Students in Rural and Remote Schools in Queensland - Literature review Example

Disаdvаntаgеs роtеntiаlly fасеd by students in rural аnd rеmоtе sсhооls in Quееnslаnd Social Justice Issue Social justice is a broad and multidimensional concept that can be described in different ways. For instance, social justice can be described as equity or fairness exercised evenly within all social classes in society (Zajda, Majhanovich & Rust, 2006). According to Fiske, Gilbert & Lindzey (2010) social justice is a state of affairs in which the benefits and burdens in the society are distributed fairly based on a set of principles or rules that emphasise on equity, justice, human dignity, human rights and liberties. In essence, a society that is just is founded on principles such as equality, human rights and solidarity. In the context of education, social justice entails the provision of quality education to all regardless of race, socio-economic status, culture or ethnic background (Zajda et al, 2006). Teachers need to be mindful of social justice mainly because it affects the outcomes that students realise in school and in their later life (Boyd, Wadham & Jewell, 2007). In Australia, social justice especially when it comes to education is a phenomenon that is yet to be realised. This is mainly because, as compared to students in schools in urban settings, students in rural and remote schools in Queensland are significantly disadvantaged. Students studying in school located in rural and remote areas miss out on numerous opportunities that are afforded students in urban based schools (Alloway & Dalley-Trim, 2009). For instance, most school in rural and remote settings lack adequate resources, facilities or infrastructure that are afforded to schools in urban settings (Brennan, 2006). Furthermore due to remoteness, students in rural and remote schools lack opportunities to engage in extension activities or learning excursions. Students are also bound to miss out on class time due to the long distance that they have to travel in order to get to school. Moreover, as compared to schools based in urban settings, schools in rural and remote settings experience high staff turnover and difficulties in filling staff vacancies hence a considerable number of schools in these areas are understaffed. As a result of understaffing, these schools provide limited subjects hence students have fewer subject to choose and fewer Vocational Education and Training (VET) course alternatives as compared to students in urban based schools. In addition to this, understaffing in rural and remote school acts as a disincentive to students’ learning progress since it makes it difficult for students to obtain adequate support and attention (Alloway & Dalley-Trim, 2009; Lyons et al, 2006; Porter, 2006). Evidently, the disadvantages fасеd by students in rural аnd rеmоtе sсhооls in Quееnslаnd is an issue that pertains to social justice. These disadvantages reflect inequity and inequality between schools based in urban settings and those in rural and remote areas. In essence, these disadvantages portray a lack of equity or fairness between students in urban based schools and students in rural and remote schools in Queensland when it comes to the provision of quality education. As a result, they show that social equity is lacking in the education system in Queensland. The disadvantages fасеd by students in rural аnd rеmоtе sсhооls in Quееnslаnd are bound to affect how I undertake my duty as a beginner teacher. For instance, the lack of adequate resources and infrastructure in rural and remote schools may make the teaching experience challenging and limit effectiveness. Disadvantages fасеd by students in rural аnd rеmоtе sсhооls in Quееnslаnd may also inhibit the attainment of the set teaching professional standards in Queensland. For instance, professional standards for teachers in Queensland require that teachers should design and implement learning experiences that are engaging and flexible. Moreover, the set standards require that teachers should design and implement learning experiences that value diversity (QCT, 2006). Nevertheless, due to disadvantages experienced by students in rural аnd rеmоtе sсhооls in Quееnslаnd, it may be difficult to meets these standards. For example, the lack of adequate resources and infrastructure may inhibit teachers from designing and implementing engaging and flexible learning experiences that meet the needs of diverse students. Literature Review Alloway & Dalley-Trim (2009) observe that, people living in metropolitan areas experience life differently from people living in rural and remote areas. This is mainly because there is enormous diversity between these two classes of people especially when it comes to economic status, distribution of resources, access to social facilities and services and social relationships. As a result, the educational, economic and social outcomes of people living in metropolitan and rural areas differ significantly (Alloway & Dalley-Trim, 2009). Over the year, a number of literature have explored the ways in which students in schools based in rural and remote Australia are disadvantaged as compared to students in schools based in urban areas(Alloway & Dalley-Trim, 2009; Brennan, 2006; Lyons et al, 2006; Porter, 2006). A study conducted by Lyons et