The Teleological Divide and ICT

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This is Colin's plenary address at the UKLA 2011 conference at Chester.

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The Teleological Divide and ICT

  1. 1. Technology and literacy: how should we use ICT to develop the literacy of kids who know more than we do? <ul><li>Colin Harrison </li></ul><ul><li>University of Nottingham </li></ul>
  2. 2. Technology and literacy: how should we use ICT to develop the literacy of kids who know more than we do? <ul><li>Colin Harrison - University of Nottingham </li></ul><ul><li>Grateful thanks to the 48 co-researchers who worked with me on these Becta projects: </li></ul><ul><li>Integrated Learning Systems (2000) </li></ul><ul><li>ImpaCT2 (2002) </li></ul><ul><li>Pathfinder LAs (2003) </li></ul><ul><li>e-Portfolios (2006) </li></ul><ul><li>Web 2.0 (2008) </li></ul><ul><li>Impact 09 (2010) </li></ul><ul><li>Especially: Charles Crook, Tony Fisher, Elizabeth Hartnell-Young, Kaye Haw, </li></ul><ul><li>Gordon Joyes, Eric Lunzer, Bridget Somekh, Carmen Tomás, Jean Underwood </li></ul>
  3. 3. Four themes:
  4. 4. one: we’re dealing with the digital divide; now let’s fix the teleological divide <ul><li>Increased motivation and engagement </li></ul><ul><li>Increased connectivity </li></ul><ul><li>Four-dimensional participation: ‘Five hours a day isn’t enough’ </li></ul>
  5. 5. <ul><li>Increasing motivation and engagement </li></ul>TWO:HOW DO WE FIX MOTIVATION AND ENGAGEMENT?
  6. 6. three: taming the internet- (and why i’m cross with don leu) don leu) <ul><li>One researcher </li></ul><ul><li>One site </li></ul><ul><li>One medium? </li></ul>
  7. 7. four: Web 2.0 is the teacher’s friend the teacher’s friend <ul><li>The Becta Web 2.0 project: kids are well connected, and transgressive, but they are web consumers, not producers </li></ul><ul><li>Texting is not killing literacy </li></ul><ul><li>VLEs, blogs, wikis, tweets and podcasts can transform teaching, and make a teacher’s life easier, not harder </li></ul>
  8. 8. one: the teleological divide <ul><li>Increased motivation and engagement </li></ul><ul><li>Increased connectivity </li></ul><ul><li>Four-dimensional participation: ‘Five hours a day isn’t enough’ </li></ul>
  9. 9. one: the teleological divide <ul><li>Increased motivation and engagement </li></ul><ul><li>Increased connectivity </li></ul><ul><li>Four-dimensional participation: ‘Five hours a day isn’t enough’ </li></ul>Where are we heading - and why this direction?
  10. 10. one: the teleological divide <ul><li>1980s Increased motivation and engagement: IT Works </li></ul><ul><li>1990s ‘Only connect’: the Information Superhighway </li></ul><ul><li>2010s Four-dimensional participation: ‘Five hours a day isn’t enough’ </li></ul>Where are we heading - and why this direction?
  11. 11. one: the teleological divide <ul><li>Increased motivation and engagement </li></ul><ul><li>Increased connectivity </li></ul><ul><li>24/7 participation in learning </li></ul>
  12. 12. <ul><li>Increasing motivation and engagement </li></ul>TWO:
  13. 13. <ul><li>Increasing motivation and engagement </li></ul><ul><li>Reading any text is a process of construction rather than reception </li></ul>TWO: Perception Construction Integration
  14. 14. <ul><li>Increased motivation and engagement </li></ul>Choice is crucial: TWO:
  15. 15. <ul><li>Increased motivation and engagement </li></ul>Choice is crucial: TWO:
  16. 16. <ul><li>Increased motivation and engagement </li></ul>Choice is crucial: 125,000 fan fiction Twilight novels online TWO:
  17. 17. <ul><li>Increased motivation and engagement </li></ul>Choice is crucial: TWO:
  18. 18. <ul><li>Increased motivation and engagement </li></ul>Choice is crucial: 490,000 fan fiction Harry Potter novels online TWO:
  19. 19. <ul><li>Increased motivation and engagement </li></ul>Choice is crucial: 490,000 fan fiction Harry Potter novels online ... and many boys (and girls) do not regard reading on the computer as reading![SMS; W2.0] TWO:
  20. 20. Choice is crucial: online book blogs; use the Pottersaurus? TWO:
  21. 21. <ul><li>Increased motivation </li></ul><ul><li>and engagement </li></ul><ul><li>Feedback is crucial </li></ul><ul><li>Reading while listening is good ... phone apps </li></ul><ul><li>Text to speech is improving ... </li></ul><ul><li>Recording reading is useful </li></ul>TWO:
  22. 22. <ul><li>Increased motivation </li></ul><ul><li>and engagement </li></ul><ul><li>Feedback is crucial </li></ul><ul><li>Reading while listening is good ... phone apps </li></ul><ul><li>Text to speech is improving ... </li></ul><ul><li>Recording reading is useful </li></ul>TWO:
