Title

Is Technology an Eternal Scaffold?

Professional learning journey

Over the past eleven years I’ve held week-long, non-accredited technology and filmmaking
workshops in dozens of schools from Sydney to Darwin and am continually amazed at the
holistic and transformative benefits students experience by using technology well, and
particularly students with lower education levels and minimal computer/phone literacy. I have
been persistent in recommending high schools adopt platforms such as google classrooms and
Quizlet in fostering a student focused and multimedia-based approach before moving into
English education.

Recently teaching immigrants, I have been fascinated by both the range of digital tools available
and the seamless integration of technology and software in life and particularly in learning and
teaching styles. I have recently observed the transformation of these tools from being a scaffold
to a permanent crutch in a classroom. To avoid students’ dependency on technology and fill
gaps in deep thinking, I wanted to understand the problem better.

In the wider context, my recent experience as a full time Teachers Assistant over one year in
many classrooms at Casuarina Senior Collage raised concerns that the current systematic
application of technology as both a learning and teaching tool is unstructured and undefined.

I researched areas of interest following my current experience as an English teacher at STEPS

Group which has left me more curious as to what technology can leave in its wake. My bias is
the belief that technology is also causing a lot of harm to society when not used with deep
thinking as it changes language codes (Sadovnik, A.R., 1995).

Technology is changing rapidly and Australian schools are apprehensive in adopting cross
departmental student management platforms or placing systems and templates around
emerging tools such as Blackboard, google classrooms or Quizlet, disregarding both their
obvious benefits and the trend of young people becoming more reliant and dependent on
technology (Xenlife, 2019) and it playing a larger roll and assuming larger areas of responsibility
over our lives every year. (Illing, 2018)
Research statement

That that by identifying areas where students’ growth may be stunted, teachers can develop an
awareness and use measuring tools (see below: Future Vision) that would prevent technology
from leaving some students behind. If the education system would make available both
engaging multimedia material and standard student management assessment tools/platforms,
it would allow for a more inclusive and effective student-centred learning environment. (Learner
Centred Education, 2019)

Research Question

What is the impact of few Common Scaffolding Technologies (CST) on English learning as they
relate to deep thinking and traditional narrative based learning? Particularly what are the Gaps
in learning/thinking in each case?

Abstract – Aims of Research

That a few specific and clear areas of learning and ability deficiencies and causes will be
identified by conducting research holistically on AMEP ESL (English as a Second Language)
students who use CSTs as a permeant or temporary scaffold around the basic building blocks of
learning or practicing English. In the context of the Australian curriculum and in the average
classroom, this research would identify specific uses, causes and measurable impacts by
examining this ESL microcosm which accentuates gaps/downsides/roles of technology on
language learning and deep thinking.

That demonstrating cause and effect pertaining to these areas of concern and consequent
research can inform practice and questions assumptions (Sherwin, 1956) made by the high
school curriculum in the contemporary context and the effects that diminishing models of
learning will have. Identifying these and other gaps to move the Education Departments to help
define, plan and integrate digital learning tools for this cohort.

There is insufficient specific research into the effect that scaffolding technology is having on
language learners’ deep-thinking abilities. Consequently, there are gaps that form between
giving answers and understanding to be able to solve future problems and so between academic
and real-world competence. For example, student deficiencies when it comes to group based
Synectics or metaphoric thinking. (Gordon, 1973)
The research proposed intersects over the lay lines of:

- Identifying measurable skills which technology replaces in the English learning context.

- Making common and contrasting observations about technologies used and their effects on
the progress of individuals.

In the context of technology as a scaffold for ESL (English as a Second Language) students,
google translator, assistant (google), and Grammarly were used extensively in the formal
classroom environments and can cause many shortcuts. These can be pitfalls as they undercut
understanding and redefine what it means to learn and wield functional English in society.

