OER2012 conference presentation

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This presentation was delivered at the OER2012 conference

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  • Part of a larger UK Open Educational Resources (OER) programme, led jointly by JISC (Joint Information Systems Committee) and the Higher Education Academy on behalf of HEFCE.    Builds on previous involvement of the team with the OER programme
  • drawing on the principles of social sciences knowledge production exploring tacit aspects of pedagogical practice exploring the "why" (socio-cultural/institutional context) rather than solely the "how" (technical aspects) of OERs
  • Students attitudes towards technology in education were quite balanced, most felt that it was important, but that it is only one way of teaching and learning. felt that digital literacy is important, that children need to know how to search the web, and how to use technology to best advantage thought that children should be taught web safety, and how to avoid being manipulated thought the speed of information in the format of digital information is a bonus for both pupils and teachers felt that the hands on element is good as keeps children engaged. realised that digital literacy is important for pupils' job prospects However they all agreed that there is still a significant place for the old technologies. thought that children need to know when and why a digital approach is appropriate, and that this needs to be taught. were concerned about the lack/inaccessibility /unreliability of equipment in schools. All agreed that Ict curriculum in England is out of date, and do not follow it. a few worried that we had become over reliant on technology. noticed that in some classes blinds were closed all day- IWB was used as a matter of course. some students felt 'anti tech' and were not confident with the tools. A major consideration was time, and students wanted immediate access to resources ("I want to get this [planning] done so that I can relax and have a cup of tea") Whereas some student teachers were very comfortable with web 2, and did things like using twitter for their plenaries, others were less sure. They all felt they had a professional obligation to keep up to date with their technological knowledge.
  • Initially they were keen to share their resource, stating that as teachers , “we share everything with the children anyway, and we consider it a part of our professional identity to help each other and share ideas” However when they started to reflect on what it meant to share openly their material, they became more cautious, stating that it is different sharing between friends, or people you know and the public. “You don’t know what reaction you would get… can you imagine if you put it on you tube and you got loads of thumbs down?”
  • OER2012 conference presentation

    1. 1. DeFT Project Exploring the opportunities and challenges of creative uses of digital literacy in schoolsAnna Gruszczynska, Sheffield Hallam UniversityRichard Pountney, Sheffield Hallam University
    2. 2. DeFT projectAbout the project Partners:Local teachers and pupils, • Sheffield Hallam Universityteacher educators and teachereducations students involved in: • University of Sheffield•sharing and developing good • 5 primary and 5 secondarypractice in teaching schools in South Yorkshire•understanding more about • Creative Industries (Learningdigital literacy Connections and RealSmart)•exploring and sharing the • Yorkshire and Humber Grid forpotential of digital technologies Learning•Project outputs will be shared via • Sheffield Children’s Festivalan open textbook and the"Digital Bloom" installation
    3. 3. Context: UKOER programmeInvolvement of team members inUKOER1 and UKOER2 drawing on the principles of social sciences knowledge production exploring tacit aspects of pedagogical practice exploring the "why" (socio- cultural/institutional context) rather than solely the "how" (technical aspects) of OERs
    4. 4. Context: School sector and OERs• Existing research on OERs in the UK focuses primarily on HEIs• Studies of OERs in the school sector - mostly related to the implementation of OERs in developing countries (TESSA, BLOSSOMS)• Little coordinated development of resources for the school sector (regional networks formed around broadband consortia, partnerships with HEIs)• BECTA-funded (British Educational Communications and Technology Agency) project "Repurpose, Create, Share" (demise of BECTA in 2010)
    5. 5. Frameworks for digital literacy• Current debates focusing on issues of ICT in the curriculum ("Shut down or restart?" Royal Society report)• Existing frameworks (FutureLab, JISC)• Digital literacy as a continuum between the purely social and the purely technological• Move from the singular ‘literacy’ to the plural ‘literacies’ to emphasise the sheer diversity of existing accounts (Lankshear and Knobel, 2008).• Digital literacies as "the constantly changing practices through which people make traceable meanings using digital technologies" (Gillen and Barton, 2011).• Critique of the concept of digital natives (Bennet & Maton, 2011; Merchant, 2012)
    6. 6. DL as a communicative practice‘I gained a terrific sense of newopportunities DLs now offering to theclassroom incl[uding] authentic audience,remix, producing where used to be onlyconsumers; endeavours to enhancestudents criticality e.g. re commercialism’ (comment from project evaluator)
    7. 7. DL as a "theory of barriers"‘When it comes to e-safety, we seem to livein a culture of fear where we [might be]teaching road safety but never letting thechild out’ (project meeting, secondary teacher)•Web2.0 filters•Technological barriers•Access to devices
    8. 8. DL as a curricular driver ‘In terms of teaching and digital literacy the ultimate question we constantly need to deal with is - is this going to help the students when they get to an exam? Because what I would like to see happening is the fostering of a community, personal growth etc. but most of the time it is about having to teach "for an exam“’ (focus group with PGCE students).
    9. 9. DL Tensions: sharing resources ‘polished performance’ vs. accounts of ‘real life’’ ‘you have to be sharing with the kids anyway all the time’ (focus group with PGCE students)‘You don’t know what reaction you would get… can you imagine if you put it on you tube and you got loads of thumbs down?’
    10. 10. DL meanings: Stories of a digital divide‘My pupils were shocked to discover that Ididn’t have a mobile phone as a teenagerand when you arranged to meet with yourmates you just agreed on a meeting timeand point and then waited. You wouldactually talk to each other, you know,rather than keep texting.’(focus group with PGCE students)
    11. 11. DL investigations: new avenues• Methodological approaches: exploring the ways in which understandings around DL are expressed and shared through reflection in action• Re-examining DL in the context of the debate around ICT in the curriculum and the removal of the programmes of study• Exploring the place of DL and OERs in professional development of teachers
    12. 12. For more information• Read our blog: www.deftoer3.wordpress.com• Follow us on Twitter @deftoer3• Have a look at our Slideshare presentations www.slideshare.net/deftoer3• Email us:a.gruszczynska@shu.ac.uk; r.p.pountney@shu.ac.uk

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