The document discusses Colin Harrison's talk on using technology to improve reading and learning. It summarizes his research background from 1980-2012 studying how technology supports literacy and learning. It also outlines the key points he will cover: 1) How he got to where he is, 2) What his book says about where education needs to go, and 3) How to get there using technology to develop critical internet literacy skills.
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
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
At UVic, we wanted to gain a better understanding of the technology devices students bring and use at campus, so we surveyed students to gather data on the ownership and/or usage of: laptops, cellphones, tablets, email, collaborative document editing, desktop video, note taking, file backup, printing, and social-media.
Our project goals included:
- Discover technologies students were bringing with them to school and their use.
- Explore ways to use personal technology for research and engaging instruction.
- Identify means to provide equitable access to technologies for students who cannot afford to purchase it for themselves.
By the end of the session, participants will have a clear view of the technologies UVic students bring with them to school, as well as some potential ways those tools can be leveraged to provide more engaging instruction and better services to students.
- Rich McCue, Marcus Greenshields, In-In Po
Track 6 - Mobile Apps and computational systems as learning tools
Authors: Ana Iglesias Rodríguez, Blanca García Riaza, Mª Cruz Sánchez Gómez and Francisco Blanco Rubio
https://www.youtube.com/watch?v=bdYpz4U-oII&index=6&list=PLboNOuyyzZ85H9KngzY-R31GbiqFcOQbH
E-Learning in the university: When will it really happen?eLearning Papers
eLearning has enormous potential in education, and there is an urgent need to take stock of the possibilities that it offers. Despite this urgency, research on eLearning is still in a nascent stage and there is a degree of conceptual confusion in the field that is difficult to tolerate.
Authors: Ann-Louise Davidson, David Waddington,
12 Years of Student Technology Ownership Surveys: Trends & Today’s Opportunit...Rich McCue
For the past 12 years the University of Victoria Law Faculty & Louisiana State Law Center have surveyed incoming students on their personal technology ownership and usage in order to better understand the technology devices students are bringing with them to law school and how we can leverage those devices to provide a richer learning experience for students. In 2004 student data was gathered on laptop ownership and internet access. Questions were added over time, and we now collect data on the ownership and/or usage of: laptops, cell phones, tablets, email, collaborative document editing, desktop video, note taking, file backup, printing, and social-media. Current project goals include:
- Discover technologies students were bringing with them to school and their use.
- Explore ways to use personal technology for research and engaging instruction.
- Identify means to provide equitable access to technologies for students who cannot afford to purchase it for themselves.
By the end of the session participants will have a clear view of the technologies law students bring with them to school, as well as some potential ways those tools can be leveraged to provide more engaging instruction and better services to students.
At UVic, we wanted to gain a better understanding of the technology devices students bring and use at campus, so we surveyed students to gather data on the ownership and/or usage of: laptops, cellphones, tablets, email, collaborative document editing, desktop video, note taking, file backup, printing, and social-media.
Our project goals included:
- Discover technologies students were bringing with them to school and their use.
- Explore ways to use personal technology for research and engaging instruction.
- Identify means to provide equitable access to technologies for students who cannot afford to purchase it for themselves.
By the end of the session, participants will have a clear view of the technologies UVic students bring with them to school, as well as some potential ways those tools can be leveraged to provide more engaging instruction and better services to students.
- Rich McCue, Marcus Greenshields, In-In Po
Track 6 - Mobile Apps and computational systems as learning tools
Authors: Ana Iglesias Rodríguez, Blanca García Riaza, Mª Cruz Sánchez Gómez and Francisco Blanco Rubio
https://www.youtube.com/watch?v=bdYpz4U-oII&index=6&list=PLboNOuyyzZ85H9KngzY-R31GbiqFcOQbH
E-Learning in the university: When will it really happen?eLearning Papers
eLearning has enormous potential in education, and there is an urgent need to take stock of the possibilities that it offers. Despite this urgency, research on eLearning is still in a nascent stage and there is a degree of conceptual confusion in the field that is difficult to tolerate.
