Plane Research Data 23 6 11


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PLANE (Pathways for Learning Anywhere Anytime - A Network for Educators) Data informing the project & Evaluation strategy

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Plane Research Data 23 6 11

  1. 1. PLANEPathways for Learning Anywhere Anytime - A Network for Educators<br />Data informing the project <br />and <br />Evaluation strategy<br />
  2. 2. Data from the DER 2010 baseline survey<br />DECNSW secondary school teacher responses<br />
  3. 3. On average, how frequently do you use a computer to perform the following:<br />TrA Q-11a. Research and develop lesson plans and curriculum design. <br />
  4. 4. TrA Q-11b. Develop instructional materials (e.g. using Word to create handouts, assessments, etc.). <br />
  5. 5. TrA Q-11c. Use PowerPoint in classroom instruction (e.g. present a new concept to students). <br />
  6. 6. TrA Q-11d. Create and/or maintain website(s) as part of one or more of your classes. <br />
  7. 7. TrA Q-11e.Communicate with peers and/or students (e.g. email, forums, etc.). <br />
  8. 8. TrA Q-11f. Participate in online discussion forums and interact with other educators. <br />
  9. 9. TrA Q-11g. Share your teaching resources online for other educators to access and use. <br />
  10. 10. TrA Q-11i. Post examples of your students’ work online to share. <br />
  11. 11. TrA Q-11j. Use online simulation site use equipment that you do not otherwise have access to. <br />
  12. 12. TrA Q-15a. I can individualise my curriculum to fit student needs better when using a computer.<br />
  13. 13. TrA Q-15d. I can create instructional materials that assist in meeting course outcomes at a higher standard when using a computers.<br />
  14. 14. Other<br />The majority of teachers felt technology was important for their work (TrA Q-13a , 95.6% Agree or Strongly Agreed)<br />and that it was important for students to work with computers (TrA Q-13b, 94.5% Agreed or Strongly Agreed)<br />30% of teachers indicated that they felt using computers in their work was important even though they did not have a personal interest in using computers. <br />
  15. 15. Fun and importance<br />Teacher perceptions of ICT being ‘fun’ and teacher  curriculum area were strong indicators of their ICT use in teaching.<br />Teachers indicating that ICT was ‘fun’ were more likely to report using technology in their teaching more frequently.<br />They were also more likely to use ICT in their teaching than if they felt it was ‘important’ for their work <br />
  16. 16. They were more likely to feel confident using the laptops if they felt ICT was fun, than if they only felt it was important<br />Those indicating that ICT was fun to use, were also more likely to believe their practice was becoming more student-centred with use of the laptops   <br />Implications – PL should exploit/encourage the “fun” side of technology<br />
  17. 17. Pedagogy<br />69.5% of teachers felt their lesson planning was more student-centred when they plan to use computers in their teaching (TrAQ-15g)<br />BUT only 48.2% of teachers reported feeling their teaching had become more student-centred as a result of using computers (TrA Q-15h).<br />
  18. 18. Most teachers Agreed or Strongly Agreed that: <br />computers made it easier to individualise curriculum <br />they were able to diversify their curriculum in every lesson or at least half over the course of a week <br />they could present topics in greater depth<br />Only slightly more than half of the teachers Agreed or Strongly Agreed that students’ work was more creative when using computers and that students were more organized<br />Most teachers Disagreed or Strongly Disagreed that students’ writing improved when using computers<br />
  19. 19. Case Studies<br />If teachers did not use technology in their classes, students were likely to continue to use paper-based methods in these classes (e.g. keeping books, writing first drafts on paper, etc.)<br />In one school, students felt teachers were using technology for themselves (e.g. Maths teacher with IWB) rather than for students (School #3)<br />Teachers did not identify their pedagogy changing, at this point  particularly evident in Mathematics teachers<br />
