TMA01 Part 1 H818

B8729250 H818 – TMA01 – Part 1 Angela Phillips
Dewey was a leading voice in support of progressive education during the early
1900’s. Dewey stated “If we teach today’s students as we taught yesterday’s,
we rob them of tomorrow.” (Dewey, n.d.).
Educators are now expected to improve their practice to maximise pupil
engagement and outcomes. Teachers are expected to, “Implement professional
dialogue within the school or professional learning network(s) that is informed
by feedback, analysis of current research and practice to improve the
educational outcomes of students.” (AITSL, 2012).
Technology is one of the tools that can be used to enhance learning. Dunn (2011)
suggests the use of technology in education has been increasing exponentially over
several years. Saxena (2013) suggests that technology can improve educational
outcomes with purposeful integration into the classroom. As technology is shown to
have the capacity to enhance student outcomes, it is implied that teachers should be
using technology within their classrooms.
There has been a vast amount of research into how
technology can be implemented
effectively. The “Technological
Pedagogical Content Knowledge
(TPACK) is a framework to
understand and describe the
kinds of knowledge needed by a
teacher for effective
pedagogical practice in a
technology enhanced learning
environment.” Unknown (2014)
TPACK and Koehler (n.d.) state
that for the most effective learning to
take place the best practices for
technology, subject and pedagogy are all
observed.
Figure 1 shows the TPACK model.
Educators should be encouraged to incorporate the
TPACK model when designing and implementing
learning activities.
When a new learning activity is devised, the learning activity has to be designed
and implemented to make the idea into reality. “Implementation is the carrying
out, execution, or practice of a plan, a method, or any design for doing
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something. Implementation is the action that must follow any preliminary
thinking in order for something to actually happen.” (Rouse, 2014).
Implementation can have a profound impact on the success of a learning activity.
Durlak (2013) indicates that the quality of implementation was the most
important feature that effects outcomes.
Implementation is not just getting the activity started. “It is not enough to
simply select a proven evidence-based program and assume success will
automatically follow. Good implementation strategies are essential.” (US
Department of Health and Human Services, n.d.). The implementation of an
activity needs to be carefully planned, in order for the activity to be successful.
The stages of implementation need to be addressed.
“The stages of implementation include:
• Exploration and Adoption
• Program Installation
• Initial Implementation Stages
• Full Operation
• Innovation / Refinement
• Sustainability” (Minnesota Department of Education, n.d.)
However, the stages above are not specifically related to designing a learning
activity. Adu (2010) discussed the successful implementation of technology into
teaching and learning activities. Adul (2010) suggests there are five steps that
can aid the introduction of technology into a learning activity. The educator
needs to examine the activity, decide upon an appropriate technology, ensure
both educators and students have an opportunity to use the technology,
evaluate the trial and the finally decide whether the technology is suitable for
the activity. Please see figure 2 for more information.
The implementation of an open technology enhanced learning activity should
follow the principals above. However, Durklak (2011) suggests that a pilot study
would be useful to ensure that problems are identified and resolved before a project is
delivered to a larger scale audience.
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To ensure that a technology enhance
learning activity can be used to benefit more
than the students involved in the activity, it is important that all stages of
implementation are shared on an open forum.
“Learners can benefit from:
• enhanced quality and flexibility of resources
• seeing/applying knowledge in a wider context than their course would
otherwise allow, e.g. international dimension
• freedom of access (e.g. at work/home/on placement) and enhanced
opportunities for learning
• support for learner-centred, self-directed, peer-to-peer and
social/informal learning approaches
• skills development (e.g. numeracy) through release of generic OER that
can be re-used and re-contextualised in different subject areas
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• the opportunity to test out course materials before enrolling – and
compare with other similar courses
• opportunities to be involved in OER initiatives either through contributing
towards OER development, testing or evaluation, marketing activities,
acting as an ambassador for OER with other learners or staff
• authentic or 'real-life' learning experiences through OER that link to
employer or professional sector activities” (JISC, n.d)
There is a variety of evidence that supports the theory that, “The future of
learning is free and open” (Bornstein, 2012).
In conclusion the reason that implementation has been chosen as a significant
focus for the potential project is, as follows:
1) Dunn (2011) implies the use of technology is going to increase in the
future of education;
2) Saxena (2013) suggests effective use of technology enhances student
outcomes;
3) Adu (2010) feels the correct technologies need to be implemented into
learning activities;
4) The learning activity needs to follow the TPACK model to ensure
effective use of technology, pedagogy and subject knowledge. TPACK and
Koehler, (n.d.) describe the TPACK model as essential;
5) Minnesota Department of Education (n.d) implies the process of
implementing the project needs to be openly documented to ensure that
others can comment, review and use the findings from the project; and,
6) Bornstein (2012) suggests that project as a whole needs to be available to
all, to enhance similar future projects.
