting the development of technological skills towards supporting technology mediated learning activities. The role of technology in the classrooms should be to support students teaching themselves, with teachers‟ guidance. To look at young people‟s roles as socially contributing agents in their own learning by bringing their informal learning forms into the school context. On the basis of this we can create schools which better accommodate to the potentials and ICT-capabilities of our youth. We want to nurture, support and develop our teenagers‟ skills and capacities, such as being able to transform, create and produce knowledge. Schools need to take the challenge to transform learning into knowledge creation and production rather than knowledge reproducing. This also means that schools, and polices need to change from focusing mainly on the attainment of knowledge; towards learning styles that focus on integrate technology into lessons for rich Learning and to encourage the promotion knowledge and skills that student can apply to real-world situations. To explore the use of ICT tools into the classroom as a integration tool to engage students in learning Problem Solving ,Information Processing ,Collaboration ,Communication, Authentic Resources , Real-World Activities project-Based. The focus is integrating technology tools into learning and into the curriculum, rather than acquisition of technology knowledge and skills. The computer is a great tool for information processing. To unfold students‟ potential by stressing primarily on the ability to produce knowledge by experiences at each level to build their skills to be able to address issues, by searching for information, making an assumption, seeking evidence, evaluating, solving problems, making decisions, and communicating their ideas. The responsibility for unfolding the potential of teenagers relies on teachers, schools or educational institutions, and on policy makers.

ISSN: 2230-7818

Page 104

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

Conclusion

Digital technologies and the internet have gradually transformed several aspects of social and cultural life. In today‟s world, everything is constantly changing, and it is changing swiftly. To keep up, our educational system needs to be constantly updated and upgraded. While there have been huge effort to bring ICT into learning, it seems that many educational institutions have not been able to provide fruitful, engaging and challenging learning environments. ICT Skills learned at school may have become obsolete before pupils even graduate from school. Young Lebanese spend a great deal of their time using ICT; and in many ways they have e-skills and quickly adapt to learn how to use new technologies to greater extent. The data from the survey indicates a great gap opening up between ICT practices at school and home. Schools should bridge this gap by consider shifting their focus from supporting learner‟s development of technological skills towards supporting learning technology mediated activities. From this perspective, teens and their special ways of learning and engaging with technologies are seen as a potential for future innovations within education; if given the opportunity.

References

Kent, N. and Facer, K. (2004). Different worlds? A comparison of young people‟s home and school ICT use, Blackwell Publishing Ltd 2004 Journal of Computer Assisted Learning 20, pp440–455

Prensky, M. (2008). The Role of Technology in teaching and the classroom, Published in Educational Technology, USA. Castells, M. (1996, 2000 (second edition)). The Rise of the Network Society. Oxford, UK, Blackwell Publishers.

Duimel, M. and de Haan, J. (2009). Instrumental, information and strategic ICT skills of teenagers and their parents, EU Kids Online conference, London. Dirckinck-Holmfeld, L. & Ryberg, T. (2005 forthcoming). Power Users of Information and Communication Technology – an emerging research agenda. In J. MalynSmith & C. Parker (Eds.), Power Users of Technology Symposium, August 6 -11th 2005. San José, Costa Rica: Educational Development Center.

Konkola, R., Tuomi-Gröhn, T., Lambert, P., & Ludvigsen, S. (2007). Promoting learning and transfer between school and workplace. Journal of Education & Work, 20(3), 211-228. Penuel, W., Kim, K., Michalchik, V., Lewis, S., Means, B., Murphy, R., Korbak, K., Whaley, A., and Allen, J., (2002) Using Technology to Enhance Connections

ISSN: 2230-7818

Page 105

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

Between Home and School, A Research Synthesis, Planning and Evaluation Service, U.S. Department of Education. USA. Colley A. & Comber C. (2003) Age and gender differences in computer use and attitudes among secondary school students: what has changed? Educational Research 45, 155–165. Kerawalla L. & Crook C. (2002) Children‟s computer use at home and at school: context and continuity. British Educational Research Journal 28, 751–771.

