Master of Arts in Teaching and Learning

Research Project Cover Sheet

Name: Conor Harrison

Student Number:

222

Student Cohort:

MATL October 2010

Research Project Title:

Using Scratch to Promote Constructivist Learning Opportunities for Fifth Class Pupils in a DEIS Band 1 School.

Word Count as per assessment details:

15,000-16-000 words.

Research Project Word Count: The main text

(exclude preliminary matters, abstract, notes, reference list, appendices and index)

16,632 words.

Research Project Word Count: The abstract

296 words. February 4th 2013

Submission Date:

I agree that I have researched and written the work submitted in this assessment, and that the work submitted is my own. Any information and opinions drawn from other sources are attributed by means of a reference to that source.

Using Scratch to Promote Constructivist Learning Opportunities with Fifth Class Pupils in a DEIS Band 1 School.
By Conor Harrison Supervisor Clifford Brown Maters of Arts in Teaching and Learning Hibernia College Dublin.

Presented in partial fulfilment of the requirements for the award Master of Arts in Teaching and Learning Submitted to Hibernia College Dublin February 2013.

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Declaration
I herby certify that this material which I now submit for assessment on the programme of study leading to the award of Master of Arts in Teaching and Learning is entirely my own work and has not been taken from the work of others, save the extent that such work has been cited and acknowledged within the text of my work.

Conor Harrison

Clifford Brown

Dublin

February 2013

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Abstract Using Scratch to Promote Constructivist Learning Opportunities for Fifth Class Pupils in a DEIS Band 1 School.

By Conor Harrison
The purpose of this study was to investigate how using Scratch could promote Constructivist learning opportunities with fifth class pupils in a DEIS Band 1 school. Scratch is a programming language that makes it easy for youth to create interactive stories, animations, games, music, and art. Scratch is designed to help young people (ages 8 and up) develop 21st century learning skills. This research studied the use of Scratch over a twelve week period with fifth class pupils that attend a DEIS Band 1 school. The class of seventeen pupils were introduced to ten Scratch primary level lessons over a ten week period. During the final two weeks pupils were planning, designing and creating a collaborative project of their choice for a Scratch Day that was held in the school. The pupils worked in groups of two or three using Scratch to create collaborative projects to present on Scratch Day to pupils, parents and teachers. Data were collected through a variety of research instruments which included a researchers diary, pupil diaries, focus group interviews, pupil-pupil interviews, photographs and screen-grabs of projects created by pupils. Results indicated that using Scratch has a positive impact on pupil motivation and engagement. Using Scratch in an educational setting was found to have increased opportunities for pupils to engage in problem solving. Pupils were found to persist with Scratch projects even when they considered aspects of Scratch difficult. Scratch also provided increased opportunities for collaborative learning. Increased opportunities for collaborative learning in this research resulted in the development of communication skills and social skills. Scratch also enabled the teacher to assume Constructivist teaching roles when teaching fifth class during this research. Using Scratch enabled fifth class pupils to assume control of their own learning, a key feature of Constructivist learning theory.

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Acknowledgements

I wish to thank my supervisor, Clifford Brown, for his invaluable professional advice and guidance throughout this research. I would like to thank Michael Hallissy and Mary McAuliffe for co-ordinating the MATL programme. I wish to express my gratitude to Fionna Power, the school principal, and the Board of Management for granting permission for this research project. I also wish to thank all my colleagues in Scoil Chrost R, in particular Gearid Roughan and Karen Vaughan for their advice and assistance during the project. A special thanks to my parents Edwin and Brd. Thank you to my two brothers Noel and Enda for their support and encouragement over the last two and a half years. I wish to express my sincerest thanks to my beautiful wife Michelle, and baby daughter Sophie. Finally, a special word of thanks to the pupils in my class and their parents whose participation in this project made it possible but also extremely enjoyable. Thank you for the opportunity to improve my practice in the classroom.

Table of Contents
Page Declaration.. iii Abstractiv Acknowledgements...v Table of Contentsvi List of Appendices...xi List of Figures xi

Chapter One - Introduction

1.1 Research Rationale2 1.2 Background to Scratch..........5 1.3 The Nature of the Intervention Question..............7 1.4 The Research Question.....7 1.5 Overview of the Research Project8 1.6 Summary...9

Chapter Two Literature Review

2.1 Introduction .11 vi

2.2 Constructivism...11 2.21 The role of the Teacher and Learner12 2.22 Constructivist Learning Theory using Scratch14 2.3 Educational Disadvantage.15 2.31 Using Scratch in Marginalised Communities..17 2.4 Engagement and Motivation..18 2.41 Engagement.....18 2.42 Characteristics of Highly Engaging Teachers.20 2.43 Motivation...21 2.5 Skill Development..22 2.51 Problem Solving..22 2.6 Collaborative Learning...23 2.7 Summary.25

Chapter Three Research Design

3.1 Introduction....27 3.2 Research Design.27

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3.21 Qualitative Study27 3.22 Action Research..29 3.23 Statement of the Problem29 3.24 Why Action Research? ..................................................................................30 3.3 Sample30 3.31 Participants and Settings.31 3.4 Research Instruments.32 3.5 Fieldwork...32 3.51 Researcher Observation...32 3.52 Researcher Journal...33 3.53 Pupil Diaries.33 3.54 Interviews.34 3.55 Screen-grabs.35 3.6 Data Analysis..35 3.7 Subjectivity.38 3.8 Validity and Reliability...39

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3.9 Reflexivity and Bias40 3.10 Ethical Consideration41 3.11 Limitations.41 3.12 Conclusion.42

Chapter Four - Presentation of Findings and Analysis of Results

4.1 Introduction.44 4.2 Overview of the Findings44 4.3 Student Profiles45 4.4 Data Finding and Analysis...46 4.5 Pupils Motivation and Engagement.46 4.51 Scratch Day...48 4.52 The Change in the Classroom...52 4.6 Changing Role of the Teacher.52 4.7 Skill Development...58 4.71 Problem Solving...58 4.72 Educational Value61

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4.8 Collaborative Learning63 4.81 What is the Value of Working in Groups? ......................................................65 4.9 Summary..67

Chapter Five - Conclusions and Recommendations

5.1 Introduction..69 5.2 Conclusion69 5.21 Impact on Pupils....69 5.22 Impact on the Teacher...73 5.23 Limitations75 5.24 Contribution to Academic Knowledge.76 5.3 Recommendations76 5.31 Recommendations for the Classroom....76 5.32 Recommendations for Further Study78 5.4 Concluding Statement..80

Bibliography.81

Appendices...91

Appendix A: Group Interview Questions..92 Appendix B: Letter to the Board of Management Seeking Permission.94 Appendix C: Letter to Parents and Guardians Seeking Permission...96 Appendix D: Profile of the Research Participants.98 Appendix E: Mathematics STEN Results...103 Appendix F: Nationality of the Research Participants105

List of Figures Figure 1.1 The Scratch Start-up Screen..6 Figure 2.1 Creative Design Spiral.15 Figure 3.1 Data Analysis Framework...36 Figure 4.1 Relationship of Emergent Themes...45 Figure 4.2 Pupil-pupil Interviews.51 Figure 4.4 Screen-grab of an early project..60 Figure 4.5 Screen-grab of project at the end of the research61 Figure 4.5 Pupils Working in Groups..63

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Chapter One

Introduction

1.0 Introduction
This research project investigates how Scratch can be used to promote Constructivist learning opportunities for fifth class pupils in a DEIS (Delivering Equality of Opportunity in Schools) Band 1 school. The project details the experiences of fifth class pupils following the implementation of ten Scratch primary lessons available at www.scratch.ie and the holding of a Scratch Day.

1.1 Research Rationale

Schools need to offer more rigorous, relevant and engaging opportunities for students to learn, and to apply their knowledge and skills in meaningful ways. (Partnership for 21st Century Skills, 2007).

The traditional model of teaching based on the lecture model, known as Behaviourism, is inappropriate for the 21st century student (Tapscott, 2008). In this model of teaching knowledge is presented to the students in a series of well defined, structured steps by a teacher who is an expert in the domain as advocated by Skinner (1974). Tapscott (2008) argues that this model of teaching based on the lecture is encoded deeply into our culture. As a result progressively more pupils today are failing to fully engage in the educational process. Prensky (2006) describes how pupils today are tuning out because schools today are failing to provide opportunities for pupils to become active in their learning. Tapscott (2008) identifies moving towards a model where students can discover, and learn in a more collaborative process as appropriate for the 21st century student. This model of teaching is associated with the educational theory known as Constructivism. 2

Constructivism emphasises the importance of the learners existing knowledge, and how it is linked to new knowledge. Papert (1993) argues that pupils learn most effectively by finding and generating their own knowledge and that the role of the teacher should be to assist in the process rather than to merely impart knowledge. In a Constructivist environment the pupil is an active creator of knowledge rather than a passive recipient. The emphasis in a Constructivist environment shifts from a situation where knowledge is being transmitted by the teacher to one in which the pupil assumes control of the learning experience. Prensky (2006) maintains that schools must recognise the capacity of ICT to motivate and inspire students to build a co-operative and interactive learning environment. This research project sought to provide increased opportunities for Constructivist learning while using ICT (Information and Communication Technology) as a mechanism to motivate and inspire students to build a co-operative and interactive learning environment.

My experience as a primary school teacher in a large urban designated disadvantaged school reflected the observations described by Tapscott (2008). Behaviourist methods of teaching based on the lecture model were ineffective at motivating and engaging pupils in the learning process. This resulted in some pupils becoming easily distracted in class, some pupils engaging in off task misbehaviour and some pupils failing to achieve their full potential. In an attempt to tackle these problems I contemplated Prenskys (2006) recommendation that schools must recognise the capacity of ICT to motivate and inspire students to build a co-

operative and interactive learning environment. My plan was to address these problems using the motivational and engaging capacity of ICT.

I began to search for a professional development course that promoted the use of ICT in the classroom. My plan was to utilise the motivational and inspirational power of ICT to help implement the necessary changes in my classroom. I became aware of a new course the Irish Software Engineering Centre (LERO) and the National Centre for Technology in Education (NCTE) were promoting which involved using ICT to support teaching and learning. This course was titled: An Introduction to Scratch in the Classroom. This course introduced teachers to Scratch, a free application developed by MIT Media Lab which allows users create and share their own interactive stories, animations and games. The course enabled teachers to learn how to use Scratch and introduce it to their pupils to help them to explore aspects of the primary school curriculum in an exciting and engaging manner (Lero, NCTE, 2012, p.4). Having participated on this professional development course I was inspired to use Scratch in a research project to support the development of concepts, content and skills of the Irish primary school curriculum (NCCA, 1999) whilst increasing opportunities for Constructivist learning.

The research project undertaken focused on pupils in fifth class over a twelve week time frame. The students that participated in this research attend a DEIS Band 1 school. The majority of students come from families that experience unemployment, low income levels, and low levels of education. Also, the majority of pupils were not working up to their

potential, and occasionally exhibited signs that they were disinterested in school. This research set out to explore the effects of using Scratch to tackle these issues by increasing Constructivist learning opportunities for fifth class pupils in a DEIS Band 1 school.

1.2 Background to Scratch

Scratch is a programming language that makes it easy to create your own interactive stories, animations, games, music, and art. Scratch is designed to help young people (ages 8 and up) develop 21st century learning skills. As they create and share Scratch projects, young people learn important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively (MIT, 2004). The aim of Scratch is that, as children work on personally meaningful products such as games, interactive art and animated stories, they will develop mathematical and problem-solving skills, technological fluency and greater self-confidence (Maloney et al., 2004).

