Does Using New Does Using New Technology Improve Technology Improve

Children's Learning?Children's Learning?

Andy Powell and Jess AllenAndy Powell and Jess Allen

Do new technologies which aim Do new technologies which aim to scaffold biology learning to scaffold biology learning

improve children's learning?improve children's learning?

ScaffoldingScaffolding Scaffolding metaphor first used by Wood, Bruner Scaffolding metaphor first used by Wood, Bruner

and Ross (1976)and Ross (1976)

Scaffolding consists of an adult ‘controlling’ the Scaffolding consists of an adult ‘controlling’ the elements of a task initially beyond learners elements of a task initially beyond learners capacity, allowing them to concentrate capacity, allowing them to concentrate on/complete only those elements within his on/complete only those elements within his range of competence . range of competence .

As the learner progresses the task proceeds to a As the learner progresses the task proceeds to a successful outcome successful outcome

Vygotsky’s Zone of Proximal Vygotsky’s Zone of Proximal Development (ZPD)Development (ZPD)

Scaffolding is associated with Vygotskys’ notion Scaffolding is associated with Vygotskys’ notion of the Zone of Proximal Development (ZPD)of the Zone of Proximal Development (ZPD)

Interacting with more able members of a society Interacting with more able members of a society the child can do things that it would not be able the child can do things that it would not be able to do on its own.to do on its own.

Learning and development occurs through the Learning and development occurs through the internalisation of social processes.internalisation of social processes.

Zone of Proximal Development

Level of Independent performance

Assisted Level of performance

Zone of Proximal Development

Level of AssistanceLevel of Assistance It is the assistance that is often seen as scaffolding and It is the assistance that is often seen as scaffolding and

amount of assistance is critical. amount of assistance is critical.

Too much and the task is too easy, too little and the task Too much and the task is too easy, too little and the task is too difficult. is too difficult.

The assistance shouldThe assistance should Be of a level just outside the child’s existing Be of a level just outside the child’s existing

developmental leveldevelopmental level Be sensitive to changes in the child’s developmental Be sensitive to changes in the child’s developmental

level, and as the child progresses the adult should fade level, and as the child progresses the adult should fade this help by providing less and lessthis help by providing less and less

eventually be withdrawn altogether when the child is eventually be withdrawn altogether when the child is competent. competent.

Scaffolding and TechnologyScaffolding and Technology

Traditional views of scaffolding focused on Traditional views of scaffolding focused on social interaction as the source of assistancesocial interaction as the source of assistance

The focus of the last two decades research on The focus of the last two decades research on cognitive science issues in technology design cognitive science issues in technology design illuminated ways in which technological tools illuminated ways in which technological tools may provide the same scaffolding may provide the same scaffolding

Scaffolding and Technology 2Scaffolding and Technology 2

Reiser (2002) discusses two mechanisms to Reiser (2002) discusses two mechanisms to explain how software tools can improve learning:explain how software tools can improve learning:

structurestructure the learning task, guiding learners through the learning task, guiding learners through key components and supporting their performance key components and supporting their performance

shape the students performance and understanding shape the students performance and understanding of the task in terms of key disciplinary content and of the task in terms of key disciplinary content and strategies, thereby strategies, thereby problematisingproblematising this important this important contentcontent..

Case Study 1: Case Study 1: BGuILEBGuILE

BGuILEBGuILE

Provides Biology Guided Learning Environments Provides Biology Guided Learning Environments for secondary school childrenfor secondary school children

Explorable with specially designed computer Explorable with specially designed computer software to foster scientific enquiry and software to foster scientific enquiry and discoverydiscovery

Children working collaboratively are given Children working collaboratively are given biology-relevant scenarios to explore with biology-relevant scenarios to explore with BGuILEBGuILE

ExplanationConstructor 1ExplanationConstructor 1

ExplanationContructor is a BGuILE softwareExplanationContructor is a BGuILE software

