The references and appendices from my SPF article relating to digital strategy in international schools

1. Mark Harris
Implementing an Effective Digital Learning Strategy: An Action Research
Perspective
References and Appendices

2. References
Books
Admiraal, W., Buijs, M., Claessens, W., Honing, T., & Karkdijk, J. (2017) Linking theory and practice: teacher research in
history and geography classrooms, Educational Action Research, 25 (2): 316-331
Alexander, T. and Potter, J. (2004) Education for a Change: Transforming the Way We Teach Our Children, Routledge
Anderson, G. L., Herr, K. and Sigrid Nihlen, A. (2007) Merging educational practice and research. In: Studying Your Own
School: An Educator's Guide to Practitioner Action Research, pp. 17-58 [online]. California: Corwin Press
Bartlett, S. and Burton, D. (2006) Practitioner Research or Descriptions of Classroom Practice? A Discussion of Teachers
Investigating Their Classrooms. Educational Action Research 14 (3): 395-405.
Bassey, M. (1992) Creating Education through Research. British Educational Research Journal 18 (1): 3-16
Bell, J. and Waters, S. (2014) Doing Your Research Project: A guide for first-time researchers (6th ed.) Maidenhead: McGraw-
Hill Education
British Educational Research Association (BERA) (2011) Ethical guidelines for educational research [online]. Available at:
http://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2011 (accessed 7th
May 2019)
Blaxter, L., Hughes, C. and Tight, M. (2010) How to Research (4th ed.) Maidenhead: McGraw-Hill
Cuban, L. (2001) Oversold and underused: computers in the classroom, Cambridge, MA: Harvard University Press

3. References continued
Elliott, J. (1991) A Practical Guide to Action Research. In: Action Research for Educational Change, pp. 69-89. Buckingham:
Open University Press
Elliott, J. (2007) Assessing the quality of action research, Research Papers in Education 22 (2): 229-246
Gore, J. M., and Gatlin, A. (2004) [RE] Visioning the Academic–Teacher divide: Power and Knowledge in the Educational
Community, Teachers and Teaching 10: 35–58
Hitchcock, G. and Hughes, G. (1995) Research and the teacher: A qualitative introduction to school-based research (2nd ed.)
New York; London: Routledge
Holly, M. L. (1989) Reflective writing and the spirit of inquiry, Cambridge Journal of Education 19 (1): 71-80
Hutchinson, S., Moon, B., Mayes, A., and Shelton, A. (Eds.) (2002) Teaching, Learning and the Curriculum in Secondary
Schools: A Reader, Routledge
Lewin, K. (1946) Action research and minority problems, Journal of Social Issues 2 (1): 34-46
Mason, J. (2002) Qualitative Researching, London: Sage
McFarlane, A. (2001) Perspectives on the relationships between ICT and assessment, Journal of Computer Assisted Learning,
17 (3): 227–34
McKnight, K. O'Malley, K. Ruzic, R. Horsley, M. Franey, J and Bassett, K. (2016) Teaching in a Digital Age: How Educators Use
Technology to Improve Student Learning, Journal of Research on Technology in Education, 48 (3): 194-211

4. References continued
Robson, C. (2011) Surveys and questionnaires. In: Real World Research, pp. 235-277, Oxford: Wiley
Schon, D. (1983) The Reflective Practioner, New York: Basic Books
Selwyn, N. (2010) Schools and Schooling in the Digital Age: A Critical Analysis, Routledge
Selwyn, N. (2013) Distrusting Educational Technology: Critical Questions for Changing Times, Routledge
Stenhouse, L. (1975) An Introduction to Curriculum Research and Development, London: Heinemann
Underwood, J. and Farrington-Flint, L. (2014) Learning and the E-Generation, Wiley & Sons
Vanderlinde, R., and Van Braak, J. (2010) The Gap between Educational Research and Practice: Views of
Teachers, School leaders, intermediaries and Researchers, British Educational Research Journal 36: 299–316
Wheeler, S and Gerver, R. (2015) Learning with 'e's: Educational theory and practice in the digital age, Crown
House Publishing
Online
https://www.theguardian.com/small-business-network/2017/aug/01/schools-slowly-edtech-sector-cubetto-
kahoot-firefly (Accessed 7th May 2019)

5. Appendix A – Digital Learning Questionnaire
• Do you use your laptop or digital device in the classroom (yes or no)?
• If yes, for what purpose?
If no, why not?
• How effectively do you learn whilst using your digital device in lessons? (on a scale of 1 to 10 – 10 being highest)
• How effectively do you learn when not using your digital device in lessons? (on a scale of 1 to 10 – 10 being highest)
• Which three subjects do you use your digital device for most and can you explain why this is?
• What do you consider the biggest benefit to using a digital device?
• What do you consider the main challenges to using a digital device in lessons?
• What sorts of activities in the classroom does digital technology help your learning the most?
• If you were to teach a lesson to other pupils at the school using digital technology what would you do?
• If you were responsible for digital strategy in order to improve the learning experience for all pupils at the school what would you do?

6. Appendix B – Raw Data from Pupil
Questionnaires

7. Appendix C – Focus Group Questions
• How would you assess and compare your learning in lessons on digital devices compared to methods that are more
traditional?
(Why is this?) (Different scenarios?)
• What are the major benefits to your learning of using digital devices in the classroom and what are the main barriers to
learning that they present?
• During the lesson sequence, which lesson did you feel that your learning progressed the most and why?
• During these lessons to what extent do you feel the digital devices/technology advanced your learning of the content
and skills required for the learning objectives?
(Why is this?) (What method would have been better?)
• In terms of technology, what does the teacher in this department need to do more of/less of/do differently in order to
support you to learn more effectively?
• What does the school need to do in the next 6-12 months to ensure that pupils learn more effectively through
technology?