Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Dr. Lori Webb and Dr. James Jurica, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982
Dr. Lori Webb and Dr. James Jurica, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. Chuck Holt and Dr. Amy Burkman, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Dr. Lori Webb and Dr. James Jurica, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982
Dr. Lori Webb and Dr. James Jurica, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
Educators have long been allured by technology—from radio, film, and television to calculators, VCRs, and PCs. Now it's tablets, document cameras, and interactive whiteboards. With a plan in place, schools can make sure that their investments in digital technology don't go to waste. - See more at: http://www.atkearney.com/paper/-/asset_publisher/dVxv4Hz2h8bS/content/the-digital-school/10192#sthash.21c9zgQn.dpuf
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
There are both benefits and potential problems of allowing mobile devices in classroom environments. While devices like smartphones and tablets can be a source of distraction, they also have the potential to provide students with interactive and enriching learning opportunities. Allowing mobile devices also gives educators an opportunity to teach responsible and appropriate technology use.
Engaging Parents' Support for Emerging Technologies in the Classroom: Data Re...Blackboard
Today's school leaders face many new challenges in creating 21st century learning environments including how to gain the support of parents for emerging technologies such as mobile devices, online learning and digital content.
Join Blackboard and Project Tomorrow for a webinar to hear what students, parents, teachers and administrators think about the use of emerging technologies in the classroom. Following the presentation of the data findings, Julie Evans, CEO of Project Tomorrow, will moderate a panel discussion with administrators and parents who will share their perspectives about how to effectively engage parents' support to facilitate 21st century learning.
Participants will learn which emerging technologies are most valued for learning and enhancing student achievement, as well as gain insights about how to effectively foster parent support for 21st century learning environments.
Promoting Female Students Interests in Studying with Educational TechnologyIJITE
Numerous studies have discussed gender differences in technology education, and have demonstrated that male students have more confidence in using technology than do female students. Female students’ lack of interest is due to the pedagogical approaches favoring male values. By contrast, no previous research on the integration of technology in English as a foreign language has investigated gender differences and the level of confidence of students in using technology in the classroom. This study aims to investigate the perceptions of students’ use of technology in the field of English applied foreign languages and check their perceptions about the use of computer technology. For this purpose, students enrolled in a conventional class of second year license degree in Applied Foreign Languages were interviewed and answered a questionnaire. The results of this study show that female students are highly likely to gain more confidence when given activities that match their learning interests.
Challenges Encountered by Parents in the Education of their Children during C...IJAEMSJORNAL
This study described the challenges encountered by the 100 selected parents in the education of their children, enrolled at the primary level, during the COVID-19 Pandemic. Based on the survey conducted, most of the parents preferred online distance learning for the education of their children. As to the facilities used in distance learning, 96% of the respondents have an internet connection, and 89% utilized Wi-Fi to have internet access at home. Personal computers were the most used gadget in the studies of their children. The main challenges encountered by the parents were: lack or limited access to the internet and the poor internet connection in the Area. As to the quality of printed modules, there are items that are not readable and some colors of the figures are not appropriate.
How does the One Laptop Per Child Initiative Impact Children, Teachers, and t...John Auxillos
Slides for my presentation at the Japan Comparative Education Society conference held at Sofia University, Tokyo, Japan on July 7, 2013. Presented at session IV-9 Development and Education.
Planning for Technology Integration in the ClassroomTheophilus1213
Course Requirement in S-ICTE 04
TECHNOLOGY INTEGRATION IN THE LEARNING ENVIRONMENT
III - BSITE
BS in Information Technology Education
Philippine Normal University
Educators have long been allured by technology—from radio, film, and television to calculators, VCRs, and PCs. Now it's tablets, document cameras, and interactive whiteboards. With a plan in place, schools can make sure that their investments in digital technology don't go to waste. - See more at: http://www.atkearney.com/paper/-/asset_publisher/dVxv4Hz2h8bS/content/the-digital-school/10192#sthash.21c9zgQn.dpuf
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
There are both benefits and potential problems of allowing mobile devices in classroom environments. While devices like smartphones and tablets can be a source of distraction, they also have the potential to provide students with interactive and enriching learning opportunities. Allowing mobile devices also gives educators an opportunity to teach responsible and appropriate technology use.
