Research presentation (pecha kucha)

Steve Ingle Senior Lecturer Post-Compulsory Education and Training Edge Hill University

June 2010

How can trainee teachers harness technology more effectively to enhance the teaching and learning experience for the ‘Net Gen’?

21st Century Learners

Today’s students are no longer the people our educational system was designed to teach Prensky M. (2001)Prensky M. (2001)

eLearning and the ‘Net Generation’

  TV Generation PC Generation Net Generation

Web What is it? Web is a tool Web is oxygen

Community Personal Extended personal Virtual

Perspective Local Multi-national Global

Career One career Multiple careers Multiple reinvention

Loyalty Corporation Self Soul

Authority Hierarchy Unimpressed Self as expert

Savage T. (2003) in Oblinger D. (2004)

Veen, W. (2003)Veen, W. (2003)

Veen, W. (2003)Veen, W. (2003)

LLUK (2008)

LLUK Professional standards for teachers, tutors and trainers in the lifelong learning sector

The Net Generation and the current capabilities of information technology make it possible to support learning activities that will enable graduates to be mentally agile and adaptable...

However, beyond technical infrastructure, the use of technology in the service of learning is limited.

Clayton-Pendersen A. & O’Neill N. (2008)

Action Research Cycles

Higher Education Academy (2008) Kemmis and McTaggart (1988)

Issue for investigation (Plan) – research question

How can trainee teachers harness technology more effectively to enhance the teaching and learning experience for the ‘Net Gen’?

Carry out research – research methods

Part A - Online questionnaire

Deconstruction - participant profile (53)

Personal technology use comparisons

Use of technology in the classroom

Item Often Sometimes Rarely Never

Interactive whiteboards43.4% 30.2%

5.7%20.8%

Mobile phones/devices3.8% 20.8% 22.6% 52.8%

Websites54.7% 32.1% 9.4% 3.8%

Video clips49.1% 30.2% 9.4% 11.3%

Audio clips22.6% 43.4% 17.0% 17.0%

PowerPoint presentations83.0% 15.1% 1.9%

1

Electronic voting kits7.5% 15.1% 75.5%

Virtual Learning Environment (VLS)30.2% 30.2% 13.2% 24.5%

Video cameras7.5% 18.9% 28.3% 45.3%

Digital cameras7.5% 26.4% 26.4% 39.6%

Voice recorders5.7% 18.9% 28.3% 47.2%

Social networking / collaboration spaces9.4% 11.3% 28.3% 50.9%

Average % 26.4% 23.7% 17.0% 32.5%

7. To what extent are the following technolgies used in your lessons / seminars?

Opinions on how technology contributes to the effectiveness of teaching and learning

7. To what extent are the following technolgies used in your lessons / seminars?

ItemVery

effectiveQuite

effectiveNot very effective

Not at all effective

Not sure / Don't know

Virtual Learning Environments (VLEs) 32.1% 47.2% 9.4% 11.3%

Electronic voting systems 9.4% 30.2% 26.4% 5.7% 28.3%

Use of mobile phones/devices 13.2% 39.6% 24.5% 9.4% 13.2%

Interactive whiteboards 56.6% 37.7% 5.7%

Multi-media (e.g. video/audio clips) 66.0% 32.1% 1.9%

Social networking and online collaboration spaces

26.4% 28.3% 22.6% 7.5% 15.1%

Portable recording technologies (e.g. digital video cameras)

22.6% 49.1% 17.0% 11.3%

Average % 32.3% 37.7% 15.4% 3.2% 11.3%

Factors influencing greater adoption of technology use

7. To what extent are the following technolgies used in your lessons / seminars?

Factors 1 2 3 4 5 6 7 8 Average Rank

Greater access to resources 17 6 4 2 3 2 2 2.5

Increased reliability of technology 6 11 6 6 4 2 3 1 3.4

Requests from learners 10 7 7 7 4 3 1 5 3.6

Additional training in the use of technology

6 5 3 7 8 2 4 3 4.1

Faster internet / network connection 4 13 6 3 2 3 9 4.8

Organisational policy / strategy 1 3 2 2 10 13 5 2 5.3

As a requirement of inspection 3 4 9 3 9 4 7 5.3

Pressure from management 2 2 2 3 5 6 14 7 5.8

Formulate action plan (Act) – intervention

1. ‘Harnessing Technology Seminar’ integrated in PDP2 Module – to inform, prepare and experiment

Formulate action plan (Act) – intervention

1. Collaborative micro-teach presentation revised to include use of ‘innovative technology’ – to apply and reflect

Evaluate and reflect on action

(Observe)

– impact research

“During my teaching placement, I have had access to very limited technologies, so having

the seminar showed me all the latest technologies and what we can do with them”

(Respondent 1)

“During my teaching placement, I have had access to very limited technologies, so having

the seminar showed me all the latest technologies and what we can do with them”

(Respondent 1)

“I feel much more likely to use technology in my teaching; however, it will depend on the variety and quality

of equipment provided by my workplace” (Respondent 2)

“I feel much more likely to use technology in my teaching; however, it will depend on the variety and quality

of equipment provided by my workplace” (Respondent 2)

Evaluate and reflect on action (Reflect) – implications for my future practice

•Further developments to PDP2 Module and programme

•Dedicated time for trainees to get ‘hands-on’

•Need to remain up-to-date with technological

developments

•Need for continual evaluation