Authors: Ann-Louise Davidson, David Waddington,
12 Years of Student Technology Ownership Surveys: Trends & Today’s Opportunit...Rich McCue
For the past 12 years the University of Victoria Law Faculty & Louisiana State Law Center have surveyed incoming students on their personal technology ownership and usage in order to better understand the technology devices students are bringing with them to law school and how we can leverage those devices to provide a richer learning experience for students. In 2004 student data was gathered on laptop ownership and internet access. Questions were added over time, and we now collect data on the ownership and/or usage of: laptops, cell phones, tablets, email, collaborative document editing, desktop video, note taking, file backup, printing, and social-media. Current project goals include:
- Discover technologies students were bringing with them to school and their use.
- Explore ways to use personal technology for research and engaging instruction.
- Identify means to provide equitable access to technologies for students who cannot afford to purchase it for themselves.
By the end of the session participants will have a clear view of the technologies law students bring with them to school, as well as some potential ways those tools can be leveraged to provide more engaging instruction and better services to students.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Supporting Teaching and Learning Strand by Matt Lingard, Learning Technologist, London School of Economics.
More details at www.cde.london.ac.uk.
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
How should we judge the quality of students’ Internet search activity? A revi...Colin Harrison
The ability to search the Internet for information is perhaps one of the most important life skills for the twenty-first century. This review argues that there have been three broad areas of research focus on these skills since the World Wide Web was launched: interaction processes, search completion outcomes, and dialogic criticality
Nine Strategies for Enhancing Critical Internet Literacy. Colin Harrison ukla...Colin Harrison
This presentation identifies the high-level demands for critical Internet literacies and indicates how to develop them when reading with digital technologies. Based on recent challenges faced by literacy learners, he outlines and provides practical examples of nine strategies for enhancing critical Internet literacies. For example, the strategy to Be Alert! Be Suspicious! induces readers to be circumspect of web material by asking questions, raising doubts, noticing discordant details, and making it challenging to be convinced. The strategy to Integrate Information Across Sources directs readers to think laterally and vertically among the many modes of information, remaining open to more than one possible meaning or interpretation for the task or challenge the are addressing. In all, seven other strategies will be presented with classroom-focused examples.
Critical Internet Literacy: How capable are children of making sound judgmen...Colin Harrison
Describes a study of primary school students judging the trustworthiness and reliability of web sites. Argues for the importance of teaching Critical Internet Literacy and for group approaches to Internet searching.
The Department for Education has moved (or totally removed) the assessment goalposts, leaving teachers to design their own. This presentation encourages teachers to take up some new opportunities- and also offers some advice on how to use formative assessment to drive up achievement.
LITERACY in the Internet age: Dyslexia and online learning in higher educationColin Harrison
What are the challenges for dyslexic students in online learning in Higher Education? Do different students have different needs? Is online learning a potential disaster for dyslexic students?
EERA2014 Evaluating the MESH Guide to teaching spelling. Colin HarrisonColin Harrison
Presentation to Network 16 at EERA-ECER 2014
Reports research demonstrating that teachers prefer more challenging content on cognition to simply downloading lesson plans
World literacy summit MESH spelling guide- HarrisonColin Harrison
This presentation, given at the World Literacy Summit in Oxford, introduces the MESH Guide to Teaching Spelling, a free online resource- available from http://www.meshguides.org/
Becta Impact09 data reanalysed: E-maturity and ICT adoption in UK schoolsColin Harrison
EARLI Conference - Munich 2013
Symposium: Educational technology acceptance- Explaining non-significant intention-behavior effects
Full paper title: An e-maturity analysis explains intention-behavior disjunctions
in technology adoption in UK schools
Abstract
This paper addresses the problem of non-significant intention-behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention-behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of behavior. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood’s concept of ‘linkage e-maturity’. Traditional models of technology acceptance often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices and e-maturity, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns.
