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Part 2: How do we choose
technologies for learning
and how do we know what
works?
Dr Sarah Parsons
Karolinska Institute, Oct 26th
2015
Southampton Education School, UK 1
Aims
Reflect on why we are using technologies
for special educational needs
Identify the principles that underpin
choices about technologies
Think about what we want to know from
research
2
‘While some argue that tech-heavy
teaching is the future, others
question whether technology actually
adds value to instruction. Some
wonder if the investment required to
buy technology is balanced by
academic gains in students’
http://www.tcdailyplanet.net/news/2012/10/18/minneapolis-autism-teachers-
blown-away-new-classroom-technology
3
How do we choose?
4
What are we trying to do with technologies
in classrooms?
– What do you notice about how technologies
are used in these clips?
– What are the different ways that
technologies can support children’s needs?
5
6 http://www.youtube.com/watch?v=hCkjkm6YMCk
7 http://www.youtube.com/watch?v=QkHesBsTUgU
Technology use can be…
Assistive
Enabling
Differentiated
Inclusive
‘Mainstream’
8
It is the context and what you
are trying to achieve that
should determine which
technologies are used and how
9
E-inclusion - Chris Abbott (2007)
E-inclusion practices for enabling learning
10
A taxonomy of e-inclusion
To train or
rehearse: drill
and practice
To assist learning:
overcome barriers in
communication and
learning – AT, symbol
use
To enable
learning
11
Focus on
‘specialist’
technology
Focus on
interaction
Technology use is…
Embedded in classroom activities
Used to target learning outcomes through
supporting:
– Creativity
– Exploration
– Interactivity
– Autonomy
– Communication
12
Tool ≠ Inclusion (??)
"Computers can ease learning difficulties.
They can help learners to overcome their
difficulties. They cannot work magic. They
are not necessarily the best solution.
Because each learner’s needs are slightly
different, there are few standard rules”
Hawkridge and Vincent (1992 p.21)
13
iPads used to supplement and extend classroom
activities
Children interested and motivated; boys much more
motivated
Greater readiness to engage with literacy and
numeracy
Children spontaneously share, collaborate and
communicate
14
How do we know what
works?
15
Strong evidence base for how technologies
should be used to support learning
(Higgins et al., 2013):
– Supplement other teaching
– Enable changes in teaching and
learning interactions:
providing more effective feedback
enabling more helpful representations to
be used
motivating students to practice more
16
http://educationendowmentfoundation.org.uk/toolkit/digital-technology/
Constructivist learning
Student centred
Supporting active engagement in learning
Collaboration
Assumes children construct their
knowledge through interactions with others
17
Evidence base
Interactive approaches to learning found to
be effective for inclusive teaching (Nind &
Wearmouth, 2006; Aronson & Patnoe, 2011)
Promising intervention strategy for all
pupils, including those with special needs
(Davis et al., 2004)
Collaborative use of technology more
effective for learning than individual use
(Higgins et al., 2013)
Evidence suggests that iPads can support:
Seamless learning
Collaborative learning
Personalised learning
Motivation and engagement
Enhancement and deeper learning
Communication between home and school 19
https://digitalteaching
andlearning.files.word
press.com/2013/03/i
pads-in-the-classroom-
report-lkl.pdf
20
https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/
21
https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/digital-
technology/
Use of computers has advantages for
motivation, enjoyment and reduction in
anxiety
Learning advantages for some
Lack of well-controlled research studies;
small samples; comparison group / condition 23
24
The results provide evidence for the overall
effectiveness of technology-based intervention
Behavioural e.g. video modelling;
vocabulary learning [[Williams et al., 2008;
Hetzroni et al., 2002; Bosseler & Massaro, 2003]
25
Cognitive Learning about, and
interpreting, emotions and facial expressions
[Golan & Baron-Cohen, 2006; Silver & Oakes, 2001]
26
What do we want to
know from research?
27
‘… practice tends to outstrip or
outpace the evidence base’
(Grynszpan et al., 2014)
Research evidence does not tell us
everything
You are a vital part of exploring, creating
and challenging the ‘evidence base’
28
The social science model of research
is not ‘what works?’ but rather ‘what
works for whom and under what
conditions?’
http://ioelondonblog.wordpress.com/2013/03/14/evidence-based-
practice-why-number-crunching-tells-only-part-of-the-story/
29
Authenticity
30
31
‘platinum
standard’ of
evidence for
Technology
Enhanced
Learning (TEL)
Teacher beliefs
about technology
Teacher practices
with technology
Student learning
outcomes
Schrum et al., (2005)
Evaluation Guide (EEF, 2013)
Step 1
• What do you want to achieve?
• Determine priorities e.g. in which areas do pupils
need more support?
Step 2
• How can you get there?
• What is known already that can inform decision-
making?
Step 3
• Did it work and should you continue?
• Evaluate impact of your decisions and identify
changes / improvements
32
https://educationendowmentfoundation.org.uk/evaluation/di
y-evaluation-guide/
Who knows best how technology
may support people with autism?
What happens when we ask?
33
http://ascme-it.org.uk/
Any questions?
35
Useful references / links
Aronson, E. & Patnoe, S. (2011). Cooperation in the
classroom: the Jigsaw Method (3rd edition). Pinter &
Martin Ltd.
http://www.academia.edu/290029/The_Good_The_Ba
d_and_The_Irrelevant_A_Brief_Guide_to_Education_Res
earch
http://www.socialresearchmethods.net/kb/index.php
https://educationendowmentfoundation.org.uk/evalua
tion/diy-evaluation-guide/
36