Technological fluency requires the ability to create information rather than merely understand it (Partnership for 21st Century Learning Skills, 2007). In order to achieve this aim Scratch was designed to be very accessible using a building block concept where all the pieces of a program literally click together on the screen, therefore avoiding complex programming syntax (Resnick, 2007). The focus of Scratch is on making multimedia products, and sharing them in the large and active online community hosted on www.scratch.mit.edu. This develops childrens creativity in a fun way (Wilson & Moffat, 5

2010). Figure 1.1 shows the user friendly canvas of the Scratch interface. The cat character, or sprite, can be exchanged or alternatively, pupils can import their own pictures from the internet or a digital camera. There is also the facility to import sounds. Through these options, children can create a much more personalised experience. In order to create a programming sequence the pieces of code are snapped together in the centre of the screen, the ScriptsArea.

Figure 1.1 The Scratch Start-Up Screen

Stage

Block of code Blocks Palette Sprite

1.3 Nature of the Intervention

The research was carried out in the classroom and in the school computer room for a period of twelve weeks. Lessons were delivered for two thirty minute classes on Tuesdays and Thursdays with a one hour lesson on Fridays. The thirty minute lessons were incorporated into the pupils mathematics timetable, whilst the one hour session on Friday was incorporated into the pupils timetabled ICT class. The pupils were shown an introductory film explaining Scratch from www.scratched.mit and received ten Scratch lessons available for primary pupils at www.scratch.ie. Each Scratch lesson took one week to complete. Once children had completed the ten lessons they worked for two weeks planning, designing and creating a collaborative project of their choice for a Scratch Day that was held in the school. The pupils worked in groups of two or three using Scratch to create collaborative projects to present on this day to pupils, parents and teachers.

1.4 The Research Question

The title of this research project is: Using Scratch to Promote Constructivist Learning Opportunities for Fifth Class Pupils in a DEIS Band 1 School. In order to establish how Scratch can promote Constructivist learning opportunities for fifth class pupils in a DEIS Band 1 school the research aimed to note the impact Scratch had on motivation and engagement, the role of the teacher, the development of skills, and collaborative learning. Four embedded questions emerged which supported the research question. These questions were:

How does Scratch promote motivation and engagement? How can Scratch support a teacher trying to increase Constructivist learning opportunities?

What skills does Scratch develop? How does Scratch support collaborative learning?

1.5 Overview of the Research Project

To examine the purpose of this research project the thesis is constructed as follows, Chapter Two will present a review of the literature researched. The literature review will discuss the educational theory known as Constructivism. A brief discussion on the challenges of teaching in a DEIS Band 1 school will be explained with reference to relevant literature on Education Disadvantage in Ireland. The capacity of ICT to engage and motivate pupils will be debated. How Scratch supports problem solving will be reviewed. Finally, the outcomes of implementing collaborative learning opportunities for pupils will be outlined. Chapter Three outlines the research methodology chosen to enable the investigation of the research focus. Chapter Four presents the findings of this research project. This chapter analyses and discusses the implications of the research findings in accordance with the literature review

Chapter Five presents the main conclusions and recommendations based on the research findings and the implications for using Scratch in Irish educational settings and for areas of further study.

1.6 Summary
This chapter provides the context and rationale for the research project. It highlights the research question and embedded questions which support the focus of the study. The aims and objectives of the study are set out and an outline of the research document is provided. The following chapter will review current literature on Scratch with reference to the research question and the embedded questions.

Chapter Two

Literature Review

2.0 Literature Review 2.1 Introduction

The following chapter is a review of current literature with reference to the research question- How Scratch can promote Constructivist learning opportunities for fifth class pupils in a DEIS Band 1 school? The aim of this review is to synthesise, analyse and present a clear line of argument (Burton et al., 2008, p.31) and link current literature to the research question. After a thorough search and review process the following themes emerged, which will form the sub-headings for this chapter: Constructivism Education Disadvantage Engagement and Motivation Skill Development- Problem Solving. Collaborative Learning

2.2 Constructivism
Constructivism learning theory is defined as active construction of new knowledge based on a learners prior experience (Koohang et. al., 2008, p.92). Woolfolk (1993, p.485) expands on this definition of constructivism and states the key idea of constructivism is that learning is active mental work, not passive reception teaching.

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The revised Primary School Curriculum (Government of Ireland, 1999) encourages teachers to engage in Constructivist teaching in the classroom. It states that the child should be an active agent in his or her own learning. The structure and content of the curriculum are designed to provide opportunities for active engagement in a wide range of learning experiences and to encourage children to respond in a variety of ways to particular content and teaching strategies. This research project aims to use Scratch (a programming language that makes it easy to create your own interactive stories, animations, games, music and art, and share your creations on the web) to achieve these stated underlying principles of learning from the primary school curriculum and increase opportunities for Constructivist learning. The traditional method of teaching contradicts the ideas of Constructivism as reported by Tapscott (2008). According to Tapscott (2008), the traditional model of teaching based on the lecture model is inappropriate for the 21st century student. He supports a Constructivist philosophy and identifies moving towards a model where students can discover, and learn in a more collaborative process as appropriate for the 21st century student. Tapscott (2008) argues that schools need to embrace the change in relationship between student and teacher and the learning process and move away from the traditional lecture model of teaching. This research project will use Scratch to implement the changes necessary outlined by Tapscott (2008).

2.21 The Role of the Teacher and Learner in a Constructivist Classroom.

The traditional role of the teacher and student was that the teacher imparted knowledge to the passive student (Papert, 1980). Brooks & Brooks (1993, p. 68) similarly describe that the 12

teacher has been perceived as a repository of knowledge charged with the task of handling on deposits of knowledge to his or her pupils in a didactic manner. In this research project, I sought to change my predominant teaching style and assume teaching roles associated with Constructivist teaching. Kafai et al. (2009) in their study on mentoring partnerships in an after school Computer Clubhouse identify five mentoring interactions when using Scratch with disadvantage youth. The five roles were classified as Teaching, Facilitating, CoConstructing, Observing and Learning. Apart from the role of Teaching, the other four mentoring interactions are associated with teaching roles assumed in Constructivist classrooms. In this research I hope to emulate the mentoring interactions associated with Constructivist teaching identified in Kafai et al (2009) in a DEIS Band 1 educational setting.

To aid my transition from a predominantly Behaviourist type teacher to a Constructivist teacher Brooks and Brooks (1993, p. 102) provide descriptors of Constructivist teaching behaviour. The following characteristics of Constructivist teaching behaviour influenced the change in teaching roles I assumed during the research. 1. I encouraged and accepted student autonomy and initiative. 2. When framing tasks, I used cognitive terminology such as analyse, predict, and create. 3. I allowed student responses to drive lessons. 4. I encouraged students to engage in dialogue, both with me and with one another. 5. I sought elaboration of students initial responses (Brooks and Brooks, 1993, p. 103118).

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2.22 Constructivist Learning Using Scratch

After reviewing relevant literature it became evident using Scratch would support a Constructivist learning environment. Screawn (2012) concurs with this idea and reports students can construct new knowledge by designing programs or projects which are related to their interests and experiences when using Scratch. Screawn (2012) also claims that Scratch supports a learning-by-doing approach to education. Students are able to reflect on their learning and collaborate with other learners as they construct knowledge.

When using Scratch, Resnick (2007) promotes a kindergarten approach to learning which is based on Constructivist learning theory. The kindergarten approach to learning, as seen in figure 2.1, is used to teach Scratch in Computer Clubhouses worldwide (Resnick et al. 2007). In the process, participants imagine what they want to do, create a project based on their ideas, experiment with alternatives, share their ideas and creations with others, and reflect on their experiences- all of which leads them to imagine new ideas and new projects (Kafai, Peppler, & Chapman, 2009, p.21). This research used the Creative design spiral (See figure 2.1) to guide pupils through the process of creating their collaborative projects for the Scratch Day held in the school on November 16th 2012.

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Figure 2.1 Creative design spiral

(Kafai, Peppler, & Chapman, 2009, p.21).

2.30 Educational Disadvantage

This research project involved using Scratch with fifth class pupils that attended a designated educational disadvantage school. Educational disadvantage is defined in the Education Act (1998), section 32(9), as: the impediments to education arising from social or economic disadvantage which prevent students from deriving appropriate benefit from education in schools.

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Educational disadvantage is seen as a complex, multi-faceted problem that can arise from a number of different factors (DES, 1999, p. 97). Lyons et al (2006, p.20) report that socioeconomic disadvantage characterized by low income, low levels of education and poor community resources all relate to the growth of educational disadvantage. My school is classified as DEIS Band 1 based on a national survey of primary schools carried out by the Educational Research Centre (ERC) in May 2005. The main focus of DEIS is to enhance literacy and numeracy, increase teacher allocation and provide access to additional supports for pupils that need them most. Smyth et al. (2010) report an achievement gap for children in the most disadvantaged schools particularly in urban DEIS band 1 schools. DEIS Band 1 schools have children with more complex needs than pupils that attend non-DEIS schools. The school, and my fifth class, has higher numbers of pupils that experience literacy, numeracy, emotional, and behavioural difficulties than non- DEIS schools. The school has also seen an increase in the concentration of pupils from newcomer and Traveller communities, pupils with serious literacy and numeracy difficulties, and pupils with learning disabilities. According to Smyth et al (2010), the increased numbers of children experiencing these difficulties has resulted in many children having developed negative attitudes to school. Smyth et al (2010) contends that negative attitudes to school can result in lower engagement levels for these pupils. This has been a problem in my classroom. Many pupils are failing to work to their full potential and demonstrate low engagement levels in class. If this problem is not addressed, Smyth et al. (2010) warns this can be a contributing factor to early school leaving amongst pupils

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from disadvantaged communities. This research plans to use Scratch to develop positive attitudes to school with pupils from disadvantaged backgrounds.

2.31 Using Scratch in Marginalised Communities

As previously stated Scratch is used with disadvantaged youth in after school Computer Clubhouses around the world (Resnick et al. 2007). The Computer Clubhouse is an after school club where pupils from urban low-income communities engage with creative technologies, such as Scratch, in a Constructivist learning environment (Kafai et al., 2009, p.2). The Computer Clubhouse organisation seeks to bridge the participation gap between youth that know how to use technology for browsing the Internet and gaming and those who know how to employ technology toward a more creative and expressive ends (Kafai, 2009, p.147). The challenge in this research project is to see if findings from studies which have used Scratch with disadvantaged youth in after school Computer Clubhouses around the world can be emulated in an Irish DEIS Band 1 setting. An argument for trying to replicate these findings with fifth class in a DEIS Band 1 school will now be explored. Peppler (2010) reports as marginalised youth are engaged in the acts of building, creating and constructing, they more deeply engage in the learning process. She found that youth creating with Scratch in the Computer Clubhouse engaged in a new form of learning. This had an impact on their motivation to reengage in traditional subject areas like print literacy. Peppler (2010) claims this resulted because as youth leverage prior knowledge to sustain their involvement in new complex subjects, they learn how to learn and increase their general interest in the learning process. Peppler (2010) argues introducing Scratch into 17

educational settings for marginalized youth could set the stage for higher levels of engagement in the schooling process. This research project seeks to reduce the gap in the literature, and report on the use of Scratch with marginalised youth with fifth class in a DEIS Band 1 school.