Presentation by Colin Harrison, Carmen Tomás, Charles Crook
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
Teaching using multimodal technologies
1. Using technology to improve reading and
learning: multimodal classroom strategies for the
21st Century teacher
Reading, learning and
technology: what teachers
need to know
Colin Harrison – University of Nottingham
School of Education/Learning Sciences Research Institute
colin.harrison@nottingham.ac.uk
12. 1980-2012 Teaching and researching the uses of technology to support
literacy and learning, including 5 projects 2004-9 working with RealeBooks
http://www.realewriter.com/
1999 Becta Multimedia portables in schools project (1134 laptops given to
teachers for a year)
http://onlinelibrary.wiley.com/doi/10.1046/j.13652729.1999.152087.x/abstract
2002 Becta ImpaCT2: the impact of information and communication
technologies on pupil learning and attainment (Study of the relationship
between ICT and achievement in 2100 students over 2 years)
http://dera.ioe.ac.uk/1572/
2007 Becta The Impact of e-portfolios on learning (8 case-study projects,
elementary- Med School)
http://dera.ioe.ac.uk/1468/1/becta_2007_eportfolios_summary.pdf
13. 1980-2012 Teaching and researching the uses of technology to support
literacy and learning, including 5 projects 2004-9 working with RealeBooks
http://www.realewriter.com/
1999 Becta Multimedia portables in schools project (1134 laptops given to
teachers for a year)
http://onlinelibrary.wiley.com/doi/10.1046/j.13652729.1999.152087.x/abstract
2002 Becta ImpaCT2: the impact of information and communication
technologies on pupil learning and attainment (Study of the relationship
between ICT and achievement in 2100 students over 2 years)
http://dera.ioe.ac.uk/1572/
2007 Becta The Impact of e-portfolios on learning (8 case-study projects,
elementary- Med School)
http://dera.ioe.ac.uk/1468/1/becta_2007_eportfolios_summary.pdf
Student voice,
authority of
authorship
14. 1980-2012 Teaching and researching the uses of technology to support
literacy and learning, including 5 projects 2004-9 working with RealeBooks
http://www.realewriter.com/
1999 Becta Multimedia portables in schools project (1134 laptops given to
teachers for a year)
http://onlinelibrary.wiley.com/doi/10.1046/j.13652729.1999.152087.x/abstract
2002 Becta ImpaCT2: the impact of information and communication
technologies on pupil learning and attainment (Study of the relationship
between ICT and achievement in 2100 students over 2 years)
http://dera.ioe.ac.uk/1572/
2007 Becta The Impact of e-portfolios on learning (8 case-study projects,
elementary- Med School)
http://dera.ioe.ac.uk/1468/1/becta_2007_eportfolios_summary.pdf
PD – learn from a friend;
in small steps; privately
15. 1980-2012 Teaching and researching the uses of technology to support
literacy and learning, including 5 projects 2004-9 working with RealeBooks
http://www.realewriter.com/
1999 Becta Multimedia portables in schools project (1134 laptops given to
teachers for a year)
http://onlinelibrary.wiley.com/doi/10.1046/j.13652729.1999.152087.x/abstract
2002 Becta ImpaCT2: the impact of information and communication
technologies on pupil learning and attainment (Study of the relationship
between ICT and achievement in 2100 students over 2 years)
http://dera.ioe.ac.uk/1572/
2007 Becta The Impact of e-portfolios on learning (8 case-study projects,
elementary- Med School)
http://dera.ioe.ac.uk/1468/1/becta_2007_eportfolios_summary.pdf
ICT DOES have an
impact- but out-of-
school use is key
16. 1980-2012 Teaching and researching the uses of technology to support
literacy and learning, including 5 projects 2004-9 working with RealeBooks
http://www.realewriter.com/
1999 Becta Multimedia portables in schools project (1134 laptops given to
teachers for a year)
http://onlinelibrary.wiley.com/doi/10.1046/j.13652729.1999.152087.x/abstract
2002 Becta ImpaCT2: the impact of information and communication
technologies on pupil learning and attainment (Study of the relationship
between ICT and achievement in 2100 students over 2 years)
http://dera.ioe.ac.uk/1572/
2007 Becta The Impact of e-portfolios on learning (8 case-study projects, over
2 years; elementary- Med School)
http://dera.ioe.ac.uk/1468/1/becta_2007_eportfolios_summary.pdf
Publicly-held
assessment data won’t
tell the whole story….
