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A Review of Teaching Resources for Technical Graphics &

their Relationship to Learning Styles

James Cunningham
G00306653

Submitted for the B.Sc. (Hons) Design and Technology Education


to
Galway-Mayo Institute of Technology

Research Supervisor:

Kevin Maye

Readers:

Kevin Maye & Thomas Sheppard

Programme:

B.Sc. (Hons) Design & Technology Education

Module Title:

Thesis

Date Submitted:

12th April 2016

Acknowledgements
I would like to take this opportunity to thank each and every individual who has helped me
throughout my Thesis investigation.
I want to thank Dr. Pauline Logue Collins, Ms Susan Rogers, Mr. Thomas Sheppard and Mr.
Desmond Kelly for their continuous support and knowledgeable input throughout the duration
of my teacher training. They have gone above and beyond to ensure the best was brought out
of every individual.
I want to thank the staff of GMIT Library for their contribution in providing the necessary
research materials to make this investigation possible.
Finally, I would like to acknowledge and offer my sincere thanks and gratitude to Mr. Kevin
Maye for his continuous guidance and academic input throughout this research project.
Many thanks to all involved.

Abstract
Modern day teaching presents numerous challenges for teachers within the boundaries of a
classroom. There are many aspects of teaching that need to be considered on an ongoing basis
to ensure maximum learning is taking place. Dewey believed that students learn from a full
range of their experiences in school, not just the specific thing they are studying in class
(Singer, 2003). Teachers must take a holistic approach as well as demonstrating their ability of
teaching above and beyond the content of a specific subject. They must identify and evaluate
the needs of each pupil and their preferred learning styles in order to facilitate a supportive
structure for learning. Teachers must put into practice multiple teaching strategies and
approaches while linking them with a bank of teaching resources to maintain an effective
learning environment and keep students actively engaged and motivated.
This study examines and reviews literature relating to learning styles and teaching resources
that support learning. Auditory, Visual, and Kinaesthetic are three key learning styles that will
be reviewed in order to distinguish how each style benefits students and in what way. Visual
Learning will be a focal point of the study as this style of learning contributes significantly to
the subjects of Technical Graphics (TG). An examination of the brain was also carried out to
identify how the brain works and how it processes information. The study reviews teaching
and learning strategies that appeal to both teachers and students and it explores the type of
resources that are considered supportive of learning. It evaluates the type of visual aids that are
currently available to students and indicates how ICT can be integrated into the classroom
which is a key focus of the Digital Strategy for Schools framework 2015-2020.
The outcome of this research has highlighted the need for the development of a learning website
where students would be enabled to access and observe many aspects of Technical Graphics
prompting a more transparent approach on gaining a full/fundamental knowledge of the core
principles of TG. The possibility to incorporate visual assistance ranging from Images,
Animated Drawings, Solidworks Models and Tutorial Videos would be encouraging. The
accessibility of this resource to students would enable them to learn independently and to
develop the necessary skills of visualising the problems that are presented to them. Recapping
and linking topics would influence spiral learning which would re-inforce previous knowledge.
The amalgamation of several resources within one server (e.g. website) would mean that
learning could take place with ease rather than having to search for the relevant materials.

ii

Table of Figures
Figure 1:

Streaming and JC Grades

Source:

Emer Smyth

Figure 2:

Kolbs Learning Model

Source:

Google Images

Figure 3:

R.M. Felder & R. Brent, Effective Teaching

Source:

Effective Teaching: A Workshop

Figure 4:

Photograph: Three Lions/Getty Images

Source:

http://www.irishtimes.com

Figure 5:

Development of the brain from 25 days to 9 months

Source:

American Psychological Association

Figure 6:

Brain Neuron

Source:

Google Images

Figure 7:

The Human Brain

Source:

Training Industry

Figure 8:

Synapse across Two Neurons

Source:

Training Industry

Figure 9:

Planes Model

Source:

Authors Model

Figure 10:

Opened Planes Model

Source:

Authors Model

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Figure 11:

Factors the shape the effectiveness of Graphics

Source:

Ruth Colvin Clark & Chopeta Lyons, Graphics for Learning

Figure 12:

Learning from Teaching Examples using Text, Videos or Computer


Animation

Source:

Ruth Colvin Clark & Chopeta Lyons, Graphics for Learning

Figure 13:

Sample Solidworks 3D drawing

Source:

Solidworks Project Screenshot

Figure 14:

Google Cardboard Device

Source:

Google Images

Figure 15:

Blooms Taxonomy and the Flipped Classroom

Source:

Google Images

iv

Abbreviations
JC

Junior Certificate

IT

Information Technology

CAD -

Computer Aided Drawing

TG

Technical Graphics

DCG -

Design & Communication Graphics

2D

2 Dimensional

3D

3 Dimensional

Electronic

NQT -

Newly Qualified Teacher

GOs -

Graphic Organisers

DALEST -

Developing an Active Learning Environment for the Learning of Stereometry

MTW -

Materials Technology Wood

ICT

Information & Communications Technology

CPD

Continual Professional Development

AUP

Acceptable Use Policy

DEIS -

Delivering Equality of Opportunity in Schools

SSP

School Support Programme

TP

Teaching Placement

PS

Presentation Software

VR

Virtual Reality

AR

Augmented Reality

PDST -

Professional Development Service for Teachers

NIPT -

National Induction Programme for Teachers

Table of Contents
Acknowledgements ..................................................................................................................... i
Abstract ......................................................................................................................................ii
Table of Figures ....................................................................................................................... iii
Abbreviations ............................................................................................................................. v
Declaration ............................................................................................................................. viii
1. Introduction ............................................................................................................................ 1
1.1 Background ...................................................................................................................... 1
1.2 Aims ................................................................................................................................. 1
1.3 Objectives ........................................................................................................................ 1
1.4 Scope ................................................................................................................................ 2
1.5 Mixed Ability ................................................................................................................... 3
1.6 Streaming in Schools ....................................................................................................... 3
1.7 Teaching Placement Observations ................................................................................... 4
1.7.1 Teaching Strategies ....................................................................................................... 4
2. Learning Models .................................................................................................................... 6
2.1 VARK Model ................................................................................................................... 6
2.2 Kolbs Learning Model .................................................................................................... 6
3. Learning Styles ...................................................................................................................... 8
3.1 Visual Learning ................................................................................................................ 9
3.2 Auditory Learning ............................................................................................................ 9
3.3 Read/ Write Learning ....................................................................................................... 9
3.4 Kinaesthetic Learning .................................................................................................... 10
4. Teaching Styles .................................................................................................................... 11
4.1 Whole-class Teaching .................................................................................................... 12
5. Brain Functioning ................................................................................................................ 13
5.1 Development of the Brain .............................................................................................. 13
5.1.1 Before Birth ................................................................................................................ 13
5.1.2 Pre-school Years ......................................................................................................... 14
5.1.3 Primary & Secondary School level ............................................................................. 14
5.2 Where Learning Occurs ................................................................................................. 15
5.2.1 Brain Neurons ............................................................................................................. 15
6. The Syllabus......................................................................................................................... 16
7. Spatial Awareness ................................................................................................................ 17
8. Integrating Technology ........................................................................................................ 18

vi

8.1 Visual Resources ............................................................................................................ 18


8.2 PowerPoint ..................................................................................................................... 20
8.3 Animated Drawings ....................................................................................................... 20
8.4 Videos ............................................................................................................................ 20
8.5 Images ............................................................................................................................ 21
8.6 Solidworks ..................................................................................................................... 21
8.7 Virtual Reality................................................................................................................ 21
8.8 Google Cardboard .......................................................................................................... 22
8.9 Camtasia Studio ............................................................................................................. 23
9. The Flipped Classroom ........................................................................................................ 24
9.1 Facilitating the flipped classroom .................................................................................. 25
9.2 Web based learning ........................................................................................................ 26
9.3 Motivating Students ....................................................................................................... 26
10. Independent Learning ........................................................................................................ 28
10.1 Supporting Independent Learning................................................................................ 28
10.2 Independent Learning resources .................................................................................. 29
11. Discussion .......................................................................................................................... 30
11.1 Recommendations ........................................................................................................ 31
Bibliography ............................................................................................................................ 33

vii

Declaration
I declare that this report is my original work except where stated.