2.40 Engagement and Motivation

2.41 Engagement More and more of our students today lack the two prerequisites for learning- engagement and motivation (Prensky, 2006, p.2). Prensky (2006) argues that if teachers want to have relevance in the 21st century it is crucial that teachers find ways to engage and motivate students in school. Dolezal et al. (2003, p.243) define engagement as, a high degree of on-task behaviour with tasks that are appropriately academically demanding and worthwhile for students. How can teachers engage students? Prensky (2006) believes the answer lies with technology. If teachers are to engage their students they must do so electronically. Once students are actively engaged studies show achievement and motivation increase (Fredricks et. al., 2004, p.71). Means et al. (1993, p.93) note that technology can engage students in challenging, authentic learning: Teachers can draw on technology applications to simulate real-world environments and create actual environments for experimentation, so that students can carry out authentic tasks as real workers would, explore new terrains, meet people of different cultures, and use a variety of tools to gather information and solve problems.

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After attending the professional development course for teachers on using Scratch in the classroom, it became apparent to me Scratch was a suitable technology application to use with my students which could engage them in challenging and authentic learning. Papert (1980) considers knowledge and learning firmly grounded in contexts, and shaped by their active and engaged users. He established some important guidelines for the use of technology in schools which I incorporated into my ten Scratch lessons and preparation for the schools Scratch Day. Papert (1988) encourages the use of open-ended projects when using technology. He advocates the use of computers to solve real problems. Also, Papert (1988) contends teachers should connect work on the computer with what goes on during the rest of the day, and also with the students interests outside of school. Each Scratch lesson provided the pupils with opportunities to create open-ended projects, solve real problems, and connect their learning with passions they had outside the classroom. Preparing collaborative projects using Scratch presented on the Scratch Day gave the pupils a new opportunity to construct their own learning. Papert (1988) states Better Learning will not come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to construct. I was using Scratch with pupils for the first time. I needed to reflect on how pupils engaged with Scratch. Were they engaged because they were using something new? Or were they engaged with Scratch for a different reason? Martinez (2012) argues that engagement is not a goal, its an outcome of students (or anyone) doing meaningful work. Meaningful to themselves and to the community they are in. Meaningful because someone trusted them to

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do something good, and they shouldered the responsibility. The argument is often made that technology is so engaging for students. Martinez (2012) believes its not the technology thats engaging its the opportunity to use technology to create something that is valued by the community. She poses the question that a new device can be entertaining for a while, but when the novelty value wears off, what are you left with? I was seeking engagement that enabled pupils to take charge of their own learning. 2.42 Characteristics of Highly Engaging Teachers Research carried out by Dolezal et al. (2003) reported that highly engaging teachers used numerous motivating strategies and required students to accomplish cognitively challenging tasks. Challenging tasks were provided throughout the research through the use of ten Scratch primary lessons. I felt the pupils would find the lessons interesting challenging, and playful. Motivational strategies supporting the use of Scratch included grouping the children in table groups in the classroom and permitting children to leave their seats in the computer room to learn from other pupils and view other pupils work. This was something new the children had not experienced in my classroom before. Dolezal et al. (2003) report that students desks arranged in table groups promote collaboration and cooperation and I hoped arranging the classroom in this way would enhance the research focus of promoting Constructivist learning opportunities.

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2.43 Motivation Motivation is the extent to which a person is engaged with an activity (Henderlong and Lepper, 2002). Gottfried (1990, p.525) defines academic motivation as enjoyment of school learning characterized by a mastery orientation; curiosity; persistence; and the learning of challenging, difficult, and novel tasks. It is believed that when motivated, children will engage in high quality learning and conceptual understanding as well as enhanced personal growth and adjustment. In her study, Gottfried (1990) measured motivation in subject areas such as mathematics and reading. She found significant correlation between motivation and academic achievement. Prensky (2006) states that students today lack motivation. A common view ascertained by researchers is that students will experience an increase in motivation to learn as a result of interacting with ICT. Ager (2003, p.5) claims that the interactive nature of ICT motivates and stimulates learning. This project sought to capitalise on the motivational capacity of Scratch to address the research problem. Literature reviewed reporting on the use of Scratch with young people have found increased levels of student motivation when using Scratch. Wilson and Moffat (2010) used Scratch computer programming to teach some elementary programming to young children in their computer class for eight lessons in all. This study reported that children were soon able to write elementary programs, and moreover evidently had a lot of fun doing so. Some pupils performed beyond all expectations. Wilson and Moffat (2010) report the main advantage to Scratch is how Scratch makes learning how to program a positive experience, contrary to the frustration and anxiety that is associated with the usual learning experience.

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Another study undertaken by Malan and Leitner (2007), claims Scratch has remarkable potential for teaching and learning in educational settings. This study identified the ability Scratch has to motivate students and familiarise students with the fundamentals of programming. However, this study used Scratch with teenagers in secondary education. Despite this fact, I had hoped to emulate these findings with fifth class pupils in a primary DEIS Band 1 setting. Malan and Leitner (2007) study found that students described Scratch as fun to use and really easy to learn. Similarly, Kafai (2009) found that young people attending an after school Computer Clubhouse in the United States enjoyed using Scratch and gravitated toward Scratch repeatedly in preference to other software available. A common finding in all the reports mentioned was that Scratch promoted problem solving. The next section will examine closely how Scratch promotes problem solving

2.5 Skill Development

2.51 Problem Solving The report Learning for the 21st Century produced by the 21st Century Partnership (2003) identifies Problem Solving as an important skill for students growing up in the 21st century. Baroudi (2011) states that using Scratch teaches students to solve their own problems, encouraging students to figure things out and discover how things work for themselves. She argues that Scratch teaches students that they need to understand their own problems, make mistakes and explore alternatives. She explains using Scratch can teach students to look for solutions, attempt them, learn from their mistakes and seek new ways to solve their individual problem. During this research project my pupils were creating Scratch projects, 22

which required thinking of an idea, figuring out how to break the problem into steps and implementing these steps using Scratch programming blocks. I had hoped my pupils would engage in Problem Solving and persevere with Scratch when confronted with challenges. Papert (1980) referred to students engagement with Problem Solving and perseverance in the face of difficulty using technology as hard fun. Papert (1980) argued that children that engaged in hard fun, not in spite of the fact the activity was hard but because it was hard. Such engagement was a combination of intense focus on the task at hand and intense motivation to continue.

2.6 Collaborative Learning

Scratch is designed to support and encourage collaboration and sharing (Resnick et al., 2007). The visual objects and modular code used in Scratch supports collaboration, enabling students to work together on projects and exchange objects and code. Resnick et al. (2007) maintain collaboration on projects using Scratch supports communication skills development by engaging young people in choosing, manipulating, and integrating a variety of media in order to express themselves creatively and persuasively. This research provided opportunities for pupils to work in small groups of two or three pupils to prepare Scratch projects for the Scratch Day. Increasing opportunities for collaborative learning would support the focus of this research and perhaps produce some worthwhile findings. Collaborative learning is defined as an instruction method in which students at various performance levels work together in small groups toward a common goal (Gokhale, 1995, p.22). Students are responsible for one anothers learning as well as their own. Thus, the 23

success of one student helps other students to be successful. Studies have shown that children who work together in a cooperative way show increased academic achievement, improved school attendance, spend a greater time on task and display increased self-esteem (Johnson and Johnson, 1989). If I could emulate these findings in my research I would be improving my classroom practice considerably. The Irish Primary Curriculum (NCCA, 1999, p.17) recognises that collaborative learning facilitates children hearing the ideas and opinions of others and reacting to these ideas. In order to implement effective group work during this project I stressed the importance of the following: Positive Interdependence: Students must understand that they are linked with others in a way that one cannot succeed unless the other members of the group also succeed. Face to Face Promotive Interaction: Students must explain to each other how to solve problems. Individual Accountability: a division of labour is identified and pupils are responsible for their component of the project. Teamwork Skills: Contributing to the success of a cooperative effort requires teamwork skills, including skills in leadership, decision making, trust building, communication, and conflict management (Johnson et al., 2005).

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2.7 Summary
This chapter discussed the Constructivist learning theory and the role of the teacher and pupil in a Constructivist classroom. The literature review went on to discuss educational disadvantage and the problems associated with pupils attending DEIS Band 1 schools. The review then examined the use of Scratch with marginalised youth in after school clubs. Subsequently, current literature on motivation and engagement was reviewed. The chapter noted the capacity of Scratch to engage pupils in Problem Solving. How Scratch can be used to promote collaborative learning was discussed. The consensus of the literature in this review is that Scratch can play a positive role in teaching and learning.

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Chapter Three

Methodology

3.0 Methodology
3.1 Introduction This chapter examines the research methodology employed to engage in this research. It outlines the rationale for the design of the research, the methodology that underpins it, and how data were collected and analysed. It describes the location and participants of the research while taking into consideration issues of quality and ethics. The purpose of this chapter is to use strategies that would make it possible to examine the use of Scratch to promote Constructivist learning opportunities with fifth class pupils in a DEIS Band 1 school, in a balanced way, thus enhancing the interpretability of the data collected (Bryman, 1984, p.31).

3.2 Research Design

3.21 Qualitative Study Qualitative research was chosen as the most appropriate research methodology for this research project. Qualitative research involves authentically capturing the lived experience of people (Denzin & Lincoln, 1994). It involves examining peoples words and actions in narrative or descriptive ways (Maykut and Morehouse, 1994, p.2). In this qualitative study I was a participant observer, focusing on the words and actions of my pupils, in order to learn first-hand about the social world.

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A quantitative study was deemed inappropriate for the purposes of this research project. According to Nielsen (2004) the key benefit of quantitative studies is simple. They boil a complex situation down to a single number that's easy to grasp and discuss. The research question could not be appropriately answered by collecting numerical data. The research project undertaken which involved implementing ten Scratch lessons and holding a Scratch School Day reflected the characteristics of qualitative research, namely presenting multiple realities and a focus on the views of all participants (Creswell, 2007). I concluded a qualitative study was appropriate for the focus of my research.

A qualitative study of this nature allowed for a wide range of data collection methods. This research project utilised interviews, field notes, observations, participant journals, photographs and screen images called screen-grabs of pupils projects in order to record the experiences of using Scratch. Although qualitative research was considered the most appropriate methodology for this study, some limitations must be acknowledged. It is considered that qualitative research can be highly subjective and lack scientific rigour (Marshall and Crossman, 2006). Thomas (2009) similarly criticises qualitative study and contends qualitative studies may not generalise to other settings or participants. However, I was cognisant of safeguarding against using a lack of scientific rigor throughout the research project.

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3.22 Action Research Action research is designed to deal with a concrete problem located in the immediate situation (Cohen & Mannion, 1994, p.186) Action research is a process that involves improvement and reform. Action research is defined: as any systematic inquiry conducted by teacher researchers to gather information about the ways that their particular school operates, how they teach, and how well their students learn. The information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment and on educational practices in general, and improving student outcomes. Mills (2003, p.1) According to Cohen and Mannion (1994), action research is concerned with diagnosing a problem in a specific context, which aims at attempting to solve it in that context. The ultimate objective of this process they argue is to improve practice in some way.

3.23 Statement of Problem I identified that pupils in my classroom were not working to their full potential. Many pupils exhibited signs that they were disinterested and disengaged with learning in my classroom. In an attempt to reengage my pupils with learning in my classroom I introduced Scratch as a mechanism to promote Constructivist learning opportunities. I felt traditional teaching methods were failing to engage my pupils fully in the educational process, as a result I sought to implement change to improve learning outcomes in my classroom. I proposed to use Scratch to implement the necessary changes in my classroom. I was optimistic using Scratch could develop enthusiasm for learning again and motivate pupils to work to their full potential.