Engaging Parents' Support for Emerging Technologies in the Classroom: Data Re...Blackboard
Today's school leaders face many new challenges in creating 21st century learning environments including how to gain the support of parents for emerging technologies such as mobile devices, online learning and digital content.
Join Blackboard and Project Tomorrow for a webinar to hear what students, parents, teachers and administrators think about the use of emerging technologies in the classroom. Following the presentation of the data findings, Julie Evans, CEO of Project Tomorrow, will moderate a panel discussion with administrators and parents who will share their perspectives about how to effectively engage parents' support to facilitate 21st century learning.
Participants will learn which emerging technologies are most valued for learning and enhancing student achievement, as well as gain insights about how to effectively foster parent support for 21st century learning environments.
Promoting Female Students Interests in Studying with Educational TechnologyIJITE
Numerous studies have discussed gender differences in technology education, and have demonstrated that male students have more confidence in using technology than do female students. Female students’ lack of interest is due to the pedagogical approaches favoring male values. By contrast, no previous research on the integration of technology in English as a foreign language has investigated gender differences and the level of confidence of students in using technology in the classroom. This study aims to investigate the perceptions of students’ use of technology in the field of English applied foreign languages and check their perceptions about the use of computer technology. For this purpose, students enrolled in a conventional class of second year license degree in Applied Foreign Languages were interviewed and answered a questionnaire. The results of this study show that female students are highly likely to gain more confidence when given activities that match their learning interests.
Challenges Encountered by Parents in the Education of their Children during C...IJAEMSJORNAL
This study described the challenges encountered by the 100 selected parents in the education of their children, enrolled at the primary level, during the COVID-19 Pandemic. Based on the survey conducted, most of the parents preferred online distance learning for the education of their children. As to the facilities used in distance learning, 96% of the respondents have an internet connection, and 89% utilized Wi-Fi to have internet access at home. Personal computers were the most used gadget in the studies of their children. The main challenges encountered by the parents were: lack or limited access to the internet and the poor internet connection in the Area. As to the quality of printed modules, there are items that are not readable and some colors of the figures are not appropriate.
How does the One Laptop Per Child Initiative Impact Children, Teachers, and t...John Auxillos
Slides for my presentation at the Japan Comparative Education Society conference held at Sofia University, Tokyo, Japan on July 7, 2013. Presented at session IV-9 Development and Education.
Planning for Technology Integration in the ClassroomTheophilus1213
Course Requirement in S-ICTE 04
TECHNOLOGY INTEGRATION IN THE LEARNING ENVIRONMENT
III - BSITE
BS in Information Technology Education
Philippine Normal University
Zhang,yixin investigating effectiveness of using handheld computers nftej v21...William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
James Jurica and Lori Webb - Published National Refereed Article in NATIONAL ...William Kritsonis
James Jurica and Lori Webb - Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Learning in one-to-one_laptop_environments___a_meta-analysis_and_research_syn...Cathy Cavanaugh
Over the past decade, the number of one-to-one laptop programs in schools
has steadily increased. Despite the growth of such programs, there is little
consensus about whether they contribute to improved educational outcomes.
This article reviews 65 journal articles and 31 doctoral dissertations published
from January 2001 to May 2015 to examine the effect of one-to-one
laptop programs on teaching and learning in K–12 schools. A meta-analysis
of 10 studies examines the impact of laptop programs on students’ academic
achievement, finding significantly positive average effect sizes in English,
writing, mathematics, and science. In addition, the article summarizes the
impact of laptop programs on more general teaching and learning processes
and perceptions as reported in these studies, again noting generally positive
findings.
Governments, educators and the public often believe that combining English language with information technology skills is important to be successful (Tuan, 2011). WebQuestsare a framework for learner-centered instruction in teaching English as a foreign language when using Internet resources. This study investigated the effect of WebQuests on Grade 11 reading comprehension in a secondary school in the UAE. It also investigated perceptions of WebQuests as a study tool. A quasi-experimental research design was used with control and experimental groups. In addition, a Likert scale questionnaire examined perceptions of WebQuests. An analysis of co-variance (ANCOVA) and descriptive statistics were used to analyze the data. The results indicated a statistically significant improvement in reading by the experimental group. Additionally, positive attitudes were reported towards WebQuests. Students felt that WebQuests enhanced collaboration, language skills, reading and higher order thinking skills. Finally, recommendations for further studies will also be discussed in this paper.