17. 2007 ‘Internet Research Support System: An Application for Immediate
Feedback in Authentic Internet Research’ (Journal of Computers, 2007)
http://www.academypublisher.com/jcp/vol02/no07/jcp02076874.pdf
2008 Becta project- Implementing Web 2.0 in Secondary Schools: Impacts,
Barriers and Issues (2,400 ‘guided questionnaires’)
http://dera.ioe.ac.uk/1478/1/becta_2008_web2_useinschools_report.pdf
2010 Becta Impact09 Project- The Impact of Technology: Value-added
classroom practice (interview data and lesson plans from nine ‘exemplary
schools’)
http://webarchive.nationalarchives.gov.uk/20101102103713/http:/schools.becta.o
2012 University of Nottingham (JISC): Student-Activated Feedback – an
annotated bibliography. http://safnottingham.tumblr.com/
Can a computer judge the
quality of an Internet search?
18. 2007 ‘Internet Research Support System: An Application for Immediate
Feedback in Authentic Internet Research’ (Journal of Computers, 2007)
http://www.academypublisher.com/jcp/vol02/no07/jcp02076874.pdf
2008 Becta project- Implementing Web 2.0 in Secondary Schools: Impacts,
Barriers and Issues (2,400 ‘guided questionnaires’)
http://dera.ioe.ac.uk/1478/1/becta_2008_web2_useinschools_report.pdf
2010 Becta Impact09 Project- The Impact of Technology: Value-added
classroom practice (interview data and lesson plans from nine ‘exemplary
schools’)
http://webarchive.nationalarchives.gov.uk/20101102103713/http:/schools.becta.o
2012 University of Nottingham (JISC): Student-Activated Feedback – an
annotated bibliography. http://safnottingham.tumblr.com/
LSA and real-time plagiarism
checks can sometimes help….
19. 2007 ‘Internet Research Support System: An Application for Immediate
Feedback in Authentic Internet Research’ (Journal of Computers, 2007)
http://www.academypublisher.com/jcp/vol02/no07/jcp02076874.pdf
2008 Becta project- Implementing Web 2.0 in Secondary Schools: Impacts,
Barriers and Issues (2,400 ‘guided questionnaires’)
http://dera.ioe.ac.uk/1478/1/becta_2008_web2_useinschools_report.pdf
2010 Becta Impact09 Project- The Impact of Technology: Value-added
classroom practice (interview data and lesson plans from nine ‘exemplary
schools’)
http://webarchive.nationalarchives.gov.uk/20101102103713/http:/schools.becta.o
2012 University of Nottingham (JISC): Student-Activated Feedback – an
annotated bibliography. http://safnottingham.tumblr.com/
98% of UK kids age 13 use
some kind of social networking
20. 2007 ‘Internet Research Support System: An Application for Immediate
Feedback in Authentic Internet Research’ (Journal of Computers, 2007)
http://www.academypublisher.com/jcp/vol02/no07/jcp02076874.pdf
2008 Becta project- Implementing Web 2.0 in Secondary Schools: Impacts,
Barriers and Issues (2,400 ‘guided questionnaires’)
http://dera.ioe.ac.uk/1478/1/becta_2008_web2_useinschools_report.pdf
2010 Becta Impact09 Project- The Impact of Technology: Value-added
classroom practice (interview data and lesson plans from nine ‘exemplary
schools’)
http://webarchive.nationalarchives.gov.uk/20101102103713/http:/schools.becta.o
2012 University of Nottingham (JISC): Student-Activated Feedback – an
annotated bibliography. http://safnottingham.tumblr.com/
BUT only 3% were producers
of Internet content
21. 2007 ‘Internet Research Support System: An Application for Immediate
Feedback in Authentic Internet Research’ (Journal of Computers, 2007)
http://www.academypublisher.com/jcp/vol02/no07/jcp02076874.pdf
2008 Becta project- Implementing Web 2.0 in Secondary Schools: Impacts,
Barriers and Issues (2,400 ‘guided questionnaires’)
http://dera.ioe.ac.uk/1478/1/becta_2008_web2_useinschools_report.pdf
2010 Becta Impact09 Project- The Impact of Technology: Value-added
classroom practice (interview data and lesson plans from nine ‘exemplary
schools’)
http://webarchive.nationalarchives.gov.uk/20101102103713/http:/schools.bect
a.org.uk/uploaddir/downloads/page_documents/research/reports/the_impact_o
f_technology.pdf
2012 University of Nottingham (JISC): Student-Activated Feedback – an
annotated bibliography. http://safnottingham.tumblr.com/
Not all ‘exemplary’ schools
were exemplary….
