Upload
lanai
View
58
Download
1
Tags:
Embed Size (px)
DESCRIPTION
The Impact of Digital Technology on Learning and the Sutton Trust/EEF Toolkit. Prof Steve Higgins, School of Education, Durham University , [email protected]. Transforming Teaching National Seminar 17 th October, 2013 Priory Rooms, Birmingham. Overview. - PowerPoint PPT Presentation
Citation preview
The Impact of Digital Technology on Learning and the Sutton Trust/EEF Toolkit
Prof Steve Higgins, School of Education, Durham University,
Transforming Teaching National Seminar 17th October, 2013
Priory Rooms, Birmingham
Overview
What’s ‘worked’ in the past
What hasn’t worked The importance of
pedagogy A look towards the
future
The UK context
Huge investments in ICT in schools World leader on IWB uptake Learning platforms/ VLEs common in schools Gaming approaches promoted with (past)
government support New computing curriculum
Evidence from correlational studies
“Studies linking provision and use of technology in schools ...find small positive associations with educational outcomes but it is not clear that this is always a causal link” (e.g.
Harrison et al. 2004)
Good schools may invest more in technology (Moseley et
al. 1999)
When socio-economic factors are controlled for - no effect (Fuchs and Woessmann 2004)
The link is not a simple linear one – optimal use may be a better concept (e.g. OECD 2006)
Experimental studies
“Evidence from experimental and quasi- experimental designs indicates consistent moderate benefit” (e.g. Sipe and Curlette 1997; Pearson, 2005)
Comparison with other researched interventions suggests technology-based interventions tend to produce average gains (e.g. Hattie, 2009; Higgins et al. 2012)
Digital technologies in the Sutton Trust/EEF Teaching and Learning Toolkit
http://educationendowmentfoundation.org.uk/toolkit/
Six myths about digital technology
1. The ‘Future Facing’ Fallacy“New technologies are being developed all the time, the past history of the impact of technology is irrelevant to what we have now or will be available tomorrow.”
2. The ‘Different Learners’ Myth“Today’s children are digital natives and the ‘net generation – they learn differently from older people”.
3. The Information and Knowledge Confusion“Learning has changed now we have access to knowledge through the internet, today’s children don’t need to know stuff, they just need to know where to find it.”
Six myths about digital technology
4. The Motivation Myth “Students are motivated by technology so they must learn better when they use it.”
5. The Everest Fallacy“We must use technology because it is there!”
6. The “More is Better” Mistake“If some technology is a good thing, then more must be better.”
Evidence from ICT meta-analyses Collaborative use (pairs/ small groups)
more effective than individual use Effective as short but focussed
interventions Remedial / tutorial use can be particularly
effective as catch-up Greater gains when it supplements rather
than replaces normal teaching. Training and professional development
are essential
http://educationendowmentfoundation.org.uk/apply-for-funding/digital-technology-round/impact-of-digital-technology-on-learning-report
What hasn’t ‘worked’…
LOGO Integrated learning systems One-to-one laptops Talking books Interactive whiteboards
No ‘magic bullets’
It ain’t what you use it’s the way that you use it!
Getting the most from technology Innovators & early adopters
choose digital technology to do something differently – as a solution to a problem
When adopted by the majority, focus is on the technology, but not as a solution
The laggards use the technology to replicate what they were already doing without ICT
Rogers, E. M. (1995). Diffusion of innovations. Simon and Schuster.
Issues
How well you use it is more important than whether you use it or not
Pedagogy trumps technology Consider cost effectiveness?
So…beware of geeks bearing gifts?
Quality matters…
Good teaching and learning activities At the right level of challenge Provide opportunities for feedback Provide opportunities for self-regulation Help learners to plan, monitor and evaluate
their own learning (meta-cognition) Move the learner on
From the task (skills, knowledge, understanding)
In their learning (attitudes, dispositions, meta-cognition)
kinect
e-learning
Why will these be any different?
Wii
iPads
Raspberry Pi
Improving learning – what improves? What changes?
For teachersBetter explanations? More feedback? More accurate assessment? Quicker feedback? Greater level of challenge/focus? More efficient use of time?
For pupilsWork harder? For longer? More efficiently? Greater understanding? More depth? Faster? Better self-regulation? More meta-cognition? Effective collaboration?
With tasksBetter matched? Better support/feedback? Better progression? Greater self-regulation?
A counting picture... Child chooses a stamp Creates collections to
count Teacher helps with
colouring of sets and assesses number skills
Picture used for whole class discussions, goes home for further practice
Learning about decimals with a portable computer in 1998...
used Apple e-Mate with pressure mats
used as sophisticated timing device
Challenge 1: how fast can you run?start on mat - run
to wall - return to mat
record time in secs to 2 decimal places
smallest is best
Challenge 2: how long can you stay in the air?
stand on mat - jump - how long in the air (to 2 decimal places)?
children see need for multiple trials
change of focus - biggest is best - jumping