DLAC 2019 - Eight Key Trends In K-12 Digital LearningMichael Barbour
Clark, T., & Barbour, M. K. (2019, April). Eight key trends in K-12 digital learning. A poster presentation at the Digital Learning Annual Conference, Austin, TX.
1 Your paper should include the page number in the VannaJoy20
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Integration of Mobile Apps into Education
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Columbia Southern University
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2
Integration of Mobile Apps into Education
Technology has become an important element in almost every aspect of people’s lives. It
has been integrated into the educational process over and over again throughout the years and
has given newer and better tools to help facilitate learning. One such tool, the Internet, has given
the area of distance education digital steroids that have propelled online learning into a major
league status. In keeping up with emerging technologies, schools are now hoping to incorporate
mobile learning into both their traditional and distance classes in order to enhance the learning
experience (Wankel &Blessinger, 2013). The question for educators becomes whether mobile
apps are valid and valuable tools or are just unneeded additions to their curriculums. Educators
should use any tool that will benefit the learners, including mobile apps.
Pros of the Issue
People email on their phones, shop on their phones, and look for the best gas prices on
their phones. Anything someone can do on his or her computer, he or she can do on his or her
phone. In most professions, it would be difficult to succeed without a mobile device. It allows
for more efficient work. To facilitate learning, one might ask why not access and use all that
mobile technology has to offer. Wankel and Blessinger (2013) discuss the flexibility of mobile
learning. Learners can access the information anywhere. This gives the learner more control.
Ahmed and Kaur (2017) list one benefit as being the game-like quality of apps, which may make
learning seem more interesting. Roy (2017) also mentions games as a benefit because they
provide the information in a new way. Looi et al. (as cited in Ahmed and Kaur, 2017) argue that
mobile apps might help students connect with each other by allowing them to discuss their
experiences, which will make the learning more student-focused.
The full title of the
paper is repeated here,
bolded and centered.
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These slides were the basis of the Leornian Spotlight presentation held online on the 20th of September, 2012. The recording of the presentation is here http://connect.plane.edu.au/p1f1kqrf4fu/
This is a presentation I did as part of a TeachMeet@PLANE on the 25th of July, 2012. I talk about why I find it essential in having a Personal Learning Network (PLN) for the work that I do. Make sure you look at the presenters notes, in order to make some sense of it all.
This is a whistlestop tour of the GBL Game journey in PLANE.
The black boxes are YouTube videos that are not available. Links for each are below:
James Gee - http://goo.gl/6LRpW
Jane McGonical - http://goo.gl/c3fUe
Minecraft - http://goo.gl/y7dqh
2. Student
Achievement
Professional
Learning and
Laptop Pedagogy
Leadership and
Technology
Integration
Technical Support
Conclusions and key
implications
2
3. Student
Achievement
It is the way laptops are used in learning
that brings about improvements in
achievement.
(Silvernail & Gritter, 2007)
3
4. Increasingly authors are
questioning whether standardised
testing is appropriate when
assessing 21st Century Skills.
Most standardised tests assess
basic skills tests using multiple
choice answers. This does not
address 21st century skills.
(Silvernail, 2005, p.3)
Skills inherent to technology and
laptop use do not align with
standardised testing
(Holcomb, 2009)
Henrico County (USA) is developing
assessment tools for 21st Century
skills.
4
5. Increasingly authors are
questioning whether standardised
testing is appropriate when
assessing 21st Century Skills
Most standardised tests assess
basic skills tests using multiple
choice answers. This does not
address 21st century skills.
(Silvernail, 2005, p.3)
Skills inherent to technology and
laptop use do not align with
standardised testing
(Holcomb, 2009)
Henrico County (USA) is developing
assessment tools for 21st Century
skills.
5
6. Increasingly authors are
questioning whether standardised
testing is appropriate when
assessing 21st Century Skills
Most standardised tests assess
basic skills tests using multiple
choice answers. This does not
address 21st century skills.
(Silvernail, 2005, p.3)
Skills inherent to technology and
laptop use do not align with
standardised testing.
(Holcomb, 2009)
Henrico County (USA) is developing
assessment tools for 21st Century
skills.