al (2006) identifies teacher shortage as one of the disadvantages faced by students in rural аnd rеmоtе sсhооls in Quееnslаnd. Educators in Australia have highlighted the shortage of teacher in rural and remote schools as a national crisis (White et al, 2008). Lyons et al (2006) note that, issues associated with isolation influence the recruitment and retention of teachers in rural and remote schools. For example, distance from family and friends often leaves teachers in rural and remote settings feeling lonely and isolated hence the high turnover of teachers in rural and remote schools. Moreover, distance from preferred geographic terrain and access to desired amenities and services such as shopping malls, theaters, entertainment spots and professional networks contributes to high turnover of teachers in school based in rural and remote areas (Lyons et al 2006). Teacher working in rural and remote schools face more challenges than teachers in urban based schools when it comes to upholding high professional standards. Squires (2003) note that teachers in these schools often feel isolated professionally and are unable to access career advancement opportunities, update their skills or engage in professional forums or discourse. Due to the discontinuity of teachers, the quality of education that students in rural and remote schools receive is affected negatively. White (2010) notes that, due to high staff turnover and difficulties in filling staff vacancies, a considerable number of schools in rural and remote areas are understaffed. As a result, these schools provide limited subjects hence students have fewer subject to choose and fewer Vocational Education and Training (VET) course alternatives as compared to students in urban based schools (White 2010). For example, a report by the National Centre of Science Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR) established that, opportunities related to mathematics and science are more available to students in metropolitan areas than students in rural areas(Aldous et al, 2006). In addition to this, a national survey conducted to establish the educational outcomes of Australian students in mathematical literacy, problem solving and scientific literacy showed that students from metropolitan and provincial schools perform better in mathematics, science and problem solving than students in rural and remote areas(Lyons et al , 2006). Moreover, the lack of adequate resources and infrastructure is a major disadvantage that students in rural аnd rеmоtе sсhооls in Quееnslаnd face. According to Halsey, Drummond & Breda (2010), schools in metropolitan, rural and remote areas have the same curriculum nevertheless, infrastructure and resources provided to rural and urban school to implement the curriculum differ significantly. As compared to schools based in urban areas, schools in rural and remote areas operate with limited resources. For instance, Black & Atkinson (2007) observe that, schools in rural and remote areas in Australia lack adequate information and communication technologies. They use the term “digital divide” to describe the existing gap between rural and metropolitan areas when it comes to the accessibility of information and communication technologies (Black & Atkinson, 2007). Studies conducted by Cresswell & Underwood (2004) have also established that schools in rural and remote areas do not have the level of resourcing availed to urban based schools particularly when it comes to ICT. Brennan (2006) further illustrates that, students in rural and remote settings are significantly disadvantaged when it comes to quality education. He notes that the retention of students especially in tertiary education dwindles with time. Small schools in rural and remote areas that require more travel are often closed down due to non-attendance by both students and teachers. The rurality and remoteness of the areas in which the schools are based is one of the major challenges that students face when it comes to the attainment of quality education. Due to the rurality and remoteness of schools, students often have to cover long distance order to get to school. Consequently, a number of students miss out on class time this further acts as a disincentive to the attainment of quality education. In addition to this, the rurality and remoteness of the areas in which the schools are based makes it difficult for students to engage in extension activities or learning excursions (Alloway & Dalley-Trim, 2009; White, 2010). In order to promote social justice, there is need for these disadvantages to be addressed so as to bridge the gap between the quality of education in schools based in rural and remote areas and schools based in urban areas. A number of researchers have provided recommendations on how the disadvantages faced by students in rural аnd rеmоtе sсhооls in Quееnslаnd can be addressed. For instance, Lyons et al (2006) recommends that, in order address issues relating high turnover of teachers in rural and remote schools, it is crucial to motivate teachers through financial inducements such as allowances, affordable housing or rent subsidies (Lyons et al , 2006). On the other hand, White (2010) recommends that the use ICT can help to address the disadvantages faced by students in rural аnd rеmоtе sсhооls in Quееnslаnd. Plans