Towards new STEM pedagogy for BYOD classrooms

Towards new STEM pedagogy for BYOD classrooms

Mart Laanpere, senior researcher @ Tallinn University, Estonia :: [email protected]

Technology generation shiftsIn

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The role of computers in education

Learning ABOUT computers: hardware, software, coding, network administration

Learning FROM computers: multimedia educational software, online learning platforms

Learning WITH computers: computers as tools for knowledge creation and sharing, collaborative learning, distributed cognition

Compare BYOD vs laptops vs PC-lab

BYOD

PC-labLaptops

Loss of enthusiasm at school

Solution 1: new technology in the classroom (tablets, smart phones, clickers, IWB, edugames)

Solution 2: fun factor in learning (interesting school, outdoor learning, gamification, museums)

Technology and fun are not enough

Successful educational innovation requires combination of three forces on the school level:

SCHOOL

Technology

Pedagogy

Change management

M.Fullan (2013) Stratosphere:Integrating Technology, Pedagogy and Change Knowledge

Change management: whole school turn

The training and support is oriented on the level of a teacher

Diffusion of innovations (Rogers, 1992), OECD study (2002)

Whole school intervention models are needed

Pedagogical change The Club of Rome (1979) From reproductive learning

to innovative learning (anticipation, participation)

Metaphors of learning (Paavola & Hakkarainen): MONOLOGICAL: learning as aquisition of knowledge DIALOGICAL: learning as participation in community of

practice TRIALOGICAL: learning as collaborative knowledge

creation resulting with shareable digital artefacts

Trialogical learning

(Paavola, Hakkarainen 2009)

Old and new pedagogies

Tech use

Pedagogical capacity

Content knowledge Master requiredcontent

Outcome: Content mastery

Old

New

Outcome: Deep learning

Teacher Pupil

Discover and master content together

Pedagogicalcapacity

Create and use new knowledge in the world

Ubiquitous technology

(Fullan 2013)

Samsung Digital Turn pilot schools

www.samsungdigipoore.ee

Five scenarios for tablet classrooms

Flipped classroom: learning in advance of the lesson from short videos and other resources, making sense and applying new knowledge during the lesson (Khan Academy)

Inquiry-based learning: learning like scientists do, by questioning, exploring, explaining, (in)validating

Project-based learning: collaborative creation of digital artifacts

Problem-based learning: solving, then designing problems (tasks)

Game-based learning: learning from playing and designing games (e.g. Quest2Learn school NY)

Configurations of digital textbook 2.0

Planetary systemmodel

Linuxmodel

Legomodel

Stabilecore

Dynamic core

No core at all

Levels of textbook co-authorship

Level Learner’s contribution Examples of tools6: Creating Creates a new resource

from scratchGeoGebra, iMovie, Aurasma, PhotoStory, GarageBand, iBooksAuthor

5: Remixing Rips, mixes, cuts, adds visuals or subtitles

“Hitler gets angry” video, 9gag, samples, GeoGebra, GDocs

4: Expanding Curates, adds external resources to collection

Scoop.it, blog

3: Submitting Solves a task, submits to teacher for the feedback

Kahoot, Khan Academy, online tests, worksheets made with Gdocs

2: Interacting Self-test, simple game LearningApps, HotPotatoes, SCORM1: Annotating Likes, bookmarks,

commentsYoutube video, ePub, PDF, Web page

0: Consuming Views, listens, reads PowerPoint, PDF, video

LePlanner: re-using lesson scenarios

Visual language, timeline view

Resource-centric approach

Co-authorship levels

Prototype: http://leplanner-beta.romil.ee

Some Rights Reserved This work is licensed under the Creative Commons

Attribution Share Alike 3.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/.

The photo on the title slide comes from Flickr.com user Michael Surran

The photos on the second slide are taken from the Estonian version of Wikipedia, Koolielu.ee and Flickr