6
7. Increasingly authors are
questioning whether standardised
testing is appropriate when
assessing 21st Century Skills
Most standardised tests assess
basic skills tests using multiple
choice answers. This does not
address 21st century skills.
(Silvernail, 2005, p.3)
Skills inherent to technology and
laptop use do not align with
standardised testing
(Holcomb, 2009)
Henrico County (USA) is developing
assessment tools for 21st Century
skills.
7
8. Despite these limitations,
standardised testing is uncovering
improvement in the academic
achievements of students in one-
to-one laptop programs, as shown
in the following studies:
8
9. laptops did increase the scores of
the laptop students over the non-
laptop students, particularly in the
areas of literacy response and
analysis and in writing strategies.
(Suhr, Hernandez, Grimes, Warshauer, 2010)
Improvements occurred in the
second year after teething
problems were overcome
(Suhr, Hernandez, Grimes, Warchauer, 2010)
Unprecedented improvement in
Maths, English and Science results
(Bebell & Kay, 2010)
9
10. laptops did increase the scores of
the laptop students over the non-
laptop students, particularly in the
areas of literacy response and
analysis and in writing strategies
(Suhr, Hernandez, Grimes, Warshauer, 2010)
Improvement occurred in the
second year after teething
problems were overcome
(Suhr, Hernandez, Grimes, Warchauer, 2010)
Unprecedented improvement in
Maths, English and Science results
(Bebell & Kay, 2010)
10
11. laptops did increase the scores of
the laptop students over the non-
laptop students, particularly in the
areas of literacy response and
analysis and in writing strategies
(Suhr, Hernandez, Grimes, Warshauer, 2010)
second year after teething
problems were overcome
(Suhr, Hernandez, Grimes, Warchauer, 2010)
Unprecedented improvement in
Maths, English and Science results.
(Bebell & Kay, 2010)
11
12. Maine One-to-One
laptop study
Over 16,000 students
In 2000 (the year the program
commenced) 29.1% of 8th grade met
the Maine Educational Assessment
writing proficiency standard.
In 2005 (five years in) 41.4% met
this standard
12
13. Maine One-to-One
laptop study
Improved achievement is not
consistent
In the same one-to-one laptop
school different subjects can perform
differently
The same subjects can perform
differently in different one-to-one
settings
13
14. Maine One-to-One
laptop study
Improved achievement is not
consistent
In the same one-to-one laptop
school different subjects can perform
differently
The same subjects can perform
differently in different one-to-one
settings
14
15. Maine One-to-One
laptop study
Improved achievement is not
consistent
In the same one-to-one laptop
school different subjects can perform
differently
the same subjects can perform
differently in different one-to-one
settings
15
16. Further analysis of Maine
results (Silvernail, 2005)
The “best use” group was
identified. These students used
laptops to draft, perform multiple
edits then final product
The “non use” group was also
identified – those who never used
the laptop for writing
The average student in the “best
use” laptop group scored better than
approximately 75% of the non-use
group
There was no statistical difference
between those who took the test
online and those who hand–wrote
their answers 16
17. Further analysis of Maine
results (Silvernail, 2005)
The “best use” group was
identified. These students used
laptops to draft, perform multiple
edits then final product)
The “non use” group was also
identified – those who never used
the laptop for writing
The average student in the “best
use” laptop group scored better than
approximately 75% of the non-use
group
There was no statistical difference
between those who took the test
online and those who hand–wrote
their answers 17
18. Further analysis of Maine
results (Silvernail, 2005)
The “best use” group was
identified. These students used
laptops to draft, perform multiple
edits then final product)
The “non use” group was also
identified – those who never used
the laptop for writing
The average student in the “best
use” laptop group scored better than
approximately 75% of the non-use
group
There was no statistical difference
between those who took the test
online and those who hand–wrote
their answers 18
19. Further analysis of Maine
results (Silvernail, 2005)
The “best use” group was
identified. These students used
laptops to draft, perform multiple
edits then final product)
The “non use” group was also
identified – those who never used
the laptop for writing
The average student in the “best
use” laptop group scored better than
approximately 75% of the non-use
group
There was no statistical difference
between those who took the test
online and those who hand–wrote
their answers 19
20. It is critical for schools to
understand that simply providing
each student with a laptop is not
enough. How teachers choose to use
the laptop is very important.