James Cunningham
12th April 2016

_________________

viii

1. Introduction
1.1 Background
According to a statistics report published in 2011/12 there were 723 secondary schools in
Ireland (Secondary Schools in Ireland, 2013). Those schools consist of voluntary secondary
schools which have the largest share (with 376 schools in total, enrolling 186,409 students),
followed by vocational schools (254 in total, enrolling 116,839 students), and community and
comprehensive schools (93 in total, enrolling 55,799 students). The number of candidates that
took part in the JC (Junior Certificate) in 2011 was 56,841. In 2014, this number had risen to
60,698 out of which 12,553 students sat the JC Technical Graphics (TG) examination
(Department of Education, 2014). To understand the graphics of this subject students must be
capable of having a visual understanding of the related concepts and the spatial elements
involved. The ability to visualise and foresee the outcome of a task is a skill that is learned and
one that must be supported in schools. If the development of this skill is not supported, students
will struggle with TG. The same applies to the candidates for the subject Art, Craft and Design
in which there was 21,992 JC entries in the same year.
A review of learning styles and resources that can benefit learning will be carried out. The
examiners reports will also be observed to identify areas for concern (Department of Education
and skills, 2015). This review will link in with the aims of the TG Syllabus which are to
stimulate the pupils creative imagination, sharpen pupils visual perception of their
environment and to encourage the development of their ability to spatialise and visualise two
and three dimension configuration and their elements in the solution of graphical problems.

1.2 Aims
The intended purpose of this research is to review and evaluate the influence of different
learning styles and also to determine the degree to which teaching resources and ICT can
support learning.
The key aims of this thesis are to:

Review the TG syllabus and identify its aims in relation to student learning
Explore teaching and learning styles to discover how each style is beneficial
Outline the most challenging aspects of Technical Graphics
Research resources that are available to students and teachers
Identify how those resources are supportive
Examine what could be done to make better use of those resources

1.3 Objectives
The main objectives are to:

Review literature on current theories of teaching & learning


Examine teaching and learning styles
Examine how the brain learns & develops and how this relates to teaching and learning

Evaluate current technology in the classroom and how it is used to support learning
Define the attributes of visual based learning resources for TG
Evaluate visual learning to pinpoint its significance to TG
Identify resources and applications that contain sufficient elements of support for
students such as videos, animated drawing and tutorials.

1.4 Scope
TG is a subject that plays a major role in the development of a students visual and spatial
awareness. Spatial visualisation is described as the ability to imagine rotations of objects or
their parts in 3-D space by folding and unfolding. (Olkun, 2003, p. 2). An understanding of TG
is central to the work of the Engineers, Architects, Designers and Technologists so for an
individual to achieve a career in those areas they must first master the ability to visualise the
concepts of TG.
Sources such as the Department of Education carry out routine inspections in many schools
throughout the country. The findings from those inspections provide essential feedback in
relation the technical subjects. Reports such as Subject Inspections, Digital Strategy for
Schools 2015-2020 and ICT in schools provide an abundance of information in relation to the
education, recommendations and suggestions on how to improve the Irish education system.
Susan Benthams book Psychology and Education provide substantial facts as regards
education and learning and outlines the many psychological theories in education including the
cognitive, behaviourist and humanistic perspectives on learning. It also focuses on learning
models and learning styles which are areas of importance for this review.
This study will be as thorough as time and resources allow to achieve the stated aims and
objectives. Library based and online research will be conducted as well as reflecting on studies
that have been carried out during teacher training. The research methodology is all secondary
and the material being presented is a review of the literature relevant to the thesis.
Initially, the thesis was centred on building a support facility (e.g. Independent Learning
Website) to facilitate learning for students, but unfortunately, due to time restrictions this was
not possible. The focus of the research, then, was to illustrate how a thorough knowledge of
learning styles is necessary when designing TG resources. Secondary research will be obtained
to determine what is needed to build an effective support structure that would strengthen
teaching and learning. The significance of this would be to further facilitate independent
learning and to enable students to return to class with their findings/new learning and share it
with their peers.
How is this important?
According to Ford (2011) neuroscience research suggests that we ensure that learning engages
all the senses. Fords findings show that when you appeal to and engage emotions while
learning that memory will be strengthened. By engaging all senses, memories will be stored in
multiple parts of the brain and that will increase the attainment of information. Independent
learning will trigger many of those senses within a class of approximately 20-25 students and
sharing these learning experience will benefit all involved. This is important for every
individual as it caters for mixed ability in the classroom and promotes peer learning.

1.5 Mixed Ability


Mixed Ability is the norm in most Irish schools and streaming is rarely seen. Travers (2010)
cites Conway & Sloane who explain that in the past number of years schools and classrooms
in Ireland have undergone exponential change in terms of pupil diversity with an increase in
the number of students with special educational needs in mainstream schools. There is also the
challenge of including students who experience educational disadvantage. Teachers must
consider this and accommodate it in their lesson plans to ensure every pupil makes progress.
An Inspection report outlines the need for greater differentiation in teaching approaches so as
to care for the learning needs of students. The report states that mixed-ability classes in
particular demand differentiated strategies from the teacher in order to cater appropriately for
the varying need of students (Looking at Irish at Junior Cycle, 2007, p. 33). These demands
apply to all teachers. Conor Feehans why streaming doesnt work details a study into the
effects of 'streaming' which has shown that students left in a mixed-ability environment actually
do better than those who have been grouped according to the hierarchy of test results (2007).

1.6 Streaming in Schools


There is ample evidence to show that it is children from disadvantaged communities who
constitute a majority of those who currently fail to benefit from the education system, and that
underachievement in school can have inter-generational effects on families and their
communities (PDST, 2011). An Action plan for Educational Inclusion, known as Delivering
Equality of Opportunity in Schools (DEIS), was launched by the Department of Education and
Skills in May 2005. This plan provides for a standardised system for identifying levels of
disadvantage and an integrated School Support Programme (SSP). It is designed to ensure that
the schools serving the most disadvantaged communities benefit from the maximum level of
support available. With an increase in multiculturalism and mixed ability in Irish schools, it is
no longer acceptable to divide students by ability. According to Beatriz Pont, (an education
analyst and one of the authors of the OECD's study) streaming by ability at an early age fuelled
a vicious cycle in which teachers had low expectations of students in the lowest sets
(Shepherd, Dividing younger pupils by ability can entrench disadvantage, study finds, 2012).
This approach can be undermining for students and has a negative effect on their ability to
develop and reach their full potential. In contrast The UK and the US had the joint highest
proportion of pupils in schools that divide according to ability at 99% each. Countries, such as
Finland, that are well-known for their high-performing education systems, had a far lower
proportion at 58% (Shepherd, Dividing younger pupils by ability can entrench disadvantage,
study finds, 2012). In Ireland, it is fundamental that schools implement a fully inclusive
learning environment where students 8
integrate with each other and where aims 7
and objectives include abilities of all 6
5
levels. Figure 1 illustrates Streaming and
4
JC grades in Ireland (Smyth). Research to 3
date recommends the omission of 2
streaming and the emphasis is on the 1
need to plan inclusive lessons that cater 0
Mixed ability
Higher
Middle Lower stream
for mixed ability as opposed to creating a
stream
stream
divide.
Fig 1: Streaming and JC Grades

1.7 Teaching Placement Observations


Being a trainee teacher presents opportunity to observe, assess and evaluate different methods
of teaching and learning. Anecdotal evidence revealed that the ability to visualise was key
when learning the technical subjects. Whilst reflecting on practices throughout placement it
became apparent that students regularly found the ability to visualise particular principles of
TG very challenging. This highlighted that there was scope for development in the area of
Visual Learning. This observation led to the question: Is there a single resource that contains
multiple visual aids that would support students in this area difficulty?
From discussions with mentor teachers it was discovered that whilst trying to have a fully
inclusive class it was a common occurrence for students to struggle with the ability to visualise
certain principles of TG which in turn, was preventing students from progressing with the
subject. What can be done to eliminate such barriers?
Primarily, it is a teachers duty to overcome such challenges and to ensure to apply the
necessary strategies to assist those students. He/she must incorporate adequate strategies to
accommodate differentiation in each class. With various learning styles, a teacher must aim to
provide a basis for every individual to learn to ensure no students are falling behind. Felder
(1996) argues that if a teacher teaches exclusively to the students preferred learning style then
the student may not develop the mental dexterity they need to reach their potential for
achievement in school and professions, where they will need to be flexible in their approach to
learning (Bentham, 2002, p. 109) Although the inclusion of each learning style is essential,
this study will be focusing on the fundamental values of visual learning in relation to the TG
syllabus. As it is a graphical subject, visual learning is a key element to success as regards
understanding the principles of TG.
Reflections on TP led to an assessment of strategies used to influence learning. Throughout
placement multiple teaching resources were used to identify those that were deemed most
beneficial. With the use of ICT growing rapidly, it is important to remember that you will
have to make decisions about when it is appropriate to use it and when is not (Owen-Jackson,
2000, p. 92). Those decisions were taken depending on the objectives of each lesson. To begin
with, demonstrations of the drawing exercises were carried on the large white board which was
positioned to the left hand side of the front wall in the room. Although this was visible to all
students, it did mean that for the duration of the demonstrations, the students were aware of the
teacher facing toward the board rather than the class. The outcome of this demonstration
highlighted the incentive for students to dis-engage in the lesson content and the important role
a teacher has in choosing an appropriate teaching strategies.