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3.24 Why Action Research? For the purpose of this research project, I considered action research as the most appropriate method to affect change in the classroom. Action research allowed me the teacher to research within the classroom while at the same time the main focus in the classroom was teaching and learning. I wanted to engage in creating more project based learning opportunities for pupils and offering increased opportunities for Constructivist learning. Action research enabled me to address the problem of pupils not working to their potential while at the same time I was able to continue teaching the class.

3.3 Sample
The research project reports on the learning outcomes for seventeen pupils in fifth class in a DEIS Band urban school. Purposive sampling was utilised to choose six participants to participate in a semi-structured interview. This method of sampling was suitable for the project as it achieved a sample that was as representative as possible of the whole class (Burton et al., 2008). In purposive sampling, researchers handpick the participants to be included in the sample on the basis of their judgement of their typicality (Cohen et al., 2000, p.103). I sought to create a sample which balanced gender and academic ability. Three boys and three girls were chosen for the sample. A mathematics standardised test called Sigma T was used to categorise participants based on academic ability (See Appendix E). The Sigma-T was carried out in June 2012 as the pupils finished 4th class. The test breaks down the results on a scale called a STEN. The STEN scale or Standard TEN is a ten 30

point scale with values ranging from 1 to 10 (Wall and Burke, 2007, p.16). In establishing criteria for purposive sampling, the STEN provided a concrete basis for the selection of participants.

3.31 Participants and Setting This research was undertaken in an urban co-educational primary school. As previously stated many of the children attending the school are from disadvantaged backgrounds. Seventeen participants were involved in this research project, nine boys and eight girls from fifth class. There was quite a diverse ethnicity in the class (See Appendix F) which represents all the nationalities in the classroom. The purposive sample was chosen to ensure a mix of students with regard to cultural background.

I am the pupils fifth class teacher and had access to the pupils on a daily basis. The Scratch lessons were carried out in the schools designated computer room. The school computer room was equipped with a teaching computer, an interactive whiteboard, and a personal computer for each pupil. Each computer had Scratch software downloaded from www.scratch.mit.edu. Scratch lessons were integrated into the pupils mathematics timetable. A one hour computer room session took place on Fridays for ten weeks during September, October and November in 2012. Two thirty minute sessions took place on Tuesday and Thursday mornings over the ten week period also. At the end of the ten weeks of Scratch lessons a Scratch Day was held on November 16th 2012, to allow pupils present

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projects to pupils from other classes in the school. Pupils collaborated in small groups of two or three to create Scratch projects for the Scratch Day and presented the projects to invited parents, teachers and pupils of the school.

3.4 Research Instruments

A range of data collection methods was carefully considered in order to find those most appropriate for answering the research question. Researcher observations, researcher and pupil journals, interviews, photographs and screen-grabs of students Scratch projects were employed to attempt to gain a deeper understanding of how Scratch promoted Constructivist learning with my students. Collecting data from a variety of sources contributed to the validity of this study.

3.5 Fieldwork
3.51 Researcher Observations As outlined previously, I took on the role of participant observer during this research project. A participant observational study had many advantages for this research project over other data-gathering methods. I was able to gather real life data from interactions with the pupils (Robson, 2002, p.310). I could engage in unstructured observation, whereby I was immersed in a social situation as a participant, in order to understand what was going on (Thomas, 2009, p.186). Bailey (1978) similarly states that the participant observation approach has some inherent advantages and is superior to experiments and surveys. Investigators are able to discern on-going behaviour as it occurs and observation studies are less reactive than 32

other types of data-gathering methods which can introduce bias to the data the researcher is trying to study. 3.52 Researcher Journal Observations during this research project were noted immediately in my journal as advocated by Lofland (1971). Any observations were expanded on in greater detail after each session. Recording the observations sequentially in the diary enabled me to note emerging trends during analysis. Thomas (2009, p.166) considers a diary or journal to be an invaluable data-gathering tool for the researcher undertaking a small project. My journal was utilised to record observations, direct quotes, opinions, interpretations and facts during the research. These journal entries provided an on-going record of events. In addition to these field notes, my journal was also used to record my own thoughts, plans and reflections on how my classroom practice was changing 3.53 Pupil Diaries Hopkins (2008, p.108) encourages the use of pupil diaries when carrying out classroom research as they provide an interesting contrast to the field notes kept by the teacher on the same topic. Hopkins maintains that pupil diaries are an excellent way of obtaining honest feedback and provide a pupil perspective on the teaching episode. Using pupil diaries in this research project added to the validity of the study as the pupil diaries provided a basis for recording the experiences of the pupils and their insights into Scratch. Similarly, (Thomas, 2009) argues pupil diaries can encourage children to be more forthcoming than they might be in a more formal interview setting. At the end of each Scratch lesson, pupils spent ten to 33

fifteen minutes completing an entry in their diary. Pupils could write freely about their experiences that day. 3.54 Interviews Interviews were considered necessary as they enabled the researcher to expand on data already collected through observations, work samples and journal entries. As a method of inquiry interviewing in qualitative research is useful for gathering facts, accessing beliefs about facts, identifying feelings and motives, commenting on the standards of actions, present of previous behaviour, and eliciting reasons and explanations (Cohen et al. 2000, p.146). In this research project two types of interviews were carried out, pupil-pupil interviews and teacher-pupil interviews. Pupil-Pupil Interviews Pupil-pupil interviews provide a rich source of data (Hopkins, 2008, p.210). The main advantages of using this format of interviewing according to Hopkins (2008) are that pupils may be more candid with each other and they may produce unanticipated or unusual perspectives. As a result I did not set any questions for the children to follow. They were free to ask each other any question about Scratch. I had hoped to record responses that may not have been recorded in teacher-pupil interviews. I also expected to record unanticipated or unusual perspectives the pupils had about Scratch.

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Teacher-Pupil Interviews Semi-structured interviews were carried out with the purposive sample of pupils. The semistructured interview approach was adopted in the study, so that specific responses could be elicited from interviewees with a view to comparing and contrasting these responses (Fraenkel & Wallen, 2001, p.25). I used five key questions which acted as prompts (See Appendix A). According to the responses given, I either asked further questions to deepen understanding and give greater detail or else moved on to the next key question. 3.55 Screen-grabs of Pupils Scratch Projects Images from computer screens known as screen-grabs were taken to review pupils work on Scratch. Work samples were obtained in order to compile a cumulative record of pupils Scratch projects during the research. Pupils saved all their Scratch projects on the local school computer network, and this provided data to show how pupils project complexity progressed throughout the research. This provided a subtle means of studying the data in context (Robson, 2002). Comparing scripts from projects at the beginning of the research with scripts from projects at the end gave an insight into what students had achieved during the research.

3.6 Data Analysis

In a quantitative research project Hopkins (2008, p129) describes why it is important to establish a coherent methodology for analysing classroom research data. Hopkins argues that studies which lack a coherent methodology for analysing data produce findings which can

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neither be fully scrutinized nor usefully emulated. Thorne (2000) maintains in order to generate findings that transform raw data into new knowledge, a qualitative researcher must engage in active and demanding analytic processes throughout all phases of the research. Therefore, I utilised a data analysis framework (see Table 3.1) during this research to ensure my findings could be fully scrutinised and researchers in the future wishing to replicate my findings could do so. A data analysis framework advocated by Hopkins (2008, p.131) comprising of four stages was used.

Figure 3.1 Data Analysis Framework

Data collection and the generation of categories was the initial stage carried out in this research project. Four themes were established that began to explain what had happened in the classroom using Scratch. The themes established included 1.Motivation and

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Engagement, 2. The Changing Role of the Teacher. 3. Skill Development and 4. Collaborative Learning. The themes reflected the data collected and were also an interpretation of them. Hopkins (2008, p.132) supports the notion that in this stage of data analysis the researcher should be as creative and suggestive as possible to ensure the research will result in a coherent and complete interpretation of the problem. The second stage of data analysis involved the validation of the hypotheses. The technique of methodological triangulation was employed to validate the categories established in stage one. Methodological triangulation involved gathering data form multiple sources such as observation, interview, and samples of work which provided a stronger argument when writing up the findings of this study (Thomas, 2009). Themes that emerged from more than one source in the research project were deemed to have been validated. The four themes outlined were supported with evidence collected from a variety of sources. According to Elliott (1991) triangulation gives a degree of authenticity to the themes established in stage one. Stage three involved taking the validated themes and fitting it into a frame of reference that gave it meaning. I began relating validated themes to the literature reviewed in chapter two. Validated themes were related to the learning theory of Constructivism and possible links were examined. The final step in the process of analysing the data was action. This stage involved reflecting on my experience of using Scratch in my classroom to promote Constructivist learning opportunities with fifth class pupils in a DEIS Band 1 school. As previously stated I 37

employed action research to improve my classroom practice. I reflected on the outcomes of my action research and as a result, I was in a position to plan for future action (Hopkins, 2008, p.137). I considered how using Scratch had addressed my original concern that pupils in my class were not working to their potential and were exhibiting signs that they had become disinterested in learning. These reflections and considerations influence how I will use Scratch with future fifth classes and what recommendations I would give to teachers contemplating using Scratch in an educational setting. This stage is discussed in greater detail in chapter five.

3.7 Subjectivity
Qualitative research seeks to understand the subjective experience. It is also concerned with interpretive openness through a process by which the researcher attempts to acknowledge his or her preformed prejudices, biases, and stereotypes and in so doing reveal the lens through which he or she builds an interpretation of the subject (Denzin, 1978). I was cognisant of the perils of assumption, bias, and opinion that are associated with qualitative research. Not just my subjective experience had to be taken into consideration, but also the experiences of the pupils. Subjectivity is something which must be limited to the greatest degree possible in order to be able to assert a degree of generalizability in regard to the findings (Denzin, 1978). Section 3.9 Reflexivity and Bias also discusses how subjectivity was minimised during this research.

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3.8 Validity and Reliability

Validity is an account that represents accurately those features of a phenomenon that it intended to describe, explain or theorise (Hammersley, 1987). During this research I strove to demonstrate that my observations recorded and analysed, matched what actually occurred during the research. Enhancing validity in this project was achieved by implementing the following techniques proposed by Hopkins (2009, p.142). To begin with, evidence was gathered from multiple sources. Secondly, data were collected at different points in time during the research. Thirdly, methodological triangulation was employed to safeguard against false conclusions. Finally, a data analysis framework proposed by Hopkins (2008, p.131) was employed to generating meaning from the data collected. Measuring and accuracy play a big part in demonstrating reliability in qualitative research (Shank, 2006). Reliability refers to the extent to which a research instrument such as a test will give the same result on different occasions (Thomas, 2009, p.105). To ensure my research was academically sound, four criteria proposed by Shenton (2003) were adhered to. The criteria include Credibility, Transferability, Dependability and Confirmability. To ensure Credibility in this research project, appropriate well recognised research methods were employed. Transferability of this research project has been achieved with the provision of relevant literature which allow comparisons to be made. Dependability has been ensured in this research through the description of data collection methods which ensure the study can be repeated. Finally, Confirmability has been achieved with my recognition of shortcomings in the studys methods and their potential effects.

