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The Digital Education Revolution: . Dr Sarah Howard [email protected] University of Wollongong e/merge 2012 July 16 - 18. The role of knowledge and technology practices in a large-scale 1-1 laptop initiative. Plan of paper. Digital Education Revolution in NSW - PowerPoint PPT Presentation
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The Digital Education Revolution:
Dr Sarah [email protected] of Wollongong
e/merge 2012 July 16 - 18
The role of knowledge and technology practices in a large-scale 1-1 laptop initiative
Plan of paper
1. Digital Education Revolution in NSW2. Conceptual framework: ‘LCT’3. Analysis
– goals of DER-NSW– ‘legitimation codes’ of NSW subject areas– examples of Mathematics and English in NSW– ‘legitimation codes’ of Eastern Cape subject
areas4. Implications for:
– understanding technology integration– future of the field 2
3
DER-NSW evaluation• Digital Education Revolution in New
South Wales (DER-NSW) – one-to-one laptop program for all Year 9
students and teachers• Research questions:
– How does the DER-NSW program influence teacher pedagogy?
– What is the influence of the DER-NSW program on students’ understanding, skills, and attitudes?
– What are the consequences of the DER-NSW program on students’ educational outcomes?
Mixed-methods explanatory model evaluation
• Phase 1: Questionnaires– Student A: Access to ICT and knowledge of
ICT (n = 20,421, 2010; n = 3,514, 2011)
– Student B: Beliefs about ICT, learning and integration (n = 18,591, 2010; n = 4,821)
– Teacher : Use of, and beliefs about, ICT in teaching and learning (n = 4,663, 2010; n = 4,253)
• Phase 2: Five case study schools (n = ~40 teachers, n = ~40 students)
• Document analysis (e.g. curriculum, school policy, government policy, etc.)
4
5
Eastern Cape study• Teacher Laptop Initiative (2010 TLI
program) • Research questions
– How does use of technology influence teacher pedagogy?
– What do teacher believe is the influence of technology on students’ understanding, skills, and attitudes?
• Data collection– Teacher questionnaire: Use of, and beliefs
about, ICT in teaching and learning (n = 81)– Teacher interviews on use of, and beliefs
about, ICT in teaching and learning (n = 16, Cape Town; n = 12, Grahamstown)
6Law, N., Pelgrum, W. J., & Plomp, T. (Eds.). (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: CERC-Springer.
7
LCT(Specialisation)
object subject
knowledge
epistemicrelation
(ER)
socialrelation
(SR)
ER and SR can each be stronger (+) or weaker (-)
Two strengths give code for Specialisation
8
Specialisation codes of legitimation
+ER
-ER
+SR-SR
elitecode
knowercode
knowledge code
relativist code
LCT in this paper
1. code practices desired by using technology (DER goals)
2. code knowledge practices (e.g. different subjects areas)
3. analyse relations between these codes to help explain differential integration of technology across the curriculum
9
10
Coding the DER-NSW• “enable schools users to discover, access
and share collaborative education materials and information” (DEEWR, 2010)
• Expect pedagogical shift: teacher-centred to student-centred
• Examples of support for Mathematics:– UCreate an audio podcast: episodes in a radio
program, to a tutorial series, to audio blogging.
– UCreate a laptop wrap: creating small websites for the classroom
• Generic emphasis on attributes of learners=> DER-NSW aims for knower code (ER-,
SR+).
Coding knowledge practicesSample questionnaire item:
Sample interview item:1. Do you integrate other computers, laptops or technology
in your teaching?a. What is a typical way you might use computers, laptops or
other technology in your teaching?b. Do you have any concerns about using computers, laptops or
other technology in your teaching?c. Could you tell us about a specific lesson that illustrates why you
do or do not integrate computers or other technology into your teaching?
11
www.legitimationcodetheory.com 12
-0.10 -0.05 0.00 0.05 0.10 0.15 0.20
-0.30
-0.20
-0.10
0.00
0.10
0.20
0.30
English
Visual
Music
Geography
History
Science
Mathematics
ER-
ER+
SR+SR-
elitecode
knowercode
knowledge code
relativist code
13
Typical structure of a Mathematics lesson
• Review homework (practice) from previous lesson
• Present new concept• Do several examples on the board
(practice)• Set examples for students (practice)• Assess students' understanding verbally
or as demonstration on board• Set homework (practice)
“Math is about practice, practice, practice.”
Code clashes and matches• Low integration overall of technology
practices characterised as knower code
• Choice of technology that facilitates the knowledge-code practices of Mathematics
• Use of potentially knower-code technology for knowledge-code purposes
=> Is the integration of technology in Mathematics shaped by code relations?
14
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Bipolar English
• Literature = knower code• Composition = knowledge code• Technology integration is greater in
Literature than in Composition
=> different integration may relate to codes of particular practices within a subject area
-0.40 -0.30 -0.20 -0.10 0.00 0.10 0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
0.25
0.30
History/Geography
Science
Mathematics English
16ER-
ER+
SR+SR-
elitecode
knowercode
knowledge code
relativist code
17
Implications for the future• integration of educational
technology– low integration may result from code
clash– relates to knowledge practices
themselves– question: how to articulate codes
• integration in /of ed tech research– seeing a missing piece of the puzzle– quantitative and qualitative methods– integrating all kinds of objects of study– integrating research into wider field
Beliefs about integration in NSW
The use of technology and knowledge practices…Mathematics‘Through inquiry, application of problem-solving strategies including the selection and use of appropriate technology, communication, reasoning and reflection.’ (Objectives, p. 11)
PRACTICE: ‘Technology is a useful tool for students to use when graphing and comparing graphs of relationships.’ (Patterns and Algebra, p. 77)
English‘The syllabus requires students to develop skills in composing and responding to texts created in and through different information and communication technologies and to understand the effects of the technology on meaning.’ (Literacy, p. 10)
DEMONSTRATION: ‘A student selects, uses, describes and explains how different technologies affect and shape meaning.’ (Outcome 3 Stage 5, p. 34)