Presentation on theme: "Prof Steve Higgins, School of Education, Durham University, "— Presentation transcript:
1The Impact of Digital Technology on Learning and the Sutton Trust/EEF Toolkit Prof Steve Higgins,School of Education,Durham University,Transforming Teaching National Seminar17th October, 2013Priory Rooms,Birmingham
2Overview What’s ‘worked’ in the past What hasn’t worked The importance of pedagogyA look towards the future
3The UK context Huge investments in ICT in schools World leader on IWB uptakeLearning platforms/ VLEs common in schoolsGaming approaches promoted with (past) government supportNew computing curriculum
4Evidence from correlational studies “Studies linking provision and use of technology in schools ...find small positive associations with educational outcomes but it is not clear that this is always a causal link” (e.g. Harrison et al. 2004)Good schools may invest more in technology (Moseley et al. 1999)When socio-economic factors are controlled for - no effect (Fuchs and Woessmann 2004)The link is not a simple linear one – optimal use may be a better concept (e.g. OECD 2006)
5Experimental studies“Evidence from experimental and quasi- experimental designs indicates consistent moderate benefit” (e.g. Sipe and Curlette 1997; Pearson, 2005)Comparison with other researched interventions suggests technology-based interventions tend to produce average gains (e.g. Hattie, 2009; Higgins et al. 2012)
6Digital technologies in the Sutton Trust/EEF Teaching and Learning Toolkit
7Six myths about digital technology The ‘Future Facing’ Fallacy“New technologies are being developed all the time, the past history of the impact of technology is irrelevant to what we have now or will be available tomorrow.”The ‘Different Learners’ Myth“Today’s children are digital natives and the ‘net generation – they learn differently from older people”.The Information and Knowledge Confusion“Learning has changed now we have access to knowledge through the internet, today’s children don’t need to know stuff, they just need to know where to find it.”
8Six myths about digital technology The Motivation Myth“Students are motivated by technology so they must learn better when they use it.”The Everest Fallacy“We must use technology because it is there!”The “More is Better” Mistake“If some technology is a good thing, then more must be better.”
9Evidence from ICT meta-analyses Collaborative use (pairs/ small groups) more effective than individual useEffective as short but focussed interventionsRemedial / tutorial use can be particularly effective as catch-upGreater gains when it supplements rather than replaces normal teaching.Training and professional development are essential
10What hasn’t ‘worked’… LOGO Integrated learning systems One-to-one laptopsTalking booksInteractive whiteboardsNo ‘magic bullets’
11It ain’t what you use it’s the way that you use it!
12Getting the most from technology Innovators & early adopters choose digital technology to do something differently – as a solution to a problemWhen adopted by the majority, focus is on the technology, but not as a solutionThe laggards use the technology to replicate what they were already doing without ICTRogers, E. M. (1995). Diffusion of innovations. Simon and Schuster.
13IssuesHow well you use it is more important than whether you use it or notPedagogy trumps technologyConsider cost effectiveness?So…beware of geeks bearing gifts?
14Quality matters… Good teaching and learning activities At the right level of challengeProvide opportunities for feedbackProvide opportunities for self-regulationHelp learners to plan, monitor and evaluate their own learning (meta-cognition)Move the learner onFrom the task (skills, knowledge, understanding)In their learning (attitudes, dispositions, meta-cognition)
15Why will these be any different? kinectiPadse-learningWiiRaspberry Pi
16Improving learning – what improves? What changes?For teachersBetter explanations? More feedback? More accurate assessment? Quicker feedback? Greater level of challenge/focus? More efficient use of time?For pupilsWork harder? For longer? More efficiently? Greater understanding? More depth? Faster? Better self-regulation? More meta-cognition? Effective collaboration?With tasksBetter matched? Better support/feedback? Better progression? Greater self-regulation?
17A counting picture... Child chooses a stamp Creates collections to countTeacher helps with colouring of sets and assesses number skillsPicture used for whole class discussions, goes home for further practiceClass had been taught the necessary ICT skills by the Team’s memberKevin knew how to create and ‘stamp’ icons on the screenthe teacher had to help with the colouring of the ‘fields’after printing, the pictures were used at the end of the day for ‘carpet session’ Q’s for whole class.
18Learning about decimals with a portable computer in 1998... used Apple e-Mate with pressure matsused as sophisticated timing devicepicture shows an e-Mateused as a glorified stop watch BUT with no new skills needed. Pupils followed screen prompts with screen pen.
19Challenge 1: how fast can you run? start on mat - run to wall - return to matrecord time in secs to 2 decimal placessmallest is bestIn this ‘game’ was better then 6.39
20Challenge 2: how long can you stay in the air? stand on mat - jump - how long in the air (to 2 decimal places)?children see need for multiple trialschange of focus - biggest is best - jumpingIn this game, 0.47 was better then 0.32equipment was limited - foam sandwich in pressure mat was slow! times below 0.5 secs nearly always the same so ....children devised alternative - help each other to stay in the air! see picture. Now typical times were 0.76 and 0.81 etc.
21one of their recording sheets new game involved having to complete some skipping as well as runningdone outside in play yard - no teacher supervision!of their own volition, started multiple trials and then decided how to use the data differently: ‘best’ time, total time, and eventually, average time (using calculators!)