1.7.1 Teaching Strategies


Choosing the correct strategy can initially be challenging for a teacher. You must be aware of
your aims and equally important know your audience. Throughout placement the integration
of PowerPoint proved effective as students were more engaged in the classroom activity and it
meant that both students and the teacher were communicating without distraction. As regards
the animated drawings that were embedded in the presentations, feedback from the students
was more positive than that of the whiteboard. Although they noted it easier to follow the
procedure, it was evident that when students were set their own task that the challenges became

apparent. When students were following the steps on the animation progress was made, but
once the demonstration was ceased, the task appeared more challenging. This is a scenario
where problem based learning (PBL) needs to be enforced. Students must be taught the key
principles (of the topic) and later instructed to problem solve a similar exercise.
The use of the Data Visualiser proved the most beneficial and was met with positive feedback
from the class. The ability to visualise was said to be more transparent due to the inclusion of
the same equipment that the students were using. The use of a drawing sheet of the same size,
pencils, set squares and T-square proved to be beneficial. The students pointed out that this
was much easier to follow simply because what they were seeing was more familiar to them.
The assessment of the above strategies/resources defined the barriers that decelerated the pace
of student learning. It revealed the significance of self-reflection when teaching and exposed
the need to adapt when catering for mixed ability. This led to a review of learning styles, with
greater emphasis on visual learning and the benefit of visual teaching aids which are highly
significant for progression. Resources such as Technoteachers, CAD (Computer Aided
Drawing), Powerpoint and more recently Solidworks are a magnificent addition to the
classroom, particularly in relation to TG. From a visual point of view they each offer realistic
graphics and provide students with essential tools to develop their learning to maximum
potential. In contrast to that, there are limited resources available in which a student can review
individual problems/questions (on their current topics) which would allow them to study,
examine, analyse, and revise lesson content in their own time, thus enabling them to fully
understand the key principles and concepts.
A reflection on the whole teaching placement experience has highlighted the importance of
being aware of different learning styles and the significance of supporting students with the aid
of resources. This has prompted a review of learning models in order to understand and identify
the difference in learning styles.

2. Learning Models
One of the most accepted understandings of learning styles is that student learning styles fall
into three categories. Teachers must assess each pupil to ensure they are progressively
learning, whether by means of Auditory Learning - information is taken in through listening,
Kinestaethic Learning - learning takes place by students carrying out physical activities and
Visual Learning - a style in which ideas, concepts, data, and other information are associated
with images and techniques. These are key areas to consider when creating effective lessons.
For teachers it is fundamental to understand the concept of various learning styles and it is
essential to adapt to incorporate each style into his/her methods. Having an expertise is
necessary, but the ability to transfer that knowledge into another person is what makes an
excellent instructor stand out. Aside from comprehending the curriculum content, teachers
should have a basic understanding of how people acquire and absorb knowledge (Heick,
2015). According to Montgomery an understanding of learning styles is fundamental to our
individual approaches to teaching (1998). Learning Styles online gives an overview of those
styles and provides techniques that can be used in relation to each style (2015). A teacher must
also be aware of the different learning models and be able to identify their key principles.

2.1 VARK Model


The VARK learning model has been modified from VAK model to VARK (Norasmah
Othmana & Mohd Hasril Amiruddin, 2010), a term used to define methods of learning known
as Visual, Auditory, Read/Write, and Kinaesthetic. These learning styles are found within
educational theorist Neil Flemings VARK model of Student Learning (2015). According to
Fleming and Baume knowing one's learning style can be beneficial if learners take the next
step, and consider how and when they learn, as part of a reflective, metacognitive process, with
action to follow (2006, p. 7). The VARK model acknowledges that students have different
approaches to how they process information, referred to as preferred learning modes.
Fleming and Baume stated You don't fully understand how you learn with a learning style
inventory alone. What happens afterwards has the potential to make a difference (2006).
According to Clarke, VAK is derived from the accelerated learning world and seems to be
about the most popular model nowadays due to its simplicity (2000). He states that according
to the VAK theorists, we need to present information using all three styles. This allows all
learners the opportunity to become involved, no matter what their preferred style may be. This
is why the VARK model is so substantial. Research on the VAK model of learning include the
study carried out by Nouryia in Saudi Arabia which shows that the dominant learning style is
visual, which is followed by kinaesthetic and auditory. Visual learning is something to be
highly considered by teachers whilst in a teaching and learning environment as Approximately
65 percent of the population are visual learners (Rzadko-Henry, n.d.). This outlines its
significance and the contribution it delivers to learning.

2.2 Kolbs Learning Model


According to Kolb Learning is the process whereby knowledge is created through the
transformation of experience. Knowledge results from the combination of grasping experience
and transforming it (1984, p. 41). Bentham, an educational psychologist cites Kolb who saw

the learning process as being separated into two distinct components: perception and
processing (2002, p. 102). In terms of perception (how information is taken in) an individual
would prefer a Concrete Experience or Abstract Conceptualisation whilst the preference with
processing information (how information is internalised) is Active Experimentation or
Reflective Observation. Kolbs learning model set out these four styles as shown in Figure 2.

Concrete
experience
(feeling):
Learning from specific experiences
and relating to people. Sensitive to
other's feelings.
Reflective observation (watching):
Observing before making a judgment
by viewing the environment from
different perspectives. Looks for the
meaning of things.
Abstract
conceptualisation
(thinking): Logical analysis of ideas
and
acting
on
intellectual
understanding of a situation.
Active experimentation (doing):
Ability to get things done by
influencing people and events through
action.

Fig 2: Kolbs Learning Model

3. Learning Styles
The term learning style is often referred to in relation to education. As individuals we assimilate
information in various ways using different methods of learning. Collectively those methods
represent learning styles, each of which may be of preference to an individual. This leads to
the question - What is a learning style? Technically, an individuals learning style refers to
the preferential way in which the student absorbs, processes, comprehends and retains
information (Teach.com, 2015). So, does the way in which an individual best absorbs
knowledge define his/her learning style? Rahimi cites Clark who states that a learning style is
referred to as a students consistent way of responding to and using stimuli in the context of
learning (2015, p. 173). Clark further quotes that learning styles are educational conditions
in which a student is most likely to learn. This highlights the significance of a teacher knowing
how best a student retains new learning. For example, a visual learner is one who learns
through seeing. Visual learners like to see pictures, diagrams, demonstrations and videos
(Nicholl, Colm Rose & Malcolm J., 2009, p. 91). Visual learning, a style within the VARK
model, is central to this report and is essential to TG. Bennets definition of a learning styles is
A consistent pattern of behaviour and performance by which an individual approaches
educational experiences. It is the composite of characteristic cognitive, affective, and
physiological behaviours that serve as relatively stable indicators of how a learner perceives,
interacts with, and responds to the learning environment (Bentham, 2002, p. 98).

Learning styles have also been perceived in three ways.


1. Structure: whereby the learning style is seen to reflect a stable and constant structure
over time.
2. Process: where it is seen as being in a state of continuous change.
3. Structure and Process: where this view would see learning styles as being relatively
stable whilst being modified by events (Bentham, 2002, p. 99).
The term learning style also refers to the types of learning activities and tasks which pupils
prefer to experience and which they feel are more effective in promoting their own learning
(Kyriacou, 2007, p. 41). To acknowledge such activities a teacher must engage with his/her
students to understand what strategies are beneficial. According to Arthurs learning style
refers to a broader concept that includes cognitive functioning and indicates general
preferences for methods and environments for learning (2007). There are also different
domains of learning that educators must be aware of. The cognitive domain includes content
knowledge and the development of intellectual skills. It includes the recognition of specific
facts and concepts that serve the development of intellectual abilities and skills. The affective
domain includes feelings, motivations, and attitudes while the psychomotor domain includes
physical movement, coordination, and use of the motor-skill areas (Science Education
Resource Center, 2015). Recognising these definitions allows a teacher to determine an
individuals learning style and identify how best to integrate adequate methods of
teaching/learning into a lesson. Teachers who speak of learning styles are labelling students
in terms of how they (the teachers) think the student thinks, and thus overlooking the fact that
students can change, can learn new ways of thinking and can meet challenges in learning
(Hattie, 2012, p. 80). It is essential that a teacher does not only teach using the students learning
styles of preference. He/she must include various methods of teaching/learning and work to
engage all students inclusively to improve the educational experience for all learners.

3.1 Visual Learning


The ability of the human mind to quickly process and remember visual information suggests
that concrete graphics and other visual representations of information can help people learn
(National Research Council, p. 215). As TG is a graphical subject, visual learning plays an
essential role in the development of visual and spatial awareness amongst the students. While
reviewing learning styles, different avenues that are perceived to be of benefit, particularly
visual aid, will be explored in order to influence learning in relation to TG. What underpins
visual learning is that learners process information by seeing visual content. This content may
range from displaying images to object learning.
While some people may attempt to deny the essential value of visual learning, the fact that the
pro-inclination of the vast majority of adults when seeking more information about a hobby, or
subject of interest, turn immediately to video, television and computers, demonstrates the value
of compelling nature of visual learning as an enjoyable and very effective learning tool (Zane
Education, 2001).

