Do Home Computers Improve Educational Outcomes? Evidence from
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![Page 1: Malcolm Hunt and Mike Harris Evidence & Research Team, Becta Becta’s Evidence Base on the educational use of ICT – Becta’s Evidence Base on the educational.](https://reader035.fdocuments.us/reader035/viewer/2022062409/56649c985503460f94953606/html5/thumbnails/1.jpg)
Malcolm Hunt and Mike Harris
Evidence & Research Team, Becta
Becta’s Evidence Base on the Becta’s Evidence Base on the educational use of ICT educational use of ICT
– – an approach to evidence collection, analysis and dissemination
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Presentation Overview
Becta’s Remit and the role of the E Base
The development & working of the
Evidence Base
- The process of data collection & analysis
- Key Outputs
Future Developments
Conclusions
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Becta’s Remit and Evidence Work -1
To develop an evidence base to underpin the educational use of ICT, To draw together the evidence from national and international sources, projects and research literature, To consider how best to disseminate these findings in ways that influence practice To identify and exemplify models of effective practice. To offer advice that is both timely and evidence informed.
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Becta’s Remit and Evidence Work -2
To develop Becta’s Awards Scheme as a primary source of information about the effective use of ICT in teaching, learning and management.To study trends in technology, and carry out in-depth case studies to evaluate new technologies, applications and software.To evaluate the take-up of technologies, and provide advice on the educational value and sustainability of new and emerging technologies.
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Becta’s Research Strategy and recent Programme of Work
Managed Longitudinal Studies
Adding value to secondary sources
Analysing data
Awards, fieldwork, & online forum
Planned interventions & short
term evaluations
• Evidence Evidence BaseBase
• ICT Research Network
• Research Bursaries
• Becta Research website
• ‘What the Research Says’ series
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The Evidence Base & Associated Outputs
EVIDENCE BASE
• Hardcopy files
• End Note database
• Key Theme priorities
Academic literature
Market Intelligence
Scanning Process
Bibliographies & Summary Tables
What the Research Says Series
Literature Reviews
Reports to DfES, ICT in Schools Division
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The development & working of the Evidence Base
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Developed from March 2001 onwards
Increasing demands on Directorate for evidence material
Directorate proposal 2001-2002: “…to develop a robust, sound evidential base on the use and impact of ICT and education.”
Background
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To provide a searchable database of key evidence material for the purpose of supporting and enhancing the Directorate’s project work and responses to requests for information.
Aim
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3,497 documentsArticles, reports, research papersOrganised under themesAbstracts stored on BRS database, now Endnote library
Documents stored in hardcopy files.
Current status
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Particular response to conditionsNot conceived as a research-dedicated database
Not an analytical tool in itselfNeed for flexibility, changing needs and priorities
Responds to levels of evidence, and supports a range of outputs
Developing an ‘evidence culture’.
Key considerations
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AssessmentAttainment /improving standardsAttitudes/behaviour (including motivation)Continuing Professional Development (CPD)Cost effectiveness/TCODigital Divide and equality issuesEffective pedagogy - barriers to effective useEffective pedagogy - classroom practiceEffective pedagogy - factors for effective use
Key evidence themes
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Effective pedagogy in online learningHealth and SafetyHome/school/community linksICT support for schoolsInitial Teacher Training (ITT)Internet safetyManagement (+ MIS and data rich institutions)MLEs/VLEsNetwork technologies
Key evidence themes
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Online communitiesPortable technologiesSEN/InclusionStatistics/targets/policyTeacher workloadsVideo conferencingWeb-based technologiesWhiteboardsWhole school ICT integration.
