Interesting news articles.......

During my degree, I undertook a research project which investigated potential links between video gaming habits and the academic achievements of boys at GCSE level. At the time, it was a subject close to my heart, having a son who was going through the GSCE process at the time. He, like many of his peers, spent (in my opinion as a concerned mother) an inordinate amount of time playing video games, the content of which could also have been considered questionable to some people. The research I uncovered, together with my own small amount of primary research threw up some interesting information, not least the fact that there appeared to be very little evidence which could be directly linked to underachievement, and that there were other factors which had far more effect on boys than were first assumed.

The research also found that playing video games, particularly those involving online collaboration and teamwork was helping boys to develop a range of organisational and communication skills, as well as increased spatial awareness and motor skills. These were not being recognised and harnessed by schools in the studies, and were not valued.

Writing this blog, and exploring the value of a diverse range of teaching tools has prompted me to start looking for further information on the benefits of gaming in education, and how the myths of causality between games and real life violence are being debunked. The latest article I have found is this one, written by clinical psychologist Christopher Ferguson which I will be adding to my library.

********************

Another interesting piece of news I cam across is this one about a new font - Dyslexie,which is supposed to make reading easier for people with dyslexia.

Source  - www.guardian.com

The font has been designed by a Dutch designer, Christian Boer, who has dyslexia himself. I find this fascinating, and would be interested to know if this font has been found to be successful. If any of my colleagues on the PCET course are reading this (Sarah? Dave?), I'd like to hear your thoughts? You can read the full article here.

********************

In the ever changing world of social media, no platform retains the top spot for too long, before a young pretender knocks them off their perch. Facebook has long been the king of social media with billions of users, but the frequency of user interaction has slowed dramatically in recent times, with photo sharing sites and instant messenger apps becoming far more prevalent, particularly amongst younger demographic groups. 

We have discussed the importance of using technology and social media to support effective learning in the modern world, during the ICT module, and how educators need to be aware of which social media platforms their learners are using. 

This article in the Guardian supports this, and highlights the importance of ensuring that when using social media in education, the correct channel for the target audience is selected. 

How technology has changed the way we learn

I have discussed how mobile technology has become embedded in the learning process in other posts on this blog. What I didn’t address is exactly how we now learn with the new technology.

The days of searching libraries for information, using typewriters, or even…..handwriting essays (the horror!) have long been superseded by the use of technology, much of which was unheard of until recently. The impact of mobile technology has further altered the educational paradigm, with the teacher moving away from the traditional position at the front of a bricks and mortar classroom to a more modern role as a facilitator of online lessons, or as the star of video tutorials. This shift has definitively changed the way we learn. The infographic shown below from Shift Learning summarises the changes rather well.

Source - www.shiftelearning.com

The main ways in which technology has changed the way we learn are:

Increased access to resources

Gone are the days of not knowing anything. Information is perpetually available online, covering any subject that can be imagined, and accessed by a few mouse clicks, or swipes of a screen. This sounds wonderful – doesn’t it? Like anything new, there are positives and negatives which need to be considered.

 The positive effect of this technology is that educators and students have access to a vastly increased bank of knowledge and information. They can conduct extensive research, collaborate and communicate in real time with others near and far, access information from around the globe instantly, and benefit from a diverse range of media delivery of information.

This instant access to information could be said to impede the development of investigative skills and the development of natural curiosity. With so much information so readily available, do we lose the ability to deduce and critically analyse what we are seeing and hearing online, and become dependent on technology to do the work for us? Information overload, and the need to be able to distinguish between appropriate and relevant information, particularly in HE are issues which need to be considered. I found an article written by Nicholas Carr entitled "Is Google making us stupid?", which explores this premise in more detail - it's an interesting read.

Erasing Physical Boundaries

Research on successful teaching and learning involving ICT identifies the importance of learning environments which facilitate meaningful learning experiences and help to build relationships between learners and learners, learners and educators, and learners and the content itself  (McConnell, 2005). These environments may be physical or virtual, and technology has had a massive effect on both.

Technology now allows once insurmountable physical boundaries to be overcome with increasing ease. Remote study, be it at home, or on another campus is now possible, with the learner and educator able to communicate via a range of methods, asynchronously or in real time. Educators can use VLEs, video and picture sharing channels, podcasts, blogs, and social media sites to upload information and assignments which the student can download. Laurillard (2005) describes how:

 "the learning experience can be culturally, intellectually, socially, and practically enhanced if the learning environment is planned and designed to utilise these powerful tools appropriately."

Here in the UK, many HE institutions have been quick to recognise the value of virtual environments for learners and educators. Browne et al. (2006) reported  that 95% of HE institutions in the UK were using used a learning management system, such as Blackboard or Moodle to deliver learning resources and administrative information, as well as to mark assignments and provide feedback as far back as 2005.

The natural extension of this is the online school / college, where everything is delivered online. The obvious example is the Open University, but I found another example of this here in Wales – Interhigh, an online secondary school. These types of institution are not bound by the number of learners a room can hold, and can reach any number of learners across a wide area. I’ve embedded the video from their website below.