Most methods listed will be conducted concurrently to be holistic and responsive in examining
different facets of the symptom and its causation. The preliminary research methods used in
this research proposal expanded on under the Methodology heading, solidify the hypothesis
and will all be conducted and validated in Assignment 2. These methods are;

A. Case Study of an elderly married Chinese students learning English.

B. Anecdotal evidence

C. Literature review for existing information to shape, focus and validate research proposal

D. Classroom observation of tools used on assessments in a controlled environment

E. Statistical review of assessments results

F. Statistical review of assessments’ results based on classroom observations

G. Reviewing student work to validate classroom observations and sharpen research methods
in Assignment 2 - What technologies to look at and what symptoms/results they manifest as
well as how this information correlates to the Australian Curriculum.

H. Projections for review over time.

As part of Assignment 2 a rubric (Stevens & Levi 2013) will be drafted and sent for peer review
that guides an English teacher to easily look up the applications and benefits/pitfalls of common
scaffolding technology, particularly in the English and EAL/D context.

Ideally, but out of the scope of assignment 2, is for the research to be repeated by other
teachers in both a higher and lower level cohort in the school who will also make observations
and validate or rebut theories by their measurement of ACSF indicators and the re-assessment
of student indicators over time. This would enable the research to pass scientific scrutiny.
Theoretical framework -Summary of Research Methodologies

Rejecting Positivism as insufficient, while still depending on elements of measurements and

scientific verification, this research will examine examples of technology used as a basic
language scaffolding tool to provide early confirmation of hypothesis and narrow in on further
areas of investigation. Conclusions about these common tools, which provide basic language
building blocks, are hoped to apply to the Australian secondary English and EAL/D student
macro environments and to their permanency.

To support this research proposal, I will include several forms of qualitative first-hand research
including original, scientific (preliminary) and semiotic, to address the normative and
interoperative paradigms (Cohen & Manion 1989) as they relate to a sample of my English
students. I will also look at how can Code Theory be applied to better understand how
technology is changing the way we understand information. (Sadovnik, 1995)

Removing possible cultural misunderstandings, I contrast and correlate the interviews, statistical
evidence as well as my experience to identify notable areas and ways where technology
enhances traditional teaching pedagogies, learning tools and styles and in what cases it fosters
deep thinking, dependency or what mix of the two in students. Preliminary evidence is
presented in the table and summary of research below.

Literature Review

Initial literature review on the evolution of three schools over many years concluded that their
aims and methods were and should be a ‘reflection of the culture’ (Davis A.R., 1991). When
seeking pacific research on the effects of current CSTs, published books contained dated,
general information while an internet search revealed blogs and websites such as (Ragupathi, K.,
2014) and (Ferlazzo, L., 2017), directing teachers to use technology to scaffold rather than to
provide researched examples and understanding of its impact.

While research into effects seemed non-existent, Research into the widespread adoption of
tools such google translate by ESL students was found on ResearchGate. (Alhaisoni, E. &
Elhaysony, M. 2017).

Current CSTs are quickly evolving and increasingly forming larger piece of the education puzzle.
The effects on the building blocks of language learning including deep thinking have not been
adequately researched by the education or academic community.

Further literature review will be conducted for Assignment 2 to discover how to build evidence
that links into the Australian curriculum. The guiding principal was to demonstrate that a
transformation is needed in Australian education for it to catch up student focused method
around digital platforms and tools.
Methodology 

As defined in the Summary of Research Methodologies section, an overview and groundwork

are presented below for each Method listed in the abstract A-H.

A. Case study that made the problem pronounced

From the first day in the classroom, I ensured all students had access to basic online tools via
their devices in accordance with my teaching style and the two elderly students saw this
technology as miraculous.

These two elderly students were of a lower level when they entered the class, but they
discovered a talent for translating documents with CSTs that resulted in an inability to memorise
or learn grammar nor show much development in their verbal skills. I now know that they could
not understand most of my explanations as attempts to scaffold class work were skewed
towards most of more advanced students. I have been driven to rectify the situation and
prioritise a strategy of deep thinking/understanding into the lessons I create around the
Learning Outcomes and Elements I teach for the two students to catch up and understand their
abilities. By conducting this research, I seek to understand and quantify exactly how the building
blocks of learning and deep thinking are being reshaped. Early observations of this case study
have led to the premise that without deep learning, technology can become a permanent crutch
by making it easy to integrate into society, thus reducing the need to understand or learn
English. For example, understanding government forms using translators for the basic concepts
in the hope that meaning is conveyed, albeit through broken grammar.

