What Video Games Have to Teach Us about Learning and Literacy

Review: Following you home from school: A critical review and synthesis of research on cyberbullying victimization

A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection between PLE, social media, and self-regulated learning, and (c) provide a three-level pedagogical framework for using social media to create PLEs that support student self-regulated learning. Implications for future research in this area are provided.

/pdf/personal-learning-environments-social-media-and-self-26xeqaf0aa.pdf

Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning

This article reports key findings from the first phase of a research project investigating Net generation age students as they encounter e-learning at five universities in England. We take a critical view of the idea of a distinct generation which has been described using various terms including Net generation and Digital Natives and explore age related differences amongst first year university students. The article draws on evidence from a survey of first year undergraduates studying a range of pure and applied subjects. Overall we found a complex picture amongst first-year students with the sample population appearing to be a collection of minorities. These included a small minority that made little use of some technologies and larger minorities that made extensive use of new technologies. Often the use of new technology was in ways that did not fully correspond with the expectations that arise from the Net generation and Digital Natives theses. The article concludes that whilst there are strong age related variations amongst the sample it is far to simplistic to describe young first-year students born after 1983 as a single generation. The authors find that the generation is not homogenous in its use and appreciation of new technologies and that there are significant variations amongst students that lie within the Net generation age band.

/pdf/net-generation-or-digital-natives-is-there-a-distinct-new-ue4a39u8hy.pdf

Net generation or Digital Natives: Is there a distinct new generation entering university?

When Chris Dede from Harvard University visited the University of Illinois to deliver an address at the inauguration of the Ubiquitous Learning Institute [1] on 7 April 2010 [2], given that Dr Dede was a member of the National Education Technology Plan technical working group [3], we took the opportunity to plan a special issue of E-Learning and Digital Media devoted to a discussion of the national plan. To this end we invited contributions from a number of prominent scholars and invited Chris to organize a response from members of the working group to their comments and criticisms. As the Secretary of Education, Arne Duncan notes in his letter to members of Congress that prefaces the report that America used to be the global leader in education completion rates for young people and now ranks ninth out of 36 developed nations. He argues it is essential therefore that it regains its leadership, enabling it to compete in the global economy. If anything, this message has become even more important in the intervening months as the effects of the recession have become widespread, with unemployment peaking at over 10% and a strong demand to control the burgeoning deficit through budget cuts to government services and welfare across the board. The Obama administration’s National Education Technology Plan, Transforming American Education: Learning Powered by Technology, is presented as a means to ‘leverage the innovation and ingenuity’ required to improve student learning and to accelerate the adoption and use of effective technology practices in America’s schools. Duncan goes on to summarize the model of learning at the heart of the plan as follows:

https://ldm.sagepub.com/content/8/2/102.full.pdf

Transforming American Education: Learning Powered by Technology

Boundaries between formal and informal learning settings are shaped by influences beyond learners' control. This can lead to the proscription of some familiar technologies that learners may like to use from some learning settings. This contested demarcation is not well documented. In this paper, we introduce the term ‘digital dissonance’ to describe this tension with respect to learners' appropriation of Web 2.0 technologies in formal contexts. We present the results of a study that explores learners' in- and out-of-school use of Web 2.0 and related technologies. The study comprises two data sources: a questionnaire and a mapping activity. The contexts within which learners felt their technologies were appropriate or able to be used are also explored. Results of the study show that a sense of ‘digital dissonance’ occurs around learners' experience of Web 2.0 activity in and out of school. Many learners routinely cross institutionally demarcated boundaries, but the implications of this activity are not well understood by institutions or indeed by learners themselves. More needs to be understood about the transferability of Web 2.0 skill sets and ways in which these can be used to support formal learning.

/pdf/beyond-web-2-0-mapping-the-technology-landscapes-of-young-3yvhc3ngsc.pdf

Beyond Web 2.0: mapping the technology landscapes of young learners

This is the second report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from data collected using a guided survey of 2,611 Year 8 and Year 10 pupils and 60 focus groups held with approximately 300 learners. The analysis explores learner use of Web 2.0 technologies and their motivations for using social networking sites and the implications of these findings for teachers and providers.