With the inclusion of the relevant visual representations in the classroom, students will be
enabled to visually assess objects in 3D form to assist them in understanding the visual and
spatial concepts involved. Since the 1980s cognitive scientists, educators, and technologists
have suggested that learners might develop a deeper understanding if they could build and
manipulate models (National Research Council). These speculations are now being
implemented and demonstrated in classrooms to enhance student learning and support them in
developing a better visual understanding of the related tasks. By use of visual aid such as mind
maps, table and charts, an audience is better served as they are provided certain elements that
classroom notes or text cannot fully convey. These is known as Graphic Organisers (GOs). A
GO is simply a graphical or spatial representation of text concepts. Studies have shown that
meaningful learning can be assisted through the use of GOs. Students who used GOs as a
learning strategy performed better rather than the students who used underlining, note-taking
or discussing with co-students (Syaza Hazwani Zaini, Siti Zalina Mokhtar & Mokhtar
Nawawi, 2010). GOs also enhance students ability to learn to refute arguments which will
afford them the opportunity to participate in class dialogue in relation to problem solving. If a
student can visualise the concepts of the problem he/she would be more inclined to speak out
and discuss the content.

3.2 Auditory Learning


Individuals who prefer to absorb information by listening are known as Auditory Learners.
Auditory learners find it more beneficial to learn by listening whether it be to a recording or
simply listening to their teacher as they speak. Socrates method of dialogue appeals to auditory
learners as they can listen and absorb information concurrently in relation to a topic. Although
visual learning is a key focus of this research, the integration of other learning styles will be
evident in the final outcome. Each style will be integrated to ensure all learners are considered.

3.3 Read/ Write Learning


This style of learner assimilates information by taking notes and reading content on a topic.
Read & Write learners fit in with the conventional, school-taught study method of reading

textbooks and writing notes. Although schools are now engaging in a more interactive learning
approach, this is a strategy that will not diminish.

3.4 Kinaesthetic Learning


According to Sousa, cited by Hamdani, (2015) kinaesthetic learners are those who learn best
when physically involved with the environment, such as by playing games or performing
demonstrations. They prefer hands on work, such as practical projects and real experience.
TG and Materials Technology Wood (MTW) are subjects in which the kinaesthetic learners
will enjoy as they are related to hands on activity which will pose challenges for students and
influence them to critically analyse and think in order to progress with their assignment. This
type of learning relates to Maria Montessoris philosophy of learning through structured play
and the use of senses (Lillard, 2013). In conjunction with review of the above learning styles,
another area to explore is the styles of teaching in the classroom which is discussed in the next
chapter.

10

4. Teaching Styles
To facilitate a positive learning environment an educator must focus and reflect on their own
style of teaching as well as learning styles that are prominent amongst the students. As a Newly
Qualified Teacher (NQT) one may yet have to discover what style of teacher that he or she is.
Every individual has a style of preference whether it is teaching or learning that is being
demonstrated. Studies of classroom practice have attempted to categorise teachers in terms of
their teaching styles, which refers to their tendency to make frequent use of certain types of
learning activities in their teaching (Kyriacou, 2007, p. 45). A teacher must ensure not to teach
a lesson solely with the implementation of their own style of preference. They must adapt and
take into consideration key factors such as differentiation amongst a group in order to avoid
potential failures. This presents teachers with the opportunity to influence students to think for
themselves and to integrate with each other. By applying this type of learning environment,
students will also progress in developing their interpersonal skills as well as their oracy and
literacy skills.
Figure 3 shows an illustration of the potential consequences of a teachers overusing a specific
teaching strategy, style or activity.

Fig 3: R.M. Felder & R. Brent, Effective Teaching

11

4.1 Whole-class Teaching


Whole-class teaching is a method that was more commonly used in previously years. This
method was directed in a way that the teacher stands at the blackboard, teaches the whole
class, tests the children with questions and ensures a disciplined class environment. This
method was the norm in Ireland until the 1960s (Reville, 2015). Below is an image of
schoolchildren in the west of Ireland in 1955 being taught using the whole-class teaching
method.

Fig: 4 Photograph: Three Lions/Getty Images

Today the expectations of an educator would be to have a more inclusive lesson whereby the
students are the source of investigation and disperse the knowledge amongst the group.
Teachers must be aware that not all pupils progress at the same rate and that the development
of the brain can vary with each individual. This has prompted a review of the brain functions
and the developmental stages.

12

5. Brain Functioning
A teacher should not assume that because he/she has a classroom full of students of similar age
that they are equally ready to learn a particular topic, concept, skill, or idea. For teachers and
parents it is important to understand that maturation of the brain is another factor to consider
in relation to learning readiness (Semrud-Clikeman, 2016). Teachers should be aware of
developmental differences amongst students and they must tailor their lessons to ensure they
are getting the best out of every individual. The brain is structured in a way that when new
information is processed, time and use of the information is required to build the physical
connections via the neural networks (Kolbs learning Cycle). As teachers we need to be mindful
of this real and important need for processing time.

5.1 Development of the Brain


5.1.1 Before Birth
The maturation of the brain begins long before the birth of a child. As a foetus grows, nerve
cells (neurons) travel to their eventual locations within the brain. Not all neurons survive. Those
that do not find that space are pruned back and destroyed. For the neurons that do survive, they
continue to grow and develop within that region of the brain. If the pruning process does not
happen or is incomplete, disorders in learning and/or behaviour can be the result.

Fig: 5 Development of the brain from 25 days to 9 months

13

5.1.2 Pre-school Years


At birth, motor, sensory, visual and auditory systems are present. They continue to develop in
the first few months of life as the brain reacts to the environment. For a healthy child, these
systems continue to develop during preschool years and onwards. A child, to a certain degree
is influenced by the environment that he/she is living in. For example, responsive
environments, language stimulation tasks and the development of early play skills. Researchers
such as American Academy of Pediatrics has proven that these actions have a significant effect
on the pre-school childs development (2005).
At an early age, children learn how to coordinate gross motor skills, fine motor skills and
sensory processing. It is important to take into consideration the maturational readiness of the
child to ensure that they are developmentally ready for any given task e.g. a child will sit
upright before learning to crawl/walk and a child will develop a different cry for need versus
want (social/hunger).

5.1.3 Primary & Secondary School level


As the brain matures fibers continue to grow between neurons and the white matter of the brain.
The white matter of the brain is composed of nerve fibers and myelin. The nerve fibers form
the connections between the nerve cells (VU University Medical Centre, 2016).
The connection of neurons and fibers are essential to the transmission of information
throughout the brain. During maturation, the brain becomes more interconnected, as multiple
fibres grow. These interconnected networks of neurons are very important to the formation of
memories and the connection of new learning to previous learning (Semrud-Clikeman, 2016)
supporting Bruners theory of Spiral Learning.

As a child develops, critical


thinking becomes
more
emphasised in schools, while
rote learning filters out
(Semrud-Clikeman, 2016).
According to Gazzaniga &
Magnun, this shift in focus
is supported by the increased
connectivity in the brain and
by chemical changes in
the neuronal pathways that
support both short and long
term memory.
Fig: 6 Brain Neuron

After reviewing how the brain develops, a brief analysis of its three mains areas, identifying
where learning occurs is of interest.

14

5.2 Where Learning Occurs


The human brain acts as a network of fiber
pathways consisting of approximately 100
billion neurons. It comprises of three main
areas. These areas, shown in figure 7, are
known as The Brain Stem, Cerebellum, and
Cerebrum.
Research would indicate that each area has a
main function related to learning. Areas of
the Cerebrum have individual functions such
as sight, hearing, speech, touch, short-term
memory, long-term memory, language and
reasoning (Ford D. J., 2011). All areas of the
brain although subdivided here for ease of
discussion are all inter-related and
communicate to perform in perfect harmony.

Fig: 7 The Human Brain

5.2.1 Brain Neurons


Within the brains network of neurons, information is transmitted by synapses. The image below
gives a brief description on the synapses takes place.