(Holcomb, 2009)
20
21. Professional
Learning and
Laptop Pedagogy
“the biggest challenge however is helping
teachers to develop the expertise
required to harness the power of the
technology”
(Mouza, 2008, p.3)
21
22. Research is revealing that it is the
way the laptops are used in
learning that makes the difference.
(Holcomb, 2009; Silvernail & Gritter, 2007)
In a study of one-to-one laptop
programs running in three
technology high schools it was
found that the lack of time for
professional development,
especially for teacher
collaboration, was a barrier to
effective integration of computers
into learning.
(Drayton, Falk, Stroud, Hobbs, &
Hammerman, 2010)
22
23. Research is revealing that it is the
way the laptops are used in
learning that makes the difference
(Holcomb, 2009; Silvernail & Gritter, 2007)
In a study of one-to-one laptop
programs running in three
technology high schools it was
found that the lack of time for
professional development,
especially for teacher
collaboration, was a barrier to
effective integration of computers
into learning.
(Drayton, Falk, Stroud, Hobbs, &
Hammerman, 2010)
23
24. Teacher beliefs about pedagogy
affect their classroom
implementation of laptops.
Drayton et al. (2010) give the
example in one high school in
which one science teacher
believed that focusing on
information transfer was the
primary focus of teaching while
another in the same school
believed that discovery was the
focus. They found that “inquiry
oriented teachers deployed
technology to support and expand
enquiry; more traditional teachers
likewise used the technology
according to their values, in
conducting a teacher centred
classroom”
(Drayton et al., 2010, p. 48)
24
25. Beliefs in pedagogy affect the
individual implementation of
laptops
Drayton et al. (2010) give the
example in one high school in
which one science teacher
believed that focusing on
information transfer was the
primary focus of teaching while
another in the same school
believed that discovery was the
focus. They found that “inquiry
oriented teachers deployed
technology to support and expand
enquiry; more traditional teachers
likewise used the technology
according to their values, in
conducting a teacher centred
classroom” .
(Drayton et al., 2010, p. 48)
25
26. Initially benchmarked
implementation levels of
technology in the classrooms.
The study by Drayton et al. (2010)
Level Category
found that teachers who believed
in a teacher-centred style of 0 Non-use
Integration and Inquiry
pedagogy use technology in ways 1 Awareness
which can be seen to be equivalent
to the lowest levels of the LoTi 2 Exploration
scale while those who believed in 3 Infusion
an inquiry approach utilised the
technology to expand inquiry in 4A Integration (mechanical)
ways equivalent to higher levels. 4B Integration (routine)
5 Expansion
6 Refinement
26
27. Initially benchmarked
implementation levels of
technology in the classrooms
The study by Drayton et al. (2010)
Level Category
found that teachers who believed
in a teacher-centred style of 0 Non-use
Integration and Inquiry
pedagogy use technology in ways 1 Awareness
which can be seen to be equivalent
to the lowest levels of the LoTi 2 Exploration
scale while those who believed in 3 Infusion
an inquiry approach utilised the
technology to expand inquiry in 4A Integration (mechanical)
ways equivalent to higher levels. 4B Integration (routine)
5 Expansion
6 Refinement
27
28. Research indicates the need for a
shift from professional learning
with a focus on technology
proficiency to a focus on laptop
pedagogy.
Level Category
As pedagogical beliefs can 0 Non-use
Integration and Inquiry
determine the level to which the 1 Awareness
one-to-one laptops are integrated
into learning in the classroom, 2 Exploration
professional learning must include 3 Infusion
processes by which teachers
4A Integration (mechanical)
regularly discuss their pedagogical
and educational values. 4B Integration (routine)
(Drayton et al., 2010)
5 Expansion
6 Refinement
28
29. Research indicates the need for a
shift from professional learning
with a focus on technology
proficiency to a focus on laptop
pedagogy.
Level Category
As pedagogical beliefs can 0 Non-use
Integration and Inquiry
determine the level to which the 1 Awareness
one-to-one laptops are integrated
into learning in the classroom, 2 Exploration
professional learning must include 3 Infusion
processes by which teachers
4A Integration (mechanical)
regularly discuss their pedagogical
and educational values. 4B Integration (routine)
(Drayton et al., 2010)
5 Expansion
6 Refinement
29
30. Leadership and
technology
integration
“Perhaps the most important finding
from our analysis is that technology
leadership has greater leverage on
desired outcomes than does technology
infrastructure and expenditures”
(Anderson & Dexter, 2005, p. 73)
30
31. “Schools setting ambitious goals
and aiming for excellence seem
more likely to use laptops well than
ones without ambitious goals and
a supportive school culture”
(Zucker & Hug, 2007)
These researchers found that
higher levels of technology
integration were found in schools
where leaders set the directions
for change and developed
supportive policies and
collaborative cultures.
