117 research outputs found
The Science-for-Life Partnerships: Does size really matter, and can ICT help?
No full textThis study introduces findings of an initial pilot from a New Zealand government-funded initiative known as Science-for-Life, which aims to enhance the quality of science teaching through the formation of face-to-face and virtual learning partnerships involving crown research institutes (CRIs) and primary and secondary schools. Using a case study methodology, it describes and analyses a trial partnership between the CRI, Scion Research, and teachers of Seadown Primary School in Hamilton. The study uses Grobe's (1990) typology of industry-education partnerships as an analytical "lens" through which to evaluate the characteristics of the partnership, and explores the role that ICT played in establishing and sustaining it, well beyond its anticipated conclusion. Findings indicate that while in terms of Grobe's framework a genuine partnership label may not have been appropriate in this case, the interaction nonetheless proved to be extremely valuable in supporting learning goals, and that while ICT played a significant role in this, it was not fundamental to the partnership's success
The Routledge international handbook of learning with technology in early childhood
No full textThis book brings together innovative work happening in childhood research across disciplinary boundaries and across the world. It focuses specifically on the most cutting-edge, innovative methodological approaches in the study of children’s use and learning with digital technologies and children’s experiences of key 21st century trends (e.g. immigration or multiculturalism). A true effort is made to have dialogues across diverse fields and contested fields of research (including educational psychology, post-humanist literacy, narrative approaches, developmental approaches).The book is a comprehensive survey of methods in the field of children’s technologies. The volume is a substantive and strategic collection of international approaches to early childhood and technologies. The authors reflect on what works and what doesn’t work in relation to specific innovative research methods. © 2019 selection and editorial matter, Natalia Kucirkova, Jennifer Rowsell, and Garry Falloon; individual chapters, the contributor
Key competency development and students use of digital learning objects
No full textThe inclusion of key competencies in the New Zealand Curriculum (2007) has presented challenges for teachers in their efforts to gather evidence and detail student progress for reporting purposes. Research identifies the need to adopt different evaluation processes and systems, as outcomes and progression in key competencies is fundamentally different from those associated with more conventional learning. It also suggests the use of digital tools may assist in this process, but offers few suggestions as to how this might take place. This article introduces and describes a current research project utilising a thinking skills framework and screen-recording software to map students’ interaction with digital learning objects, and explore the extent to which they provide opportunities to develop thinking and relating to others competencies. It suggests the approach offers potential to make explicit for reporting purposes the nature and quality of students’ thinking, and how their interaction with others in groups, influences their ability to solve problems presented by the objects. However, it also suggests the approach may suffer from manageability challenges, and that student-led administration systems need to be developed to ensure its viability in whole class context
Using videoconferencing in a school-scientist partnership: students’ perceptions and scientists’ challenges
No full textThis research studied a series of videoconference teaching workshops and virtual labs, which formed a component of a school-scientist partnership involving a New Zealand science research institute and year 13 students at a Wellington high school. It explored students’ perceptions of the effectiveness of the videoconferences as an interactive medium for developing content knowledge, identified factors influencing their level of interaction during the conferences, and exposed issues when using videoconferences for highly specialised activities. The research followed an interpretive methodology using a case study approach, and employed mixed method qualitative/quantitative data gathering procedures. Results suggest that while videoconferencing was effective it was also expensive and time-consuming, and that scientists’ efforts to engage students more interactively through movement towards more constructive practice, were largely ineffective. This article provides direction for teachers considering exploring the potential of interactive videoconferencing with students
Twelve years of iPads and apps in schools : what conditions support effective practices in K-6 classrooms?