B. Anecdotal evidence:

After discussing these kinds of issues with teachers at CSC, it seems a commonly held belief that
with a student-focused approach and using appropriate teaching styles to deliver competence
with the aid of technology that caters for the varying needs and learning styles of students,
while is ideal, is not feasible given current teacher workload and class sizes.

The student-focused approach is only applied through technology by teachers sending students
emails and schools providing teachers with a student email list as well as a maze of unpopulated
administration and grading paperwork to generate statistics as measurement tools. One old
teacher at CSC berated a student for using her phone when I witnessed the student entering the
assignment information into her calendar.
My eyes have been opened realising how unevolved these high school methods are when
compared with platforms such as Blackboard, voicethread, google classrooms or Inspire
Educations’ in-house student management and grading platform. In smaller and digital
classrooms, the teacher can focus on the student motivations and preferred learning styles for
deep-thinking to ensure students use technology to underpin learning. These experiences help
shape the direction Assignment 2 and beyond.

C. See Summary of research methodologies.

D. Classroom observation

It seems universally natural to students that when a person relocates to a different country,
driven by necessity they increasingly turn to and depend on applications and websites to learn
and employ language proficiencies, particularly as it caters for different learning styles and
personal goals. This Adult ESL environment can highlight issues and solutions that would be
harder to observe in larger mainstream English classrooms. Observations will be around use of
google translate, google, speech assistant google image search and Grammarly as CSTs over a
learning-based worksheet to approach the ‘scaffolding technology in secondary education’
paradigm from a learning perspective.

Over the past term I have been delivering Module A of Cert. I in spoken and written English
which focuses on learning skills. I have been continually basing personal learning plans on
personal technology and goal setting and focused heavily on digital technology. Modelled on
perceptions and performance (Nash, 1978) I will observe a classroom of low-level students. By
allowing them to use technology to find answers on a worksheet. I will observe what technology
they use, how they use it, what their need for technology is and where I expect possible gaps in
their learning and understanding to form which can be mapped against ACSF indicators.

I will conclude dependency or/and empowerment for different CSTs and in what way they are
likely to replace or enhance learning abilities and skills.

E. Statistical study of Worksheets under assessment conditions

By counting successful adaptations of learning tools by observations of use and confirming these
on the worksheet students are provided with, it will be possible to demonstrate and collate key
aspects; the students’ ability to solve problems, the tools students use to solve problems and to
some degree the extent that the tools are used as a scaffold. After reviewing the evidence and
recording, I will note information in the table below.
The worksheet is aimed at answering learning questions with a slightly challenging vocabulary
and is aimed at encouraging students to select CSTs and strategies and tactics to find answers
on the internet using learning tools. It was designed according to guidelines (Cohen & Manion
1989) to be valid and test a range of basic skills and knowledge using basic administrative and
planning terminology and personal constructs.

The result of the observation and key details of the students will be included in the table below
and compared with current projections.

F. Statistical measurements using ACSF

When students started the AMEP course they were given a 2-3-hour assessment including an
interview to gauge their exact ACSF English indicators including Reading, Writing, Learning and
Oral Communication. The ACSF is an industry standard language proficiency measuring tool and
gives credence to the observations of the class, of the student’s worksheet and of statistics
based on results of the entry interviews measured when the students entered the course.

When results are available, the next ACSF assessment (progressive or exit) with each client will
add power and significance (Burns, 2000) and be contrasted with the above information to give
an accepted picture of this students’ progress over time within a recognised Australian
framework.

G. Reviewing Students Worksheet

Key characteristics and indicators will be observed around the student’s relationship to the CST
tool chosen to complete the task. For example, noting the amount of translation written next to
each word in Chinese by a few sampled students confirms the observation of google translate
using camera.

It is expected that technology will have a more pronounced effect on lower level AMEP CSWE
students to be tested against ACSF indicator results. The exact impact on skills, competency and
learning will be defined and tested in the next assignment including defining where it is ‘good’
and ‘bad’ or ‘both’ in the long term. In some cases, technology low impact can be attributed to
the students self-learning ability or already possessing existing knowledge while high impact
pertains more to blind dependency on process.

