The Digital Education Revolution: . Dr Sarah Howard email@example.com University of Wollongong e/merge 2012 July 16 - 18. The role of knowledge and technology practices in a large-scale 1-1 laptop initiative. Plan of paper. Digital Education Revolution in NSW
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
The Digital Education Revolution:
Dr Sarah Howard
University of Wollongong
July 16 - 18
The role of knowledge and technology practices in a large-scale 1-1 laptop initiative
Digital Education Revolution in New South Wales (DER-NSW)
one-to-one laptop program for all Year 9 students and teachers
How does the DER-NSW program influence teacher pedagogy?
What is the influence of the DER-NSW program on students’ understanding, skills, and attitudes?
What are the consequences of the DER-NSW program on students’ educational outcomes?
Teacher Laptop Initiative (2010 TLI program)
How does use of technology influence teacher pedagogy?
What do teacher believe is the influence of technology on students’ understanding, skills, and attitudes?
Teacher questionnaire: Use of, and beliefs about, ICT in teaching and learning (n= 81)
Teacher interviews on use of, and beliefs about, ICT in teaching and learning (n = 16, Cape Town; n = 12, Grahamstown)
Law, N., Pelgrum, W. J., & Plomp, T. (Eds.). (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: CERC-Springer.
“enable schools users to discover, access and share collaborative education materials and information” (DEEWR, 2010)
Expect pedagogical shift: teacher-centred to student-centred
Examples of support for Mathematics:
UCreate an audio podcast: episodes in a radio program, to a tutorial series, to audio blogging.
UCreate a laptop wrap: creating small websites for the classroom
Generic emphasis on attributes of learners
=> DER-NSW aims for knower code (ER-, SR+).
Sample questionnaire item:
Sample interview item:
1. Do you integrate other computers, laptops or technology in your teaching?
a.What is a typical way you might use computers, laptops or other technology in your teaching?
b.Do you have any concerns about using computers, laptops or other technology in your teaching?
c.Could you tell us about a specific lesson that illustrates why you do or do not integrate computers or other technology into your teaching?
Review homework (practice) from previous lesson
Present new concept
Do several examples on the board (practice)
Set examples for students (practice)
Assess students' understanding verbally or as demonstration on board
Set homework (practice)
“Math is about practice, practice, practice.”
=> Is the integration of technology in Mathematics shaped by code relations?
Literature = knower code
Composition = knowledge code
Technology integration is greater in Literature than in Composition
=> different integration may relate to codes of particular practices within a subject area
integration of educational technology
low integration may result from code clash
relates to knowledge practices themselves
question: how to articulate codes
integration in /of ed tech research
seeing a missing piece of the puzzle
quantitative and qualitative methods
integrating all kinds of objects of study
integrating research into wider field
Beliefs about integration in NSW
The use of technology and knowledge practices…
‘Through inquiry, application of problem-solving strategies including the selection and use of appropriate technology, communication, reasoning and reflection.’ (Objectives, p. 11)
PRACTICE: ‘Technology is a useful tool for students to use when graphing and comparing graphs of relationships.’ (Patterns and Algebra, p. 77)
‘The syllabus requires students to develop skills in composing and responding to texts created in and through different information and communication technologies and to understand the effects of the technology on meaning.’ (Literacy, p. 10)
DEMONSTRATION: ‘A student selects, uses, describes and explains how different technologies affect and shape meaning.’ (Outcome 3 Stage 5, p. 34)