Browsing by Author "Kamalodeen, Vimala Judy"

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    Computational Thinking for All: A New Skill for the Digital Age
    (School of Education, UWI, 2023) Kamalodeen, Vimala Judy
    Computational thinking has been associated with Computer Science and Mathematics to foster higher order thinking for solving problems. However, the need for problem solving skills that can address the requirements of an ever-increasing digital world has heralded the promotion of computational thinking across all disciplines. The Caribbean, like its global counterparts, have accepted that problem solving is a 21st-century skill that must be taught to this generation of students. This is especially critical today when the main tools of communication, collaboration, teaching, and learning require a computer. This paper discusses computational thinking and argues for its promotion at all school levels. The paper explores the debates around the definition of computational thinking and describes its growth locally and internationally. Two examples are presented to illustrate how teachers in Trinidad and Tobago have taught computational thinking in their classrooms using a strategy of game-based learning. These empirical examples highlight ways that computational thinking can be promoted across different school types to support efforts for a more equitable curriculum that is relevant and meaningful to diverse students. Implications are discussed within the framework of science, technology, engineering, the arts, and mathematics (STEAM) education and recommendations made for future research.
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    Exploring Gamification for Reinforcing Geometrical Concepts and Skills at the Primary Level in Trinidad: A Mixed Methods Pilot Study
    (School of Education, UWI, 2018) Jaggernauth, Sharon; Ramsawak - Jodha, Nalini; Kamalodeen, Vimala Judy; Dedovets, Zhanna; Barrow, Dorian; Figaro-Henry, Sandra
    Though games have had popular use in primary schools over time, there is increased interest in using elements of gaming in the classroom to promote motivation and thinking skills. This paper reports on a mixed methods intervention pilot study in one primary school in Trinidad that explored the effects of a gamified classroom on reinforcing geometric concepts and skills. Familiar learning tools, like tangrams and origami, were used. A non-equivalent control group mixed method design was used with both groups taking the pre- and post-tests. Only the experimental group used the gamified activities. Qualitative data were obtained from the experimental group teacher’s interview and observational notes, and analysed to reveal three interpretive themes about students’ perspectives: favourable, unfavourable and change. Overall, students reported that games made mathematics easier to remember. The teacher reported high student engagement, collaborative problem solving, and respectful competition among teams. Quantitative data were obtained from a pre/post achievement test. Analyses reveal significant differences in the experimental group’s pre-test and post-test scores. Results from the pilot study were instrumental in developing the gamification approach for the larger study of 10 primary schools.
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    A mixed methods research approach to exploring teacher participation in an online social networking website
    (University of Alberta, International Institute for Qualitative Methodology, 2016-03-01) Kamalodeen, Vimala Judy; Jameson - Charles, Madgerie
    Social networks are becoming very prominent in educational discourse. The discourse centers on the role of social media and its utility in the teaching and learning environment. Several arguments have been made to support its use because they are highly collaborative, easily accessible, and provide opportunities to embed a variety of Web 2.0 tools such as blogs, wikis, and online chats. However, there is a dearth in research on teacher use of educational social networking sites (SNS) in Trinidad and Tobago. The purpose of this study was to explore how 35 secondary school teachers in Trinidad and Tobago participated in an educational online social networking site. This study utilized a mixed methods exploratory approach and allowed for the use of online data capture together with questionnaires and interviews. Combined data analysis revealed five different levels of site participation, with most teachers adopting the role of content consumer rather than of content producer. Barriers to participation were time, motivation, technology, and usability. The designed social networking site allowed teachers to make public their discourse on their practice while connecting with colleagues from other schools. The study was qualitative dominant, with the mixed methods research approach allowing for deeper exploration of teachers’ participation on this social networking website, and was justified by the newness and transient nature of data from social networking websites.
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    Towards a Model of Learning on Online Social Networking Sites [PowerPoint presentation]
    (2013-09-19) Kamalodeen, Vimala Judy
    This presentation considers a model to describe how teachers can learn in an online educational social network site (SNS). There are three sections to the presentation: discussions about traditional professional development and teacher learning; exploring educational online social networking sites; and then a look at relevant theories of learning related to online social networking which will lead up to a model of learning on online SNS