Fig: 8 Synapse across Two Neurons

15

6. The Syllabus
Technical Graphics involves students in the development of the range of skills associated with
the management of spatial problems and the graphical communication of spatial ideas and
solutions (Techno Teachers, 2016). The TG syllabus is structured to provide pupils with a
stimulus for managing spatial problems mentally as well as communicating spatial ideas and
solutions graphically. The syllabus aims to help students understand the importance of
communicating information graphically (2015). It aims to stimulate the pupils creative
imagination through developing their visuo-spatial abilities and to encourage the development
of logical and progressive reasoning and enquiry/investigative skills, and the ability to
spatialise and visualise two and three dimensional configurations and their elements in the
solution of graphical problems (Department of Education and Skills, 2015). Does TG benefit
any other subjects that students participate in throughout the school? Absolutely. As cited by
the NCCA, TG will be very helpful in MTW, Technology, and Metalwork as drawing is an
important aspect of those subjects while the problem solving and geometry you will learn in
TG will prove very useful in Mathematics (2016).
Descriptive Geometry is an area of particular importance in developing pupils ability in
visual imagery and representation (Department of Education and Skills, 2015). A positive
understanding and knowledge of planes of reference is key throughout both TG and Design &
Communication Graphics (DCG). Demonstrating Bruners method of spiral learning, planes of
reference is an area that will be repeatedly referred to throughout the whole subject. The
sequencing of the material and teaching techniques should gradually develop spatial abilities
relating to imagery, orientation, and visualisation. Pupils should as a result be able to build
clear images of objects in space and accurately represent these in two-dimensions
(Department of Education and Skills, 2015).
The course objectives include the students ability to
display an understanding of the projection systems
associated with descriptive geometry and the ability to
select appropriate methods of graphic representation in
expressing spatial ideas and concepts. With the above
objectives achieved, students will retain a solid
foundation to progress with for the duration of the
syllabus. For example, Orthographic Projection (a
representation on 3D objects in 2D from) is a key topic
in TG. The objects being represented should where
possible relate to pupil interest and experience.
Aristotle, who once stated the soul never thinks
without a picture believed that knowledge could be
obtained through interacting with physical objects and
the integration of those physical objects to a lesson does
and will benefit and promote learning. This is
something we need to remember when training students
to visualise 3-Dimensional objects. Figures 9 and 10
represent a planes model that was built for visual
support in relation to planes of reference and how an
orthographic drawing may look on the drawing sheet.

16

Fig 9: Planes Model

Fig 10: Planes Model opened


out

7. Spatial Awareness
Each individual has a physical presence that manifests itself in space. We have a variety of
sensors that collect information about space and our presence in it, sensors that provide a
constant stream of potentially relevant input data. Therefore space is a fundamental category
of thought, one that plays a deep role in many aspects of human cognition. According to the
National Science Foundation (1997), evidence supports the claim that measures of
mathematical ability tend to be strongly correlated with spatial ability. The Principles and
Standards of the National Council of Teachers of Mathematics recommend that 2D and 3D
spatial visualization and reasoning are core skills that all students should develop. This
highlights the importance of cross curricular relationships to ensure students can link subjects
and understand that the key principles may not only apply to the subject it is being taught in.
DALEST (Developing an Active Learning Environment for the Learning of Stereometry) is a
project aimed at developing a three-dimensional microworld that enables students to construct,
observe and manipulate geometrical figures in space, and to support teachers in helping their
students to construct a suitable understanding of stereometry. Stereometry meaning the
measurement of volumes and other metrical elements of solid figures. A similar approach to
this would benefit students of TG. It would enable students to examine, explore and visually
observe the principles that apply to TG as well as assisting each individual in acquiring the
necessary skills and in progressing with their own cognitive development. It would allow
students to become more familiar with 3D objects providing them with a better understanding
of the visual concepts of a topic. A resource that would accommodate a bank of learning aids
would support students in developing their spatial awareness and visual skills. AR (Augmented
Reality) and Solidworks are two packages that provide fundamental support to students and act
as dynamic visualisation tools to assist learning. According to Boz:
Dynamic visualisation is an act of construction of transformations between external media and
individuals mind. Individuals who possess this ability can reason about the essential properties
of moving, shrinking, and rotating figures, which appear on the screen or, in their mind, and
thus they can solve the mathematical problems (2007).

Providing this support for students would have a profound effect on their overall ability to
visualise and to understand the concepts of a given scenario. To train a pupil to examine a 2D
image (on paper) and transform it into 3D form (cognitively) is key. The integration of
resources like AR would support this training. Attaining such skills will set students on a much
less problematic journey whilst learning TG. For the subject of TG it is fundamental to ensure
that every individual learns and understands the concepts of the problems/exercises that they
are presented with. Regardless of preferred learning styles, spatial awareness and the ability to
visualise is key to learning and understanding TG based exercises. Mastery learning refers to a
category of instructional methods which establishes a level of performance that all students
must master before moving on to the next unit (Motamedi, 1987). Similar concepts apply to
TG. If an individual struggles to understand the basic concepts of a TG topic, they will find
progression extremely challenging. Although being mindful of all learning styles is important,
visual learning is crucial to TG. Pitts states that Using multiple senses allows more cognitive
connections and associations to be made with a concept (2012). Although that is a valid point,
this research is focusing on the significance of visual learning and how students can be
supported in this area.

17

8. Integrating Technology
Inspectorate Evaluation Studies have found that Fewer teachers plan for the use of Information
& Communications Technology (ICT) in teaching and learning than use it in their planning
and preparation for teaching. The studies have also noted that planning for its use in the
classroom at the post-primary level varies considerably, depending on the subject being taught
(Department of Education and Science, 2008, p. 104). It also states that the majority of primary
schools (71% of survey respondents) have a written ICT plan, while fewer than half of postprimary schools (46%) reported having such a plan (2008, p. 103). With those plans, it found
that there was a greater emphasis on whole-school ICT planning rather than that of individual
teachers. This provides an opportunity for teachers to reflect on their individual performances
and to evaluate how they contribute to the use of ICT in the classroom. This use of ICT will
certainly benefit the technical subjects. According to the NCCA,
Due to the graphic nature of TG, presentation of course material is a key component in the
teaching of the subject. The use of multimedia presentations using an overhead projector and
data projector should play a key role and this must be considered when equipping the room
(2006).

The NCCA also states that ICT has the potential to transform the educational opportunities
and life chances of people whose special educational needs may otherwise marginalise them
(NCCA, 2015). When integrating the use of ICT in schools, it is essential that there is an AUP
(Acceptable Use Policy) in place. An Acceptable Use Policy is a vital documents which
ensures safe internet use in a school (www.webwise.ie, 2012). According to the Inspectorate
Evaluation Studies, most schools have an AUP (83% and 87% of primary and post-primary
survey respondents, respectively). It also shows that a higher level of use of ICT in lesson
planning was found among teachers who had ready access to computer facilities and the
Internet.
To fulfil the aims of the Department of Education, schools must embed a structure whereby
ICT is integrated into the teaching and learning environment. The Departments vison is to
Realise the potential of digital technologies to enhance teaching, learning and assessment so
that Irelands young people become engaged thinkers, active learners, knowledge constructors
and global citizens to participate fully in society and the economy (Digital Strategies for
Schools 2015-2020, 2015).

8.1 Visual Resources


The Subject Inspection report (2015) noted Further development of the TGs curricular plans
should focus on identifying appropriate methodologies and resources to support the identified
learning outcomes. Findings from the Digital Strategies for Schools report suggest that:
There is a need to ensure that all teachers are equipped with the knowledge, skills and
confidence to integrate ICT into their practice. We live in a world that is characterised by
abundant information, advanced technology, a rapidly changing society, greater convenience
in daily lives and keener international competition. Therefore, it is important that all
stakeholders are proactive and take a leadership role in identifying how ICT can enhance our
education system, particularly in the areas of teaching, learning and assessment (2015).

18

Fortunately, ICT can enhance our education system in many ways. TG is a subject that requires
an ability to conquer spatial awareness and to visualise objects and artefacts as they may appear
and the inclusion of ICT can support this. According to Mayer, research has found that people
can learn better from graphics and words rather than from words alone (Graphics for Learning,
2010). The integration of visual aid
is essential to the learning process
of TG. Although words can provide
an imaginative picture, the
inclusion of graphics does enhance
a students learning potential and
enables each individual to better
comprehend the related concepts.
Clark and Lyons state that as
regards the selection of the visual
aid, there is no simple formula. It
must relate to the dynamics in the
classroom to improve learning and
individual performances. This will
Fig 11: Factors the shape the effectiveness of
depend on three interactive factors
Graphics
which are illustrated in Figure 11
(2010).
1. The properties of the visual itself, its surface features and psychological function.
2. The goal of the instruction.
3. Differences in prior knowledge of the learners.
The remainder of chapter 8 will review several visual aids and resources such as PowerPoint,
Animated drawings, Videos, Images, Google Cardboard and Solidworks - all of which are
beneficial to the classroom specifically in relation to teaching and learning TG. These resources
will benefit students allowing them to explore, examine, evaluate and visualise objects in 2D
and in 3D form. They will help students enhance their spatial awareness as well as broadening
their imagination. They will assist and provide support to facilitate a positive and engaging
learning environment.