Massive open online courses (MOOCS) such as FutureLearn, the flipped classroom, and even virtual worlds are ideas which could be considered to have evolved from technology erasing physical boundaries. These concepts have huge potential to radically change how learners learn, and present educators with a whole new set of challenges with which to grapple.

Changing Communication Rules

The written medium is no longer the accepted norm for communication. Nowadays, a Facebook “like” or a retweet are used to show approval or agreement with someone, and the concept of letters is considered a quaint and old fashioned one, used mainly by the older generation. Most people now use electronic communication, such as texting, with the younger generation developing their own abridged version of the language, supported by emoticons and symbols. Many experts feel that this is to the detriment of what they call “proper” spelling, grammar, and speech – the harsh reality is that this trend shows no sign of slowing down, never mind reversing, and educators will have to keep up with trends in order to keep up with their students. 

On the positive side, electronic communication is instant and allows educators to provide feedback and guidance far quicker than they could before. Learners can get support with issues as they arise, not only from teachers, but their peers, and other learners around the world. 

Differentiation

Every learner has different learning styles and abilities, and technology allows the educator to address these requirements far better than in previous situations. Lessons can be tailored, assistive technology can be used, and individual support to target specific areas can be given.

Conclusion

It is fair to say that technology has irrevocably changed education and the way we perceive it. The digitalisation of education will continue, irrespective of personal opinion or resistance from individuals or groups. Whether or not these changes are all for the better remains to be seen. The short term benefits and drawbacks can be observed and evaluated now, but the long term effects? The jury has not yet reached a verdict.


References

Browne, T., Jenkins, M., & Walker, R. (2006). A longitudinal perspective regarding
the use of VLEs by higher education institutions in the United Kingdom. Interactive
Learning Environments, 14(2), pp. 177–192

Laurillard, D. (2005). E-Learning in Higher Education. In A. Paul (ed.), Changing Higher Education: the Development of Learning and Teaching. London: Routledge

McConnell, D. (2005). Sustaining networked e-learning through collaborative pedagogies. In A. Paul
(ed.), Changing Higher Education: the Development of Learning and Teaching. London: Routledge

Barriers to the effective use of technology in education

As classrooms continue to fill up with all manner of exciting and innovative technology, and students become more familiar with using it, the need to identify and overcome potential barriers to the successful integration of this technology becomes increasingly important.

Many academics acknowledge that the role of technology in the classroom is no longer the issue – the issue is how to ensure that educators are confident and suitably equipped with the skills to integrate the technology into the curriculum and that student learning is enhanced by its use. This view is supported by researchers such as MacCallum (2010) who states that the successful integration of mobile technology into teaching and learning will depend upon the attitudes and support of the teachers involved. Balanskat et al. (2006) found that the vast majority of educators are keen to incorporate technology into their lessons, but face a number of barriers when trying to do so. Becta (2004) identified these barriers as being either at teacher level (lack of time, lack of confidence, and resistance to change), or at institution level (lack of access to training or a lack of access to resources). Groff and Mousa's 2008 framework (below) identifies similar barriers, and groups them into six categories.

Source - http://www.vteducation.org/

Lack of confidence was cited by many educators as a major barrier in the Becta research. This often stems from a lack of specific technological knowledge, and is exacerbated by the fact that students are often more adept at using the technology available. Even when the technical knowledge is present, educators may struggle with how best to exploit it in the classroom. The ideal situation is when the educator is not only proficient in the use of technology, but understands how to meaningfully integrate it into the curriculum. I have seen and experienced this lack of confidence, where you find yourself in a world where students are completely at ease with, and use technology without a second thought – it is a daunting situation, and one which requires input from institutions, as well as a shift in personal attitudes towards professional development and training. I know that my lack of confidence comes from inexperience, and that professional development and more time spent in the classroom will help me to overcome this barrier.

Resistance to change can present another barrier, and is often seen in educators who have been teaching in a more traditional style for many years, or who do not feel that technology can improve their subject areas. This resistance can be linked to a lack of confidence and/or skills. As a new educator, I welcome the changes that technology can bring, but can empathise with those who may not be so accommodating.

It is understood that training and planning are crucial elements when helping educators to be able to integrate technology into the classroom – issues such as a lack of time to deliver such instruction, or to investigate and evaluate resources are often cited as barriers. The institutional structure often does not allow sufficient time for either, leading to a situation where educators are reluctant to make the changes. Timetables usually allocate a block of time for ICT, rather than weaving it into the entire curriculum, and it is rare to see institutions with access to technology in every classroom, or even access to the internet, so mobile technology can be used. This lack of access to resources is ubiquitous in many schools and colleges, and is a barrier which needs to be addressed by higher authorities such as finance departments, institution management, and, more importantly, funding bodies of local and national government.

UPDATE

I found this article on the Times Higher Education website, which looks at the findings of the 2014 NMC Horizon Report. The article focuses on some of the issues raised in this blog post.

