I09 eera2011 harrison pc

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What governments need to know about how to develop ICT in schools successfully

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  • CKC - Introduction the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning our approach has two major emphases; the first is to capture the ecology of learning the second is to use new technologies to develop representations of the use of ICT for learning the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE. the project is collecting data in three phases: PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs; PHASE II 200+Teacher logs of individual lessons; PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
  • CKC - Introduction the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning our approach has two major emphases; the first is to capture the ecology of learning the second is to use new technologies to develop representations of the use of ICT for learning the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE. the project is collecting data in three phases: PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs; PHASE II 200+Teacher logs of individual lessons; PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
  • Teachers’ positioning in the school and the classroom The space in the classroom
  • All the classrooms in the schools had been equipped with a visualiser. / Where the space allowed, the visualiser had been positioned away from the teacher’s position to enable being closer to the group – picture shows that the teacher is closer to the group and all facing in the same direction [Comment – that with additional representational properties too]
  • Versatile working spaces in School 2– flexible
  • the school’s virtual spaces (creating a continuum)
  • CKC - Introduction the central goal of the project is to produce “explanatory case studies” demonstrating the relationship between ICT and learning our approach has two major emphases; the first is to capture the ecology of learning the second is to use new technologies to develop representations of the use of ICT for learning the project is working in nine schools which represent three areas of emphasis: ICT across the curriculum, personal computing, and learning platform/VLE. the project is collecting data in three phases: PHASE I Two-day “deep audit” of school; recruitment of teachers who will fill in logs; PHASE II 200+Teacher logs of individual lessons; PHASE III Interviews with the 36+ teachers who have submitted teacher logs. Interviews will be based on contrastive representations of their own teaching and that of two other teachers.
  • I09 eera2011 harrison pc