There are materials available detailing effective teaching pedagogy. However,
students and teachers can find revision challenging. “Revision is an essential
skill, but one that is often not taught nor mastered until too late in the day”
(Slater, 2012).
At some stage in a student’s educational journey they will probably be required
to sit examinations. Putwain (2009) indicates that students can find
examinations stressful and this can lead to esteem issues. Students need to be
properly prepared for examinations, to help alleviate some of these problems.
The key to feeling prepared for examinations is focused and effective revision.
“Trying to remember something has been shown to have almost no affect on
whether you do remember it. The implication for revision is clear: just looking at
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your notes won't help you learn them. Instead, you need to reorganise the
information in some way – whether by making notes of your notes, thinking about
how what you're reading relates to other material, or practising writing
answers. This approach, called "depth of processing", is the way to ensure
material gets lodged in your memory.” (Stafford, 2014)
Marszal (2013) suggests there are two main types of revision, massed learning
and spaced learning. Massed learning is less effective, as the student thinks
they have remembered the facts that they have just learned. This is also
known as ‘Cramming’. “When we talk about the spacing effect, we are talking
about spacing repetitions of learning points over time. The spacing effect
occurs when we present learners with a concept to learn, wait some amount of
time, and then resent the same concept again. Spacing can involve a few
repetitions or many repetitions” (Thalheimer, 2006).
The use of appropriate revision techniques could be enhanced by using
technology to share revision materials and notes with the student’s peers.
There are several ways in which this could be undertaken. Deng & Yuen (2009)
state that it is believed that use of blogs in education could aid collaboration
and individual student reflection.
Student perceptions of using blogs, wikis and forums were mostly positive. “…
Students’ perceptions of forums, blogs, and wikis in terms of liking, enjoyment,
and usefulness, revealed that the students were most satisfied with wikis,
followed by blogs and forums, for all three items.” (Miyazoe. and Anderson,
2009).
Peck and Dorricott (2014) state that technology in education can allow students
to view information from the outside world, as well as publish information they
have generate. This enables students to gain perspective from a variety of
difference sources.
The use of technology can enhance the usefulness of student’s notes. “Just
imagine what it would be like if students had a webpage with all the key
concepts from a subject. They could build on it each year, promoting lifelong
learning, and the notes would not get lost in a book case or at the back of a Year
10 students locker.” (Phillips, 2014)
The use of technology can help promote lifelong learning. “Lifelong learning has
no place, no time and no specific means. People require information anywhere
they need, any time, by any mean” (Garusing Arachchige, 2007).
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In conclusion, the Project brief is: The use of Student generated webpages to
improve revision and ongoing Mathematical development, will be studied. This
topic has been chosen for the following reasons:
1) Revision is an essential skill that is not often taught effectively
(Slater, 2012);
2) The use of technology, particularly blogs, can aid student
reflection and peer assessment (Deng & Yuen, 2009);
3) Students find using blogs engaging and useful (Miyazoe. and
Anderson, 2009);
4) Students can access a wealth of resources from the internet (Peck
and Dorricott, 2014); and,
5) The use of the technology can encourage lifelong learning (Garusing
Arachchige, 2007).
Word Count: 1497
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References
Adu, P. (2010) What Are The Strategies To Employ For Implementing
Computer Based Technologies? [Online]
http://kontorphilip.wordpress.com/category/1/ [accessed 12 November 2014]
AITSL (2012) Australian Professional Standard for Teachers [Online]
http://www.teacherstandards.aitsl.edu.au/DomainOfTeaching/ProfessionalEnga
gement/Standards/6 [accessed 11 November 2014]
Bornstein, D. (2012) Open Education for a Global Economy [Online]
http://opinionator.blogs.nytimes.com/2012/07/11/open-education-for-a-global-
economy/?_r=0 [accessed 8 November 2014]
Deng, L. & Yuen, A.H.K. (2009). Blogs in Higher Education: Implementation and
Issues. TechTrends: Linking Research and Practice to Improve Learning, 53(3),
95-98.