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3.9 Reflexivity and Bias

Creswell (2009) argues that in qualitative research, the role of the researcher as the primary data collection instrument necessitates the identification of personal values, assumptions and biases at the outset of the study. Cohen et. al (2003, p. 141) also argue that in qualitative data the responses, opinions and perceptions of those involved always include some element of bias. Therefore the researcher must strive to minimize invalidity and maximize validity. As I was the participants teacher in this research, it must be acknowledged the pupils may have offered responses to please me. As a teacher in a DEIS Band 1 school with an interest in Scratch, I had to be careful of my own assumptions on the value Scratch has. I had to be aware of my reactions to their responses throughout the project and remain as impartial as possible throughout the project. For this reason and to safeguard against bias, I employed pupil-pupil interviews as a research instrument in this project. As already mentioned this enabled participants to offer responses which may not have been recorded in the teacherpupil interviews. Also to ensure that the research remained as unbiased as possible a critical friend, as well as my supervisor, read the research project as it was written. This approach aimed to ensure that the information was re-examined and moderated thus enhancing the validity of the enquiry (Burton et al. 2008, p.172).

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3.10 Ethical Considerations

In this study, ethical consideration focused on voluntary participation, confidentiality and anonymity. Permission was sought from the Board of Management of the school (See Appendix B) and was granted. Once this permission was given, the researcher approached the children of fifth class explaining the proposed project. Children that showed an interest were given a letter of consent (See Appendix C) to be signed by their parents. The participants were reassured that all information provided would remain confidential and available to the researcher only. The letter of consent to both the Board of Management and to the parents of participants guaranteed that confidentiality would be a primary concern and that the anonymity of all participants would be maintained. The cover letter, which was distributed to participants involved in the research, also made it explicit that participants, having given their consent, were free to withdraw from the study at any time. All parents granted permission.

3.11 Limitations
Qualitative research and action research are criticised for lacking scientific rigor as discussed in sections 3.21 and 3.22. Further limitations acknowledged in this research project include the relative short length of time the study was carried out over. The researcher acknowledges that the twelve week programme was quite a short time frame. Nevertheless, I maintain that the range of data gathered within this period allowed for rich analysis and valid findings. As stated previously in sections 3.53 and 3.54, other limitations acknowledged in this research includes data recorded in pupil diaries and interviews with pupils are subjective. 41

Additionally, the very small sample of participants is without doubt a limiting factor in emulating the findings of this research. However, I believe that the nature of the qualitative research methods employed in this study provided a rich yield of in-depth findings from the small research sample.

3.12 Conclusion
The aim of this research project was to describe, understand and interpret the opinions, views and perceptions of pupils that used Scratch during the research project. This chapter examined the methodologies and the data collection and data analysis used. I proposed that action research was the most appropriate research method to address the focus of my research. Data collection strategies employed in this action research included researcher observations, researcher and pupil journals, interviews and screen-grabs of students work. Limitations and the potential of researcher bias have been acknowledged and discussed. Finally, the ethical considerations were presented. In the following chapter an analysis of the data and interpretations of the data are discussed.

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Chapter Four

Findings and Analysis

4.0 Presentation of Findings and Analysis of Results

4.1 Introduction The focus of this research project was to observe and document how implementing ten Scratch lessons and showcasing collaborative Scratch projects at a Scratch Day promoted Constructivist learning opportunities with fifth class pupils in a DEIS Band 1 school. 4.2 Overview of the Findings This chapter will describe the participants of the study. The chapter goes on to outline the data collected and discusses these findings with reference to current literature. This discussion is divided into sections according to the validated themes which emerged. The themes that emerged when analysing the data were: Pupil Motivation and Engagement. Changing Roles for the Teacher. Skill Development- Problem Solving. Collaborative Learning.

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Figure 4.1: Relationship of Emergent Themes

The diagram illustrates the inter-relationship between the recurring themes that emerged with using Scratch in this research project.

4.3 Student Profiles

As discussed in chapter two the pupils in this research attend a large urban designated disadvantaged primary school. Smyth et al. (2010) report DEIS Band 1 schools have higher 45

numbers of pupils that experience literacy, numeracy, emotional, and behavioural difficulties than non- DEIS schools. The fifth class that participated in this research reflect Smyths et al. (2010) observation on DEIS Band 1 schools. A profile of the entire fifth class is available (See Appendix D). Pseudonyms have been assigned to the pupils in this research.

4.4 Data Findings and Analysis

This section details the findings from qualitative research undertaken with fifth class pupils. Action research was employed to address the problem identified in chapter one. This chapter discusses data with reference to the research question How does Scratch promote Constructivist learning opportunities with fifth class pupils in a DEIS Band 1 school. A comprehensive description of the findings from the researchers diary, observation, pupils diary, interviews, photographs and screen-grabs provides data to answer four embedded questions outlined in chapter one which support the research question.

4.5 Pupil Motivation and Engagement

The theme of pupil motivation and engagement was identified from the beginning of the research. After an introductory video about Scratch available on www.scratched.mit.edu was shown to the pupils, data recorded and analysed showed that pupils were interested in learning about Scratch. An entry in my diary outlines the level of interest pupils expressed having watched the introductory video. Today, the pupils were shown an introductory video about Scratch. The video seems to have captured the pupils imaginations. The pupils were very excited 46

about the prospect of being able to make their own video games, cartoons and stories. (Researcher Diary 03/09/12)

Similarly an analysis of pupil diaries after having watched the Scratch introductory video demonstrated the following: Mr. Harrison showed us a video today about Scratch. The video showed us that we can make our own games, cartoons, art and music. I cant wait to make my own game. (Stephanies Diary 03/09/12)

Levels of motivation and engagement remained high throughout the twelve weeks. Semistructured interviews carried out with a purposive sample of pupils at the end of the research revealed pupils had maintained their initial enthusiasm for Scratch. I had a concern at the beginning of the project that once the novelty of Scratch had dissipated the pupils would cease to engage with Scratch. The following are extracts from what pupils said during the group interviews. The responses demonstrate that Scratch still excited and motivated the pupils at the end of the twelve weeks. Question: What do you like about Scratch? Carl: I like Scratch because I like to make games by myself Roisn: Scratch makes school fun Stephanie: I love Scratch because its so interesting. 47

As mentioned in chapter two, Martinez (2012) believes its not the technology thats engaging its the opportunity to use technology to create something that is valued by the community. Relating Martinez (2012) observation to the data recorded, one can argue pupils were motivated and engaged with Scratch due to the opportunities Scratch gave to create something valued. The Scratch Day held in November provided the pupils with the opportunity to create a collaborative project to present to invited parents, teachers and pupils of the school. The pupils had to choose a subject, decide on a topic, research that topic, organise a division of labour for the project, create the project, and finally present the project. The following are extracts from pupil diaries on how they felt after presenting their projects on the Scratch Day. 4.51 Scratch Day Yesterday we held our Scratch Day. I really loved showing my project to the pupils, teachers and parents. My Dad came to see my project. He told me it was brilliant. The second class children loved my project. They were laughing and gave me and Shane a big clap. Scratch day was the best day ever. (Glendas Diary 16/11/12) My own diary recorded the following observations after the pupils presented their projects on the Scratch Day. The Scratch Day was a great success. The pupils presented their projects with a great sense of pride and achievement. The audiences seemed to really enjoy the projects. The pupils gave their best efforts to present their projects. I was delighted with how all the pupils applied themselves and took responsibility for their work. (Researcher Diary 03/09/12)

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These diary extracts demonstrate the huge motivation and engagement levels achieved by holding a Scratch Day. The pupils had never exhibited this degree of motivation or engagement with their learning previously in my classroom. The Scratch Day event demonstrated the huge capacity Scratch has to motivate and engage pupils. The Scratch Day provided opportunities for pupils to take charge of their own learning. The following extracts from what pupils said during the group interviews reveal how pupils were motivated to give their best efforts preparing for and on Scratch Day.

Question: What do you think about Scratch Day? Aidan: Scratch Day was the best day ever in school because I showed my Scratch project to all the classes and they loved it. Saoirse: Scratch Day was so much fun. I loved it. I cant wait for next years. My project will be much better Henry: I loved Scratch Day because we never show our work off to our parents or other classes. I loved watching other pupils show their work. I learned a lot for the other projects.

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Preparing projects for Scratch Day enabled pupils to make connections with subjects or topics they had a passion or interest in. This was evident in the diverse nature of topics which pupils chose for their Scratch Day project available at http://scratch.mit.edu/galleries/view/181591. The topics which pupils collaborated on for the Scratch Day included History, Geography, Science, Christmas, Holidays, and Sport. The two weeks pupils prepared their projects for the Scratch Day I witnessed prolonged engagement. The projects created were deeply individual and personally meaningful to the pupils. Similar observations are reported by Peppler and Kafai (2007) in their study using Scratch with pupils in after school Computer Clubhouses. Peppler and Kafai (2007) report how Scratch engages youths with its capacity to enable individuals and collectives build on their preexisting interests. Russell et al. (2005) note that some indicators of motivation include time spent on a particular activity; persistence in the face of difficulty; intensity of attention and time-ontask. Ten of the participants downloaded Scratch and worked on personal projects at home. Evidence that pupils were using Scratch at home was found in pupil-pupil interviews, semistructured interviews and from my observations. The following excerpt from a pupil-pupil (figure 4.2) interview records the type of work pupils engaged in when using Scratch at home.

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Figure 4.2 Pupil-Pupil Interviews.

Adian: Do you use Scratch at home? Kevin: I do actually. I go on the internet and look at a game, and I say I can make this game on Scratch but I can do some better stuff.

This excerpt indicates that pupils were examining other projects online and observing how these projects were made. Similarly, this next excerpt demonstrates how pupils learned from other projects at home. Carl: If you didnt know how to make a project what would you do? Jane: I would go online and borrow their project and see how they have done it. This independent, voluntary work at home indicates the childrens strong motivation and willingness to use Scratch.

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4.52 The Change in the Classroom As previously discussed in chapter one, some pupils in my classroom became easily distracted in class and engaged in off-task misbehaviour as a result of poor motivation and reduced engagement levels. This gave rise to the fact that some pupils were failing to achieve their full potential. I found during this research project that discipline had vastly improved. Off-task misbehaviour was never an issue in any Scratch lesson. Pupils engaged willingly in the ten Scratch lessons. Evidence from my diary indicated that the Scratch lessons were much calmer and quieter when pupils were working in groups rather than individually. The data collected found that pupils asked fewer questions and sought my help less when working together in groups. The following entry in my diary describes such an incident. Today, the pupils worked on an activity in groups for the first time. I noticed as the pupils worked that I had to answer far less questions and required to support less pupils than when pupils worked on their own. The computer room was much calmer and quieter today. All the pupils were fully engaged working in groups. (Researcher Diary 03/10/12) This episode depicts how increased levels of engagement using Scratch can lead to an increase in calmness and fewer incidents of off-task misbehaviour. Collaborative Learning using Scratch will be discussed in greater detail later in this chapter.

4.6 Changing Role of the Teacher

As mentioned in chapter two in this research project, I sought to change my predominant teaching style and assume teaching roles associated with Constructivist teaching. This 52

section reports how using Scratch facilitated this change. As described in the literature review I wished to emulate findings from Kafai et al. (2009) in their study on mentoring partnerships in an after school Computer Clubhouse with my class. Kafai et al. (2009) identify Facilitating, Co-Constructing, Observing and Learning as roles associated with Constructivist teaching in their study. An analysis of the data found evidence that replicating the findings from Kafai et al. (2009) after school study was possible with fifth class pupils in a DEIS Band 1 educational setting. My role as the teacher changed considerably during the research. Early entries in my diary revealed examples where I continued the traditional role of the teacher. This form of teaching associated with Behaviourism was the predominant teaching style I assumed with my pupils prior to using Scratch. An over-reliance on this teaching style was failing to motivate and engage my pupils sufficiently. As a result pupils were failing to work to their potential. I did engage in instructing, directing and modelling when teaching Scratch at the beginning. I will explain why I continued with this method initially when using Scratch further on in the chapter. The following entries from my diary were recorded after lesson one.

