The Effective use of Digital Technologies for Learning in Schools Professor Steve Higgins Durham University [email protected].

The Effective use of Digital Technologies for

Learning in Schools

Professor Steve Higgins

Durham University

[email protected]

Overview

Past What does the research evidence tell us? Building the case for evidence-based education

Present What are the current opportunities and

challenges? Future

How should we be integrating digital technologies in schools?

Overview

The past…

Technologising teaching

Replacing the teacher Discrete learning

objectives Most recently

Integrated learning systems

The “Auto-Tutor” for “Push-Button Learning” permitting each student to progress at her own pace – sound familiar?

The past

Types of evidence

Correlational – association between availability or use of technologies and learning outcomes

Experimental – trying to improve learning with technology and using a control group

Outcome data – qualitative, quantitative on perceptions and on learning outcomes

The past

Qualitative studies

Perceptions of participants Identify qualitative changes Overwhelmingly positive Impact of technology or impact of change?

The past

Quantitative assessment of impact of ICTs

Correlational studies Provision of equipment/ use etc linked to

outcomes (test performance, attitudes etc) Tend to find positive associations

Experimental studies Group comparisons (control/ experimental) Technology/ no technology Usually identify benefits for technology

The past

Correlational studies: Becta ‘Impact’ studies

Impact 2 study Identified statistically significant findings associating

higher levels of ICT positively with school achievement at each Key Stage, and in English, Maths, Science, Modern Foreign Languages and Design Technology (Harrison et al. 2002; Harrison et al. 2004)

Impact 2007 study Showed that ‘e-maturity’ was linked positively with

school performance in Key Stage 3 mathematics, science and GCSE level 1 (Underwood et al. 2007)

The past

The problem…

Shows “that the statistically significant positive correlation between the availability of computers at home and student performance in mathematics and reading reverses into a statistically significantly negative one as soon as other family-background influences are extensively controlled for in multivariate regressions.”

OR Wealthy homes have more computers and they have kids who do better at school. When you take this into account the kids who have computers at home do worse at school.

Fuchs and Woessman, 2004

The past

… with correlational studies

Shows how “bivariate results on computer availability at school are severely biased because the availability of school computers is strongly correlated with the availability of other school resources. While the bivariate correlation between the availability of computers at school and student performance is strongly and statistically significantly positive, the correlation becomes small and statistically indistinguishable from zero once other school characteristics are held constant.”

Effective schools have computers and other technologies. But good schools invest in a range of learning resources, and technology is only one of the resources they invest in.

Fuchs and Woessman, 2004

The past

Evidence from correlation studies Studies linking provision and use of technology

in school tend to find small positive associations with educational outcomes but it is not clear that this is always a causal link (e.g. Harrison et al. 2004)

Good schools invest more in technology (Moseley et al. 1999)

When SES is controlled for - no effect (Fuchs and Woessmann 2004)

Association not linear one – optimal use may be a better concept (e.g. OECD 2006)

The past

Evidence from experimental studies

Consistent positive gains for computer use in schools

Particularly for: Writing (quantity in particular) Low attaining and SEN pupils (particularly in

mathematics) Younger learners mastering basic skills Providing feedback Supporting interaction

The past

Findings from meta-analysis

Computer and digital technology interventions Effect

Waxman, Lin, Michko, 2003 0.45

Waxman et al., 2002 0.30

Tamim et al. 2009 0.35

Hattie, 2003 0.31

The past

Guess the average impact of different approaches…

Learning stylesTechnology/ICTHomeworkProviding feedback Direct instruction

The past

Rank order of effects

Providing feedback (Hattie & Timperley, 2007) 0.79

Direct instruction (Sipe & Curlette, 1997) 0.60

Technology/ICT (Tamim et al., 2009) 0.35

Homework (Hattie, 2008) 0.29

Learning styles (Kavale & Forness, 1987; Slemmer 2002) 0.15

The past

Summary from experimental studies

Evidence from experimental and quasi- experimental designs indicates consistent moderate benefit (e.g. Sipe and Curlette 1997; Pearson, 2005)

Comparison with other researched interventions technology-based interventions tend to produce below average gains (e.g. Hattie, 2009)

The past

Diffusion of innovations

Everett Rogers Technology Adoption Lifecycle model

Persuasive perceptions

Credible correlational data

Disappointing experimental data

The past

The present

Learning platforms Transfer from HE and FE

Mobile and hand-held technologies Engaging learners Niche activities

Gaming technologies Collaboration skills

Interactive surfaces

The present

A case study: Interactive whiteboards

Rapid UK uptake 1997 - 1 (Moseley et al., 1999)

2005 6 per primary; 18 per secondary (Becta, 2006)

2007 18 per primary; 38 per secondary (Smith et al. 2008)

Successful in becoming ‘embedded’ Clear impact on classroom interaction

More whole class teaching, faster pace, more interactions, more shorter answers, more evaluation, less uptake questions, shorter pupil presentations

No significant attainment advantage

The present

The wrong question?

The way you use technology is more important than the technology

New technologies are appealing and will be adopted in schools

The question is not does technology ‘work’ but how can different technologies be best used to support learning?

The present

The future

Technology and society Rapid projected development New technologies, new opportunities Constant change – challenging choices

The future

Problems with the evidence

Reliant on perceptions Over-emphasises “early-adopter”

experiences Breaking waves and always ‘jam tomorrow’

The future

The ecology of technology

Pedagogy trumps technology Build on research on effective teaching and

learning When technology is introduced, what is

squeezed out?

Motivation for adoption

Solving pedagogical problems

Inspired to try the technology

Keeping up with the Joneses

Accepting the inevitable

Kicking and screaming into the 21st Century

Conclusions

Support teachers who know what they want to use it for

Use it to support the evidence on effective teaching and learning

Look beyond motivation and engagement Evaluate impact on learning Be critical “beware of Geeks bearing gifts”