  20. 20. Teachers felt they needed more content specific training for integrating the laptops. Expectations seemed to fall to the department, rather than the school, to provide training<br />Schools with established IT committees seemed to have felt more prepared for the Rollouts, while the other schools felt “rushed”<br />
  21. 21. PLANE data <br />From focus groups, survey etc.<br />
  22. 22. Leader Focus Groups<br />
  23. 23.
  24. 24. Teacher Focus Groups<br />
  25. 25.
  26. 26. Pre-Service Teacher Focus Group<br />
  27. 27. Gaming and pre-Service Teachers (n=17, 10 female, 7 male)<br />Are you a Gamer?<br />
  28. 28. On average how many hours a week would you spend playing games altogether?<br />
  29. 29. What kind of device(s) do you use to play games?<br /><br />
  30. 30. What kinds of games do you like to play?<br />iPhone scrabble, word games bubble bash 2 trial puzzle games Sports, Strategy, Racing word puzzles, sudokulogic games/ multiplayer games Role playing games or scrabble None Chess <br />Why do you like playing the games you have mentioned?<br />It's creative and I enjoy playing with my wife; nothing to do on the train; a break from reading; they challenge me intellectually; I play and coach soccer so I enjoy soccer games; I've always loved cars ...<br />
  31. 31. Do you prefer to play alone, or with others?<br />
  32. 32. Logging into PLANE<br />Do you have an account with one or more of the following: Facebook, Twitter, Gmail, Live or Yahoo! <br />Yes 95.71%<br />No 4.29%<br />Have you ever logged in to a third party website using one or more of the following: Facebook, Twitter, Gmail, Live or Yahoo!<br />Yes 76.56%<br />No 23.44%<br />Would you be happy to log in to PLANE using one of the following: Facebook, Twitter, Gmail, Live or Yahoo! <br />Yes 80.88%<br />19.12%<br />
  33. 33. Evaluation of PLANE<br />Draft Request for Quotationsfor <br />Research Services for the Evaluation <br />
  34. 34. Primary research question: How well does the PLANE project address its objectives? <br />The evaluation is being carried out to determine whether the PLANE project:<br />Meets its objectives in the three key result areas:<br />Improving the capability of pre‐service teachers <br />Enhancing the capacity of in‐service tea<br />Driving innovation through leadership <br />
  35. 35. Primary research question: How well doesWhat is the potential of the PLANE project address it’stomeet the ICTIF objectives? <br />The evaluation is being carried out to determine whetherthe potential of the PLANE project to:<br />Meets its objectives in the three key result areas:<br />Improving the capability of pre‐service teachers <br />Enhancing the capacity of in‐service tea<br />Driving innovation through leadership <br />
  36. 36. 2. Shows potential to have wider applicability and scalability to achieve systematic change. <br />3. Is capable of being sustained beyond the project’s period of funding.<br />4. Demonstrates links to national school education reform agendas or other national initiatives (where applicable).<br />5. Demonstrates the use of emerging technologies for improving digital pedagogy.<br />6. Is innovative.<br />7. Engages teachers across all sectors.<br />8. Effectively utilises web 2.0/social media tools for collaboration, contribution and networking.<br />
  37. 37. Other related questions will be important to consider, including – but not limited to:<br />9. The effectiveness of the delivery platform for the range of learning experiences:<br />9.1 The 21st century immersive learning environment, including <br />9.1.1 bandwidth or technical issues<br />9.1.2 teachers attitudes to learning in an immersive world environment<br />9.2 The online rich multi-media environment.<br />10. The appropriateness and effectiveness of each learning experience in meeting its objectives.<br />
  38. 38. 11. The impact of PLANE on the innovative use of ICT in pedagogy<br />12. The effectiveness of the evaluation (self-assessment) tools developed.<br />13. The appeal and use of the tracking feature designed for teachers for self-reflection and accreditation purposes.<br />14. The risks to sustainability of successful initiatives within PLANE and how they might they be mitigated<br />