Figure12 represents a study


that was carried out by
researchers
Moreno
and
Ortegano (2010, p. 143)
showing the results of applying
different techniques within the
classroom. It clearly illustrates
that the Video and Animation
examples led to better learning.
Fig 12: Learning from Teaching Examples using Text,
Videos or Computer Animation

19

8.2 PowerPoint
PowerPoint is a presentation software (PS) package that
incorporates all you need to produce a professionallooking presentation.
PowerPoint offers
word
processing, outlining, drawing, graphing, and
presentation management tools which are all designed to
be easy to use and learn. It enables teachers to deliver a
productive learning environment if it is applied in the
correct manner and allows for graphical representation
which is key to support students and facilitate many
styles of learning. It is beneficial for the introduction of new topics and can be used as a recap
tool as well as providing many more purposes. This PS package is endorsed by an article
written by Alkash & Al-Dersi who emphasise that:
PowerPoint Presentation can enrich the information presented in a lesson, and make the
presentation more organized and flexible. Main points can be emphasised by using graphics,
animation and sound. PowerPoint can be used for content review also. It can be a highly
effective and powerful tool not only to present the material but also to make the complex ideas
in the material easy and simple to grasp. It can also help in attracting and sustaining the learners
attention in the class which is the main requirement for making learning successful (2013).

Like many teaching resources, PowerPoint does enrich the classroom environment and is
favourable to teachers enabling them to facilitate learning in the most effective way possible.
It can be used to incorporate different strategic resources such as animations and videos as
described in section 8.3 and 8.4 respectively.

8.3 Animated Drawings


Animated Drawings are an essential part of teaching and learning TG. They benefit all students
and provide visual support to the current topic being studied. They can support students in
developing their drawing skills but are better used for introduction purposes. If overused then
the students would become dependent on this method. It is best to allow students time to learn
by doing (Discovery learning) rather than continuously duplicating a demonstration or
animated drawings. Animated drawings can be created by constructing 2D drawings using
AutoCad before exporting to PowerPoint where the animating process is completed.

8.4 Videos
YouTube is increasingly used in the classroom. The inclusion of videos to a lesson enhances
student learning considerably. Often times a descriptive explanation to a class is not enough to
achieve the sought after results of a specific topics key principles. Galbraith state that video
can be as good as an instructor in communicating facts or demonstrating procedures
(University of Queensland, Australia, 2016). The integration of video can have a profound
positive effect on student learning outcomes as it provides visual enhancement which enables
them to build on the verbal explanation with the support of video analysis. Videos alone can
deliver the essential learning targets allowing students to explore and examine the key
principles that are being pursued.

20

8.5 Images
The inclusion of images reinforces the meaning of words and acts as a visual aid to the students.
As discussed earlier, facilitating learning and supporting students in assimilating new
knowledge is important. Teachers should adapt to suit the requirements of all pupils. In a
classroom, mixed ability will be present so teachers must ensure to apply the correct strategies
to engage and support all students in reaching each learning target. Linked verbal and visual
information helps students make connections, understand relationships and recall related
details (Software, 2016). The inclusion of images not only benefits students but it enables them
to link key words/descriptions to those images and reinforces the learning that is proceeding.

8.6 Solidworks
At senior level the transition from TG to DCG is fundamental to students. This transition allows
individuals to develop their skills and ability to operate CAD programmes. In 2015 Minister
Jan O Sullivan announced that 7 million in grants would be made available for schools to
help implement the DCG curriculum. This highlights the significance of programmes such as
Solidworks to the school environment. As well as preparing students for life after school as
regards technology, such programmes also benefit and support student learning throughout
their early school days. Minister O Sullivan stated that the department recognised the
importance of DCG as it directly contributes to the key skills required in Irelands knowledgebased economy. It incorporates principles of science, materials, manufacture, design,
technology and information technology (Department of Education and Skills, 2015).
The Solidworks package centres on three key features of the programme (1) SKETCH, (2)
ASSEMBLY and (3) WORKING DRAWINGS. Combining all three features enables students
to create 3D models/parts and as well as developing their IT skills. Once all parts are assembled
a working drawing can then be created and presented alongside all complete models.
Solidworks enhances and supports student
learning and provides visual aid in 3D form for
the students to analyse. The Solidworks
package benefits teachers of TG as it can be
integrated to support learning when
demonstrating and explaining key topic
principles. It works as a visual aid and allows
students to link graphics to specific verbal
explanations. Images like the one in figure 13
demonstrate how the programme can provide
and assist visual learning.
Fig 13: Sample Solidworks 3D drawing

8.7 Virtual Reality


Virtual Reality (VR) can benefit and support learning in many ways and in particular provides
learners the opportunity to see and understand certain elements of the curriculum rather than
simply trying to visualise through verbal descriptions. It is supportive of many subjects within
the school but may benefit some more than others. Some key benefits of VR in the classroom
is that it promotes an active rather than passive experience, immediate engagement (useful in

21

todays world of limited attention spans) helps with understanding complex


subjects/theories/concepts, and it is suited to all types of learning styles (Benefits of virtual
reality in the classroom, 2015). There are many types of VR applications that you as a teacher
can use in the classroom.
AR is a growing field of technology where real life is modified and enhanced by computergenerated sights and sounds. The most common use of AR can be seen through mobile
applications. Point your devices camera at something that the application recognises, and it
will generate a 3D animation or video superimposed over whatever is on your cameras screen.
The effect makes the computer-generated item appear like its really there (Lee, 2013).

8.8 Google Cardboard


Google Cardboard is a VR application that can be used as a support aid for learning. It provides
exciting opportunities for education and it can be integrated into school/home learning in many
ways. In relation to TG, there is potential to use it as an active learning strategies. Instructing
students to observe architectural buildings through the lens of the device with the task of
identifying and discussing the building
designs and surface shapes would
promote learning. It is also a way of
linking TG to real world scenarios. For
the subject of History, Google
Cardboard can increase engagement in
learning by augmenting historical and
cultural locations (Engine Creative,
1997). It can be of benefit to many
subjects as long as it is used
Fig 14: Google Cardboard Device
strategically. One teacher already
working with such devices in the classroom is Margaret Powers, a technology coordinator from
Pennsylvania, US who has explored how the experimental AR Google Glass headset can make
a difference to education, by documenting field trips and conducting experiments. She states
that Google Glass works best for capturing documentation of student learning and discovery,
either from a students perspective or from the teachers (Seals, 2015). She outlined that she
thinks other devices like the Apple Watch and Google Cardboard offer some exciting
possibilities for education and that there is a lot of potential for innovation. She also adds that
these devices could empower students and teachers to look at learning throughout the day and
reflect on their working patterns. These thoughts were mirrored by Jason Higgins, managing
director at the Harmony augmented reality studio in Bedfordshire who says that AR and similar
immersive technologies can be powerful learning tools when used to visualise complicated
subject matters. The key benefit is that users can explore and interact at their own pace,
allowing for simplified review of learning, Higgins explains. Studies show that AR can also
increase the speed and retention of learning in addition to widening the spectrum of
accessibility within groups of pupils (Nield, 2015). As regards TG the AR application may be
more beneficial as it enables students to examine 3D objects from the outside whereas Google
Cardboard allows viewing from where the operators position, at the core of the experience,
hence, they can observe and examine their surroundings rather than an object.

22

8.9 Camtasia Studio


Camtasia Studio is an application that is used to record screen presentations. It allows you to
turn those recordings into sharable videos without complication. The advantage to this
application is that recordings can be edited to your preference with the possibility of
emphasising (e.g. zooming in) on specific areas of importance. In conjunction with this,
Camtasia allows you to add voice narration and to embed music to your videos, all of which
enhance the students learning experience and which appeal specifically to visual and auditory
learners (TechSmith's Screen Recording Software, 2010).
Videos, Animations, Solidworks or PowerPoint presentations all work with Camtasia.
Camtasia enables teachers to support independent learning both inside and outside the
classroom. This support can be implemented by means of tutorials which can provide step by
step detailed explanations of the chosen topic that is to be learned.
Camtasia could be used to support flipped learning which is the main focus in the next chapter.
For example, a teacher could create a video, embed mini tasks for the students to complete or
simply integrate an open ended statement for the students to reflect on and bring to the
classroom for discussion. Overall, Camtasia does provide opportunity within the classroom and
is an application that would benefit learning.

