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Management vision, cumulative affordances, and student autonomy: what governments need to learn about about technology in education. Colin Harrison, Charles Crook, Carmen Tomás Learning Sciences Research Institute, University of Nottingham [email protected] EERA 2011 Berlin
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What governments need to know about how to develop ICT in schools successfully
Transcript of I09 eera2011 harrison pc
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
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
EERA 2011 Berlin