Key evidence themes
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Key evidence themesWeb-basedtechnology
3%Statistics
15%
Teacherworkloads
1%
Videoconferencing
4%
Effectivepedagogy
19%
Health & safety1%
Home-school links5%
Internet safety6%
Management5%
MLEs/VLEs4%
Network technology
6%
Onlinecommunities
2%
Portables5%
Presentation technology
4%
Costeffectiveness
1%
Digitaldivide
6%
CPD3%
Attainment5%
Attitudes2%
Assessment4%
SEN1%
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Scanning - magazines/journals/newsletters
TES
THES
ACITT newsletter (email)
Assoc. for learning technology newsletter/journal
Computer education
Connected (NGfL Scotland)
Education, communication and information (ECi)
Education and Information Technologies (ejournal)
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Scanning - magazines/journals/newsletters
Innovations in education and training international (ejournal)
International Journal of Educational Telecommunications
NAACE newsletter (email)
NGfL Scotland newsletter (email)
Teaching ICT (ACITT)
BJET (ejournal/paper copy)
JCAL (ejournal)
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Scanning - magazines/journals/newsletters
Computers & education (ejournal)
Educational technology research and development
Review of educational research
TOPIC
Teacher development
Educational technology
British educational research journal (ejournal)
British journal of special education (ejournal/paper)
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Scanning - magazines/journals/newsletters
Becta Extra (ejournal)
Special
EC&T
JITTE
NFER news/NFER current awareness
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Scanning - websitesAdam Smith Institute
Cambridge University School of Education
DfES research
European Schoolnet
Internet Watch Foundation
Learning Lab
MMU Institute of Education
Mirandanet
NFER/CERUK
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Scanning - websites
OECD CERI
Safer internet
Scottish Council for Research in Education Specialist Colleges Trust
The Education Network (TEN)
University of Exeter TLRP
Becta
What’s new in elearning?
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Online research resources
BEI
ERIC
Australian Education Index
Educational Research Abstracts online
PsycINFO
De Havilland (political information source)
LexisNexis
ZETOC (British Library electronic table of contents)
Plus web search engines.
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Documents - filtering at each stage
Literature search 100-500 Scope of field
Wider bibliography 50 Key areas/themes, methodologies
Selected bibliography/ Robustness, how
summary table 10-15 representative
‘What the Research 10-15 Also availability, Says’ title accessibility.
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Key outputs
Responses to enquiries (internal, DfES, researchers, media)
Bibliographies/summary tablesQuarterly research briefings ‘What the Research Says’ seriesResearch reports, literature reviews.
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Literature search, summary table/bibliography, ‘What the Research Says’ = 17.5 hours or 2.5 days each per theme
Project total:
Scanning = 25 days
Literature searches = 30 days
Summary tables/bibls = 30 days
‘WTRS’ titles = 30 days.
Project effort
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Levels of evidence and range of outputs
Not systematic reviews, instead:Counter ‘lack of evidence in ICT’Stimulate research into ICTShare key findings and themesDevelop an organisational ‘evidence culture’
Accessibility to practitioners
Quality
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Prioritise refereed research, larger sample sizes, robust methodologies
Discuss initial findings with experts (colleagues, subject associations)
Supply lists of sources (eg. bibliographies/summary tables)
Debate issues such as synthesis and future research in forums (ICT Research Network, conferences)
Next phase of ICT research?
Quality
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Malcolm Hunt and Mike Harris
Evidence & Research Team, Becta
Education Funders’ Forum Meeting, Education Funders’ Forum Meeting, 14 January, 200414 January, 2004
Becta’s Evidence Base on the Becta’s Evidence Base on the educational use of ICT educational use of ICT
– – an approach to evidence collection, analysis and dissemination
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Post Presentation Slides and issues arising from questions/ discussion
Given the short time frame in which you operate surely rigour is compromised?
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Type & nature of Evidence
What evidence do you need to:- Know something
- Believe something- Do something
What does this mean for:- A civil servant or policy maker working at a national level- A LEA official- A Head, ICT Co-ordinator or teacher working at the ‘chalkface’
The Amount of Evidence- One conclusive research study or a combination of evidence from various sources?- What amounts and types of analysis are acceptable for a given situation or audience?
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Type & nature of the Research Questions
Need to move on from whether ICT has general educational benefit to how and why ICT works
Need to refine our research questions and consider subsets of ICT- By subject- By ICT application eg Email, use of spreadsheets
Focus more on the context of use
Maddux model of Maddux model of Stages in ICT researchStages in ICT research
STAGE 1: Computers produce general educational benefits
STAGE 2: Exposure to a specific application produces a specific educational gain
STAGE 3: Which and how learners interact with teaching variables when using specific aspects of ICT