Research presentation (pecha kucha)

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Pecha Kucha presentation as delivered by Steve Ingle from Edge Hill University at the JISC RSC NW Annual Conference 2010

Pecha Kucha presentation as delivered by Steve Ingle from Edge Hill University at the JISC RSC NW Annual Conference 2010

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  • Rationale for study Methodology Ethical considerations Findings Implications for my practice
  • Shift happens Needs of 21 st century learners: New Millennium Learners – Pedro Gamer Generation - Carstens & Beck IM Generation - Lenhart, Rainie, & Lewis Digital Natives – Prensky Homo Zappiens – Veen Net Gen - Oblinger
  • Research by Vim Ween suggests that homo zappiens prefer: High speed Multi tasking Non-linear approaches Iconic skills first Connected Collaborative Learning by searching and playing Learning by externalising Using fantasy
  • Also concerns: Web as information universe not the library Source quality Impact on literacy Short attention span Inclusive Time for reflection?
  • BP 2.2 Use a range of effective and appropriate teaching and learning techniques to engage and motivate learners and encourage independence BP 5.1 Select and develop a range of effective resources, including appropriate use of new and emerging technologies CP 3.5 Make appropriate use of, and promote the benefits of new and emerging technologies EP 1.2 Devise, select, use and appraise assessment tools, including where appropriate, those which exploit new and emerging technologies.
  • What are the implications for my practice as a PCET Teacher Educator?
  • What is your concern? Why are you concerned? What do you think you could do about it? What kind of evidence could you collect to help you make some judgement about what is happening? How would you collect such evidence? How would you check that your judgement about what has happened is reasonable, fair and accurate? Barrett and Whitehead (1995) Consideration of personal bias and assumptions
  • Ethical considerations: impact on participants confidentiality and anonymity sharing of findings voluntary participation – informed consent with right to withdraw Faculty permission
  • Initial quantitative assessment with room for qualitative responses Comparative inquiry into the uses of technology by lecturers, trainee teachers and students 140 responses
  • SMS Text Wall Phone blogging (phlogging) Instant video capture Photo evidence capture via mobile devices Turning point voting system
  • Paper-based questionnaire (random sample) – quantitative and qualitative mix (16 responses, 39%) Observation of collaborative micro-teach Feedback from Supervising Tutors Positive feedback received from all participants (increased or greatly increased the use of technology in teaching) Confidence levels increased Identification of enhancements Limited time frame to observe true impact
  • Technological ability to use an online survey Issues with the expectations for a ranking question Length of survey – 30 abandoned responses Time taken for a triangulation approach Personal bias and assumptions