I showed the pupils how to import a sprite, and then I directed them through the process of getting a sprite to move different directions. I told the pupils to import an underwater background and move the sprite over and back. Today I modelled how to paint a new background and create a new sprite.

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As the research project progressed I began to assume the roles identified as Facilitator, CoConstructor, Observer and Learner by Kafai et al. (2009). Entries in my diary detected the process of change in my role from Instructor to Learner as pupils by the end of the project were teaching me how to use Scratch. During this process of change, the data also indicated that changes were also occurring for the pupils. They progressed from pupils that were passive in their learning to pupils that were directors of their own learning. Using Scratch was found to have facilitated the process of change for me the teacher and the pupils. The following extracts are examples of the new teaching roles that I assumed using Scratch with my class. The extracts identify my role as Facilitator. They also indicate how pupils began to take charge of their learning. Today during lesson 2 I asked the children to create a jungle scene. I asked them to choose a suitable background or create their own jungle background. The children then imported some jungle animals. I encouraged the children to be as creative as possible. I sat next to Tom as he searched for a suitable jungle background. He was searching for a background in the select a sprite section. He asked me how come he could not find any backgrounds. I explained that he needed to select the stage and then click on backgrounds. Once Tom had found the backgrounds he proceeded with his project. (Researcher Diary 12/09/12) During lesson 3 today, the children were given a challenge to create a band. The class brainstormed some ideas for their projects before we went to the computer room. I elicited responses from the children about what steps we needed to do to create the band. The children came up with lots of ideas. The children wanted to add music, have their sprites dance and have the backgrounds change during the project. (Researcher Diary 19/09/12)

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These extracts are evidence that Constructivist learning opportunities were occurring in my classroom. These learning opportunities, associated with the views of Papert (1980), emphasise the importance of the learners existing knowledge and how it is used and linked to new knowledge. Implementing the ten Scratch lessons enabled me to assume the role of Facilitator however, little data was found that the ten Scratch lessons supported me in assuming the roles of Observer, Co-Constructor and Learner. An analysis of the data in preparing for the Scratch Day did confirm I had assumed these roles. In the two weeks preparing for the Scratch Day, my diary recorded instances where I had become an Observer, Co-Constructor and Learner in the classroom. The following extracts from my diary provides evidence that I had assumed the role of Observer: Today the pupils were working in small groups, selecting a subject and topic for their Scratch Day project. The children brainstormed ideas and planned how to carry out their project. I noticed that I was not asked for any input from any group for ideas about a project.

The children began creating their collaborative projects today. They sat in small groups at a computer. All children worked on their designated part of the project. I observed that all the groups were busy working. I was not asked to solve any problems. Usually, I would have to answer questions about specific problems children were experiencing while working on their own. Today, not one child had their hand up to seek my help. (Researcher Diary 29/10/12) In these extracts I was a source of guidance and assistance supporting the construction of the learners own knowledge associated with the views of (Vygotsky, 1978). I was not dictating knowledge to the pupils, but offering assistance if required.

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I also assumed the role of Co-Constructor while students were creating their collaborative projects for the Scratch Day. My role as Co-Constructor was found to have been an assistant in the process of learning and not to merely impart knowledge as advocated by (Papert 1980). This next extract demonstrates where the pupil and I worked together to create new knowledge using Scratch. This was an example where I was a Co-Constructor in the classroom. The pupil and I shared control of the learning experience. Jill, Jane and I experimented with the glide function. We knew where we wanted the girl to go but it wasnt executing the way we wanted. After three or four attempts and changing the co-ordinates on the glide function we got the girl to bounce exactly where we wanted to on the trampoline. (Researcher Diary 29/10/12)

As pupils ability with using Scratch developed, this led to pupils assuming full control of their learning. In the following exchange recorded in my diary, the pupil led the interaction with the intention of teaching me. I was receiving tuition on using Scratch from a pupil. I had assumed the role of Learner. Henry made a soccer game with his face on one player and his friends on the other player. I asked him How did you make that? he replied Its simple sir, all I did was edit the sprites from this project I found and put my face on Drogbas body and Johns face on Rooneys body. I asked him could he teach me how to do this. He showed me step by step in the computer room. (Researcher Diary 11/11/12) Similarly this next extract records an incident describing how the two pupils were teaching me. They had assumed full control of their Scratch project and began sharing new information with me their teacher.

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Today, I learned how to add music from the internet to a project. Dean and Cathal had added a song from the internet to their project. I had not shown them how to do this. I asked how they had done this and they proceeded to tell me they googled mp3 converter, downloaded the converted mp3 song, and then added the music to the project. (Researcher Diary 10/11/12)

My journey from the role of Instructor to Learner using Scratch has been evidenced in this section. When beginning this process I introduced the basics of Scratch using Behaviourist methods. Westwood (2004, p.56) indicates that direct teaching in the early stages of learning new skills facilitates greater confidence and independence in later stages of the lesson. To ensure pupils were able to fully assume control of their learning by the end of the research, I employed direct teaching at the early stages. In a pupil to pupil interview, Westwoods assertion on direct teaching in the early stages of learning Scratch is portrayed. Adian: Was it better to use Scratch at home or at school? Isaac: I think it was better to use Scratch at school because your teacher can show you loads of what to do.

Pupils sought direct instruction from the teacher until they became more familiar with using Scratch. This next pupil to pupil interview response identifies the preference pupils had for direct teaching when introducing concepts in Scratch, and the difficulty pupils had creating their own knowledge without receiving instruction from the teacher. Leonard: Does using Scratch at home help you more at school?

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Leslie: Ya, but sometimes its difficult because at school our teacher tells us what our aim is to do. At home you dont know what to do.

Once pupils became familiar with the basics of using Scratch they were able to assume more control of their learning and I was able to provide more Constructivist learning opportunities. Using direct teaching at the initial stages of using Scratch allowed this process to ensue. The data presented has shown the findings from using Scratch in an after school Computer Club house can be emulated in an Irish educational setting. The ten Scratch lessons have been shown to facilitate teachers assuming the roles of Instructor and Facilitator. The roles of Observer, Co-Constructor and Learner were facilitated with the holding of a Scratch Day.

4.7 Skill Development

4.71 Problem Solving The children were observed checking their work for problems on a continual basis. Pupils demonstrated determination and perseverance when confronted with challenges when using Scratch. The following excerpt from a pupil-pupil interview reveals how pupils continued using Scratch even when it appeared difficult. Claire: Do you think Scratch is easy or hard? Glenda: I think its both because sometimes if youre trying to do something specific it gets hard because maybe you might not be able to do it or dont know how to? Claire: Do you give up when its hard?

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Glenda: No, I dont like giving up when Im using Scratch because I like trying to see if I can make it right.

This supports Paperts (1980) theory of Hard Fun discussed in chapter two. Previously Glenda would have given up when confronted with problem solving opportunities in the classroom. Similarly, in this interview with Saoirse she describes how she found Scratch difficult to use but this didnt cause her to give up. No, I didnt give up because I wanted it to look right like a real cartoon or real game. (Pupil Interview Saoirse: 19/11/12) Another interview with Gloria revealed her determination to persevere using Scratch even though she also found it difficult to use initially. No I didnt give up because my aim was to make a game and share it online so I just wanted to stick with it until I reached that aim. (Pupil Interview Stephanie: 19/11/12)

High volumes of problem-solving were recorded due to the instant feedback provided by Scratch. Maloney et al. (2004) state that as pupils work on personally meaningful products such as games, interactive art and animated stories, they develop mathematical and problem solving skills. The children could see their projects were not quite what they had intended and so were motivated to correct any errors. These childrens responses reflect this. In Scratch Id look over my work more because youd see it not working as soon as you played it. (Interview with Carl, 19/11/12)

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Every time we did something new we checked over it. Something wouldnt go off the screen or something wouldnt work so wed have to change it. (Interview with Aidan, 19/11/12) I witnessed children problem-solving during each Scratch lesson and preparing projects for the Scratch Day. The following are two screenshots of projects made by Leonard at the beginning and end of the project which demonstrate the level of problem solving engaged in over the course of the research. Figure 4.3 Screenshot of Leonards Flying Project taken 05/09/12

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Figure 4.4 Screenshot of Leonards Halloween Project taken 25/10/12

Figure 4.3 demonstrates Leonards use of Scratch as a media manipulation and composition tool. The screen-grab shows two sprites and a background that Leonard imported from Scratch folders. Leonards project was coded as a pre-scripting project as identified by Kafai and Peppler (2008). Figure 4.4 illustrates the problem solving development by Leonard over the course of the research. The Halloween Project displays a development of script writing and increased numbers of sprites. 4.72 Educational Value Peppler (2010) documented how Scratch impacted on youths motivation to reengage in traditional subject areas like print literacies. Peppler (2010) reported that as youths learn 61

how to learn using Scratch they increase their general interest in the learning process. Positive conceptions about Scratch and its educational value were prominent in this research project. Observations recorded revealed that pupils thought Scratch was fun and educational. In a pupil-pupil interview, Glenda when asked if she thought Scratch was educational replied; I think its very educational because it helps children expand their minds.

Peppler (2010) argues Scratch could have a valuable influence in the schooling process. In this next extract from a pupil-pupil interview Isaac reveals how he viewed Scratch as helping with his school subjects. Colm: Does Scratch help you in any subjects? Isaac: Yes, it helps me in Maths, in English and it could help children in Irish. Colm: How does it help in Maths? Isaac: Because when you want to draw a triangle you need to know the degrees you need to draw it.

These responses exemplify the pupils perceptions on the educational value of Scratch. Peppler (2010) contends Scratch supports many connections with mathematics that could be capitalized on in the classroom. Data in this project however recorded pupils engaging in extra reading outside of their assigned homework. In preparation for the Scratch Day some students were inspired to visit to local library to help research their chosen Scratch project.

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The following entry in my diary describes Leslies trip to the library inspired by his Scratch Day project. Today Leslie showed me a book he had taken out from the public library. The book was about horses. Leslie informed me that he had spent 20 minutes after his homework reading the book the previous night. Leslie planned to use some facts for his project about horses. (Researcher Diary 5/11/12) Similarly, this entry reveals how preparing for the Scratch Day projects inspired pupils to engage with print literacy. Today Timmy asked me could he have his library card as he wanted to research the topic Italy. He told me he would go to the library after school and take out some books about Italy. I gave him his card and the next day Timmy had two books about Italy. He had taken notes on facts he wanted to include in the project. (Researcher Diary 7/11/12) 4.8 Collaborative Learning Figure 4.5 An Example of Pupils Working in Groups

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Using Scratch provided opportunities for the pupils to engage in group work as recorded in figure 4.3. The data recorded pupils felt working in groups was easier than working independently, they learned more from working with partners, and they enjoyed working in groups. The data supports Resnicks et.al (2007) claim that Scratch is designed to support and encourage collaboration and sharing The following is an extract from Rachels diary which explains how she found working in groups using Scratch. I thought working with people is a great idea. You get more ideas and it helps you with teamwork. I prefer to work in groups than on my own. I hope next week we work in groups. (Roisns Pupil Diary 23/09/12) Similarly, in semi-structured interviews with Roisn and Saoirse, the following insights were recorded.