31
32. “Schools setting ambitious goals
and aiming for excellence seem
more likely to use laptops well than
ones without ambitious goals and
a supportive school culture”
(Zucker & Hug, 2007)
These researchers found that
higher levels of technology
integration were found in schools
where leaders set the directions
for change and developed
supportive policies and
collaborative cultures.
32
33. Those teachers who were willing to
take more risks were found to be
more willing to integrate
technology and saw student
achievement in terms of their
more intrinsic motivation and
engagement in learning.
(Howard, 2009)
The researcher found that the
primary area of teacher concern
was risk to student achievement.
Those less willing to take risks were
less willing to integrate technology
into their teaching. They saw
achievement in terms of
quantifiable results such as test
scores. Knowledge that one-to-
one laptop programs improve
student achievement may help
them to see this as less risky.
33
34. Those who were willing to take
more risks were found to be more
willing to integrate technology and
saw student achievement in terms
of their more intrinsic motivation
and engagement in learning
(Howard, 2009)
The researcher found that the
primary area of teacher concern
was risk to student achievement.
Those less willing to take risks were
less willing to integrate technology
into their teaching. They saw
achievement in terms of
quantifiable results such as test
scores. Knowledge that one-to-
one laptop programs improve
student achievement may help
them to see this as less risky.
34
35. School culture can either foster
collaboration and innovation or
stifle them. Where a school
culture emphasises accountability
and security over taking risks,
teachers are driven away from
innovation.
(Drayton et al., 2010)
Where implementation was left in
the hands of the individual
teachers in one school, integration
was at a lower level than in
another school where innovations
were tested and shared among
teachers.
Drayton et al. (2010)
35
36. School culture can either foster
collaboration and innovation or
stifle them. Where a school
culture emphasises accountability
and security over taking risks,
teachers are driven away from
innovation.
(Drayton et al., 2010)
Where implementation was left in
the hands of the individual
teachers in one school, integration
was at a lower level than in
another school where innovations
were tested and shared among
teachers.
Drayton et al. (2010)
36
37. “very few principals have
themselves used computers in any
meaningful way with children” This
led these authors to point strongly
to the necessity for distributed
leadership of planning for success
to occur.
Flanagan & Jacobsen, 2003, p. 127
“One key component of a
successful implementation of one-
to-one laptop computers is
leadership in many forms, one of
the most important being a
Leadership Team”
Moulton, 2006, p. 1
37
38. “very few principals have
themselves used computers in any
meaningful way with children” This
led these authors to point strongly
to the necessity for distributed
leadership of planning for success
to occur.
Flanagan & Jacobsen, 2003, p. 127
“One key component of a
successful implementation of one-
to-one laptop computers is
leadership in many forms, one of
the most important being a
Leadership Team”.
Moulton, 2006, p. 1
38
39. for
leaders
leaders need to be enthusiastic,
build a shared vision, keep the
focus on that vision, distribute the
leadership of the initiative and lead
the leadership team, lead the
planning, foster a collaborative
school culture in which teachers
are comfortable to innovate,
provide time for collaboration and
discussion and provide appropriate
and timely professional learning
for teachers.
39
40. Technical
support
This can bring about great difficulties for
teachers when they find themselves not
only working in a change paradigm but
also as the computer engineer
Simpson & Payne, 2005
40
41. Lei (2010) found that extra
technical support is a critically
important condition for success of
such projects.
Importantly, this need for support
does not diminish as the laptop
program matures
(Lei, 2010, Newhouse 2008).
41
42. Lei (2010) found that extra
technical support is a critically
important condition for success of
such projects
Importantly, this need for support
does not diminish as the laptop
program matures.