to overcome disadvantages faced by rural and remote students Plan 1: Using videoconferencing and virtual technologies to connect students to facilities based in urban areas In order to overcome learning disadvantages associated with long distance from learning facilities such as museums, industries, zoos and marine parks, I intend to employ videoconferencing and virtual technologies when teaching in order to connect students to facilities based in metropolitan areas. The use of videoconferencing and virtual technologies will enable students to have vivid experiences and relate to phenomenon outside their natural environment. Several studies have established that the use of ICT such as videoconferencing can help to minimise the disadvantage experienced by students in remote and rural schools (Anastasiades & Filippousis, 2010; Miller, 2009; Trinidad, 2006). Videoconferencing and other virtual technologies will be used in the classroom from time to time depending on the nature of the content that students are learning. The success of this plan would be evaluated based on students’ performance in learning areas that involved the use of these technologies. Plan 2: Developing on-line teacher interaction and support networks High turnover of teachers in rural and remote schools is one of the disadvantages that students face since it leads to a discontinuity in students’ learning and limits the availability of subjects to students. Consequently, students in rural and remote areas have fewer Vocational Education and Training (VET) course alternatives (White, 2010). In order to minimise these disadvantages, I intend to create on-line interaction and support networks for teachers through the use of blogs and social media platforms such as Facebook. Through these platforms, teachers will be able to interact, share ideas, solicit for advice and provide support to each other. This will enhance a sense of belonging and togetherness among teachers working in rural and remote schools thus limiting incidences of isolation and loneliness. In order for the on-line teacher interaction and support networks to be effective, the participation of other teachers will be invaluable. Developing these networking and support platforms may take 2-3 days. Nevertheless, maintaining this platform is a continuous process. The success of this plan would be evaluated based on the number of teachers using this platform and the feedback they provide regarding its benefits. Plan 3: Using Moodle to support students’ learning beyond the classroom Students in rural and remote schools often have to cover long distance in order to get to school. Many students regularly miss out on class time due to illness or financial constraints. Consequently, this acts as an disincentive to the attainment of quality education (Alloway & Dalley-Trim, 2009; Lyons et al, 2006; Porter, 2006).In order to minimise this disadvantage, I intend to use Moodle to support students’ learning beyond the classroom. Through this platform, I will be able to create and distribute a wide range of learning content that students can access anywhere at any time. Moreover, this platform will provide a collaborative and interactive platform that students can capitalise on to advance their learning while of class. In order for this plan to be successful, there is need for technical support from other teachers within the school. Furthermore, high speed connection within the school is crucial (White, 2009). Developing this platform may take 4-6 weeks. However, it requires regular and continuous maintenance and updating. The success of this plan would be evaluated based on the number of students using the platform and their overall performance in various learning areas. Critical Analysis Strengths The key strengths of the plans outlined in the above section is that they provide both students and teachers with an interactive and flexible platform to advance their learning beyond the classroom or the school settings. Moreover, the implementation of this plan is cost-effective and requires less manpower. Weaknesses The success of these plans is highly dependent on the availability of information and communication technologies and resources such as the computer and the internet. Moreover, the successful implementation of these plans is dependent on one’s knowledge and conversancy with ICT.This implies that students and teachers who do not have access to information and communication technologies and resources or are not conversant with the use of ICT may not benefit from this plan unless they are trained and equipped with the required technologies. Opportunities The outlined plans provide both teachers and students with a wide range of opportunities to advance their learning and improve their overall outcomes while in rural and remote schools. Through these plans, students can connect to facilities, events and resources that are not found in their environment. Students can also embark on long distance learning or electronic learning (e-learning). On the other hand, the outlined plan may simplify teachers’ workload since it enables students to learn independently and access learning resources and instructions in a simplistic manner. The creation of an online teachers learning and support network will enable teachers to consult and collaborate with