I liked working in groups, because in groups you get more ideas (Interview with Roisn: 19/11/12) I enjoyed working with a partner, ideas come faster and different people can do different jobs in the projects (Interview with Saoirse: 19/11/12) These responses describe the positive feelings pupils had about working in groups using Scratch. Pupils were found to have preferred working in groups than working independently using Scratch as they felt working in groups resulted in the creation of better projects. The following pupil-pupil supports this claim. 64

Leonard: Do you prefer working on your own or in groups using Scratch? Leslie: I think its easier working in groups, because you dont only get your own ideas but you get your friends ideas and when you combine those ideas it makes something awesome.

Similarly in an interview with Paul, when he was asked if he preferred to work independently or in a group using Scratch, he replied: I preferred working in groups because when people have loads of ideas they can put them altogether and make a good project. When youre working on your own it takes longer. (Interview with Carl: 19/11/12) 4.81 What is the Value of Working in Groups? Children working in co-operative settings engage in constructive discussion, share ideas and help each other where possible (Vygotsky, 1978). The data recorded that pupils also learned from working in groups. The following extracts from interviews with pupils illustrate what learning occurred when pupils worked in groups using Scratch. I learned how to co-operate with people properly because sometimes I dont like working in groups and I like working on my own. (Interview with Henry: 19/11/12) I learned how to get pictures from the internet from watching my partners. (Interview with Aidan: 19/11/12) I learned that you can share your thoughts with your partner. (Interview with Saoirse: 19/11/12) 65

These examples showcase how pupils learned skills from working in groups which they did not develop whilst working independently. Resnick et al. (2007) maintain collaboration on projects using Scratch supports communication skills development as discussed in chapter two. This research found that communication skills were developed through working in groups. The following extract from Rachels diary is an example of how communication skills were developed through working in a groups using Scratch. I learned to practice talking to other people working in groups for the Scratch Day project because I used to be shy but now Im not that shy anymore. (Glendas Pupil Diary 23/09/12) An entry in my diary reveals the development of communication skills when helping the groups prepare for the presentation of their projects on Scratch Day. Today in preparation for Scratch Day the pupils practiced presenting their projects to the rest of the class. I encouraged the groups to speak clearly, make eye contact with the audience, be enthusiastic, maintain good posture, and project their voices. (Researcher Diary 15/11/12)

Literature concurring with these findings is provided by Johnson and Johnson (1983). They reported that co-operative learning promoted more verbal interaction, more personal attraction between pupils and higher levels of self-esteem than individualistic learning. In the next pupil-pupil interview human interaction skills that enable groups to function effectively such as taking turns, listening, and encouraging enhance communication skills (Topping, 1988) were recorded .

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Jane: What did you learn from working in groups? Gloria: I learned listening skills, how to take turns and how to work as a team when I worked in a group. Jane: What about working in a group for Scratch Day? Gloria: I learned how to speak in front of a crowd.

4.9 Summary
This chapter discussed the data recorded with reference to the research question - How does using Scratch promote Constructivist learning opportunities with fifth class pupils in a DEIS Band 1 school? In order to fully address the focus of this research four embedded question were answered during the chapter. The validated data discussed has been linked to relevant literature discussed in chapter two. The chapter has revealed that the pupils in my class showed increased levels of motivation and engagement. I was able to assume Constructivist teaching roles while using Scratch which enabled pupils assume control of their own learning. The data also indicated the pupils had engaged in significant amounts of problem solving. Finally, it is evident from the findings that using Scratch promotes collaborative learning which was found to promote communication and social skills in this research project.

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Chapter Five

Conclusions and Recommendations

5.1 Introduction
This chapter presents conclusions and recommendations arising from the study of using Scratch with fifth class in a DEIS Band 1 school. A number of conclusions were noted throughout the study and are presented as they emerged in the study and not in order of priority. The chapter will also discuss the limitations of this study. A discussion on how I will use Scratch in future classes is contained in this chapter. Finally, several recommendations for future research regarding the implementation of Scratch in educational settings are presented.

5.2 Conclusions
5.21 Impact on Pupils The use of Scratch did have a positive impact on the pupils motivation and engagement. Although it is difficult to quantify levels of motivation, analysis of pupil diaries, pupil interviews, my researcher diary and my observations during the research indicate that the children were highly motivated when using Scratch and enjoyed using Scratch. One of the key findings from the research undertaken was that the children were highly motivated by the Scratch Day held in the school. The holding of the Scratch Day will become an annual event in my school. Overtime the Scratch Day will become embedded in the schools culture and pupils in fifth class will work on projects to present on this Day. The ten Scratch lessons will continue to be implemented culminating with the holding of a Scratch Day. The ten Scratch lesson available on www.scratch.ie will be taught to ensure 69

pupils are equipped with the necessary skills to work on and create a personally meaningful project for the Scratch Day. The data also revealed that children expressed a very positive attitude towards creating collaborative projects that were presented to pupils, parents and teachers in the school on the Scratch Day. The Scratch Day provided an opportunity for pupils to work together in groups on a shared project. It was clear pupils were motivated to work hard at their projects. The data revealed that pupils enjoyed presenting their projects and felt proud of the work they had completed. Future Scratch Days will continue to showcase collaborative projects as the data revealed how working in groups developed a variety of social, communicative and problem solving skills. I would recommend other schools that plan to use Scratch with their pupils to consider holding an annual Scratch Day to showcase pupil projects to the school community. Scratch was a significant motivational tool to use with this fifth class. It gave pupils a wonderful sense of accomplishment, pride, and a sense of confidence. Scratch became a motivational tool in this research as children perceived Scratch as fun, cool and easy to use. This was a welcome change from the traditional classroom in which I regularly struggled to motivate and enthuse some of the pupils. The use of Scratch offers a wonderful opportunity for teachers to use it as a pedagogical tool. Scratch was observed in this research project as an ideal tool for a skills-based approach to learning, providing huge scope for integration. The nature of Scratch enables it to be used across a wide spectrum of curricular areas. Children in this study created projects which spanned subjects such as English,

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History, Geography, and Science. In future classes I will use Scratch to engage and motivate pupils across the entire curriculum. Already pupils have suggested to me using Scratch in future Irish, History and English lessons. The skill development and problem solving ability demonstrated by the children during the research was noteworthy, with all the pupils creating Scratch projects during the research. The children became developers of their own digital content through the use of Scratch. My pupils had never been creators of their own digital content previously apart from creating word documents or basic graphs using Microsoft Excel. Through the use of Scratch, pupils were using content-free software where the process is dependent on the pupils ideas and understanding typically used in a Constructivist environment (OLeary & Mahony, 2010, p.88). This was a significant change from the pupils experience in my classroom as much of the software the pupils engaged with was content-rich typically used in Behaviourist environments (OLeary & Mahony, 2010, p.65). In content-rich software the computer exerts a high degree of control over the learning process and the content is supplied by the computer. Content-rich software that the pupils were familiar with included drill and practice software, educational games and simulation games. Through using Scratch and developing their own digital content the pupils became independent intellectual agents (Papert, 1980, p.26). The data has provided evidence that Scratch increased opportunities for Constructivist learning in this research. In my future teaching, Scratch will become an integral tool for promoting Constructivist learning opportunities. This action research aimed to develop

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Constructivist learning opportunities in fifth class in a DEIS Band 1 setting. Previous to the use of Scratch, Constructivist learning opportunities were infrequent in my classroom. The primary method of teaching and learning was Behaviourist. Scratch was found to be a practical way of increasing Constructivist learning opportunities in my classroom. This project and its findings have inspired me to implement Constructivist learning opportunities throughout the curriculum in the future. While using Scratch the children engaged in problem solving and children were observed checking their work for problems on a continual basis. Children were found to have taken ownership and responsibility for their own work while demonstrating a determination and perseverance when confronted with challenges when using Scratch. I will use Scratch with future classes to promote problem solving. Scratch has demonstrated an ability to engage pupils even when pupils find it difficult. Scratch particularly lends itself to enabling children to work cooperatively at the computer. The relationships between the children improved during the course of the research. The children learned to be more tolerant and listen to their partners advice. Scratch will become a way of promoting collaborative learning and developing communicative and social skills amongst pupils in my future classes. I will use Scratch to teach valuable life skills such as listening to and working with others, taking turns and respecting other peoples opinions. Some children displayed raised levels of self-esteem and confidence after the twelve week research. This was evident in positive comments pupils made about how they felt presenting their projects to parents, teachers and pupils on the Scratch Day and also their ability to help 72

other students. This heightened self-esteem was not limited to pupils of higher academic ability. I propose to use Scratch with pupils in future classes to develop pupils confidence through encouraging pupils to work with other pupils, increasing opportunities to communicate with others and providing opportunities for pupils to share their work.

5.22 Impact on the Teacher The role of the teacher is crucial in the success of using Scratch in an educational setting. The data found that as children progressed through the ten primary Scratch lessons from www.scratch.ie I assumed the role of Facilitator most frequently. This was intentional as the role of Facilitator is associated with Constructivist teaching. Using Scratch allowed me to change my primary teaching role in the classroom from Instructor to Facilitator. Using Scratch enabled the children to become directors of their own learning and actively involved in their own learning. During the research I also participated in a learning process. I became a learner alongside my students. The traditional relationship between my students and I changed. Children were in charge of their own learning. I had felt that this sort of Constructivist learning was possible, and through the use of Scratch, Constructivist learning became a reality in my classroom and not just an aspiration. The children were making autonomous decisions and creating projects which were of real-life significance to them. The diversity of Scratch projects analysed from the pupils projects archives and from the Scratch Day were evidence of pupils creating projects that were personally meaningful and that they had directed their own learning. 73

It also emerged from the data that during the initial stages of using Scratch, I reverted to the role of Instructor. The evidence recorded in the pupils diaries and pupil interviews showcased that pupils benefitted more from direct teaching instruction at the early stages of using Scratch. The data revealed that pupils found it difficult to make individual projects independent of the teacher during the early stages of the project. Pupils regularly sought direct instruction from the teacher during this phase of the project. In future Scratch lessons, I will use direct instruction to teach the basics of Scratch as findings from this project clearly indicate pupils preferred this method of teaching early in the project. In preparing for the Scratch Day, I assumed the roles of Observer, Co-Constructor and Learner while using Scratch. These roles are associated with Constructivist teaching and have been documented as successful mentoring roles when teaching Scratch in after school Computer Clubhouses. I assumed these roles whilst pupils worked in groups creating their shared projects for the Scratch Day. I was able to assume these roles at this stage in the project as pupils had developed basic skills in using Scratch and therefore were enabled to take ownership of their own learning. The pupils needed very little instruction or input from me during this stage in creating their projects for the Scratch Day. The pupils used their group members as their primary source for assistance when working in groups. This was a major change in my experience of teaching this class as the norm for teaching and learning required a lot of input from me the teacher.