Computer-based science journalComputer-based science journal

Students must construct scientific explanations based on Students must construct scientific explanations based on environment being exploredenvironment being explored

Students record research questions and sub-questions as Students record research questions and sub-questions as they emergethey emerge

Students given explanation prompts to facilitate and link to Students given explanation prompts to facilitate and link to research questionsresearch questions

Supports and improves learning through structuringSupports and improves learning through structuring

Software provides a structured workspaceSoftware provides a structured workspace

Provides guidance for planning and monitoringProvides guidance for planning and monitoring

Helps children articulate reasoned research questionsHelps children articulate reasoned research questions

Helps to see links between questions and explanations Helps to see links between questions and explanations

ExplanationConstructor 2ExplanationConstructor 2

Evaluation of ExplanationConstructor 1Evaluation of ExplanationConstructor 1

Evaluation of BGuILE software looks at benefits provided to Evaluation of BGuILE software looks at benefits provided to nature of exploration and investigation carried out by childrennature of exploration and investigation carried out by children

Sandoval and Reiser (2004) analysed Sandoval and Reiser (2004) analysed ExplanationConstructor applied to Galapagos environmentExplanationConstructor applied to Galapagos environment

Scenario: Population of finches on island is droppingScenario: Population of finches on island is dropping

Children must find out and explain why, considering Children must find out and explain why, considering ecosystems and other biological factorsecosystems and other biological factors

ExplanationConstructor provides structured workspace to ExplanationConstructor provides structured workspace to explore thisexplore this

PS30115: Learning Sciences 32

Sandoval and Reiser analysed collaborative student Sandoval and Reiser analysed collaborative student interactionsinteractions

Students guided to consider many concepts through Students guided to consider many concepts through explanation guides which may have been overlookedexplanation guides which may have been overlooked

Prompting sub-questions served to anchor investigation and Prompting sub-questions served to anchor investigation and guided further explorationguided further exploration

ExplanationConstructor provided structure to investigationExplanationConstructor provided structure to investigation

Still allowed children to form own representations and guide Still allowed children to form own representations and guide and monitor own progressand monitor own progress

Evaluation of ExplanationConstructor 2Evaluation of ExplanationConstructor 2

Evaluation of ExplanationConstructor 5Evaluation of ExplanationConstructor 5

Sandoval and Reiser’s analysis demonstrates how BGuILE Sandoval and Reiser’s analysis demonstrates how BGuILE can improve learningcan improve learning

Observational research is effective at uncovering Observational research is effective at uncovering observable benefits to the learning processobservable benefits to the learning process

However, need evaluation in terms of measurable domain-However, need evaluation in terms of measurable domain-level learning gainslevel learning gains

Also, need comparisons to groups not using softwareAlso, need comparisons to groups not using software

Without these, difficult to say how much BGuILE improves Without these, difficult to say how much BGuILE improves learninglearning

Case Study 2: Case Study 2: EcolabEcolab

Developed by the (Human Centred Developed by the (Human Centred

Technology Group at the University of Sussex). Technology Group at the University of Sussex).

Interactive learning environment that helps children aged Interactive learning environment that helps children aged 10-11 years learn about food webs and chains and was 10-11 years learn about food webs and chains and was based on the concept of the ZPDbased on the concept of the ZPD

Flexible environment in the form of a simulated ecology Flexible environment in the form of a simulated ecology laboratorylaboratory

The animals and plants that the child selects are put into The animals and plants that the child selects are put into this simulation and can be viewed from different this simulation and can be viewed from different perspectivesperspectives

World ViewWorld View

Energy ViewEnergy View

Web ViewWeb View

From eat/eaten by to food webs

Increasingly abstract terminology

• Four phases of difficulty

Interpretation of the ZPD necessary to allow the Interpretation of the ZPD necessary to allow the operationalisation necessary for the construction operationalisation necessary for the construction of a design framework.of a design framework.

