This presentation was given at the Nagoya conference on mobile learning (March, 2007). The research is developing criteria for good use of ICT through practice to inform policy makers.

1. Presentation with references, minus images at
http://homepage.mac.com/mvallance/FileSharing.html
iPod therefore iWrite: the
challenge of informed use
Michael Vallance Ed.D.
Future University - Hakodate
1

2. Macro level
policy and implementation
education practice
of ICT in education
impacting upon policy
Meso level applying policies to
classroom practices
applying research outcome
to classroom practice
Micro level
research in
educational technology
2

3. Macro level
policy and implementation
of ICT in education
• Singapore Masterplan for IT in Education
MP1:1997-2002/ MP2:2002 to present:
• Teachers and pupils will communicate and collaborate
with other institutions.
• Generate innovative processes in education.
• Enhance creative thinking, lifelong learning, and social
responsibility.
• Promote administrative and management excellence in
the education system (Goh et al.,1997).
3

4. Macro level
policy and implementation
of ICT in education
• Influenced by:
• the lure of technology ... to solve non-technological
problems (low achievement/ discipline/ irrelevant skills/
low enrollment)
• the promise of change ... from didactic to conversational
education
• the marketisation of institutes
• the development of a nation’s human capital for a KBE
• the promise of investment ... by technology vendors
4

5. Meso level
applying policies to
classroom practices
How?
• claims that technology will address education’s problems is at best
naive (Luke et al.,2005)
• grand narrative but limited guidance (Deng & Gopinathan, 1999)
• leap of faith in the dark (Towndrow, 2001)
• need to focus upon pedagogy not technology (Niederhauser & Stoddart, 2001)
research in educational technology
5

6. Micro level
research in
educational technology
• The academic literature
• Some gains in quantitative tests by students in
experimental groups (Kulik, 1994; Wood et al., 1999; Parr, 2003).
• Apple Classrooms of Tomorrow (ACOT) research project (1985 –
1997):
• technology integration by teachers and students impacted
upon pedagogy and learning (Sandholtz et., 1997),
• ACOT studentsʼ scores in standardised tests undertaken
during the research were not significantly better than those
students who were not on the ACOT programme in the same
schools (Tierney et al., 2005).
• Improvement as capable communicators, independent
discoverers, group oriented and, as expected, increased
technical skills (ibid).
6

7. Micro level
research in
educational technology
• found in a study of teachers
Becker and Ravitz (2001)
of 4th to 12th grade students (9-18 year olds) in
schools in the USA that only
• 25% of English teachers,
• 17% of science teachers,
• 13% of social studies teachers and
• 11% of maths teachers
• made weekly use of computers.
7

8. Micro level
research in
educational technology
• Why is the literature so critical?
• failure to adopt and adapt technology in mainstream education is due
to inadequate training of new teachers (Mouza, 2002).
• In Singapore, 44% were considered inadequately prepared
to use ICT in the classroom (Hu et. al., 2004)
• Many teaching methods in HE seem to be detrimental to the
quality of student learning. Learning requires dialogue, structured
goals and activity; a sort of conversation (Laurillard, 1992).
• No medium can solve educational problems (Cuban, 2002).
• It will take time for empirical evidence to show the positiveness of
ICT integration to emerge (BECTA,2003). Is this an excuse?
8

9. Micro level
research in
educational technology
• Students require opportunities to cognitively engage
with materials with, “high levels of learner
control” (Steeples et al., 2000).
• A radical change in curriculum, teaching, learning
and institutions is not a luxury but essential for
social justice in the 21st Century (Keri Facer, Futurelab, UK).
Presented at BETT, January 2007.
9

10. Meso level
applying policies to
classroom practices
• A vision of the classroom of the future:
• Observe the classroom setting.
• Observe the technology.
• When was this video made?
• How close are you to this scenario in YOUR (or
your child’s) school?
• Do such ‘visions’ help or hinder attempts to
convince teachers of technology’s value?
10

11. Reference: ALPS Systems Integration Co Ltd
11

12. National Institute of Education SG
12

13. National Institute of Education SG
13

14. Classroom of 2007?
14

15. Canberra Primary SG
Crescent Secondary SG
15

16. Canberra Primary SG
Crescent Secondary SG
15

17. Canberra Primary SG
Crescent Secondary SG
15

18. 16

19. 17

20. Micro level
research in
educational technology
• One (of many) possible solutions: (language learning) task design. (Candlin, 1987)
promote attention to meaning, purpose and feedback and co-evaluation - teacher and
negotiation students
students to estimate consequences of task
draw objectives from needs of learners
solution/s (prediction)
allow for flexible approaches and different promote awareness of data and learning
solutions process
involve (target) language use in task process share information and expertise
18

21. Micro level
research in
educational technology
• Leading to Informed use of ICT ... supported by good task design. (Towndrow &
Vallance, 2004)
facilitate and/or negotiate students’ periodic
encourages discussion, consultation and sharing
outcomes
focus upon process and product of task and
provide a channel for feedback and assessment
learning objectives
integrate multiple media flexibility of when and where learning occurs
question whether the activities required in the
allow access to a wide range of information
Task process can be done ‘without’ IT!
19