/pdf/learners-use-of-web-2-0-technologies-in-and-out-of-school-in-2rm88x1u5u.pdf

Learners' use of Web 2.0 technologies in and out of school in Key Stages 3 and 4

One of the reports from the Web 2.0 technologies for learning at KS3 and KS4 project. This report explored Impact of Web 2.0 technologies on learning and teaching and drew upon evidence from multiple sources: field studies of 27 schools across the country; guided surveys of 2,600 school students; 100 interviews and 206 online surveys conducted with managers, teachers and technical staff in these schools; online surveys of the views of 96 parents; interviews held with 18 individual innovators in the field of Web 2.0 in education; and interviews with nine regional managers responsible for implementation of ICT at national level.

/pdf/implementing-web-2-0-in-secondary-schools-impacts-barriers-8k5ql60umk.pdf

Implementing Web 2.0 in secondary schools: impacts, barriers and issues

The purpose of this report is to construct and evaluate information and communication (ICT) based teaching strategies for literacy, numeracy and English for Speakers of Other Languages (ESOL) subject areas. The research focuses on nine teachers supported by developmental officers who assist in expanding ICT practice. This study is augmented by monthly meetings, weekly online diaries and intervention plans. In total, 150 students take part in the evaluation phase of the study, and 80 complete both pre- and post-tests. Each classroom is observed four times, and some learners are selected to assess their confidence in carrying out assigned tasks. Main findings are associated with learning-teaching experiences, appropriate teaching strategies and the effect of ICT learning on the content of what is being learned. It is demonstrated that: learners improve their literacy/ESOL skills and ICT skills; ICT provides motivation for students, enabling more flexibility and mobility outside the classroom; changes in ESOL/literacy and ICT happen independently rather than as a result of each other; older learners have greatest difficulty with ESOL but score positively for improvements in ICT practice; and initial confidence with ICT correlates with learner perseverance. Other skills in information technology (e.g. word processing and PowerPoint) improve alongside gains in ICT skills. Working in groups is less effective than working alone particularly when equipment has to be shared. Most effective teaching strategies are extending activities, self-directed learning and discussing, listening and modelling what to do. It is recommended that teachers encourage collaborative experiences as well as providing opportunities for autonomous learning within and outside the classroom. A variety of technologies contributes to a more flexible learning framework and underwrites the double value in teaching ICT alongside basic skills. Further research is required into how collaborative techniques can work in an adult learning environment.

https://telearn.archives-ouvertes.fr/hal-00197206/document

Effective Teaching and Learning: Using ICT

This empirical study examines the experiences of academics and professional service staff in a large UK university during first weeks of the transition to online teaching and working from home during the Covid-19 pandemic. The method draws on the work by Gourlay and Oliver (2018) to explore engagement with the digital university in everyday practice. Using data from 412 survey responses and 32 interviews, the study traces varying ways staff characterised themselves during the first months of lockdown in the UK (from March to July, 2020). The findings highlight that university support services underwent a metamorphosis to support the transition to online teaching. However, insufficient attention was paid to the ‘identity crisis’ and threats perceived by academics who were used to teaching students on campus. Academics tended to focus on transferring traditional teaching practices to the online environment, rather than on changing teaching practice, leaving face-to-face teaching as the default point of reference. These cultural barriers are a persistent obstacle to a more productive engagement with digitalisation. Transitioning to online teaching involves continuing existing work while also learning new practices. Such efforts were challenging for teaching staff who did not have dedicated space at home to work and those with caring responsibilities. This, combined with gendered patterns around caring and the extra support needed by students during the crisis, added emotional labour to already-full workloads. We recommend that intersecting forms of disadvantage be acknowledged, supported and rewarded for universities to create sustainable and just futures.

/pdf/moving-teaching-online-cultural-barriers-experienced-by-2lea9aq6id.pdf

Moving Teaching Online: Cultural Barriers Experienced by University Teachers During Covid-19

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