Dewey (no date) John Dewey Quotes [Online]
http://www.goodreads.com/quotes/833916-if-we-teach-today-s-students-as-
we-taught-yesterday-s-we [accessed 8 November 2014]
Dunn, J. (2011) The Evolution of Classroom Technology [Online]
http://www.edudemic.com/classroom-technology/ [accessed 11 November 2014]
Durlak, J.A. (2011) The importance of implementation for research, practice,
and policy [Online] http://www.childtrends.org/wp-
content/uploads/2013/05/2011-34DurlakImportanceofImplementation.pdf
[accessed 12 November 2014]
Garusing Arachchige, J. J. (2007) Development of Lifelong learning through
libraries- use of the web pages as a marketing channel in University Libraries of
Sri Lanka [Online]
http://eprints.rclis.org/9273/1/Lifelong_learning_through_libraries-
_Conference_paper.pdf [accessed 12 November 2014]
JISC (no date) Stakeholders and Benefits [Online]
https://openeducationalresources.pbworks.com/w/page/24838012/Stakeholder
s%20and%20benefits [accessed 12 November 2014]
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Marszal, A. (2013) Revision techniques: The secret to exam revision success
The Telegraph [Online]
http://www.telegraph.co.uk/education/educationadvice/9823789/Revision-
techniques-The-secret-to-exam-revision-success.html [accessed 12 November
2014]
Minnesota Department of Education (n.d.) Stages of Implantation [Online]
https://www.google.com.au/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&sqi=2&ved=0CCkQFj
AC&url=http%3A%2F%2Fwww.effectiveservices.org%2Fimages%2Fuploads
%2FNIRN-Education-
StagesOfImplementationAnalysisWhereAreWe.pdf&ei=_txhVMKCNcTvmAWGz
4LIDw&usg=AFQjCNHdASIrQJKtWYG8MmRkuwPsHrq5bw&sig2=yK8dB7ci17E
bHSumBIO1vA [accessed 12 November 2014]
Miyazoe, T. and Anderson, T. (2009) Learning outcomes and students’
perceptions of online writing: Simultaneous implementation of a forum, blog, and
wiki in an EFL blended learning setting [Online]
http://www.researchgate.net/publication/222416372_Learning_outcomes_and_
students'_perceptions_of_online_writing_Simultaneous_implementation_of_a_
forum_blog_and_wiki_in_an_EFL_blended_learning_setting/links/004635255d
abec2b20000000 [accessed 12 November 2014]
Peck, K. L. and Dorricott, D. (1994) Volume 51, Number 7 Realizing the Promise
of Technology Pages 11-14 Why Use Technology? [Online]
http://www.ascd.org/publications/educational-
leadership/apr94/vol51/num07/Why-Use-Technology%C2%A2.aspx [accessed
11 November 2014]
Phillips, A (2014) Becoming a ‘Networked Practioner’ [Online]
http://angphil.blogspot.com.au/ [accessed 12 November 2014]
Putwain, D. W. British Educational Research Journal Volume 35, Number 3, June
2009 page 391 to 411 [Online]
http://eds.b.ebscohost.com.libezproxy.open.ac.uk/eds/pdfviewer/pdfviewer?
vid=8&sid=b50b718b-9f6f-4f7a-8a29-
cb51b063e3d3%40sessionmgr113&hid=121 [accessed 12 November 2014]
Rouse, M. (2014) Implementation [Online]
http://searchcrm.techtarget.com/definition/implementation [accessed 8
November 2014]
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Saxena, S. (2013) Using Technology in Education: Does It Improve Anything?
[Online] http://edtechreview.in/news/681-technology-in-education [accessed 11
November 2014]
Slater, S. (2012) Five Best Ways To Revise For Exams, By An Oxbridge
Applications Consultant [Online] http://www.huffingtonpost.com/sarah-
slater/exams-best-ways-to-revise-oxbridge_b_1518247.html?ref=uk-
universities-education [accessed 8 November 2014]
Stafford (2014) Five secrets to revising that can improve your grades [Online]
http://www.theguardian.com/education/2014/jan/08/five-secrets-of-
successful-revising [accessed 8 November 2014]
TPACK and Koehler, M.J. (no date) TPACK Explained [Online] http://www.matt-
koehler.com/tpack/tpack-explained/ [accessed 8 November 2014]
Thalheimer, W. (2006, February). Spacing Learning Events Over Time [Online]
http://www.work-learning.com/catalog/ [accessed 12 November 2014]
Unknown (2014) Wikipedia Teachnological Pedagogical Content Knowledge
[Online]
http://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge
[accessed 12 November 2014]
US Department of Health and Human Services (no date) A Road Map to
Implementing Evidence-Based Programs [Online]
http://www.nrepp.samhsa.gov/courses/Implementations/NREPP_0103_0010.htm
l [accessed 12 November 2014]
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TMA01 Part 1 H818

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TMA01 Part 1 H818