RedGloo: Experiences of developing and using an emerging technology in higher education

Student life has change a lot since 2005 when the idea to create a Social Network Service (SNS) for students in the School of Systems Engineering at the University of Reading was conceived and went live in 2006, called RedGloo.

Assessing effects of technology usage on mathematics learning

Computer-based technologies are now commonplace in classrooms, and the integration of these media into the teaching and learning of mathematics is supported by government policy in most developed countries. However, many questions about the impact of computer-based technologies on classroom mathematics learning remain unanswered, and debates about when and how they ought to be used continue. An increasing number of studies seek to identify the effects of technology usage on classroom learning, and at a time when governments are calling for 'evidence-based' policy development, many studies applying quasi- scientific methodologies to this field of practice are emerging. By analysing a series of conceptual frameworks for assessing the use of computer-based technologies to support school learning, this article emphasises the value of research into the relationship between technical and conceptual aspects of technology use in mathematics education and beyond, and challenges the usefulness of large-scale, quasi-scientific studies that focus on educational inputs and outputs.

Innovation chains: possibilities and constraints for critical perspectives on computers, difference and educational innovation

While declarations of ‘innovativeness’ are easily found in most educational contexts, it is significantly more difficult to locate detailed definitions of what educational innovation actually means. In this paper we are interested in identifying the extent to which mainstream takes on ‘innovation’ (as played out in contemporary technology and equity debates) reflect or respond to what we will define as the more innovative dimensions of innovation literature itself. Our aim throughout this paper, then, is to begin the complex process of developing a means for distinguishing between projects that are ‘badged’ as innovative and projects that are more demonstrably (and sustainably) innovative. In this process we will distinguish between what Shiv Visvanathn describes as “innovation chains”— dynamic, rhizomatic, transformative responses to the contemporary world that lead to fundamentally new ways of conceptualising technology, culture and difference—and the constraints—or chains—provided by dominant understandings of innovation: chains which anchor us to existing, hegemonic and limiting understandings of student
diversity and educational technology.

P(ICT)ures of English : teachers, learners and technology

The increasing challenges presented by information and communication technologies (ICTs) and the need for English curriculum to prepare young adults for the digital world are raised in this work. Viewed from the standpoint of current theoretical debates on the subject among educators, it draws on a wide range of classroom and real-world experiences to explore how technology affects the instruction of English. Teachers' knowledge of these technologies and their practices in assimilating them into English curriculums are celebrated and exciting scenarios for the future are presented.

Sir, can x equal x plus two?

Technology in classrooms has brought opportunities to develop new ways of teaching and learning, as well as new ways of thinking and communicating. The author describes a lesson which aimed to have the grade four children in the class construct on the computer screen images of rectangles. The lesson provided the opportunity to learn about some powerful generalisations about rectangles as well to learn about their geometric and algebraic understandings.

School mathematics and ICT: are we doing enough? - The talk

The author discusses how to improve the use of ICT in mathematics education. A number of measures are recommended including the need to conduct an ICT-and-mathematics audit across the curriculum. The author points out that ICT is changing traditional understandings of literacy and numeracy and how it is taught. ICT approaches may help to teach things in slightly different ways, but will not necessarily do this any better than old ways. The author highlights that teaching is changing from face-to-face oral discussion to virtual talk, with ICT just the latest technology in a long line of technological innovations that have transformed teaching since the nineteenth century.

Critical teachers as early adopters of technology : agency and structures of indifference in higher education