22. 2007 ‘Internet Research Support System: An Application for Immediate
Feedback in Authentic Internet Research’ (Journal of Computers, 2007)
http://www.academypublisher.com/jcp/vol02/no07/jcp02076874.pdf
2008 Becta project- Implementing Web 2.0 in Secondary Schools: Impacts,
Barriers and Issues (2,400 ‘guided questionnaires’)
http://dera.ioe.ac.uk/1478/1/becta_2008_web2_useinschools_report.pdf
2010 Becta Impact09 Project- The Impact of Technology: Value-added
classroom practice (interview data and lesson plans from nine ‘exemplary
schools’)
http://webarchive.nationalarchives.gov.uk/20101102103713/http:/schools.bect
a.org.uk/uploaddir/downloads/page_documents/research/reports/the_impact_o
f_technology.pdf
2012 University of Nottingham (JISC): Student-Activated Feedback – an
annotated bibliography. http://safnottingham.tumblr.com/
How were multimedia tools
exploited in exemplary
schools?
25. Flexible support for learning
“ I hope you don’t mind- I’ve done the next
three pieces of homework that you’ve set,
and I’ve also done the work for the next two
or three lessons? Is that alright?”
26. Flexible support for learning
Lindsay’s teaching – “Death by PowerPoint”
Homework- Internet research
Powerpoint of lesson content
Lesson goals
27. Flexible support for learning
Pre-lesson
Lindsay’s teaching – June 2008 Assessment loop
Peer-assessment
Homework support
Homework online
Lesson wrap-up
Worksheet fix
Dyslexia fix
Lesson goals ppt
Starter video
28. Things we don’t find time to do:
1Relax in the tub
1Think about WHY we do what we do
31. • Increased motivation? (1980-1990)
• More communication? (1990-2000)
3WHY should I use technology in my teaching?
32. • Increased motivation? (1980-1990)
• More communication? (1990-2000)
• More learner autonomy? (2000- )
3WHY should I use technology in my teaching?
33. WHY should I use technology in my teaching?
• Increased motivation? (1980-1990)
• More communication? (1990-2000)
• More learner autonomy? (2000- ? )
• Critical Internet Literacy (2010 )
34. WHY should I use technology in my teaching?
•Critical Internet Literacy (2010 )
35. WHY should I use technology in my teaching?
•Critical Internet Literacy (2010 )
36. WHY should I use technology in my teaching?
•Critical Internet Literacy (2010 )
37. WHY should I use technology in my teaching?
•Critical Internet Literacy (2010 )
40. 1Take more baths!
1Teach more Critical Internet Literacy!
2Develop personal autonomy and social capital
3Use the multimodal resources of the Internet to
learn how to construct deeper meanings from
texts, so that knowledge not just added, but is
reorganised in more complex ways
41. Using technology to improve reading and
learning: multimodal classroom strategies for the
21st Century teacher
Reading, learning and
technology: what
teachers need to know
Colin Harrison – University of Nottingham
School of Education/Learning Sciences Research Institute
colin.harrison@nottingham.ac.uk