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5.23 Limitations Any way researchers try to gain knowledge involves limitations and this study is no exception (Monette, Sullivan and DeJong, 2010). Limitations within this study include the sample sizes, duration of study and the research method. This study is essentially a snapshot of how using Scratch impacted the learning of fifth class pupils in a DEIS Band 1 setting over a restrictive timeframe. This action research has been carried out on seventeen fifth class students in DEIS Band 1 school. I was researching myself and my own classroom so reflexivity can be cited as a limitation on these grounds. Every effort was taken to eliminate any bias or opinions having any influence on this research. This has been outlined in chapter three. Every classroom is different. No two classroom settings are the same (Delaney, 2008). Therefore, findings that emerged during this research may not be representative of the entire population of fifth class pupils in DEIS Band 1 schools in Ireland. My dual role of being teacher and researcher made it difficult to observe and record all the events. During the interviews with the focus group, it was difficult to decipher if participants were giving biased opinions to impress their peers and/or me their teacher. Findings may not be entirely representative of the pupils opinions. Cohen et al., (2008) also identified many of these limitations within research. Despite these limitations, this study provides valid data for me to recommend that using Scratch has positive impacts on pupil participation, pupil motivation and engagement, providing opportunities for pupils to engage in problem solving and collaborative learning, and enabling teachers assume Constructivist teaching roles.

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5.24 Contribution to Academic Knowledge This research has implications for me in relation to future approaches selected to teach Scratch in fifth class in a DEIS Band 1 setting. The findings of this research have contributed to academic knowledge surrounding the use of Scratch in an educational setting. Peppler (2010) identified this area as requiring further research to investigate Scratchs potential to re-engage disaffected youth from the schooling process. This limited study cannot make any broad claims to have achieved this but the findings do support the concept of using Scratch to engage and excite children in fifth class in the formal educational process. The majority of reviewed literature on using Scratch was based in the United States. Consequently, very little data exists to support the use of Scratch in an Irish educational setting. This study has contributed to the knowledge and database for Irish primary school children using Scratch. It is my hope that this study will inspire other researchers and educationalists to investigate the potential use of Scratch in Irish Primary Schools. The findings that were reported in this study could potentially be used as a reference point and a stimulus for future research in how to use Scratch in an Irish Primary educational setting.

5.3 Recommendations
5.31 Recommendations for the classroom I make the following recommendations based on my experience of using Scratch to promote Constructivist learning opportunities with fifth class pupils in a DEIS Band 1 school.

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 Teachers and schools should make use of teaching resources provided online at www.scratch.ie. These resources are free and include detailed lesson plans and childrens activities. Teachers can adapt the lessons to suit their individual situation. Teachers should encourage pupils to create Scratch projects which are relevant to the pupils lives and which draw from the pupils own interests. Any tasks given to pupils should allow for original input by the children. Teachers can provide children with a real world audience by uploading childrens work to www.scratch.mit.edu and holding a Scratch Day in their school inviting the entire school community to view the pupils Scratch projects. This research took place where each pupil had a computer. If Scratch is to be undertaken on a whole class level, ideally one computer or laptop between two children should be provided. If this is not possible a rota system could be set up in the classroom allowing children time to work on their Scratch projects throughout the day. Through the use of Scratch teachers can focus on a more Constructivist approach to education. Teachers can use Scratch to link pupils existing knowledge and link it to creating new knowledge with the pupil. Teachers can assist in the process of learning using Scratch rather than merely impart knowledge. A blend of elements from both Behaviourist and Constructivist learning theory are recommended by me when using Scratch. Direct instruction, an element from Behaviourist learning theory, was found to be the best method to teach basic skills

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when introducing Scratch. The teacher assuming the role of Facilitator was found to be most effective when pupils are creating group projects using scratch. Providing time for independent exploration of Scratch is vital for pupils to successfully consolidate skills introduced and to discover the creative potential of Scratch. This is especially important in the early stages of using Scratch. Some teacher intervention is desirable to fully extend the childrens learning experience particularly in the early stages of using Scratch. I would advise when intervening not to directly take control and inform the children immediately when they are in difficulty. It would be better to try and tease out a solution in dialogue with the children perhaps using knowledge the children already have and helping the children apply this knowledge in a new context. Encourage children to learn from each other. This will reduce the amount of teacher help required from pupils experiencing difficulties using Scratch. Pupils should be encouraged to seek help and advice from their peers if needed. Teachers planning to use Scratch should avail of training courses developed by Lero and NCTE titled- An Introduction to Scratch in the Classroom. These courses are delivered via the Education Centre network in Ireland.

5.32 Recommendations for Further Study Issues emerged throughout the course of this research which did not fall within the parameters of this research project. I recommend that the exploration of the following topics may yield yet further important data in terms of the use of Scratch in educational settings. 78

It is recommended that this study be continued with a larger group of students. The population size for this research was small and it can be assumed that the findings were less valid due to the small sample of students. The sample used in this research was a convenient sample as I was the teacher of the pupils in a DEIS Band 1 setting. A larger study with pupils from DEIS and non-DEIS schools would perhaps yield more conclusive evidence. This research did however produce findings that demonstrated the effects of using Scratch with fifth class pupils in a DEIS Band 1 school on motivation and engagement, skill development, collaborative learning and the roles of the teacher.

Research concerning the use of Scratch in an Irish educational context is needed. Much of the existing literature has focused on using Scratch as part of after school activities based in Computer Clubhouses. More research focusing on how Scratch can be used to achieve the aims and objectives of primary and secondary level curricula needs to be investigated.

Future studies might investigate the specific skills that Scratch helps to develop in children. This study found that pupils were continually involved in problem solving when using Scratch. It was observed that pupils developed others skills during the project. I would recommend further study to examine what types of skills Scratch can promote in children.

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5.4 Concluding Statement

Scratch has been shown in this study to have a very encouraging effect on pupils learning. Increased levels of motivation and engagement were found which are supportive of the literature reviewed on Scratch. Children showed very positive attitudes to Scratch. This applied to all children in the study, even those who were generally considered difficult to motivate in the normal classroom setting. In this research Scratch has demonstrated an ability to provide teachers with a practical tool to develop Constructivist learning opportunities. My classroom was transformed from a predominantly Behaviourist learning environment to one that encouraged children to direct and assume responsibility for their own learning through using Scratch. In this transformation, huge amounts of collaboration and group work were observed. The huge scope Scratch offers for varied projects, and the facilitation of originality meant that children were constantly checking each others work, asking for help from one another and making suggestions to improve each others projects. Scratch is relatively easy for teachers to implement. There is a strong support network in place, providing teacher training and classroom resources. The nature of Scratch means that the teacher does not require extensive technical computer knowledge. Scratch can support the curriculum in an integrated way, without adding to an already busy classroom day. For teachers that want to increase Constructivist learning opportunities, I recommend integrating Scratch into their teaching.

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Appendices

Appendix A

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Group Interview Questions

1. What did you like about Scratch?

2. What did you think of Scratch Day?

3. What did you learn working in groups?

4. How did you feel when you couldnt do something using Scratch?

5. Would you like to use Scratch next year?

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Appendix B

Letter to the Board of Management

August 29 2012

Principal, Chairperson and Members of the B.O.M.,

I am currently studying for my Masters of Teaching and Learning in Hibernia College Dublin. I am requesting your permission to carry out a research study with fifth class pupils. The purpose of the research is to examine the impact of Scratch computer programming software on pupils learning. It is my intention to undertake this research for eight weeks during September and October. The research will take place during school time and will be incorporated into the pupils mathematics and ICT classes. This research project should be of benefit to our school. The children will gain scientific and mathematical knowledge, as well as computer programming skills. I will enhance my own continuous professional development and the experience will benefit my teaching. The research will be published as part of my Masters qualification. Ethical standards will be maintained throughout the project including total anonymity for the pupils and the school. I would be grateful if you would inform me as soon as possible whether or not I can begin this research project.

Yours sincerely, _______________ Conor Harrison

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Appendix C

Letter to Parents and Guardians

03/09/2012 Dear Parents/Guardians,

I am studying in Hibernia College for a Masters in Teaching and Learning. As part of this course I will carry out a research project within the school. I would like your permission for your child to take part in this project.

During the project your child will be using Scratch computer programming software. This is promoted by the Irish Software Engineering Research Centre as an excellent entry into more advanced computer programming. The children will be designing cartoons, animated stories and interactive games. The aim of the project is to develop the childrens 21st century learning skills which will support their learning in all areas of the curriculum. You childs identity will be kept anonymous throughout this study and his/her name will not be associated with any part of the final thesis. Thank you for taking the time to read this. I would appreciate if you would detach the slip below and return it to the school by Wednesday 5th of September. Yours sincerely, _____________________ Mr Conor Harrison. ______________________________________________ Please tick one of the boxes below, detach and return to the school

I wish for my child ______________ to take part in this project I do not wish for my child _____________to take part in this project. Signature: ______________________

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Appendix D

Student Profiles
Stephanie is a girl who has always performed well at school according to her school reports. Stephanie is an avid reader and a very reflective pupil. She is highly motivated and eager to learn. Roisn is a member of the Travelling Community. She is performing at an average level for a pupil in fifth class. She applies herself well and is eager to improve. Dara is a child of low intellectual ability. The National Educational Psychological Service assessed Dara in June 2006 and he was allocated five hours per week learning support in the areas of Mathematics and English. Peter finds school work difficult and lacks motivation to improve. Saoirse is a foreign national girl that struggles greatly with the curriculum. She lacks motivation in class and is making poor academic progress. She receives Learning Support for English and Mathematics. Billy is a foreign national boy who has settled in very well to this school. Billy has difficulty with his reading and comprehension skills are poor. He has been receiving Learning Support since his arrival in this school two years ago. Aidan is a foreign national boy who arrived in this school in first class. His reading lacks fluency and he performs at an average ability for a pupil in fifth class in mathematics. Aidan can drift off task occasionally.

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Kevin has performed well academically to date and is motivated to do well at school. He performs well in most subject areas. He likes reading and mathematics. Carl is from the Travelling Community. His reading lacks fluency and he has trouble understanding concepts in mathematics. Carl is easily distracted and as a result is not working to his potential. Jane is a foreign national child who has a very good standard of reading and comprehension. She is highly motivated to do well in school. She has very little difficulty with the curriculum and is working very well. Isaac is a bright student that is failing to work to his potential. He lacks motivation in class and is regularly engaging in off-task misbehaviour. His tests results indicate that he is failing to achieve his potential. He enjoys using computers and displays higher levels of engagement when working on computers. Leonard is a foreign national boy who arrived in this school in third class. He performs at an average ability for a pupil in fifth class in mathematics. Leonard can drift off task and occasionally engage in minor misbehaviour in the class. Leslie is working to an average level for a fifth class pupil. She is motivated when using technology. In class her attention to her work is poor and she has no great pride in her work. She has ability to achieve better. Claire is an above average student that works well at school. She is eager to learn and enjoys working with others. She is very creative and shares ideas well. 100

Glenda is an average student that lacks interest in her school work. She is a bright student but her lack of engagement with the curriculum is preventing her achieving her full potential. She is a sociable girl that works well with her classmates when motivated. Gloria is a foreign national child who has a very poor attendance record. She displays very little interest in school and experiences problems with concentration. She finds it difficult to stay on task and regularly engages in off-task misbehaviour. She is not working to her ability as a result. Amber is a foreign national girl who arrived in this school in third class. She has learned English as a second language and receives learning support in English and Mathematics. She is performing below average level in mathematics and English. Colm is an above average student that works well at school. He is eager to learn and enjoys working with computers. He is very interested in his school work and takes pride in his work. Colm is motivated to do well at school. Henry is a foreign national child who joined the school in fourth class. Henry is high achiever according to his school records and performs very well in mathematics. Henry is highly motivated and enjoys school.

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Appendix E

Scores Achieved by Purposive Sample Pupils in Sigma-T Test

Name

Sten

Mathematics Level Indicator

Stephanie Henry Roisn Aidan Saoirse Carl

8 8 5 5 3 3

High Average High Average Average Average Low Low

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Appendix F

Nationality of the Research Participants

105