No full textSince their release in 2010, iPads and their associated apps have been touted as ‘game changers’ for schools struggling with technology provisioning issues, that limited their ability to fully leverage the educational potential of digital devices on a ‘whole class’ basis. Since then, a variety of schemes have been implemented such as ‘Bring Your Own Device’ (BYOD) and portable ‘device pods’, as systems for improving access to, and utilisation of, mobile technologies in classroom curriculum. In many schools, concurrent to these initiatives have been improvements in technology infrastructure, including upgrades to external connectivity via the advent of high-speed fibre-based broadband, and internally through the establishment of school wifi networks and associated online security systems. Aligned with these developments has been a growing body of research exploring how teachers at all levels of education systems have incorporated these new resources into their curriculum, and examining what, if any, benefits have resulted. This article is an analysis of key findings from four published studies undertaken by the author between 2015 and 2021 in New Zealand K-6 schools, to build understanding of factors that contributed to the effective practices with mobile devices witnessed in the research classrooms. While numerous separate studies have been undertaken exploring specific outcomes from the use of iPads and other mobile technologies in different educational contexts, the analysis presented in this article attempts to identify common factors existing across four purposively selected studies, that contributed to their success. The studies were deliberately chosen to provide a broad overview of applications of this technology in different K-6 classrooms for different purposes, supporting deeper understanding of the factors that underpin effective teaching and learning with and through mobile devices, in schools. This is important, as it builds knowledge of the fundamental foundations to effective educational use of mobile devices, regardless of the learning context in which they are used, and could assist teachers in designing, implementing and assessing curricular that optimises the learning potential of these devices. Copyright © 2023 Falloon
Making the Connection: Moore’s Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education
No full textThis study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore’s Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how both internal and external structural elements related to the purpose and use of the classroom affected the sense of learner autonomy. The study provides an illustration of the complexity of the relationship that exists between the elements of Moore’s theory, and how the implementation of an external structuring technology such as the virtual classroom, can have both positive impacts (dialogue creation) and negative impacts (diminished sense of learner autonomy). It also suggests that, although Moore’s theory provides a useful conceptual “lens” through which to analyse online learning practices, its tenets may need revisiting to reflect the move toward the use of synchronous communication tools in online distance learning
Head mounted, chest mounted, tripod or roaming? Ontological possibilities for doing visual research with children and GoPro cameras.
No full textLooking to the future: M-learning with the iPad
No full textMight Apple’s new iPad gain unprecedented traction in education, or is just another example of the over-hyping of new devices in a time of technological determinism (Postman, 2000)? This paper explores the potential affordances and limitations of the Apple iPad in the wider context of emergent mobile learning theory, and the social and economic drivers that fuel technology development. Against the background of effective teaching and learning, the functionality offered by the iPad, and its potential uses for learning, are discussed. A critical review of the way the iPad may support learning, that draws on learning theory, contemporary articles and e-learning literature, suggests that the device may offer an exciting platform for consuming and creating content in a collaborative, interactive way. However, of greater importance is that effective, evidence-driven, innovative practices, combined with a clear-sighted assessment of the advantages and limitations of any product, should take priority over the device itself
Students’ Voice on Mobile Technology and Web 2.0 Tools for Learning
No full textLiterature tells us, and from my own observations as an experienced teacher, when students have a mobile device in hand they show signs of being motivated, and a phenomenon takes place where students display a natural curiosity and engagement with the device through various interactions. The purpose of this study was to validate students’ voice by allowing them to express their views on the use of mobile technology and Web 2.0, whether they found them motivating and engaging, and how they perceived them as being useful for learning. Students’ perceptions of current and emerging technologies and their usefulness can differ to teachers’ perceptions, therefore research involving conversations with students are needed to better understand how they perceive and relate to these technologies. This study has had such conversations in order to uncover students’ perceptions. Gathering students’ views gives us a first-hand view on what affects them. It identifies factors that perpetuate or diminish their learning, that educators may not have considered before. Knowing and understanding how it is for students, helps to improve learning conditions for them.
While there is an initial phase of excitement and curiosity that students have when using mobile technology and Web 2.0, this quickly passes and there are learning conditions that need to be met in order for motivation and engagement to be sustained. To sustain their motivation, students need to have self-determination. For students to be self-determining, their needs for autonomy, competence, and relatedness must be met. This thesis has determined, through the voice of students, that their need for autonomy can be met through the affordances of mobile technology and Web 2.0, but the teacher’s role is vital for meeting their needs for competence and relatedness.
The findings from this study strongly argue that the teacher has a vital role to play in ensuring students’ learning experiences supported by technologies are effective, and assumptions around students’ knowledge, skills and understanding of using technology in formal learning situations needs to be checked. Teachers need to robustly scaffold the use of technology in learning situations until students have built up competence. Teachers need to keep relating to and conversing with students, and not assume students do not need support when using technologies characterised by autonomy and independence. It also found that the learning conditions must support students’ needs for self-determination if students are to stay motivated and engaged – the use of technology alone is insufficient. It also highlighted equity and access to technology learning opportunities for all students, students’ informal learning, and influences on students’ perceptions as to whether they considered technologies were useful for learning
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