one another in order to improve students’ outcomes and promote their well being. Threats The use of information and communication technologies and resources such as video conferencing and Moodle to support students learning may encourage voluntary school non-attendance. Students who use these platforms may fail to see the need of attending classes while they can learn at the comfort of their homes. Personal Reflection This study has provided numerous invaluable insights on how to identify, explore and find solutions to address the identified challenges. While embarking on this study, I had to foremost embark on planning in order to come up with practical solutions for addressing the disadvantages faced by students in rural and remote school in Queensland. In order for planning to be effective, I learnt that it is crucial to be well informed about the issues at hand and their effects. Therefore during the planning phase, I focused on collecting data. A critical review of various relevant literatures provided significant insight on the disadvantages faced by students in rural and remote school in Queensland and how they impact on their overall outcomes in school. Following the review of literature, I was able to identify various challenges experienced by students in rural and remote school in Queensland and their impact thereof. The literature reviewed also provided some insights on how these challenges can be addressed however I felt that some of the suggestions provided were not practical in my situation as a beginner teacher. Following rigorous research, reflection and consultation, I was able to identify three major measures that I can take as a beginner teacher in order to address the disadvantages faced by students in rural and remote schools. These measures mainly involved the use of ICT to provide both students and teachers with an interactive and flexible platform to advance their learning beyond the classroom or the school settings. After establishing the plan, I evaluated and reflected on the strengths, weaknesses and effectiveness of the plan in addressing the identified challenges. Overall, I found the plan to be feasible and reformational. Embarking on this study, helped me to learn my strengths and weaknesses when it comes conducting research. I learnt that one of my key strengths lies in being objective and practical. I also learnt that I need to be reflective and visionary when embarking on action research. References Alloway, N., & Dalley-Trim, L. (2009). “High and dry’ in rural Australia: obstacles to student aspirations and expectations”. Rural Society 19 (1): 49-59. Anastasiades, P. S., & Filippousis, G. (2010). ”Interactive Videoconferencing for collaborative learning at a distance in the school of 21st century: A case study in elementary schools in Greece”. Computers & Education 54(2):321-339. Black, R. & Atkinson, J. (2007). Addressing the digital divide in rural Australia. Retrieved on May 28, 2013 Boyd, R. Wadham, B. & Jewell, P. (2007). “Prospective teachers’ perspective on teaching and social justice”. International Education Journal 8 (2): 304-317. Brennan, M. (2006). “Infrastructure supporting teachers in the country: questions of equity arising from downsizing and restructuring”. Education in Rural Australia 16 (1):3-12. Cresswell, J. & Underwood, C. (2004). Location, location, location: Implications of geographic situation on Australian student performance in PISA 2000. ACER Research Monograph No. 58. Camberwell, VIC:ACER. Fiske, S. Gilbert, D. & Lindzey, G. (2010). Handbook of Social Psychology. New York: John Wiley & Sons. Halsey, J. , Drummond, A. & van Breda, M. (2010). “Implementing the Australian Curriculum in Rural, Regional and Remote Schools and Schools of Distance Education”. Curriculum Perspectives 32(1):1-11. Lyons, T., Cooksey, R., Panizzon, D., Parnell, A., & Pegg, J. (2006). Science, ICT and Mathematics Education in Rural and Regional Australia: Abridged report of the SiMERR National Survey.UNE: Armidal Miller, G. & Williamson, L., (2009). Best Practices for Teaching via Interactive Video Conferencing Technology: A Review of the Literature. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009, Chesapeake, VA: AACE, pp. 3028-3034. Porter, J. (2006). What makes vocational training programs in schools work? A study of New South Wales and Queensland schools. Adelaide: NCVER. Queensland College of Teacher (QCT) (2006). Professional Standards for Queensland Teachers. Retrieved on May 28, 2013 Squires, D. (2003). “Responding to isolation and educational disadvantage”. Education in Rural Australia 13(1): 24-40 Trinidad, S. (2006). Closing the digital divide: Education telecommunications systems and possibilities in Western Australia. Australian Computers in Education Conference (ACEC 2006) Up there for thinking, Cains, ACCE. White, B. (2010). “Using ICT to enhance curriculum opportunities for students in rural and remote schools”. Australian Educational Computing 25(2): 27-30. White, S., Green, B., Rei J., Lock, G., Hastings, W. & Cooper, M. (2008). Teacher education for rural communities: A focus on ‘incentives’. Paper presented at the Australian Teachers Education Association (ATEA) Conference. Sunshine Coast, Australia. Zajda, J. Majhanovich, S. & Rust, V. (2006). Education and Social Justice. London: Springer. Read More