Professional Documents
Culture Documents
Design Prospectus
Abstract
This paper provides a summary of a proposed design that aims to facilitate an after-
hours teaching and learning collaboration among parents, teachers and pupils, ages 5 to 8.
which makes knowledge absorption for beginning readers not wholly conducive if limited
Their skills in reading will especially be targeted by the proposed solution as these
will help them cope with a classroom that has a 1:30 ratio. Supported by the theory of
proposed design on how the app can support after-hours learning is included in this
prospectus.
Introduction
Primary school classrooms in Convent Preparatory School tend to be full, with the
number of students attempting to get registered usually exceeding classroom capacity. The
will be adequately served, but recent enrollment has increased the class size to as much as
30 per class.
smaller classes as more effective, not just in terms of the learning process but also in the
Often, two or three of the students per Grade 2 class at Convent Prep cannot even
read yet. This makes it difficult for them to work on their own. Unfortunately, they would
have to wait to be individually served by a teacher, who is performing other tasks aside
from teaching. The 1:30 ratio is even more apparent when placed against these instances of
multitasking. Even the children are prone to multitasking themselves: trying to understand
the teacher while zoning out disruptive classmates. After all, a hot and packed classroom
can result to restlessness, which further distances the children from effectively absorbing
To further support the idea that overcrowding is detrimental, a Hong Kong case
study showed a marked difference between the same teacher instructing a big class (about
40) and a small class (closer to 20) (Harfitt, 2011). The students in the smaller classes,
Design Project Concept Paper 3
according to the interviews, were more eager to participate in class because of the
alleviation of social anxiety and improvement in their personal relationship with the
teacher. Shy children, especially, do not merely approach the teacher about problems in
understanding the lesson. The teacher would have to gauge this for herself and approach
the child. The class consists of primary school students, after all, not college students who
The packed classrooms in Convent Preparatory has resulted to situations that are
because the same behaviors, interactions and environment will be involved. The students
are further agitated in the afternoon, after having eaten lunch and changed to their
ordinary clothes. Therefore, there is a need for an after-hours learning tool that will not be
affected by the same environmental factors and will inspire collaboration among the
parents, teachers, and students. A reading app, with a similar user-friendly format as
their children/wards. The children’s ages range from 5 to 8 years . They are chosen for this
Design Project Concept Paper 4
study because most children learn how to read around the ages of 6 and 7, which is the
median age group for the Grade 2 students in Convent Preparatory School (Healthy
Children, 2018). This is a crucial age group. Teachers and, ideally, parents do not want to
advance children to the higher grades if they have not been able to learn how to read at this
stage.
The target students may not all be able to read fluently yet but they are all exposed
to the use of apps in devices such as phones and tablets. They rely on picture cues to make
their choices. Some games also have verbal instructions that allow them to follow what
needs to be done. On the other hand, their parents have been successfully getting around
the Bloomz app. The app is the most direct means of interaction, especially for the busier
parents.
Theoretical Foundation
innovative teaching practices” (Stork, 2017). With the possibility of an “interactivity loop”
(Huang, Liang, Su, & Chen, 2012), the students would be allowed to repeatedly go through a
concept they have not yet mastered. This focus may not be possible in a packed class. Such
a treatment will also challenge and excite the advanced members of the student body.
Constructivism, after all, according to Driscoll (2014), will involve “self-regulation” and
“multiple modes of learning”. It is in this additional awareness that both parent and child
will work on the level where the child is as a student, and work together to learn or to find
help if deeper problems are encountered. Constructivism, after all, stresses “the
requires communication among the parties involved: the student, the parent, and the
facilitate it” (Bates, 2016). With a customized mode of learning, the true strengths and
weaknesses of the child can be highlighted. Educational games, which are technological,
constructive, and can be social, have been found to assist in the identification of
problematic learning and behaviors that may be normally missed (Liu, et al., 2017).
The project aims to not just provide supplementary work, but also to ensure
continuous parental support for the Grade 2 students involved. For Olmstead (2013),
social constructivism’s very core supports the idea of having positive collaboration in both
the home and school environments. For this reason, the app does not neglect parent
involvement.
while increasing the opportunities for external assessments. Denton (2012) believes that
limited assessments can be a problem as they may hinder urgent corrective measures. On
the other hand, students are not just expected to react and absorb, they are also expected
to create learning in the app. This is part of the social construct that they will be involved
in. Moreillon (2015) opines that creating a social construct online can be challenging but
also in the end, be a sign of success. Since children’s minds are “social in nature” (Amineh
Existing Solutions
1. Mobile Game in Zambia
There had been attempts to implement an after-hours app that will aid in teaching
reading and other subjects to primary school age children. In Zambia, a mobile game had
Design Project Concept Paper 6
been developed to provide an enhanced and digital means of teaching reading. The game
was most effective when the teacher also played, because the teacher could incorporate a
similar teaching strategy in class. A study such as the one in Zambia aimed to see if the use
of the desktop computer or a portable device to play a reading enhancement game can
The use of a game app to provide support to primary learning makes this example a
good precursor to what is being proposed by this paper. The portability and flexibility of
the game makes it easy to address the needs of more students. Each level should, however,
be supported by some face to face teaching for young children to fully understand how the
The proposed app will feature more formal tests, made child-friendly with the use of
graphics and sound effects. It will focus mostly on reading, but can be upgraded to provide
Varier, et. al. (2017), in their Mid-Atlantic American study, also promoted the idea of
21st century learning, where the use of devices to teach could support individualized
instruction. Again, teachers and their device use were also investigated. The results of
qualitative research had been promising, regarding teacher device usage, but limited
(Grant, Tamim, Brown, Sweeney, & Ferguson, 2015). However, teacher usage does support
the need to ensure that teachers can aid their students in learning through the proposed
app.
The similarity of the proposed app may be superficial as it is an extension of what the
Mid-Atlantic USA study is supporting: the use of devices to enhance learning. As with this
Design Project Concept Paper 7
study, the setup for the proposed app would require the teachers to be at the other end of
Technology
In the Netherlands, a study was focused on the other end of the age spectrum –
kindergarteners. There was a move to create an app that flexed for each child’s
case of certain handicaps” (Mooij, 2002). The Dutch study highlighted individualization,
just as the Mid-Atlantic American did. This goal would be next to impossible in the case of a
class of 30, assisted by one class teacher, although the idea if properly applied certainly
The propose app will see some individualization, as well, in the sense that each child
can learn at his or her own pace through the app. Not all learning styles, however, can be
traditional teaching.
Proposed Solution
with the teachers after hours. The app is helpful for updates, announcements, and
feedbacks. However, as a parent has asked, “What else can I do with it?”. Since parents are
easily accessible via an app, a flexible, customizable app could be used to provide
customized worksheets for each child. Worksheets will be customized according to the
level of the students, similar to the gradual reading instruction for phonics via the SRA
mastery kit (Auburn University, 2018). The app-based assessment results will be recorded
Design Project Concept Paper 8
in the student’s account. Failed tests may be retaken, but the number of retakes will also be
recorded. Reading will be the primary subject incorporated into the app, since they can
jumpstart the student to the other subjects. A feedback section can provide the teachers,
parents, and students a means to communicate with each other. The games section will
allow the students to play educational games alone or with a friend. These details will,
The Convent Preparatory School Grade 2 Backup App serves as an extension of the
achieved through self-paced testing and feedback and through the teamwork the child
develops with his or her parents. Being able to work one-on-one will boost and enhance
whatever learning they are able to glean from the packed classroom.
References
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Design Project Concept Paper 10
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