23

9. The Flipped Classroom


In chapters 3 and 4 both teaching and learning styles were reviewed. Currently, many teachers
are applying a more modern style of teaching which is known as the flipped classroom - an
approach that may become the norm in the future and as a consequence the role of teacher in
the classroom will be quite different to what it is now. The flipped classroom is relevant to this
review as it focuses on independent learning as well as integrating ICT into the learning
environment. So what is a Flipped Classroom? The flipped classroom inverts traditional
teaching methods, delivering instruction online outside of class and moving homework into the
classroom (Knewton, 2008). Basically, it describes a reversal of traditional teaching where
students gain first exposure to new material outside of class, usually via reading or lecture
videos, and then class time is used to do the harder work of assimilating that knowledge through
strategies such as problem-solving, discussion or debates. (University of Queensland, 2015).
With IT becoming more commonly used in the classroom teachers are enabled to plan a more
interactive lesson so that the learners are demonstrating their ability to explore and to problem
solve by themselves. As regards the technology subjects, students are gaining valuable
experience in the field of IT which will benefit every individual in an ever increasing
technological society.
If a flipped classroom is to
be successful it is essential
that a teacher takes many
factors into account. The
flipped classroom, in a
way, is a type of teaching
style. It is based around the
concept
of
students
receiving information (that
they would usually get
from the teacher) in the
form of videos or other
resources as mentioned in
the previous chapter. This
is followed by classroom
Fig 15: Blooms Taxonomy and the Flipped Classroom
activity, similar to what
may normally be homework, but would be monitored and supported by the teacher (Peachey,
2012). With teenagers becoming increasingly immersed in technology, the potential for
educators to integrate ICT into their teaching methods is emergent. Technology will assist
learning and will play a vital role in student engagement and motivation within the classroom.
It can be used in many ways which may depend on the teachers style and how they decide to
integrate it to facilitate learning. From real-time tracking systems that enable parents to follow
their childrens progress in school to plagiarism alerts in universities, technology is changing
how people learn and are taught (O'Brien, 2016).
As schools seek ways to increase their effective use of technology, improve student motivation
and independent learning skills the flipped classroom is becoming progressively
predominant. In 2013, the Flipped Learning Network reported that teachers who practice
flipping have seen higher student achievement, increased student engagement, and better

24

attitudes toward learning and school (2014). The flipped classroom centres on the students
working either in groups or alone. Students are encouraged to gather information independently
rather than the teacher providing the relevant material that is to be taught. Rose (2013)
discussed a recent survey which showed that flipped learning brings success to both teachers
and students. This survey indicated that 88% of flipped learning improved teacher job
satisfaction, 80% improved students attitudes, 67% improved student test scores and 99% of
teachers would continue to use it. A survey deployed by Faculty Focus (2015) based on the
response from 1089 readers, revealed similar findings. These findings showed that 69.5% of
the readers have tried flipped learning and will use it again, 70.3% have rated it a positive
experience for themselves while 64.8% have regarded it as positive for the students. Flipped
learning is beneficial and both the teacher and the students are gaining from it. Although
48.75% noted some student resistance, 80% outlined that students were more collaborative
with 76.61% pointing out that there was more questions being asked by the students. The
flipped classroom is key to exceptional teaching. Influencing students to engage, communicate
and become inquisitive about specific scenarios/topics is a strategic way to impart and share
knowledge. The flipped classroom approach can be applied through home learning as well as
in the classroom.

9.1 Facilitating the flipped classroom


The flipped classroom benefits teachers and students in multiple ways. By facilitating learning
using the flip model the teacher is empowering students to focus on their individual
needs/concerns in relation to lesson content and is supporting independent learning at the
learners pace. It allows each pupils to examine, explore and overcome any personal challenges
that they may have in relation to topical concepts. If such challenges persist, they can be
brought to the teachers attention during class time. Flipping the class provides more time for
the facilitator to differentiate amongst the students. It enables him/her to focus more on
individual student ability. If implemented appropriately, flipped learning will free up class
time. This time can be used to review materials, to identify learning gaps and to eradicate any
barriers that may prevent progress. It will allow time for active learning which will promote
student engagement. Active learning comes in many forms such as experiential learning,
constructivism, inquiry based learning or problem based learning. It is a teaching method that
should be implemented regularly to ensure students are engaged and to motivate them to
participate in classroom activities and more importantly the learning environment. Active
learning requires students to take a participatory role in learning, rather than to adopt a
receptive, passive posture (Cengage Learning, 2016). In relation to TG, active learning is key.
Students must acknowledge the problem, examine the question and visualise the concepts
before they can determine the result. Often times this may entail the exploration of models,
analysis of surfaces or the manipulation of objects before they can apply the correct action to
complete a drawing exercise. The flipped classroom will allow the students to implement such
duties independently and provide more time in class to learn by doing. Deweys method of
discovery learning is essential to active engagement. It allows students to learn by discovering
their own mistakes. They will assimilate those learning experiences and build on their
knowledge as they progress. This form of learning will keep students motivated as it eliminates
the passive classroom environment.

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9.2 Web based learning


So what is the advantage to web based learning? Is it more beneficial than traditional methods
of learning? According to a study conducted by the Research Institute of America, e-Learning
has the power to increase information retention rates by up to 60%. That means that it is more
effective in terms of how much knowledge is truly acquired during the learning process
(Pappas, 2013). Like many subjects, in TG the ability to retain information is key. For students
to progress they must retain all previous learning and assimilate schemas. According to the
schema theory, schemata represent knowledge about concepts: objects and the relationships
they have with other objects, situations, events, sequences of events, actions, and sequences of
actions (R. B. Ruddell and N. J. Unrau, 2012). By applying Piagets schematic approach
students will build on what they already know and further develop their spatial awareness and
ability to visualise the concepts of the content. E-learning (Electronic learning) in general will
benefit learning significantly. The integration of electronic resources will enable students to
engage in the use of technology and allow them to demonstrate their technical skills. Studies
have shown that training can enhance visualisation skills in a relatively short time. Researchers
generally agree that spatial visualisation skills are enhanced by 3D drawing and by
manipulating physical 3D objects (Carlos Melgosa Pedrosa, Basilio Ramos Barbero* and
Arturo Romn Miguel, 2012).

9.3 Motivating Students


To motivate students the learning environment must be engaging. It must integrate student
interests and it must be actively facilitated. Although the flipped classroom provides many
benefits, it has the potential of an opposite effect if not delivered appropriately. Motivating
students is fundamental for this and communication between the teacher and the class is what
will determine the outcome of such strategies. Students can be influenced by Intrinsic or
Extrinsic motivation. A student that is intrinsically motivated will engage in an activity
because he/she is interested in it. An extrinsically motivated individual will engage in the
activities for other reasons, such as receiving a reward or pleasing the teacher (Wigfield, 2002).
Those who are motivated for extrinsic reasons are likely to gain verbatim knowledge (e.g.
learning exactly the same words that were used to teach them) rather than to fully understand
the concepts. Intrinsically motivated students tend to attain a higher level of conceptual
learning as they have more interest in the lesson content (PDST, 2013).
What can teachers do to motivate students? In the flipped classroom a teacher can motivate
students by implementing many strategies. A teacher must build a respectful relationship with
his/her students. Once this is achieved, a teachers role becomes less challenging and
motivation in the classroom will require less effort to achieve. Providing students with
responsibility, providing choice, and providing feedback on how to further improve and
encouraging collaboration among your pupils can have a significantly positive effect on a
lesson (PDST, 2016). If a group of students feel that their input into a lesson is taken into
consideration and acknowledged, they will be more eager and motivated to achieve the set
goals. If they are continuously following instruction, reactions can be negative.
Neutrality is key when employing flipped learning. When teachers present a task to a group of
students, they must be aware of their own role. They must demonstrate support to each pupil
whilst following a few simple steps. These steps are as follows:

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A teacher must ensure to:

Focus on the process without trying to control the content


Acknowledge all contributions respectfully
Maintain integrity of contributions with accurate recording
Making a suggestion is within the boundaries of neutrality as long as the group decide the
outcome (PDST, 2016)

Contributions such as those from a teachers perspective will be met with much respect from
the students that they are teaching. The students will acknowledge the teachers respect in
accepting their decisions and his/her willingness to allow them to explore in groups and
independently. Participation in activity tends to eradicate passive learning and provides an
energetic environment all of which are key elements that will determine the level of motivation
and engagement throughout lesson.

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10. Independent Learning


Independent Learning is often referred to as student-centred learning. It is when a student
acquires knowledge independently, thus taking responsibility of their learning (Higher
Education Academy, 2014).
A literature review of Independent Learning has identified the key benefits of independent
learning. These benefits include improved academic performance as well as increased
motivation and confidence. This enabled teachers to provide differentiated tasks for students
and fostered social inclusion by countering alienation (Bill Meyer, Naomi Haywood, Darshan
Sachdev and Sally Faraday, 2008). Key contributions such as those benefit both the teacher
and the independent learner. It allows the learner to work independently and it provides them
with an element of responsibility. That element of responsibility can lead to an increase in trust
between the students and his/her teacher. Independent Learning also enables the teachers to
cater for mixed ability in the classroom and allows for better support to each individual.