No abstract

Helping teachers surf the information and communication technology tsunami

A range of factors, both internal and external, is creating changes in teaching and teachers’ professional lives. Information and Communication Technology (ICT) is just one of the major changes impacting on the teaching profession. As teachers face intense pressure to adapt to this tsunami, this study aims to investigate ways in which teachers can be helped. In South Australia, where this study is set, all teachers in Government schools are expected to be "ICT Smart", i.e. able to use appropriate forms of ICT to enhance the teaching and learning environment of their classrooms. From the researcher’s involvement for over a decade in professional development for teachers, and from visits to many schools, it appears that numerous teachers have not reached this standard. The greatest need is in Reception to Year 7 schools where the average age of teachers is nearly 50. Because no state-wide data exists, this study is intended to establish if there is a problem and if there is, to identify specific needs and offer possible solutions. The study is comprised of four parts: Part A, the Introduction gives an overview of the inter-relationships between these parts and the overall Folio. It establishes the setting and provides a rationale for the study and its focus on Professional Development in Information and Communication Technology. Part B, the Elective Research Studies, follows the writer’s involvement in this field since the 1980s. It establishes the theme of "Moving best practice in ICT from the few to the many" which underlies the whole study. Part C, the Dissertation, traces the steps taken to investigate the need for professional development in ICT. This is achieved by analysing and commenting on data collected from a state-wide survey and a series of interviews with leading figures, and by providing a review of the relevant literature and past and existing models of professional development. Part D, Final Comments, provides an overview of the whole Folio and a reflection on the research that has been conducted. The findings are that there is widespread dissatisfaction with existing models and that there is an urgent need for professional development in this area, because nearly 20% of teachers either do not use computers or are considered to be novice users. Another 25% are considered to be below not yet "ICT Smart". Less than 10% of ICT co-ordinators have a formal qualification in the field but more than 85% of them are interested in a Masters program. The study offers solutions in Part B where there is a discussion of a range of strategies to provide on-going professional development for teachers. Chapter 9 provides an outline of a proposed Masters level program and offers suggestions on how it could be best delivered. This program would meet the identified needs of ICT co-ordinators. The study concludes with a series of recommendations and suggestions for further research. The Education Department must address these urgent professional development needs of teachers, particularly those in the more remote country regions. There needs to be a follow-up survey to establish to what extent teachers in South Australia are now "ICT Smart ".

Rethinking curriculum, assessment and reporting in a technology-rich school environment

This research presents a portrait of a school experiencing the dilemmas and tensions of adapting to new technology. Teachers, parents and students' reactions to, and involvement in, the defining of the 'learning community' of the school is analysed and documented as multimodal reporting of student learning and progress is introduced.

Effects of online professional development on the integration of technology in schools

This thesis examined how involvement in an online network (The Education Network of Ontario / Reseau educatif de l'Ontario) affected teachers professionally. Findings indicated that the network had supported an online community of practice which encouraged development of information and communication skills but that the community had eventually succombed to social and professional tensions.

Using information and communications technology in higher education

A folio-based doctoral study comprising a dissertation, a major literature review, and a website. The dissertation identified key dimensions of blended learning environments created by the teachers in the study. These environments were characterised by different media blends and learning activities underpinned by resource-based learning approaches to teaching and learning.

Investigating Ways of Enhancing Online Research

We live in an era characterized as ‘the Digital Age’ and the ways in which we engage in teaching, learning and research are evolving with the increased use of digital technologies. This paper describes a study that investigated the ways in which a cohort of Education students in Victoria, Australia engaged in online research projects using Information Communication Technologies (ICT) as the main form of communication during the research process. When an array of technologies, related resources and training are made available to staff and University students, what are the key influences that effect their adoption and application of the selected mediums? Understanding the answer to this question is important in informing instruction and technological pedagogies for distance education and research. Data was gathered from students and their research supervisors via the use of online surveys. The research identified a number of key factors that influenced people’s preferences for using certain digital technologies. The study revealed that there was a tendency for people to prefer the use of asynchronous forms of digital communication. It is argued that more research is needed in this area in order to improve the application of online modes of communication and ensure that those researching via distance/technological modes are not disadvantaged in their research and learning experiences.

An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional Institute

The Brazilian public health system requires competent professionals sensitive to the needs of the population. The Foundation for Advancement of International Medical Education and Research (FAIMER) provides a two-year faculty development programme for health professions educators, aiming to build leadership in education to improve health. A partnership with governmental initiatives and FAIMER was established for meeting these needs. This paper describes the initial process evaluation results of the Brazilian FAIMER Institute Fellowship (FAIMER BR). Methods: Data were analysed for the classes 2007-2010 regarding: application processes; innovation project themes; retrospective post-pre self-ratings of knowledge acquisition; and professional development portfolios. Results: Seventeen of 26 Brazilian states were represented among 98 Fellows, predominantly from public medical schools (75.5%) and schools awarded Ministry of Health grants to align education with public health services (89.8%). One-third (n = 32) of Fellows' innovation projects were related to these grants. Significant increases occurred in all topic subscales on self-report of knowledge acquisition (eff ect sizes, 1.21-2.77). In the follow up questionnaire, 63% of Fellows reported that their projects were incorporated into the curriculum or institutional policies. The majority reported that the programme deepened their knowledge (98%), provided new ideas about medical education (90%) and provided skills for conflict management (63%). One-half of the Fellows reported sustained benefits from the programme listserv and other communications, including breadth of expertise, establishment of research collaboration and receiving emotional support. Conclusion: Contributors to initial programme success included alignment of curriculum with governmental initiatives, curriculum design merging educational technology, leadership and management skills and central role of an innovation educational project responding to local needs.