iPod therefore iWrite 02

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Information about iPod therefore iWrite 02

Published on January 14, 2008

Author: mvallance

Source: slideshare.net

Description

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.

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

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

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

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

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

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

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

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

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

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

Reference: ALPS Systems Integration Co Ltd 11

National Institute of Education SG 12

National Institute of Education SG 13

Classroom of 2007? 14

Canberra Primary SG Crescent Secondary SG 15

Canberra Primary SG Crescent Secondary SG 15

Canberra Primary SG Crescent Secondary SG 15

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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

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

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

Meso level iPod therefore iWrite 21

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

Meso level iWriter demo 23

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

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

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

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Meso level What next? 28

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

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

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

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

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

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