10.1 Supporting Independent Learning


Setting tasks for independent learning is one aspect that relates back to the flipped classroom.
It is equally important for a teacher to support each pupil in conjunction with the integration of
independent learning. TG is a subject that offers many ways in which this can be arranged.
Specifically in relation to a new topic, the implementation and support for independent learning
is of great benefit. As mentioned earlier, the ability to visualise many concepts of TG is
fundamental. To provide students with support in this area will certainly aid their learning and
development of the subject skills and knowledge.
A recent Creativity & Innovation seminar held in GMIT Galway on the 17th February 2016,
presented some keynote speakers who spoke about different ways in which the classroom can
be improved. Anthony Gainley, a teacher in Le Cheile Secondary School, Dublin and also a
member of the PDST discussed how he uses a flipped learning approach using ICT and how
this supported independent learning. He outlined the benefits and challenges that arose from
flipped learning and explained how he integrates it into student learning both in and out of the
classroom. He explained how he created simple short videos - relating to the topic in question.
These videos were shared and viewed by students at home in advance of the class. This allowed
for more in class time to put into practice what the students had learned from the video.
Supporting independent learning in this way is a strategy that can be used to assist all learning
styles, specifically visual learning. When a student has the opportunity in their own time to
observe and examine a video on how a particular concept works, they are enabled to absorb
that new learning prior to progressing with the topic. They can then apply the observed
principles of the topic to classroom exercises and put into practice what they have learned. This
will lead to a sense of achievement which will motivate the individual to further progress and
achieve their set goals. Remember, independent learning benefits all students. It influences
them to think independently and extracts knowledge from within. Over time, they will assume
a schematic approach, build on what they already know and will be more confident in
themselves and their ability to problem solve. It is the teachers role to facilitate the learning
and they must ensure that the required resources are in place for this to happen.

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10.2 Independent Learning resources


Being a NQT is a challenging experience. Your first year in the classroom will be hugely
exciting, but it is also likely to be the toughest of your career (Finn-Kelcey, 2013). NQTs will
be faced with many demands and challenges. There is a lot of support available for NQTs such
as Scoilnet, the Teaching Council, NIPT (National Induction Programme for Teachers), ICT
and PDST all of which provide support to all in the teaching profession. Associations such as
Techno Teachers provide support specific to the technology subjects providing resources and
assistance in topics such as woodwork and drawing. In conjunction with this support, it is
essential for teachers to build their own bank of resources. Initially, this may appear to consume
a lot of time and effort but as each semester passes, those resource banks will grow and expand.
They can be used indefinitely and can be built on over time. For TG, the construction of models
provide aesthetic qualities that will aid all students regardless of their style of learning. It is a
subject that demands visualisation skills and spatial awareness and one that largely depends on
such resources. Video creations in particular will allow individuals to observe and examine an
exercise or topic introduction as often as necessary until each pupils understands the key
principles. Independent learning does require guidance and support and without such resources,
this support may not be available.

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11. Discussion
A review of existing teaching resources specifically in relation to TG is essential to determining
how resources can be used to support individual learning. For a teacher, introducing a topic is
the start of the teaching/learning journey. How you facilitate that learning is another aspect to
consider. This thesis presents a review of a range of learning and teaching aids relevant to TG.
A review of mixed ability, learning styles and brain functioning provided key findings all of
which relate to each individual and their development.
The TG syllabus and the benefits of the subject were reviewed. One of the observations, that
can be made, as a result of the work done, is that the type of learning that takes place in TG is
transferrable to other areas. The findings from this study have highlighted that the TG syllabus
in secondary schools is aimed at stimulating pupils imaginations, sharpening their visual
perception and developing their spatial and visual awareness. For individuals who complete
the course, it provides a better stance as regards their knowledge, spatial awareness,
visualisation skills and problem solving ability for life in general. These skills are important to
all students regardless of whether or not they choose to participate in TG.
Throughout the study, the aim was to review resources that are available to students and
teachers, to identify how those resources supported individuals and the benefits they provided
as regards student learning. With mixed ability prominent in secondary schools, there was no
quick- fix answer as to what resources were suitable for a specific class. The challenges of
catering for a mixed ability class led to an evaluation of learning styles and the teaching
strategies that were being put in place. Reviewing the VARK learning model has shown that
there are four key learning styles, some of which are more preferable to each individual. Does
this necessarily mean that each student learns by means of one style only? No. Although a
student may have a preferred learning styles, it is important to ensure that all styles are being
put to use. Findings from this research stated that by engaging all senses (Visual, Auditory,
Read, and Kinaesthetic) memory will be stored in multiple parts of the brain rather than in one
area. An understanding of the VARK model is particularly relevant when designing a scheme
of work for a mixed ability group of TG students. Regardless of the students preferred style of
learning, it is important to create lessons that engage all their senses.
The function of the brain was also studied and this provided valuable information in relation to
how learning occurs and how data is transferred once assimilation takes place. It noted that
teachers must be aware that the developmental readiness of each child peaks at different stages
of their lives regardless of their age. This has been acknowledged on teaching placement. It
was evident that although the students were of similar ages, some individuals did not seem
ready for certain elements of the syllabus while others were quite capable. The result from this
showed that teachers must tailor their lessons to ensure that every individual is learning
regardless of their developmental status.
Leading on from this was the main objective of the study. An evaluation of ICT in the
classroom, specifically technology that supported visual learning. The findings from such
technologies showed that visual aids do significantly support learning as they provide visual
assistance in which the brain can focus on while trying to accommodate data. All children can
benefit from the integration of visual aids. This includes children with autism, developmental
delay and general learning difficulties (Visual Aids for Learning, 2014). Visual aids promote
student engagement and do allow for interactive learning in the classroom. Powerpoint,

30

Animated drawings, Videos, Solidworks and Virtual Reality are all types of technologies that
have been reviewed. Within each resource, key benefits have been identified that do support
learning.
PowerPoint- A class can be delivered with the integration of a PowerPoint presentation and
can look professional. However, although a productive lesson can be the result of such
resources a teachers needs to be careful not to get distracted from the learning targets of the
lesson. Although PowerPoint can enrich the topic content it can also create distraction if not
delivered appropriately. Why so? The overuse of such resources can influence a passive
classroom and in turn this can generate behavioural issues. This poses the question, does
PowerPoint assist learning?
A review of Animation has provided an insight into its contribution to the classroom. To
benefit from animated drawings one must first be able to visualise and demonstrate their ability
to link the animated drawings to the problem that is presented. Is this relevant? Yes, because
if a young student is not able to determine the relationship between the animation and the
problem that is being examined, they will find it extremely challenging to arrive at the solution.
This is why TG is so dependent on visual ability and the support that is in place for students.
Video provides significant visual aid to pupils. This study has shown that the integration of
video into the learning environment is quite significant. The flipped classroom heavily depends
on video content and is a prime resource for supporting students. It is fundamental to the subject
of TG as it is often used to explain key principles of a topic, specifically at the introduction
stage.
During the process of reviewing resources that support visual learning many new technologies
have been discovered by the author. VR is becoming popular and this is definitely a resource
that can be brought to the classroom. Who would have thought that a teacher could conduct a
field trip without even leaving the classroom? With the aid of virtual reality this is now
possible. Google cardboard provides an opportunity to view specific sites, landmarks and
many more wonders of the world. For a student, the opportunity to enter this virtual world from
the confines of the classroom is now possible. Google Cardboard which is used in conjunction
with a smart phone allows you to view specific areas, providing a 360degree view from the
operators position. This enables them to observe a sites surroundings whether it be historical,
geographical or related to any other area. The potential that this provides is invaluable. Like
Google Cardboard- Augmented Reality (AR) applications provide similar opportunity. AR on
the other hand may be more beneficial to the subject of TG as the viewer is observing its target
from an external point of view rather than internally. This will allow students to view objects
that they may find challenging to envisage, which in turn would otherwise prevent them from
progressing. AR enables an individual to manipulate, rotate and examine any object to enhance
their understanding and visualisation of the object and its surfaces. By integrating such
resources into the classroom both the teacher and students will experience hands on fun and
exciting learning.

11.1 Recommendations
Similar to the DALEST project, the findings from this study have emphasised the value of a
virtual world in which a student can independently access, observe, learn and overcome any

31

conceptual difficulties that they may be experiencing. This would allow for greater learning
and give students a better understanding of stereometry in everyday living as well as in the
classroom. Building and continually developing the proposed resource would enable students
to observe specific tutorials to allow them to master their spatial and visual skills. Having such
highly valued resources available would provide a substantial advantage. It would enhance the
teaching methodologies and provide support for a positive learning environment. It would
integrate the VARK learning styles and relate to Kolbs Model which states that knowledge
results from the combination of grasping experience and transforming it. This would allow all
learners the opportunity to become involved, regardless of their preferred learning style. One
recommendation would be that the proposed resource would contain all of the above resources
and that it could be shared with students to benefit all involved. It would support the flipped
classroom as well as freeing up class time. Although there are similar resources out there such
as YouTube, the creation of a resource that would be specific to TG and to individual support
would be more personalised and fulfil specific needs of every individual in the classroom. The
integration of images, videos, models, AR/VR and solidworks would enable students to focus
on their area of difficulty and allow them to observe the specific resources that they feel is
relevant to overcome such challenges.
VR applications in a TG lesson would be highly supportive for teaching key principles to the
students and would benefit them in visualising the concepts that the facilitator is aiming to
teach. It would be of value to all learning styles and could be used as a flipped classroom
strategy whereby the students have to feedback what they have learned from their observations.

32

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