(Lei, 2010, Newhouse 2008)
42
43. Research findings validate
decision made and
implemented by the DER-
NSW program around:
technology support as critical for
the success of the programs
charging of laptops at home
wireless access points in every
classroom
fast internet access
technical support needs do not
diminish as the program
matures
43
44. In one study (Shapley et al., 2010)
it was found that student use at
home for home learning and
homework was the strongest
predictor of students reading and
mathematics test scores.
44
45. Conclusions
and key
implications
“Higher implementing schools reported
that committed leaders, thorough
planning, teacher buy-in, preliminary
professional development for teachers,
and a commitment to the transformation
of students learning were keys to their
successful implementation and
technology immersion”
Shapley et al., 2010
45
46. One-to-one laptop programs can
bring about improvements to
student learning.
Improvements in student
achievement are related to the
way laptops are used in learning
Professional learning is essential
for successful integration
Teacher pedagogical beliefs largely
determine the degree and type of
integration that occurs in the
classroom
Professional learning must include
processes by which teachers
regularly discuss their pedagogical
and educational values
46
47. One-to-one laptop programs can
bring about improvements to
student learning
Improvements in student
achievement are related to the
way laptops are used in learning
Professional learning is essential
for successful integration
Teacher pedagogical beliefs largely
determine the degree and type of
integration that occurs in the
classroom
Professional learning must include
processes by which teachers
regularly discuss their pedagogical
and educational values
47
48. One-to-one laptop programs can
bring about improvements to
student learning
Improvements in student
achievement are related to the
way laptops are used in learning
Professional learning is essential
for successful integration.
Teacher pedagogical beliefs largely
determine the degree and type of
integration that occurs in the
classroom
Professional learning must include
processes by which teachers
regularly discuss their pedagogical
and educational values
48
49. One-to-one laptop programs can
bring about improvements to
student learning
Improvements in student
achievement are related to the
way laptops are used in learning
Professional learning is essential
for successful integration
Teacher pedagogical beliefs largely
determine the degree and type of
integration that occurs in the
classroom.
Professional learning must include
processes by which teachers
regularly discuss their pedagogical
and educational values
49
50. One-to-one laptop programs can
bring about improvements to
student learning
Improvements in student
achievement are related to the
way laptops are used in learning
Professional learning is essential
for successful integration
Teacher pedagogical beliefs largely
determine the degree and type of
integration that occurs in the
classroom
Professional learning must include
processes by which teachers
regularly discuss their pedagogical
and educational values.
50
51. Teachers need time for discussion
and the sharing of ideas/resources.
Leadership is crucial for successful
integration
School leaders must build a shared
vision, keep the focus on that
vision, lead the planning, provide
time for collaboration and
discussion and provide appropriate
and timely professional learning
for teachers
Leaders must foster a collaborative
and supportive school culture
Distributed leadership and a whole
school approach are most effective
51
52. Teachers need time for discussion
and the sharing of ideas/resources
Leadership is crucial for successful
integration.
School leaders must build a shared
vision, keep the focus on that
vision, lead the planning, provide
time for collaboration and
discussion and provide appropriate
and timely professional learning
for teachers
Leaders must foster a collaborative
and supportive school culture
Distributed leadership and a whole
school approach are most effective
52
53. Teachers need time for discussion
and the sharing of ideas/resources
Leadership is crucial for successful
integration
School leaders must build a shared
vision, keep the focus on that
vision, lead the planning, provide
time for collaboration and
discussion and provide appropriate
and timely professional learning
for teachers.
Leaders must foster a collaborative
and supportive school culture
Distributed leadership and a whole
school approach are most effective
53
54. Teachers need time for discussion
and the sharing of ideas/resources
Leadership is crucial for successful
integration
School leaders must build a shared
vision, keep the focus on that
vision, lead the planning, provide
time for collaboration and
discussion and provide appropriate
and timely professional learning
for teachers
Leaders must foster a collaborative
and supportive school culture.
Distributed leadership and a whole
school approach are most effective
54
55. Teachers need time for discussion
and the sharing of ideas/resources
Leadership is crucial for successful
integration
School leaders must build a shared
vision, keep the focus on that
vision, lead the planning, provide
time for collaboration and
discussion and provide appropriate
and timely professional learning
for teachers
Leaders must foster a collaborative
and supportive school culture
Distributed leadership and a whole
school approach are most
effective.
55
56. Click to open the 1:1 Computers in schools
Literature Review document
56