Don Passey

Technology enhancing learning : analysing uses of information and communication technologies by primary and secondary school pupils with learning frameworks

Successive national policy in England has striven to develop uses of information and communication technologies (ICT) to support teaching and learning, and has promoted the adoption of ICT in schools over a period of some 25 years (since the ‘Microcomputer in schools initiative’ of 1981). The current level of deployment of ICT in schools is high. Not only are current levels higher than ever before, but the diversity of forms of ICT have also increased. These high levels and wide diversity create challenges for teachers, in terms of understanding how to select appropriate uses of ICT to support learning most effectively in specific situations. A clear need is for teachers to know how each form of ICT supports precise aspects of learning, in each subject area, topic and activity. Teachers need to consider the forms of technological resources that are accessible, how these specifically work within learning environments in classroom (and other) settings, and how uses of resources match social, behavioural, emotional and cognitive needs of pupils. This article offers a perspective of the pedagogical needs of teachers, by considering a particular selection of learning technologies, how these are used within learning environments, and how it is possible to view their impact on pupil cognition. A set of starting frameworks, through which to analyse impact, is considered, and the findings from example sets of case studies indicate how uses of ICT have been focused by teachers, and where potential forms of impact have arisen. The findings indicate a need for more detailed data gathering, both to provide evidence that will offer a greater insight into specific aspects of learning that are supported when certain forms of ICT are used, and to give an indication of gaps in learning focus that might arise. From the results of the analyses presented, implications for policy, practice, evaluation and research are highlighted and discussed.

Mobile Learning in School Contexts: Can Teachers Alone Make It Happen?

Evidence from a range of studies indicates the potential that mobile technologies have to support important aspects of learning. However, it is clear from a number of study findings offering evidence about implementation approaches that developing relevant uses of mobile technologies to support learning is not concerned just with appropriateness of learner techniques or pedagogical approaches, but also with developing wider cultural acceptance and involvement in the contexts in which learning is supported. This paper will present an argument that implementing activities involving mobile technologies that offer benefits to learning requires an adoption of approaches and factors at a wide systemic level. Learning activities using mobile technologies can (and should) occur within learning settings that constitute the foundation of a wide system, including both home and school (informal to formal) elements. An implementation framework is proposed that accommodates appropriate practices within this wide context. It highlights the need for cultural and political factors to be involved at earlier as well as later implementation stages if wide success is to be accomplished.

Strategic evaluation of the impacts on learning of educational technologies: Exploring some of the issues for evaluators and future evaluation audiences

The United Kingdom (UK) is not alone in its decision to move forward in major ways with technological provision in schools, and has had the experience of a wide range of evaluation studies conducted over many years on which to base its planning. The author argues in this paper that neither this basis nor the methods used will necessarily equip all future needs and requirements when planning and implementing such provision, because of the shifting contextual flux in which developments are taking place, particularly regarding the fundamental position of education within society. The author considers issues facing those involved in the strategic evaluation of educational technologies, when meeting future demands.

Implementing learning platforms into schools: an architecture for wider involvement in learning

A government department directive in England required all schools to implement facilities to support important aspects of learning, and such facilities were deemed to require inclusion of a learning platform (LP). Looking at the implementation of a single LP across schools in one local authority, it is clear that schools face challenges when implementing uses of a LP, but that there are, at the same time, important learning (as well as management and teaching) benefits that can be gained, for pupils in all age ranges. This paper, using evidence from a two-year study, explores examples of learning practice from a range of schools and shows that particular aspects of activity and learning are being encouraged, and that practices are beginning to emerge that could lead to future forms of enhanced involvement and engagement in learning activities for parents as well as pupils and teachers. This paper shows that a LP has the potential to provide an architecture that will allow parents to have more access to artefacts and scaffolding to support learning and suggests what the future potential of integrated parental access and support might hold.

Using evidence about teacher development to plan systemic revolution

In England and Wales Information Technology (IT) is to be used to support the teaching of all subjects; in addition, all students have an entitlement to IT capability. Data from several surveys are reported, which do not match this vision of IT. Rather, IT is seen by teachers to be concerned with the acquisition of technical skills, or as a support for administration: a small number are terrified of IT, rather more are unconvinced of the benefits of IT, and only a minority of teachers use IT to support their teaching. Teacher concerns regarding IT are reported. Finally, the paper offers a model of school development which highlights the changing demands on teachers as IT is integrated progressively into the curriculum.

Developing home-school links: Implications for learners, learning, and learning support

It is a fact that school-home links can be developed now by utilising a range of possible communications and information technologies. Yet there has been rather limited exploration of the implications of developing such links. It appears often to be a commonly held view that creating mere physical links will create positive outcomes. This paper will draw on the outcomes of a range of current and recent evaluation and research studies that have focused on home-school links, will explore the limitations of establishing technological links, and examine further educational and social factors which should be considered and integrated into successful models of home-school practice. The paper will show that learning expectations shift when home-school links are successful, but that learners in the traditional sense are not then necessarily learners in the same.

Computer science (CS) in the compulsory education curriculum: Implications for future research

The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both software such as office applications, and hardware such as robots and sensors). Through uses of these applications, information and communications technologies (ICT) have focused on activities to support subject and topic learning (across wide age and subject ranges). Very recently, discussions for including computers in the curriculum have shifted to a much greater focus on computing and CS, more concerned with uses of and development of programming, together with fundamental principles of problem-solving and creativity. This paper takes a policy analysis approach; it considers evidence of current implementation of CSE in school curricula, the six main arguments for wider-scale introduction of the subject, the implications for researchers, schools, teachers and learners, the state of current discussions in a range of countries, and evidence of outcomes of CSE in compulsory curricula. The paper concludes by raising key questions for the future from a policy analysis perspective.

Educational Technologies and Mathematics: Signature Pedagogies and Learner Impacts

In this article the author focuses on signature pedagogies that are associated with different forms of educational technologies. The author categorizes forms of technologies that support the teaching and learning of mathematics in different ways, and identifies signature pedagogies associated with each category. Outcomes and impacts of different technologies are reviewed, as are implications of implementation, and the integration of signature pedagogies into teaching practices. In conclusion, the author asks whether technologies alone can bring about learning impacts, whether other key factors need to be in place, and the need to explore these integrally within future research.

When Basic Mathematics Skills Predict Nothing: implications for education and training

Abstract A study was conducted into the mathematical needs of engineering apprentices, triggered by a decline in the basic number skills of applicants. The mathematical challenges of engineering differ from the mathematics taught in school. In particular, great precision is required and different techniques; a good deal of practical problem solving is necessary, too. Conventional measures of educational attainment had high predictive validity; a test created to sample the mathematical skills directly involved in engineering had low predictive validity. We conclude that perfect mathematical technique is essential in engineering; the competencies learned from a broad‐based education generalise to practical work; acquisition of mathematical technique does not; technical perfection is not a ‘foundation’, but rather is a component of mathematical education; mathematics education should encourage the development of a broad range of skills and some successful application of technique; and the deployment of skill...

Digital resource developments for mathematics education involving homework across formal, non-formal and informal settings

ABSTRACT The aim of this paper is to explore further an under-developed area – how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11- to 14-year-old pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of ‘extended pedagogies’ is introduced; implications are outlined.