22. Meso level
applying research outcome
to classroom practice
iPod therefore iWrite
To implement informed, multi-modal task design that supports
Research aim
cognitive outcomes leading to a wider breadth of learning.
- a multi-modal task design framework (Towndrow, 2007) for mobile learning.
Leading to ... - indication of breadth of learning measured by Activities & Cognitive
Outcomes (Vallance & Martin, 2007).
Limited iPods used by first year Comm Science sts and Graduate
Current status
student for developing content about Future university.
Integration of mobile technology requires frequent instances of
Current project
meaningful tasks that encourage cooperation for authentic
conclusion
communication.
Stage 2 (2007 Pre + post test plus self-reporting surveys with control and
Semester 1) experimental groups. 24 sts: 24 iPods.
20

23. Meso level
iPod therefore iWrite
21

24. Meso level
Topic: About Future University (FUN)
Process
Planning Inspiration s/w
Evaluation criteria
Evaluating
Use of digital tools: cellphones,
Developing
cameras, iMovie, PPT, iWriter s/w
PPT, Movie, Photo book,
Presenting
Web pages
Sharing iPod, CD-ROM, WWW
22

25. Meso level
iWriter demo
23

26. Meso level
Topic: About Future University (FUN)
Process
Planning Inspiration s/w
Evaluation criteria
Evaluating
Use of digital tools: cellphones,
Developing
cameras, iMovie, PPT, iWriter s/w
PPT, Movie, Photo book,
Presenting
Web pages
Sharing iPod, CD-ROM, WWW
24

27. Meso level
What has been learned?
Informed use This study (2006) Next stage (2007)
discussion, consultation and sharing within require more frequent instances of
encourages discussion, consultation and
class BUT limited use of English for authentic communication (e-mail, BBS, chat,
sharing
communication video-conference)
focus upon process and product of task and
sts negotiated process and product. sts negotiate process and product.
learning objectives
multiple media used. In order of usage: 1.
all sts require iPods rater than HTML
integrate multiple media PPT with movie. 2. iMovie. 3. iPhoto book.
export/viewing for a tangible product
4. iPod story.
allow access to a wide range of information WWW access with an evaluation criteria. Deep Web - OPAC, library sources.
provide a channel for feedback and
BBS (Moodle) used. Encourage further peer evaluations.
assessment
flexibility of when and where learning
FUN has 24/7 room access. FUN has 24/7 room access.
occurs
facilitate and/or negotiate students’ need milestones. One iPod per st. will
poor time management.
periodic outcomes encourage authentic iStory developments
question whether the activities required in
IT required for sharing and communication IT required for sharing and communication
the Task process can be done ‘without’ IT!
25

28. Meso level
What has been ‘specifically’ learned from this study so
far?
Informed ICT integration requires:
(a) flexibility in the task process and teaching strategies;
(b) frequent instances of meaningful and authentic
communication;
(c) universal access to information afforded by
technology;
(d) set milestones to promote better management of
processes;
(e) share the outcome and allow peers to evaluate.
26

29. 27

30. Meso level
What next?
28

31. Macro level
Will ‘informed’ educational
policy and implementation
practice impact upon
of ICT in education
policy ?????
Meso level applying policies to
classroom practices
applying research outcome
to classroom practice
Micro level
Prof.Stephen Heppell
research in
educational technology
29

32. Macro level
Will ‘informed’ educational computers not
policy and implementation
practice impact upon only of ICT in education
bring something
policy ????? new to the learning
environment … they
change it and they change
Meso levellearners too policies to
applying (Heppell,
classroom practices
1993)
applying research outcome
to classroom practice
Micro level
Prof.Stephen Heppell
research in
educational technology
29

33. Macro level
Will ‘informed’ educational computers not
policy and implementation
practice impact upon only of ICT in education
bring something
policy ????? new to the learning
environment … they
change it and they change
“The real change Meso levellearners too policies to
[in applying (Heppell,
education] is likely to occur not classroom practices
1993)
by trying to exclusively deliver old
learning outcomes with new
technology, but by looking for new
applying research outcome can only
learning outcomes that
to classroom practice that new
be delivered by
technology” (Heppell, 2005).
Micro level
Prof.Stephen Heppell
research in
educational technology
29

34. Acknowledgments
Graduate Study student Masahiro Matsui: http://homepage.mac.com/graduatestudy/
Comm 2 students at FUN
Students at Brynteg school, Wales, UK.
iWriter software: http://www.talkingpanda.com/iwriter/
Mogopop: http://www.mogopop.com
Presentation with references minus images at
http://homepage.mac.com/mvallance/FileSharing.html
NAGOYA.pdf
30

35. Macro level
policy and implementation
education practice
of ICT in education
impacting upon policy
Meso level applying policies to
classroom practices
applying research outcome
to classroom practice
Micro level
iPod therefore iWrite: the challenge of
research in
informed use
educational technology
Dr. Michael Vallance Ed.D.
Future University - Hakodate
31