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Baseline Data Evaluation Report

Baseline Data Evaluation Report



A presentation by Dr Sarah Howard from University of Wollongong to the DERNSW Consultancy team.

A presentation by Dr Sarah Howard from University of Wollongong to the DERNSW Consultancy team.



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    Baseline Data Evaluation Report Baseline Data Evaluation Report Presentation Transcript

    • DER-NSW 2010 reporting:Implications from the 2010 data collection Dr Sarah K. Howard sahoward@uow.edu.au Thursday, May 5th 2011
    • Evaluation RQs•  How does the DER-NSW program influence teacher pedagogy?•  What is the influence of the DER-NSW program on students’ understanding, skills, and attitudes?•  What are the consequences of the DER-NSW program on students’ educational outcomes?
    • Response rate•  Student survey A: Total started survey, 17,079 Total completed survey: 13,760 (80.6%)•  Student survey B: Total started survey, 18,659 Total completed survey: 14,692 (78.7%)•  Teacher survey: Total started survey, 4,627 Total completed survey: 3,637 (78.6%)
    • Distribution across subject areas Languages TAS 2% 17% Other 16%Creative Arts English 7% 13% PDHPE 6% Mathematics 11% HSIE 13% Science 15%
    • Student gender distribution MaleFemale 47% 53%
    • Aboriginal or Torres Straight Islander origin30000 2518325000200001500010000 .8%5000 1698 400 382 0 No Yes, Aboriginal Yes, Torres Strait Yes, both Aboriginal Islander and Torres Strait Islander
    • Years in an Australian school1800016000 15436140001200010000800060004000 3.3%2000 1373 371 689 0 less than 1 year 1 to less than 3 3 to 7 years more than 7 years years
    • Student access to computers at home Is this home computer connected to the internet?Do you have access to 3% 5%a computer at home? No 5% Not connected Yes connected I dont know if it is connected 92%Yes95%
    • RQ #1, Pedagogy•  Teachers who felt using ICT was ‘fun’ rather than ‘important’ showed: –  Positive conceptions of students’ creativity & organization –  Beliefs that students showed more understanding when using ICT in the classroom –  They were more likely to use email•  We do see a significant relationship between teachers’ primary subject area and their use of ICT in the classroom –  Mathematics is consistently lower on shifts towards student-centred practices and ICT use –  Other subject areas were less consistent
    • RQ #1, Pedagogy Frequency of ICT used in teaching, by subject area 8.00 6.95 7.00 6.53 6.67 6.83 6.02 6.15 6.36 Mathematics 6.00 5.68 Languages 5.00 PDHPE 4.00 English Creative Arts 3.00 Science 2.00 HSIE 1.00 TAS 0.00 How often do you use a computer when teaching?Note. ‘0’ = Never, ‘4’ = 1-3 times a week, ‘8’ = Many times a day
    • RQ #1, Pedagogy Belief that working with ICT is fun and confidence using laptops3.5 3.13 3.06 3.23 3.14 3.14 3.17 3.21 3.07 2.94 2.77 2.79 2.83 2.87 2.87 2.89 3 2.672.5 21.5 10.5 0 I think working and teaching with computers is fun I feel confident that I can effectively use the laptop in my classes. Note. ‘1’ = Strongly disagree, ‘4’ = Strongly agree
    • RQ #1, Pedagogy Teachers beliefs of the importance of working with ICT 3.43 HSIE 3.65 3.49 Creative Arts 3.63 3.43 Science 3.62 3.49 TAS 3.6 3.35 Languages 3.6 3.37 PDHPE 3.59 3.38 English 3.56 3.22 Mathematics 3.47 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 It is important for students to work with computers It is important to me to work with a computerNote. ‘1’ = Strongly disagree, ‘4’ = Strongly agree
    • RQ #1, Pedagogy Teaching is becoming more student-centred with use of the laptops4.003.50 Mathematics3.00 2.53 2.61 2.64 2.71 Creative Arts2.50 2.26 2.36 2.41 2.45 Science English2.00 PDHPE1.50 HSIE1.00 Languages TAS0.500.00Note. ‘1’ = Strongly disagree, ‘4’ = Strongly agree
    • RQ #1, Pedagogy•  “I’m a bit of a believer of you still need to write your maths solutions in your book because you can’t solve an equation, you can’t write your solution to an equation on the laptop unless you’re really familiar with the equation editor in the program, in the software, but that takes time…I see other subjects using that as a great tool for their learning for English or history and so on. So I think for Maths, yeah, we’re a little bit lower on the scale of usefulness.” (School 1, Teacher 1)•  “I think what I like about the laptops is that gives you a different medium for production in that you do your writing exercises but I know a lot of teachers up in the faculty have been doing things like creating your own posters and TV type advertisements, book trailers, things like that and so it’s getting them to demonstrate their knowledge in different ways and I think that that’s a good thing.” (School 3, Teacher 1)
    • RQ #1 & 2, Engagement Teacher and students beliefs about ICT and learning outcomes The more we use computers in 3.29 class, the more it seems students 2.62 enjoy schoolI feel students understand what they 3.00 are doing in class better when they 2.37 use computers Students writing seems to improve 2.94 when they use computers 2.31 Student Teacher Using a computer helps students to 3.23 be more organised 2.65Studentswork is more creative when 3.05 they use computers 2.58 0.00 1.00 2.00 3.00 4.00Note. ‘1’ = Strongly disagree, ‘4’ = Strongly agree
