Students’ Views of Learning with Technologies

Students’viewsoflearningwithtechnologies

DrKathrynMoyleAssociateProfessor

UniversityofCanberraAustralia

DrGuusWijngaardsProfessor

INHollandUniversityTheNetherlands

SupportfromMrKeithKrueger,CEO,Consor=umforSchoolNetworking(CoSN),USA

MrRichardSparks,LearningTechnologiesManager,AcademiesEnterpriseTrust,UK

Purposeofsession

Whatarestudents’viewsaboutlearningwithtechnologiesandhowcanweusethesetoinformpreparaFonsforstudents’learninginthefuture?

UsingZingtosupportdiscussionabout•  newmodelsofeduca=onalprac=ce;•  theroleofemergingandmobiletechnologiesmayhavein

futurelearningenvironments;and•  howdatacollectedfromstudentscanbeusedacross

na=onalborderstogaininterna=onalinsightsintothebenefitsandchallengesoflearningwithtechnologies.

Web 2.0 Definition

Online application that uses the World Wide Web (www) as a platform and allows for participatory involvement, collaboration, and interactions among users. Web 2.0 is also characterized by the creation and sharing of intellectual and social resources by end users.

CONTEXT

Key Technology Trends

Time‐to‐AdopFon:OneYearorLess Collabora=veEnvironments OnlineCommunica=onTools

Time‐to‐AdopFon:TwotoThreeYears Mobiles CloudCompu=ngTime‐to‐AdopFon:FourtoFiveYears SmartObjects ThePersonalWeb

Research•  AustraliaandThe

Netherlands– UniversityofCanberra–  INHollandUniversity

•  USA–  CoSN–  ProjectTomorrow

•  UK–  BECTA–  Futurelab– Na=onalUnionofStudents

•  2010andbeyondhVp://studentsvoices.org/

Wheretofromhere?

Studentvoices–Stage1•  Surveysandfocusgroups

Studentvoices–Stage2•  videovigneVes•  hVp://studentsvoices.org/

Casestudies•  Editedbook

FindingsfromresearchinAustraliaandTheNetherlands

Access and use of technologies

0

20

40

60

80

100

120AUS

NL

AUS

NL

AUS

NL

AUS

NL

AUS

NL

Everyday 1‐2=mesaweek 1‐2month Noto_en Never

Primary Secondary VET Pre‐service

MajorityofstudentsaccessanduseoftheInternetfromhomeatleast1‐2weekly–olderstudents,everyday

Reasons for using the Internet Australia

•  SearchingforinformaFon(range91%‐100%)

•  FindinglocaFons (range59%‐94%)•  Talkingwithfriendsusing

InstantMessaging(IM)(range64%‐94%)

•  Downloadingmusic (range42%‐86%)•  ContribuFngtosocial

networkingsites (range40%‐69%)

TheNetherlands

SearchingforinformaFon(range82%‐100%)

FindinglocaFons(range45%‐76%)

TalkingwithfriendsusingIM (range73%‐89%)Downloadingmusic (range48%‐81%)ContribuFngtosocial

networkingsites (range42%‐84%)

Social networking•  AllcohortsindicatedinterestinsitessuchasYouTubeandFlickr

•  AmajorityofprimaryandsecondarystudentsrespondedtheyuseMSNforlearningpurposes

•  Pre‐serviceandearlycareerteachersindicatedtheyhadusedFacebooktosupporttheirlearning

•  ThereweredifferingviewsexpressedbytherespecFveparFcipantcohortsaboutthevalueofsocialnetworkingandonlinemediasitesforstudents’learning

Social sites for school or not?Australia&TheNetherlands

Sites like YouTube and Flickr are for fun- not for learning

0

20

40

60

80

100

120

AU NL AU NL AU NL AU NL AU NL

Primary Secondary VET Traineeteachers EarlyCareer

Disagree

Agree

USA: Students’ Lives District administrators rate the effect of Web 2.0 applications on student’s life and education.

Why be concerned?

Improving student learning through the use of Web 2.0 •  Keeping students interested and engaged •  Meeting the needs of different kinds of learners •  Developing critical thinking skills

Learning styles and educational value of technologies

Allcohortsinbothcountriesindicated•  theyprefertolearnusingavarietyofstylesthatareappropriatefortheoutcomesrequired

•  theylikelearningthatincludestechnologies•  ‘learningwithtechnologies’isoneformof‘hands‐on‐learning’

•  theirlearningexperiencesincludeworkingingroups,solvingproblemsandusingtechnologies

But…therearechallenges

VariaFonsinstudents’experiences

•  Someeducatorsacrossallsectorswithgoodskillsinteachingandlearningwithtechnologies

•  Qualityandspeedofaccesstotechnologies

Experiences of different teaching & learning styles

% Strongly

agree/agree

Most of the time we have lessons where the

teachers give information & students

sit & listen

Work a lot with computers

Work in small groups

AU NL AU NL AU NL

Primary 59 69 59 49 52 59 Secondary 63 61 48 40 52 60

VET 45 62 82 48 69 69 Trainee teachers

82 63 47 31 72 63

Support for learning with technologies

% responses

Agree most or all of time

There are enough people to assist me with technical issues at school/training/

university

My teacher/lecturer is able to support my learning with

computers and the Internet

AU NL AU NLPrimary 63 50 57 46

Secondary 73 59 51 37 VET 59 61 64 39

Trainee teachers

58 93 28 68

Early career 57 77 36 56

Support for learning with technologies

% responses

Agree most or all of time

My teachers'/lecturers skills with technologies are good

My teachers' /lecturers’ technical skills could be

improved

AU NL AU NL

Primary 54 55 28 17 Secondary 54 40 44 30

VET 63 40 22 41 Trainee teachers

33 69 50 83

Early career 30 59 45 86

Reality:NotexperiencedusersPercentageofSuperintendentsindica=ngthehighestlevelofusehe/shemakesofspecificWeb2.0applica=ons

n=777Superintendents

Reality: Access

70% school districts ban social networking 72% school districts ban chat rooms Most other Web 2.0 tools are allowed (e.g., blogging, wikis, sound files, visual media, posting messages, virtual worlds, interactive games, polls/surveys, etc.)

Reports

Australianreportavailablefrom:hlp://www.deewr.gov.au/Schooling/DigitalEducaFonRevoluFon/Resources/Pages/Resources.aspx

TheNetherlandsreportavailablefrom:hlp://www.inholland.nl/elearning

CoSNreportavailablefromhlp://www.cosn.org/Default.aspx?id=132&tabid=4189

Zing