  23. 23. Can text-to-speech programs help dyslexic/weaker readers? <ul><li>Text-to-speech programs such as </li></ul><ul><li>http://www.naturalreaders.com/index.htm   Natural-sounding text to speech software (expensive!) </li></ul>
  24. 24. <ul><li>Feedback is crucial </li></ul><ul><li>Store your reading (UKRA research award, 1990) in the cloud </li></ul><ul><li>http://www.youtube.com/watch?v=FHAb6TYNX4w&feature=related </li></ul>TWO:
  25. 25. set three: taming the internet taming the internet <ul><li>One researcher Three researcher rule </li></ul><ul><li>One site Three site rule </li></ul><ul><li>One medium? Three media rule </li></ul>Dwyer, B., & Harrison, C. (2008). &quot;There's no rabbits on the Internet&quot;: Scaffolding the development of effective search strategies for struggling readers during Internet inquiry. In Y. Kim & V. J. Risko (Eds.), 57th Yearbook of the National Reading Conference (pp. 187-202). Oak Creek, WI: National Reading Conference, Inc.
  26. 26. Internet safety and the Pacific Tree Octopus- how do we research this? <ul><li>http://zapatopi.net/treeoctopus/ </li></ul>
  27. 27. Internet safety and the Pacific Tree Octopus- how do we research this?
  28. 28. Internet safety and the Pacific Tree Octopus- what are our research roles? <ul><li>http://zapatopi.net/treeoctopus/ </li></ul>Questioner Navigator Recorder
  29. 29. Critical Internet literacy- have students found 3 sites? have students found 3 sites? <ul><li>http://zapatopi.net/treeoctopus/ </li></ul>
  30. 30. <ul><li>http://zapatopi.net/treeoctopus/ </li></ul>Critical Internet literacy- have students found 3 sites?
  31. 31. <ul><li>http://zapatopi.net/treeoctopus/ </li></ul>Critical Internet literacy- have students found other media?
  32. 32. <ul><li>One researcher Three researcher rule </li></ul><ul><li>One site Three site rule </li></ul><ul><li>One medium? Three media rule </li></ul>Critical Internet literacy
  33. 33. <ul><li>Increased motivation and engagement </li></ul><ul><li>Increased connectivity </li></ul><ul><li>But not in class! - An Oxford seminar... </li></ul><ul><li>Is Web 2.0 the answer? </li></ul><ul><li>and where is my teacher when I need her? </li></ul>FOUR: WEB 2.0 IS THE TEACHER’S FRIEND
  34. 34. <ul><li>Becta Web 2.0 project: kids are well connected , and transgressive , but they are web consumers , not producers; and most don’t know more than we do.... </li></ul><ul><li>Texting is not killing literacy </li></ul><ul><li>Blogs, wikis and podcasts can transform teaching, and make a teacher’s life easier , not harder </li></ul>FOUR: WEB 2.0 IS THE TEACHER’S FRIEND
  35. 35. Is texting killing reading?- NO! <ul><li>The ratio of textisms to total words used was positively associated with word reading, vocabulary, and phonological awareness measures. Moreover, the children's textism use predicted word reading ability after controlling for individual differences in age, short-term memory, vocabulary, phonological awareness and how long they had owned a mobile phone. http://onlinelibrary.wiley.com/doi/10.1348/026151008X320507/full </li></ul><ul><li>ie The kids who texted most were the best readers, had the best vocabulary, and were the ones that were most aware of the need to switch linguistic register according to context. </li></ul>
  36. 36. <ul><li>ICT and whole school change: networks- or networked teachers? </li></ul>Student podcast: http://allanah.podomatic.com/ Teacher podcast: 1 How to- http://www.youtube.com/watch?v=y4nK0OO_KPM Teacher podcast: 2 Factors- http://www.youtube.com/watch?v=lMU5wMDcJNg
  37. 37. the networked teacher
  38. 38. <ul><li>ICT and whole school change: how did Stevenson School do it? </li></ul>1 Learning in four dimensions 2 Learning as participation in an online community
  39. 42. A clearer teleology for ICT Motivation Communication Participation
  40. 43. A clearer teleology for ICT Motivation Communication Participation Empowerment
  41. 45. Technology and literacy: how should we use ICT to develop the literacy of kids who know more than we do? <ul><li>Colin Harrison - University of Nottingham </li></ul><ul><li>Grateful thanks to the 48 co-researchers who worked with me on these Becta projects: </li></ul><ul><li>Integrated Learning Systems (2000) </li></ul><ul><li>ImpaCT2 (2002) </li></ul><ul><li>Pathfinder LAs (2003) </li></ul><ul><li>e-Portfolios (2006) </li></ul><ul><li>Web 2.0 (2008) </li></ul><ul><li>Impact 09 (2010) </li></ul><ul><li>Especially: Charles Crook, Tony Fisher, Elizabeth Hartnell-Young, Kaye Haw, </li></ul><ul><li>Gordon Joyes, Eric Lunzer, Bridget Somekh, Carmen Tomás, Jean Underwood </li></ul>

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