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Ambassadors for ACTIVlearning: research into learning tools

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Christina Preston, Miranda Net International Research Centre,

Southampton University, HantsQuickTime™ and a

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a self regulating CPO established in 1992 intended to increase teachers’ sense of ownership and professionalism - certificate

• practice-based (action) research principles accrediting professional Fellows

• dissemination - 1,200 teachers a day downloading materials from this site in English

Giving teachers a professional voice……

Gallery and Website 1996

World Ecitizenswww.worldecitizens.net

Sharing cultural diversity

Giving young people a voice

Peer support for community leaders

Certificates for teachers, community leaders and learners

A gallery, VLE and e-journal for self-regulated learning : 2003

Publication

Publication

Harness the power of the personal connection

The MirandaNet solution

MirandaNet scholars conduct practice-based research.

Findings are discussed with mentors and colleagues in an e-journal.

Case studies are published on the MirandaNet site.

Work is accredited through MirandaNet Academy - Bath Spa University.

Current literature (2005)

The Interactive Whiteboard: a literature survey

Derek Glover, David Miller, Doug Averis & Victoria Door

Interactive whiteboards: boon or bandwagon? A critical review of the literature

Heather J. Smith, Steve Higgins, Kate Wall & Jen Miller

Themes

Small-scale studies:

the impact on schools,

on classroom management,

pedagogy.

Managing change

Learning styles

Concerns that IWB use is ‘just another presentational tool’.

Changing pupil/teacher participation patterns

(Davison & Pratt, 2003)

Ambassadors for ACTIVlearning

China, Mexico, South Africa, UK

Three year research programme 2005 - 2008

Partner Universities and Organisations

• The Beijing Academy of Educational Sciences, China• MirandaNet International Research Centre (MIRC),

Education Department, Southampton University, United Kingdom

• The Elearning Institute, South Africa• Pretoria University, South Africa • UNESCO North Committee, Monterrey• Nuevo León State Government, Mexico • Autonomous University of Nuevo León, Mexico

AimsTo provide detailed evidence and advice

for educators and policy makers who are charged with making a difference in the long term

for teachers and teacher advisers who need access to ideas and advice immediately

Ambassadors for ACTIVlearning

The research methodology : two parallel strands

First strand

* quantitative and qualitative evidence

from 100 teachers and 1,000 students

* three year period

* to be published in a web knowledge

base.

Achievement in literacy, numeracy and ICT

skills

Motivating reluctant learners

Creating more active learning opportunities

Changing the classrooms layout

Reasons for adopting ACTIVboards

Curriculum Uses

Lack of resources

• To improve the design of resources

• To use learners for resource development

• To enrich the ICT skills of the staff and

learners

• To facilitate the sharing of knowledge process

amongst the staff

• To increase the involvement of parents

Topics The detailed ways which the boards are used in different

situations Effective classroom layouts Curriculum specialisations Self-evaluation templates Impact on attainment evidence Training issues Creating resources Methods of integrating knowledge of home computers into

formal education Barriers to the use of new tools Suggestions for further software.

World Ecitizens

To improve citizenship responsibility and

racial harmony

To give young learners’ a voice

To offer opportunities for democratic

participation

To provide a sense of social worth and

belonging.

Mexico:Teachers As Researchers A transformation in their identities as practitioners

towards a more socially recognized role of compromised agents of change in education

An empowerment in the decision making process for planning of lessons and management within their schools and the State Secretary of Education

More creativity in the design of educational resources and pedagogical activities in their classrooms

Analysis

∆ Evidence of broadening and deepening learning over this period.

∆ Evidence of increasing understanding of teachers’ and learners’ needs in context.

The Research Methodology

Second Strand

* The findings from 10 schools and colleges

* Variety of socio-economic backgrounds and educational

phases

* All won an international competition

* Innovative approach to learning and commitment to

change.

Community of Enquiry

Evidence for policy makers, teacher

educators and senior managers in

schools move beyond advanced skills training.

‘Community of Enquiry’

Questions about :

A holistic view of learning technologies in their local environment

• Achievements against international evidence of attainment

• the nature of attainment and achievement

• the quality of learning and its application and the meaning of the transformation of learning.

The aim of the COE is

• to develop understanding and change

practice through a long-term shift in

conceptions of how ICT can be

embedded in classroom practices.

• to shape learning outcomes that are a

better match with the learners’ needs.

The research themes (1)

Learning and teaching theory and practice

The role of communities of enquiry in

education systems

Learning dialogues and creative thinking

The provision and management of effective

virtual and real learning environments

The impact of ‘out of school’ learning

The contribution of new tools to social

communication

Advice on regional and national infrastructure

for policy makers

New themes will emerge to create knowledge

about the future of learning

The research themes (2)

Changes …

Primary School : “Profr. Simón Salazar Mora”

Nuevo León, México

Teacher: Yazmín Garza Barragán

Using ICT in our classrooms

This is our primary school.

The school staff

Our classroom before we had

the Interactive Whiteboard

We were getting our classroom ready to receive and use the ACTIVboard

Now, this is our classroom. We know how to work in small groups and we are learning how to use the Interactive Whiteboard. We have had the opportunity to interact with it in different subjects.

We are trying hard !

“Ing. Leopoldo Naranjo”

Elementary School

I have the IWB since last 5th April, but before I used this, the work was very boring. We used a traditional blackboard with eraser and chalk.

The classroom organization was in lines, sometimes in teams, but was very difficult to have all the students attention.

But now, all is different!

My students are very happy, they like to participate in all the classes, even in Math.

The like to work in teams so much, the behavior is good. They like to listen the sound of the computer clock, that indicates the time is over.

For me is more easy that my students learn all my

explanations.

EDUCATIONAL STAFF WORKING

Every month, the head teacher convokes a meeting with the educational staff.

The last meeting was in my classroom because the teachers were interested in knowing my Promethean IWB.

PARENT’S WORK

Parents receiving information about how to work with the IWB.

Sometimes they prepare some lessons in the computer, like some explanations about a particular topic.

They say that now is more fun and easy to learn the different subjects.

Equal voices?

MirandaNet model

Braided Learning

The braided learning image

the weaving together of

individual evidence to make

professional pedagogy and policy

Braided learning

Creating a web environment where students leave their

imprint on the community, and the field,

as an integral part of their learning.

Braided learning

The doctoral challenge

Teacher Case StudiesPromethean- MirandaNet Action Research Projects 2002 - 2007:

Case studies and resourceswww.mirandanorth.org.uk

Promethean Ambassadors International Project

http://www.mirandanet.ac.uk/partners/promethean.htm

“Collaborating on the boundaries of the possible”

Workshop

October 2006

Prague, Czech Republic

Other events in 2006

BETT06 January London, UK

www.mirandanet.ac.ukwww.worldecitizens.net