Transcript

  • 1. Steve Ingle Senior Lecturer Post-Compulsory Education and Training Edge Hill University June 2010 How can trainee teachers harness technology more effectively to enhance the teaching and learning experience for the ‘Net Gen’?
  • 2. 21 st Century Learners Today’s students are no longer the people our educational system was designed to teach Prensky M. (2001)
  • 3. eLearning and the ‘Net Generation’ Savage T. (2003) in Oblinger D. (2004)   TV Generation PC Generation Net Generation Web What is it? Web is a tool Web is oxygen Community Personal Extended personal Virtual Perspective Local Multi-national Global Career One career Multiple careers Multiple reinvention Loyalty Corporation Self Soul Authority Hierarchy Unimpressed Self as expert
  • 4. Veen, W. (2003)
  • 5. Veen, W. (2003)
  • 6. LLUK Professional standards for teachers, tutors and trainers in the lifelong learning sector LLUK (2008)
  • 7. The Net Generation and the current capabilities of information technology make it possible to support learning activities that will enable graduates to be mentally agile and adaptable ... However , beyond technical infrastructure, the use of technology in the service of learning is limited . Clayton-Pendersen A. & O’Neill N. (2008)
  • 8. Action Research Cycles Higher Education Academy (2008) Kemmis and McTaggart (1988)
  • 9. Issue for investigation (Plan) – research question How can trainee teachers harness technology more effectively to enhance the teaching and learning experience for the ‘Net Gen’?
  • 10. Carry out research – research methods Part A - Online questionnaire
  • 11. Deconstruction - participant profile (53)
  • 12. Personal technology use comparisons
  • 13. Use of technology in the classroom 7. To what extent are the following technolgies used in your lessons / seminars? Item Often Sometimes Rarely Never Interactive whiteboards 43.4% 30.2% 5.7% 20.8% Mobile phones/devices 3.8% 20.8% 22.6% 52.8% Websites 54.7% 32.1% 9.4% 3.8% Video clips 49.1% 30.2% 9.4% 11.3% Audio clips 22.6% 43.4% 17.0% 17.0% PowerPoint presentations 83.0% 15.1% 1.9% 1 Electronic voting kits 7.5% 15.1% 75.5% Virtual Learning Environment (VLS) 30.2% 30.2% 13.2% 24.5% Video cameras 7.5% 18.9% 28.3% 45.3% Digital cameras 7.5% 26.4% 26.4% 39.6% Voice recorders 5.7% 18.9% 28.3% 47.2% Social networking / collaboration spaces 9.4% 11.3% 28.3% 50.9% Average % 26.4% 23.7% 17.0% 32.5%
  • 14. Opinions on how technology contributes to the effectiveness of teaching and learning 7. To what extent are the following technolgies used in your lessons / seminars? Item Very effective Quite effective Not very effective Not at all effective Not sure / Don't know Virtual Learning Environments (VLEs) 32.1% 47.2% 9.4% 11.3% Electronic voting systems 9.4% 30.2% 26.4% 5.7% 28.3% Use of mobile phones/devices 13.2% 39.6% 24.5% 9.4% 13.2% Interactive whiteboards 56.6% 37.7% 5.7% Multi-media (e.g. video/audio clips) 66.0% 32.1% 1.9% Social networking and online collaboration spaces 26.4% 28.3% 22.6% 7.5% 15.1% Portable recording technologies (e.g. digital video cameras) 22.6% 49.1% 17.0% 11.3% Average % 32.3% 37.7% 15.4% 3.2% 11.3%
  • 15. Factors influencing greater adoption of technology use 7. To what extent are the following technolgies used in your lessons / seminars? Factors 1 2 3 4 5 6 7 8 Average Rank Greater access to resources 17 6 4 2 3 2 2 2.5 Increased reliability of technology 6 11 6 6 4 2 3 1 3.4 Requests from learners 10 7 7 7 4 3 1 5 3.6 Additional training in the use of technology 6 5 3 7 8 2 4 3 4.1 Faster internet / network connection 4 13 6 3 2 3 9 4.8 Organisational policy / strategy 1 3 2 2 10 13 5 2 5.3 As a requirement of inspection 3 4 9 3 9 4 7 5.3 Pressure from management 2 2 2 3 5 6 14 7 5.8
  • 16. Formulate action plan (Act) – intervention
    • ‘ Harnessing Technology Seminar’ integrated in PDP2 Module – to inform, prepare and experiment
  • 17. Formulate action plan (Act) – intervention
    • Collaborative micro-teach presentation revised to include use of ‘innovative technology’ – to apply and reflect
  • 18. Evaluate and reflect on action (Observe) – impact research
  • 19. “ During my teaching placement, I have had access to very limited technologies, so having the seminar showed me all the latest technologies and what we can do with them” (Respondent 1) “ I feel much more likely to use technology in my teaching; however, it will depend on the variety and quality of equipment provided by my workplace” (Respondent 2)
  • 20. Evaluate and reflect on action (Reflect) – implications for my future practice
    • Further developments to PDP2 Module and programme
    • Dedicated time for trainees to get ‘hands-on’
    • Need to remain up-to-date with technological developments
    • Need for continual evaluation