References

British Educational Communications and Technology Agency (2004) A review of the research literature on barriers to the uptake of ICT by teachers [Online] Available at: http://dera.ioe.ac.uk/1603/1/becta_2004_barrierstouptake_litrev.pdf (Accessed 29th November 2014)

Balanskat, A., Blamire, R., and Kefala, S. (2006) A review of studies of ICT impact on schools in Europe. European Schoolnet.

Groff, J., & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AACE Journal, 16(1), 21-46. [Online] Available at: http://www.editlib.org/d/24421 (Accessed 29th November 2014)

Mac Callum, K. (2010) “Attitudes of educators to the introduction of mobile technology.” Paper presented at the 1st annual conference of Computing and Information Technology Research and Education New Zealand (CITRENZ2010), Dunedin, New Zealand

The value of mobile technology in teaching and learning

Source - www.teachthought.com

In recent years, mobile technology has become ubiquitous in modern society in a way no-one could have imagined. Rheingold (2003) described this emergence of the “connected society” as the beginning of the next social revolution. The ability to communicate and share with anyone, anywhere, and at any time is one which we take for granted, and is something which can have an immense impact on the way we learn. The challenge for educators is how to harness this valuable resource and to explore the rich potential it offers.

As well as becoming more prevalent, mobile technology is becoming more affordable, allowing more learners to access digital information and increase their learning potential. Add to this the undeniable fact that the vast majority of learners already use mobile technology in their personal lives, and it is not difficult to see that the next logical step is to employ the same devices to personalise and improve the learning process.

Research has shown that mobile technology is well placed to support situated learning. Nyiri (2002) describes knowledge as information in context, and the portability of modern devices certainly facilitates the delivery of such information. Learners can individualise their own learning experiences on their own devices in any number of settings, leading to an increased feeling of ownership and responsibility for their own output.

Source - http://www.tidesinc.org/

Activities which utilise technology have been found to facilitate increased peer collaboration, higher levels of learner engagement and retention of information (Naismith et al., 2004). Mobile technology allows the educator to intersperse theory delivery with short research activities, supporting recommendations that lessons should be broken down, with different activities and regular recaps to maximise learner engagement (Reece & Walker, 2007, p. 311). Learners can create presentations and collaborative documents, or contribute to blogs and wikis in real time as the lesson progresses. Learner comprehension can be enhanced with access to video and image sharing sites such as YouTube and Pinterest.

Learner feedback is crucial to the reflective practitioner – it helps to focus evaluation of the success of teaching strategies, and informs the future direction of the learning experience (Crawley, 2011, pp. 184-185). Mobile technology can be used in a variety of ways to support this. Information can be gathered via classroom response applications such as Qwizdom, TodaysMeet and Socrative, which allow the educator to assess learners’ progress, as well as providing an overview of ideas and opinions on particular subjects. Questions can be differentiated, with multiple choice answers to challenge learners of varying degrees of ability. The anonymity of the responses allows learners to be bolder in their answers with no fear of being identified as being wrong or different to their peers.

Source - http://www.classlink.com/

Integrating mobile technology into the learning paradigm is not optional – it is imperative. The move towards a truly collaborative and seamless learning experience, one in which learners play an active role in their own education is one which cannot be stopped. The sooner the role of mobile technology is acknowledged and embraced, the sooner we can begin to use it to its full potential. However, there is a  major stumbling block to successfully introducing mobile technology into the classroom - and that is the widespread implementation of a "no mobiles" policy in the classrooms of schools and colleges. In my own placement college, even the HE slideshow presentations from USW begin with the "no mobiles" icon on the first slide.

I can see how this policy has evolved, particularly with the BTEC and A Level classes, where the expectation would be for students to be distracted by their devices and disengage with the lesson. My own experience with this particular student group, although brief, has shown me that I would need to be far more confident in both my delivery and planning to incorporate mobile technology into my lessons. It is a challenge I am willing to address, as I think that this student group already have the skills - they just need to be redirected into a learning capacity. It remains to be seen whether this challenge will be picked up by other lecturers around the country.

The HE classes have been easier to experiment with. They have been able to undertake research, retweet and comment on posts from the HE group that I and another lecturer administer, and access links relevant to the lectures with great success. We are planning to use the social media channels to relay more information in real time during lessons.

This post has extolled the value of mobile technology in teaching and learning, but it is important to remember the role of the educator in this new paradigm. Their importance cannot be forgotten, and technology should be seen as a tool to be integrated into current teaching practice not as a replacement. .

You can read my earlier post about mobile technology here.

Bibliography

Crawley, J., 2011. In at the Deep End. 2nd ed. New York: Routledge.

Petty, G., 2009. Teaching Today - A Practical Guide. 4th ed. Cheltenham: Nelson Thornes.

Naismith, L.; Lonsdale, P.; Vavoula, G.; Sharples, M. (2004). "Literature Review in Mobile Technologies and Learning". FutureLab Series (11).

Nyiri, K (2002). Towards a philosophy of m-learning. Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2002), Vaxjo, Sweden

Reece, I. & Walker, S., 2007. Teaching, Training and Learning - A Practical Guide. 6th ed. Tyne and Wear: Business Education Publishers Limited.

Rheingold, H. (2003). Smart Mobs: The Next Social Revolution. Cambridge, MA: Perseus