Management vision, cumulative affordances, and student autonomy: what governments need to learn about about technology in education.

Colin Harrison, Charles Crook, Carmen TomásLearning Sciences Research Institute, University of Nottingham

colin.harrison@nottingham.ac.uk

EERA 2011 Berlin

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Outline of this presentation:

What were the goals and methodology of the project? What data from Impact09 offers insights into how

technology can fundamentally impact attainment at whole-school level? Management vision: The use of space for learning-

School B, School D; A deeply-embedded VLE, School L

Cumulative affordances: Up to ten affordances integrated into a single lesson can significantly augment opportunities for learning- School L

Student autonomy: “I hope you don’t mind… I’ve done the next three pieces of homework... Is that alright?”- School L

Impact 2009 project goals ICT and learning “explanatory case studies”

How is ICT impacting learning?

Approach emphasises: Ecology of learning - what were the Learning Practices in the school? Alternative representations of ICT for learning

Nine ICT leading schools representing three different areas: ICT across the curriculum personal computing learning platform/VLE

Three-Phase data collection: PHASE I Deep audit [n=60 interviews] PHASE II Detailed teacher logs of individual lessons [n=85] PHASE III Follow-up interviews on logs [n=45]

Management vision: The use of space for teaching and learning

Exploration of issues of space and ICT In the school- what is a classroom? In learning- what are the boundaries of a

classroom?

Positioning teachers in classrooms School B: flexible support for learning

Positioning teachers in classrooms School B: flexible spaces for learning

Positioning teachers in classrooms School B: visualiser support for learning and physical barriers to learning

Management vision: The use of an integrated VLE/MIS to open up and augment opportunities for learning- School L

VLE integrated system and emphasis on a coherent use across the school 100% staff buy-in one-to-one staff development set student expectations organise student work upload resources linking to students’ timetables monitor students’ progress strong school-home link

With the Talmos system, the students were able to see, in class and from home:

The scheme of work in Art for the term All the teacher’s lesson plans for the term All the resources to support each lesson Every upcoming homework Resources to support their homework Information on their progress in each subject

Is this evidence of self-directed learning?

“I hope you don’t mind… I’ve done the next three pieces of homework that you’ve set and I’ve also worked two or thee pages ahead. Is that alright?”

The importance of cumulative affordances in delivering SDL

Two questions from the deep audit interview; How did you first make use of ICT in your teaching?

(Lindsay’s lesson, September 2008) How do you use it now, and why did you change what

you did? (Lindsay’s lesson, June, 2009) These cumulative affordances in arguably offer some

evidence of self-directed learning initiated within normal class lessons

Cumulative Affordance GraphSeptember 2008

Lesson goals ppt

+ Lesson goals reviewed

+ Homework: Internet research…

Cumulative Affordance GraphJune 2009 + Wrap-up + Adapted worksheet

+ Dyslexia + Lesson goals ppt

+ Starter video

Pre-lesson

Cumulative Affordance Graph + Assessment loopJune 2009 + Feedback

+ HW support + Online homework

+ Wrap-up

+ Adapted worksheet+ Dyslexia

Cumulative Affordance GraphSeptember 2008

Lesson goals ppt

+ Lesson goals reviewed

+ Homework: Internet research…

SDL opportunities

Cumulative Affordance GraphJune 2009 + Wrap-up + Adapted worksheet

+ Dyslexia + Lesson goals ppt

+ Starter video

Pre-lesson

SDL opportunities

Cumulative Affordance Graph + Assessment loopJune 2009 + Feedback

+ HW support + Online homework

+ Wrap-up

+ Adapted worksheet+ Dyslexia

SDL opportunities

Student autonomy: “I hope you don’t mind… I’ve done the next three pieces of homework... Is that alright?”- School L

Screen shot of work been done on My Maths

Screen shot of the Maths Watch video

Create

enhanced

learning

environment

Extend

opportunities

for learning

Create

new knowledge

and skills

Amplify

learning

effects

Integrate

Link

Sustain

Create

enhanced

learning

environment

Extend

opportunities

for learning

Create

new knowledge

and skills

Amplify

learning

effects

Integrate

Link

Sustain

Management vision

Cumulative affordances

Student autonomy

Create

enhanced

learning

environment

Extend

opportunities

for learning

Create

new knowledge

and skills

Amplify

learning

effects

Integrate

Link

Sustain

Management vision, cumulative affordances, and student autonomy: what governments need to learn about about technology in education.

Colin Harrison, Charles Crook, Carmen TomásLearning Sciences Research Institute, University of Nottingham

colin.harrison@nottingham.ac.uk

EERA 2011 Berlin