Facer K., Furlong J., Furlong R. & Sutherland R. (2003) ScreenPlay: Children and Computing in the Home. Routledge, London.

Arnseth, H. C., & Ludvigsen, S. (2006). Approaching institutional contexts: systemic versus dialogic research in CSCL. International Journal of ComputerSupported Collaborative Learning, 1(2), 167-185.

ISSN: 2230-7818

Page 106

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

An Exploratory Study Of Youth Learning And Technology In Lebanon What do we actually know about youth and technology in Lebanon? Done by: Khayrazad Jabbour

The data for this study was collected in the spring of 2010. A total of 100 pupils completed the questionnaire from Brevet- year nine; and the Baccalaureate II (Terminale) year twelve. The two Schools in which this study was conducted are located in Lebanon. The schools operate under a traditional teaching program from kindergarten to grade 12. Around 500 students were enrolled in each school; with two classes per level and an average of 15 students per class.

How many computers do you have at home One Computer 20% Two Computers 49% Three Computers 20% 4 or more 11% Do you have Internet at home 97% 3%

Yes

Do you have your own personal email address 91% 9%

Yes

Yes No

Do you have your own MSN account 91% 9%

Yes No

Do you have a Facebook account 89% 11%

Where did you learn your ICT skills and knowledge Self

ISSN: 2230-7818

55%

Page 107

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

22% 9% 14%

Pupils ICT activities

43% 51% 54% 40% 62% 12% 15% 11% 5% 0% 0% 0% 0% 0%

46% 29% 23% 32% 23% 42% 34% 39% 6% 8% 8% 3% 0% 0%

Weekly

music,videos Email IM/Online Chats Games Facebook Homework YouTube Blogs Graphical appl Word processing Spreadsheets PowerPoint Databases Desktop publishing

Daily

1 or Monthly 2 a Never year 3% 6% 2% 11% 3% 6% 9% 0% 14% 11% 6% 11% 6% 0% 9% 25% 0% 21% 26% 11% 14% 7% 3% 40% 17% 43% 29% 26% 6% 60% 26% 6% 60% 11% 26% 60% 0% 3% 97% 0% 0% 100%

Friend Family school

Number of hours pupils use the computer per day weekday Weekend 1 hour 43% 9% 2 hours 46% 11% 3 hours 9% 17% 4 hours 1% 23% 5 hours or more 1% 40% Places pupils use the Internet regularly 73%

Home only Home and Computer/internet/Coffey shops Computer/internet/Coffey

ISSN: 2230-7818

25% 2%

Page 108

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

shops only

Not very often Once a week Never

Student use ICT at school 6% 28% 66%

Not very often Once a week Never

Teacher use ICT to teach 29% 8% 63%

Media Creator: teens that use the Internet could be considered media creators Yes No posted photography 86% 14% posted stories 66% 34% posted video or song 49% 51% creating webpage 46% 54% posted artwork 37% 63% creating Blog 31% 69%

Email Between Student and Teacher 14% 0% 86%

Not very often Once a week Never

Post discussion for school work

Not very often Once a week Never

0% 0% 100%

look at school website 49% 0% 51%

Computer make schoolwork more interesting Strongly agree 23%

ISSN: 2230-7818

Page 109

Khayrazad Jabbour / (IJAEST) INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING SCIENCES AND TECHNOLOGIES Vol No. 3, Issue No. 2, 089 - 110

agree neutral Disagree Strongly disagree

31% 40% 0% 6%

Computer helps me do better on my schoolwork Strongly agree 15% agree 14% neutral 51% Disagree 17% Strongly disagree 3%

Learned new skills in how to use the computer since last year in the school Strongly agree 0% agree 14% neutral 31% Disagree 40% Strongly disagree 14%

ISSN: 2230-7818

Page 110