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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

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the digital education revolution

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
Plan of paper
  • Digital Education Revolution in NSW
  • Conceptual framework: ‘LCT’
  • Analysis
    • goals of DER-NSW
    • ‘legitimation codes’ of NSW subject areas
    • examples of Mathematics and English in NSW
    • ‘legitimation codes’ of Eastern Cape subject areas
  • Implications for:
    • understanding technology integration
    • future of the field
der nsw evaluation
Digital Education Revolution in New South Wales (DER-NSW)

one-to-one laptop program for all Year 9 students and teachers

Research questions:

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
mixed methods explanatory model evaluation
Mixed-methods explanatory model evaluation
  • Phase 1: Questionnaires
    • Student A: Access to ICT and knowledge of ICT (n = 20,421, 2010; n = 3,514, 2011)
    • Student B: Beliefs about ICT, learning and integration (n = 18,591, 2010; n = 4,821)
    • Teacher : Use of, and beliefs about, ICT in teaching and learning (n = 4,663, 2010; n = 4,253)
  • Phase 2: Five case study schools (n = ~40 teachers, n = ~40 students)
  • Document analysis (e.g. curriculum, school policy, government policy, etc.)
eastern cape study
Teacher Laptop Initiative (2010 TLI program)

Research questions

How does use of technology influence teacher pedagogy?

What do teacher believe is the influence of technology on students’ understanding, skills, and attitudes?

Data collection

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
slide6
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.
lct specialisation
LCT(Specialisation)
  • ER and SR can each be stronger (+) or weaker (-)
  • Two strengths give code for Specialisation

knowledge

epistemic

relation

(ER)

social

relation

(SR)

object

subject

specialisation codes of legitimation
+ER

-SR

+SR

-ER

Specialisation codes of legitimation

knowledge

code

elite

code

relativist

code

knower

code

lct in this paper
LCT in this paper
  • code practices desired by using technology (DER goals)
  • code knowledge practices (e.g. different subjects areas)
  • analyse relations between these codes to help explain differential integration of technology across the curriculum
coding the der nsw
“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+).

Coding the DER-NSW
coding knowledge practices
Coding knowledge practices

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?

slide12
ER+

knowledge

code

elite

code

SR-

SR+

relativist

code

knower

code

www.legitimationcodetheory.com

ER-

typical structure of a mathematics lesson
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.”

Typical structure of a Mathematics lesson
code clashes and matches
Code clashes and matches
  • Low integration overall of technology practices characterised as knower code
  • Choice of technology that facilitates the knowledge-code practices of Mathematics
  • Use of potentially knower-code technology for knowledge-code purposes

=> Is the integration of technology in Mathematics shaped by code relations?

bipolar english
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

Bipolar English
slide16
ER+

knowledge

code

elite

code

SR-

SR+

relativist

code

knower

code

ER-

implications for the future
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

Implications for the future
slide18
Beliefs about integration in NSW

The use of technology and knowledge practices…

Mathematics

‘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)

English

‘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)

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