    1. 1. Management vision, cumulative affordances, and student autonomy: what governments need to learn about about technology in education. <ul><li>Colin Harrison, Charles Crook, Carmen Tomás </li></ul><ul><li>Learning Sciences Research Institute, University of Nottingham </li></ul><ul><li>[email_address] </li></ul>EERA 2011 Berlin
    2. 2.
    3. 3.
    4. 4. Outline of this presentation: <ul><li>What were the goals and methodology of the project? </li></ul><ul><li>What data from Impact09 offers insights into how technology can fundamentally impact attainment at whole-school level? </li></ul><ul><ul><li>Management vision: The use of space for learning- School B, School D; A deeply-embedded VLE, School L </li></ul></ul><ul><ul><li>Cumulative affordances: Up to ten affordances integrated into a single lesson can significantly augment opportunities for learning- School L </li></ul></ul><ul><ul><li>Student autonomy: “I hope you don’t mind… I’ve done the next three pieces of homework... Is that alright?”- School L </li></ul></ul>
    5. 5. Impact 2009 project goals <ul><li>ICT and learning “explanatory case studies” </li></ul><ul><ul><li>How is ICT impacting learning? </li></ul></ul><ul><li>Approach emphasises: </li></ul><ul><ul><li>Ecology of learning - what were the Learning Practices in the school? </li></ul></ul><ul><ul><li>Alternative representations of ICT for learning </li></ul></ul><ul><li>Nine ICT leading schools representing three different areas: </li></ul><ul><ul><li>ICT across the curriculum </li></ul></ul><ul><ul><li>personal computing </li></ul></ul><ul><ul><li>learning platform/VLE </li></ul></ul><ul><li>Three-Phase data collection: </li></ul><ul><ul><li>PHASE I Deep audit [n=60 interviews] </li></ul></ul><ul><ul><li>PHASE II Detailed teacher logs of individual lessons [n=85] </li></ul></ul><ul><ul><li>PHASE III Follow-up interviews on logs [n=45] </li></ul></ul>
    6. 6. Management vision: The use of space for teaching and learning The use of space for teaching and learning <ul><li>Exploration of issues of space and ICT </li></ul><ul><ul><li>In the school- what is a classroom? </li></ul></ul><ul><ul><li>In learning- what are the boundaries of a classroom? </li></ul></ul>
    7. 7. Positioning teachers in classrooms School B: flexible support for learning
    8. 8. Positioning teachers in classrooms School B: flexible spaces for learning
    9. 9. Positioning teachers in classrooms School B: visualiser support for learning and physical barriers to learning
    10. 10. Management vision: The use of an integrated VLE/MIS to open up and augment opportunities for learning- School L The use of an integrated VLE/MIS to open up and augment opportunities for learning- School L <ul><ul><li>VLE integrated system and emphasis on a coherent use across the school </li></ul></ul><ul><ul><ul><li>100% staff buy-in </li></ul></ul></ul><ul><ul><ul><li>one-to-one staff development </li></ul></ul></ul><ul><ul><ul><li>set student expectations </li></ul></ul></ul><ul><ul><ul><li>organise student work </li></ul></ul></ul><ul><ul><ul><li>upload resources linking to students’ timetables </li></ul></ul></ul><ul><ul><ul><li>monitor students’ progress </li></ul></ul></ul><ul><ul><ul><li>strong school-home link </li></ul></ul></ul>
    11. 13. With the Talmos system, the students were able to see, in class and from home: <ul><li>The scheme of work in Art for the term </li></ul><ul><li>All the teacher’s lesson plans for the term </li></ul><ul><li>All the resources to support each lesson </li></ul><ul><li>Every upcoming homework </li></ul><ul><li>Resources to support their homework </li></ul><ul><li>Information on their progress in each subject </li></ul>
    12. 14. Is this evidence of self-directed learning? <ul><li>“ I hope you don’t mind… I’ve done the next three pieces of homework that you’ve set and I’ve also worked two or thee pages ahead. Is that alright?” </li></ul>
    13. 15. The importance of cumulative affordances in delivering SDL <ul><li>Two questions from the deep audit interview; </li></ul><ul><ul><li>How did you first make use of ICT in your teaching? (Lindsay’s lesson, September 2008) </li></ul></ul><ul><ul><li>How do you use it now, and why did you change what you did? (Lindsay’s lesson, June, 2009) </li></ul></ul><ul><li>These cumulative affordances in arguably offer some evidence of self-directed learning initiated within normal class lessons </li></ul>
    14. 16. Cumulative Affordance Graph September 2008 Lesson goals ppt + Lesson goals reviewed + Homework: Internet research…
    15. 17. Cumulative Affordance Graph June 2009 + Wrap-up + Adapted worksheet + Dyslexia + Lesson goals ppt + Starter video Pre-lesson
    16. 18. Cumulative Affordance Graph + Assessment loop June 2009 + Feedback + HW support + Online homework + Wrap-up + Adapted worksheet + Dyslexia
    17. 19. Cumulative Affordance Graph September 2008 Lesson goals ppt + Lesson goals reviewed + Homework: Internet research… SDL opportunities
    18. 20. Cumulative Affordance Graph June 2009 + Wrap-up + Adapted worksheet + Dyslexia + Lesson goals ppt + Starter video Pre-lesson SDL opportunities
    19. 21. Cumulative Affordance Graph + Assessment loop June 2009 + Feedback + HW support + Online homework + Wrap-up + Adapted worksheet + Dyslexia SDL opportunities
    20. 22. <ul><li>Student autonomy: “I hope you don’t mind… I’ve done the next three pieces of homework... Is that alright?”- School L </li></ul><ul><li>School L </li></ul>
    21. 23. Screen shot of work been done on My Maths
    22. 24. Screen shot of the Maths Watch video
    23. 25. Create enhanced learning environment Extend opportunities for learning Create new knowledge and skills Amplify learning effects Integrate Link Sustain
    24. 26. Create enhanced learning environment Extend opportunities for learning Create new knowledge and skills Amplify learning effects Integrate Link Sustain
    25. 27. Management vision Cumulative affordances Student autonomy
    26. 28. Create enhanced learning environment Extend opportunities for learning Create new knowledge and skills Amplify learning effects Integrate Link Sustain
    27. 29. Management vision, cumulative affordances, and student autonomy: what governments need to learn about about technology in education. <ul><li>Colin Harrison, Charles Crook, Carmen Tomás </li></ul><ul><li>Learning Sciences Research Institute, University of Nottingham </li></ul><ul><li>[email_address] </li></ul>EERA 2011 Berlin
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