Students’ Views of Learning with Technologies
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Transcript of Students’ Views of Learning with Technologies
Students’viewsoflearningwithtechnologies
DrKathrynMoyleAssociateProfessor
UniversityofCanberraAustralia
DrGuusWijngaardsProfessor
INHollandUniversityTheNetherlands
SupportfromMrKeithKrueger,CEO,Consor=umforSchoolNetworking(CoSN),USA
MrRichardSparks,LearningTechnologiesManager,AcademiesEnterpriseTrust,UK
Purposeofsession
Whatarestudents’viewsaboutlearningwithtechnologiesandhowcanweusethesetoinformpreparaFonsforstudents’learninginthefuture?
UsingZingtosupportdiscussionabout• newmodelsofeduca=onalprac=ce;• theroleofemergingandmobiletechnologiesmayhavein
futurelearningenvironments;and• howdatacollectedfromstudentscanbeusedacross
na=onalborderstogaininterna=onalinsightsintothebenefitsandchallengesoflearningwithtechnologies.
Web 2.0 Definition
Online application that uses the World Wide Web (www) as a platform and allows for participatory involvement, collaboration, and interactions among users. Web 2.0 is also characterized by the creation and sharing of intellectual and social resources by end users.
CONTEXT
Key Technology Trends
Time‐to‐AdopFon:OneYearorLess Collabora=veEnvironments OnlineCommunica=onTools
Time‐to‐AdopFon:TwotoThreeYears Mobiles CloudCompu=ngTime‐to‐AdopFon:FourtoFiveYears SmartObjects ThePersonalWeb
Research• AustraliaandThe
Netherlands– UniversityofCanberra– INHollandUniversity
• USA– CoSN– ProjectTomorrow
• UK– BECTA– Futurelab– Na=onalUnionofStudents
• 2010andbeyondhVp://studentsvoices.org/
Wheretofromhere?
Studentvoices–Stage1• Surveysandfocusgroups
Studentvoices–Stage2• videovigneVes• hVp://studentsvoices.org/
Casestudies• Editedbook
FindingsfromresearchinAustraliaandTheNetherlands
Access and use of technologies
0
20
40
60
80
100
120AUS
NL
AUS
NL
AUS
NL
AUS
NL
AUS
NL
Everyday 1‐2=mesaweek 1‐2month Noto_en Never
Primary Secondary VET Pre‐service
MajorityofstudentsaccessanduseoftheInternetfromhomeatleast1‐2weekly–olderstudents,everyday
Reasons for using the Internet Australia
• SearchingforinformaFon(range91%‐100%)
• FindinglocaFons (range59%‐94%)• Talkingwithfriendsusing
InstantMessaging(IM)(range64%‐94%)
• Downloadingmusic (range42%‐86%)• ContribuFngtosocial
networkingsites (range40%‐69%)
TheNetherlands
SearchingforinformaFon(range82%‐100%)
FindinglocaFons(range45%‐76%)
TalkingwithfriendsusingIM (range73%‐89%)Downloadingmusic (range48%‐81%)ContribuFngtosocial
networkingsites (range42%‐84%)
Social networking• AllcohortsindicatedinterestinsitessuchasYouTubeandFlickr
• AmajorityofprimaryandsecondarystudentsrespondedtheyuseMSNforlearningpurposes
• Pre‐serviceandearlycareerteachersindicatedtheyhadusedFacebooktosupporttheirlearning
• ThereweredifferingviewsexpressedbytherespecFveparFcipantcohortsaboutthevalueofsocialnetworkingandonlinemediasitesforstudents’learning
Social sites for school or not?Australia&TheNetherlands
Sites like YouTube and Flickr are for fun- not for learning
0
20
40
60
80
100
120
AU NL AU NL AU NL AU NL AU NL
Primary Secondary VET Traineeteachers EarlyCareer
Disagree
Agree
USA: Students’ Lives District administrators rate the effect of Web 2.0 applications on student’s life and education.
Why be concerned?
Improving student learning through the use of Web 2.0 • Keeping students interested and engaged • Meeting the needs of different kinds of learners • Developing critical thinking skills
Learning styles and educational value of technologies
Allcohortsinbothcountriesindicated• theyprefertolearnusingavarietyofstylesthatareappropriatefortheoutcomesrequired
• theylikelearningthatincludestechnologies• ‘learningwithtechnologies’isoneformof‘hands‐on‐learning’
• theirlearningexperiencesincludeworkingingroups,solvingproblemsandusingtechnologies
But…therearechallenges
VariaFonsinstudents’experiences
• Someeducatorsacrossallsectorswithgoodskillsinteachingandlearningwithtechnologies
• Qualityandspeedofaccesstotechnologies
Experiences of different teaching & learning styles
% Strongly
agree/agree
Most of the time we have lessons where the
teachers give information & students
sit & listen
Work a lot with computers
Work in small groups
AU NL AU NL AU NL
Primary 59 69 59 49 52 59 Secondary 63 61 48 40 52 60
VET 45 62 82 48 69 69 Trainee teachers
82 63 47 31 72 63
Support for learning with technologies
% responses
Agree most or all of time
There are enough people to assist me with technical issues at school/training/
university
My teacher/lecturer is able to support my learning with
computers and the Internet
AU NL AU NLPrimary 63 50 57 46
Secondary 73 59 51 37 VET 59 61 64 39
Trainee teachers
58 93 28 68
Early career 57 77 36 56
Support for learning with technologies
% responses
Agree most or all of time
My teachers'/lecturers skills with technologies are good
My teachers' /lecturers’ technical skills could be
improved
AU NL AU NL
Primary 54 55 28 17 Secondary 54 40 44 30
VET 63 40 22 41 Trainee teachers
33 69 50 83
Early career 30 59 45 86
Reality:NotexperiencedusersPercentageofSuperintendentsindica=ngthehighestlevelofusehe/shemakesofspecificWeb2.0applica=ons
n=777Superintendents
Reality: Access
70% school districts ban social networking 72% school districts ban chat rooms Most other Web 2.0 tools are allowed (e.g., blogging, wikis, sound files, visual media, posting messages, virtual worlds, interactive games, polls/surveys, etc.)
Reports
Australianreportavailablefrom:hlp://www.deewr.gov.au/Schooling/DigitalEducaFonRevoluFon/Resources/Pages/Resources.aspx
TheNetherlandsreportavailablefrom:hlp://www.inholland.nl/elearning
CoSNreportavailablefromhlp://www.cosn.org/Default.aspx?id=132&tabid=4189
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