    • RQ #2, Engagement•  Students’ perceptions of the importance of ICT in certain subject areas reflected teachers’ perceptions – e.g. importance in Mathematics•  Students reported more positive perceptions of ICT in learning than teachers: –  They reported more use of ICTs in school (could be personal or in combined classes) –  They showed a more positive conception of engagement in learning when using ICT•  Students without or with limited access to computers at home showed consistently less confidence performing ICT tasks and lower engagement with ICT
    • RQ #2, Engagement Students perceptions of the importance of ICT in the subject areas3.50 3.03 3.04 3.07 3.123.00 2.88 2.76 2.50 2.542.502.001.501.000.500.00Note. ‘1’ = Strongly disagree, ‘4’ = Strongly agree
    • RQ #1 & 2, Pedagogy•  “It really depends what I get but I’d say I’d use it at least maybe three times, four times a week…Yeah but it really depends what lessons I have because you know in maths I can’t use it at all because she won’t let us…she says it won’t help us at all…write it down like usual…[So what might be a typical assignment you’d have that you might do at home on your, on your laptops?] Research assignments…I’ve normally got them for history…We’re, we’re doing one on Romans so basically things on Romans, things on like fantasy or myths as well.” (School 4, Student 2)
    • 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Download images 100% Create PowerPoint Research information Email Edit written work Write first draft Organize work Take notes RQ #2, Engagement Download pictures Create multimedia Social network Post comments tocould perform this task by themselves or with help Enter data to*The figure is calculated on how many students felt they Plot a graph Create spreadsheet Blog Students confidence performing ICT practices* Create movie Create webpage Podcast Create computer
    • RQ #2, Engagement Students confidence performing ICT practices & home access Download pictures 3.87 3.54 Email 3.86 3.49 Research information 3.79 3.45Enter data to spreadsheet 3.85 3.43 Edit written work 3.80 3.41 Download images 3.83 3.40 Create PowerPoint 3.79 3.40 Write first draft 3.68 3.22 Create webpage 3.44 3.01 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 Access to a computer at home No computer access at home
    • RQ #2, Engagement Students engagement with technology & home accessTime goes by quickly when I am working 3.23 with a computer 3.11 I use a computer because I am very 3.13 interested 3.03 3.37 I think working with a computer is fun 3.23 It is very important to me to work with a 3.14 computer 3.00 2.80 2.90 3.00 3.10 3.20 3.30 3.40 3.50 Access to a computer at home No computer access at homeNote. ‘1’ = Strongly disagree, ‘4’ = Strongly agree
    • RQ #2, Engagement•  “But I think it comes from the fact that they may have been exposed to computers but they just use them for games and things… they have no access or they don’t access the other programs…Because they’re not familiar with some of the programs and they’re asking you how to – something basic that most kids would know how to do ... And half of them say at the start, ‘Well how do I do that’…Or even they just sort of go, ‘I’d rather not, can I just write it’… And even adding attachments to an email, like a lot of kids will say, ‘How do I attach the file ...’ and I’m always surprised by that.” (School 3, Teacher Focus Group)
    • RQ #2, Engagement•  “I do believe they’re good because like their – instead of going to computer labs we can stay in class and they’re, they’re just – they’re good to have for research and so anything that you need for like, preparation for school… or something like that and that’s why they’re good but, and it’s just that we were flattered to have them because they’re our own laptops and I guess they’re rather expensive so they’re fun to have…Well they can help with like our assignments because I’ve got like three assignments on here that I would have to do at school and send home for my computer which doesn’t work so it helps me.” (School 4, Student Focus Group)
    • RQ #3, Assessment•  Case study teachers felt it was too soon to predict if students’ performance on tests would improve•  Some students felt their grades had improved with use of the laptop in class –  They felt more engaged in learning –  Enjoyed exploration tasks•  Issues seem to exist around having students perform tasks on the laptops, when testing will not be on the laptops
    • For 2011•  RQ#1: Further investigation into differences between teachers’ personal & pedagogical conceptions of ICT practices in the subject areas (impact on learning & students’ perceptions of ICT)•  RQ#2: Deeper examination of the relationship between students’ home access & engagement with ICT practices, e.g. updated questionnaire items on access•  Investigate the interaction between leadership and ICT up-take, e.g. email communication at the school level