The Digital Education Revolution: . Dr Sarah Howard [email protected] 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
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?DER-NSW evaluation
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)Eastern Cape study
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+).Coding the DER-NSW
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?
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.”Typical structure of a Mathematics lesson
=> Is the integration of technology in Mathematics shaped by code relations?
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 fieldImplications for the future
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)