The elements of adjustable assistance to the The elements of adjustable assistance to the system comprise:system comprise:

Zone of Available Assistance Zone of Available Assistance (ZAA) applicable to that (ZAA) applicable to that system. system.

The elements of this ZAA which meet the needs of a The elements of this ZAA which meet the needs of a particular learner at a particular time comprise the particular learner at a particular time comprise the Zone of Proximal Adjustment Zone of Proximal Adjustment (ZPA) which system (ZPA) which system needs to make for learner.needs to make for learner.

Does Ecolab Improve Learning?Does Ecolab Improve Learning? Designed using a participatory design approach and evaluated in Designed using a participatory design approach and evaluated in

classroom setting (Luckin & du Boulay, 1999). classroom setting (Luckin & du Boulay, 1999).

Three variations on the Ecolab theme Three variations on the Ecolab theme Vygotskian Instructional system (VIS), Vygotskian Instructional system (VIS), Woodsian Inspired System (WIS)Woodsian Inspired System (WIS) No Instructional- intervention System (NIS). No Instructional- intervention System (NIS).

Aim of the VIS system is to maximise the ZAA and refine the ZPA so Aim of the VIS system is to maximise the ZAA and refine the ZPA so that it is line with the ZPD. that it is line with the ZPD.

WIS and NIS implement different variations and combinations of the WIS and NIS implement different variations and combinations of the features in the design framework with the purpose of evaluating VIS.features in the design framework with the purpose of evaluating VIS.

Each acts as a different type of instructional partner for the child.Each acts as a different type of instructional partner for the child.

Design framework implemented within VIS, WIS and NIS evaluated to Design framework implemented within VIS, WIS and NIS evaluated to explore the hypothesis that the VIS variation of Ecolab will offer the explore the hypothesis that the VIS variation of Ecolab will offer the most appropriate assistance and improve learningmost appropriate assistance and improve learning

30 children, aged 10-11, three different ability groups 30 children, aged 10-11, three different ability groups based on school assessments, three experimental based on school assessments, three experimental groups matched for abilitygroups matched for ability

Written and verbal pre-testWritten and verbal pre-test

Used Ecolab individually for 60 mins over 2 sessions in Used Ecolab individually for 60 mins over 2 sessions in normal classroom environmentnormal classroom environment

Post-testPost-test

ProblemsProblems

No control groupNo control group

No comparison with other teaching methods such as No comparison with other teaching methods such as a classroom discussion or reading from a text book.a classroom discussion or reading from a text book.

Small numbers of children in each groupSmall numbers of children in each group

No clear cut result in terms of abilities suggesting that No clear cut result in terms of abilities suggesting that Ecolab is not yet totally effective at modelling the ZPD Ecolab is not yet totally effective at modelling the ZPD for all ability levelsfor all ability levels

Critique 1Critique 1

BGuILE and Ecolab evaluation indicates that scaffolding BGuILE and Ecolab evaluation indicates that scaffolding technology can improve learningtechnology can improve learning

BGuILE: increased articulation and critical considerationBGuILE: increased articulation and critical consideration

Ecolab: ability to consider different perspectives and Ecolab: ability to consider different perspectives and experience more complex terminologyexperience more complex terminology

However, evaluations insufficient in helping to conclude that However, evaluations insufficient in helping to conclude that learning gains will occur in every child in every classroomlearning gains will occur in every child in every classroom

This is because evaluations lack…..This is because evaluations lack…..

Critique 2Critique 2

A non-technology control group to compare the group who A non-technology control group to compare the group who have experience learning gains tohave experience learning gains to

Long term measurement of learning gains to see whether Long term measurement of learning gains to see whether effects are quantifiable over timeeffects are quantifiable over time

Unbiased, independent evaluation carried out by people other Unbiased, independent evaluation carried out by people other than designersthan designers

Conclusion 1Conclusion 1

Can conclude that technologies such as BGuILE and Ecolab Can conclude that technologies such as BGuILE and Ecolab do improve learning, though it is difficult to say how muchdo improve learning, though it is difficult to say how much

However, cannot generalise this assumption across all However, cannot generalise this assumption across all technologies and all childrentechnologies and all children

Even the most perfectly designed technology may not Even the most perfectly designed technology may not improve learning in every child in every instanceimprove learning in every child in every instance

Many contextually specific issues to consider when Many contextually specific issues to consider when ascertaining whether a technology can improve learning….ascertaining whether a technology can improve learning….