I have compiled a projected example of findings/statistics From Methods E, F and G into the
table below which if confirmed, will support the general hypothesis and invalidate the null
hypothesis as well as clarify further areas/tools for investigation. Example general description of
the skills technology expected to be replaced/affected are in Bold.
Student A B C D
Ability to Low Medium High High
understand and
complete
document
Tools used to Google Using Google Looking up a few Not needing the
complete translator taking translator taking words and using phone to fill
document photos to photos to look google search to document although
translate whole up words to spell words or still having grammar
text and understand sentences to write vocabulary issues.
speaking questions and answer correctly Looking up a few
/translating then speaking when the general words.
sentences in answers to meaning of a
native language phone in English question was
to write answers to write answers understood
Description of Reading 3 Reading 2 Reading 1 Reading 1
skills scaffolded Writing 3 Writing 1 Writing 2 Writing 1
by using Listening 2 Listening 3 Listening 3 Listening 2
technology to Learning 2 Learning 1 Learning 3 Learning 2
varying degrees. Oral Coms. 3 Oral Coms. 1 Oral Coms1 Oral Coms. 1
1-low 3-high
Deep thinking 1 2 2 3
demonstrated 1-
low 3-high
Minimum Yes Yes Yes Yes
Competency
demonstrated to
achieve task.
Level of Year 7 overseas Year 10 Year 12 overseas Year 12 overseas
education overseas
completed by
students
Primary goals for Integrate into Find a job and Find a career and Go into higher
learning English society pursue hobby understand the learning in Australia
with friends. accent based on overseas
experience and
qualifications
Number of 12 9 8 6
spelling errors
Number of 15 or more 10 11 8
grammatical
errors
Entry ACSF Lower entry Medium Medium to good Good vocabulary
assessment levels -speaking vocabulary and vocab with with many grammar
within Level One and writing beginner writing beginner writing errors can construct
range skills stills familiar sentences
with some
conjunctions.
Improvements To Be Assessed To Be assessed To Be assessed To Be assessed
 over six months
based on 4
A.C.S.F.
language learning
indicators

Summary

Increasingly teachers utilise technology to bring students closer to the answers which can have
wide implications over logical thinking and decision-making abilities. This research will
demonstrate ways CSTs are used to demonstrate competence on specific learning outcomes
according to a curriculum and highlight adverse effects CSTs have on the ability to apply learning
in real world.

By following listed Methods in Assignment 2, empirical and observational evidence presented by

preliminary findings in this assignment can be linked to the macro language-learning
environment and demonstrate the need for further research into inadequate and possibly
damaging use of technology in Australian schools and in the EAL/D and English correlation.

On the other hand, research would also reveal examples of applications of technology that are
successful in enabling understanding and deep thinking in respect to specific foundation
reading, writing, learning and oral communication skills and enforce the importance and
benefits that technology increasingly has on underpinning learning.
Definition of Terms

ACSF – Australian Core Skills Framework

AMEP – Adult Migrant English Program

CSC – Casuarina Senior Collage

CST- The common scaffolding technologies examined by this research are google translator,
assistant (google), and Grammarly.

CSWE – Certificate in Spoken and Written English

Deep Thinking – understanding which for the purposes of this research can be classified into a
family of modes from inductive learning to Mnemonics (Joyce, Calhoun & Hopkins 1997)

Eternal crutch – a permanent solution replacing thinking processes.

ESL – English as a second language

Gaps- areas where solutions also leave deficiencies and maybe disregarded by teachers

Google- looking specifically at using voice to search, spell and construct sentences with google
and using the camera with google translate as observed in students.

Measuring tools- ways to identify and qualify the effects of scaffolding technology

Technology – In this research, technology refers to phone-based tools for scaffolding

information but may also be mentioned regarding its wider context as a learning and teaching
tool. See CST.

Tools- Applications and aspects of technology

Scaffolding – Refers to providing the answers through application of information around the
question so that patterns arise. In this research it is also put in a frame of ‘permanent’ or
‘stepping stone’.
References

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