Conclusion 2Conclusion 2

Technologies must be tailored to classroom curriculumTechnologies must be tailored to classroom curriculum

Technology must meet specific needs and objectives of Technology must meet specific needs and objectives of curriculumcurriculum

Through this, can improve learning in ways relevant to Through this, can improve learning in ways relevant to children’s needschildren’s needs

Proper curricular activities must be implemented to allow the Proper curricular activities must be implemented to allow the technology to be applied correctlytechnology to be applied correctly

This will allow technology to be maximally effective in This will allow technology to be maximally effective in improving learningimproving learning

Conclusion 3Conclusion 3 In broader sense, must consider that technologies, learners In broader sense, must consider that technologies, learners

and teachers work together as a systemand teachers work together as a system

Cannot consider the effectiveness of technology aloneCannot consider the effectiveness of technology alone

Children have own learning attitudes and expectationsChildren have own learning attitudes and expectations

Technology alone will not change these – desire to learn Technology alone will not change these – desire to learn must be fostered by classroom culturemust be fostered by classroom culture

Technology such as BGuILE and Ecolab create opportunities Technology such as BGuILE and Ecolab create opportunities for learningfor learning

However, no guarantee that children will capitalise on them!However, no guarantee that children will capitalise on them!

Conclusion 4Conclusion 4

Teachers also vital to the effectiveness of technology in Teachers also vital to the effectiveness of technology in improving learningimproving learning

Technology activities alone mean very littleTechnology activities alone mean very little

Teachers must capitalise on what is learned through giving Teachers must capitalise on what is learned through giving real meaning and context beyond the computer screenreal meaning and context beyond the computer screen

Must facilitate classroom discourse and discussion to bring Must facilitate classroom discourse and discussion to bring what is learned to lifewhat is learned to life

Effectiveness of technology therefore depends on how Effectiveness of technology therefore depends on how teachers cultivate their use and guide the studentsteachers cultivate their use and guide the students

Conclusion 5Conclusion 5

Demonstrates that technologies are unable to improve Demonstrates that technologies are unable to improve learning alonelearning alone

Required are:Required are: Good teachersGood teachers Good classroomsGood classrooms Enthusiastic children (created by the above)Enthusiastic children (created by the above) Curriculum specific tasks to apply technology toCurriculum specific tasks to apply technology to

Without these factors technology alone will not improve Without these factors technology alone will not improve learninglearning

Bringing it all together…..Bringing it all together…..

Using technology can improve learning in childrenUsing technology can improve learning in children Current evaluations inadequate at saying how muchCurrent evaluations inadequate at saying how much However, technology should not be viewed as the be-all and However, technology should not be viewed as the be-all and

end-all of learning anywayend-all of learning anyway Technologies provide support in right context to influence Technologies provide support in right context to influence

direction and practice of learnersdirection and practice of learners Technology is not a replacement for a teacher, but a tool they Technology is not a replacement for a teacher, but a tool they

can usecan use Should be used to shape children’s engagement with tasks Should be used to shape children’s engagement with tasks

and add another dimensionand add another dimension ‘‘One tool alone cannot build a house’One tool alone cannot build a house’ However, can make a vital, valid and unique contributionHowever, can make a vital, valid and unique contribution

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Sandoval, W.A., & Reiser, B.J. (2004). Explanation-driven enquiry: Sandoval, W.A., & Reiser, B.J. (2004). Explanation-driven enquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Science Education, Education, 8888,, 345-372. 345-372.

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References Cont.References Cont.

Questions?Questions?