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Makerspaces pedagogy - supports and constraints during 3D design and 3D printing activities in primary schools

- Bower, Matt, Stevenson, Michael, Forbes, Anne, Falloon, Garry, Hatzigianni, Maria

  • Authors: Bower, Matt , Stevenson, Michael , Forbes, Anne , Falloon, Garry , Hatzigianni, Maria
  • Date: 2020
  • Type: Text , Journal article
  • Relation: Educational media international Vol. 57, no. 1 (2020), p. 1-28
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  • Description: Makerspaces have been heralded as an effective way to support the development of 21st Century and STEM capabilities, yet there is a paucity of systematic, multiple-case analysis to guide educator and researcher practice. This collective case study examined 24 primary school classroom contexts to understand what supports and constrains learning and teaching in technology-oriented makerspaces. Thematic analysis of 24 teacher in-situ reflective journals and focus group interviews of all teacher participants revealed 19 supports and 11 constraints, relating to pedagogy, task design, learner attributes, technological factors, the school environment, and teacher capabilities and beliefs. These were used to form an evidence-based framework for learning and teaching in makerspaces. Findings are discussed in relation to previous research which has tended to be anecdotal and based on single cases. Implications for future teaching, research and policy initiatives are also detailed.

A self-determination theory approach to teacher digital competence development

- Chiu, Thomas, Falloon, Garry, Song, Yanjie, Wong, Vincent, Zhao, Li, Ismailov, Murod

  • Authors: Chiu, Thomas , Falloon, Garry , Song, Yanjie , Wong, Vincent , Zhao, Li , Ismailov, Murod
  • Date: 2024
  • Type: Text , Journal article
  • Relation: Computers and Education Vol. 214, no. (2024), p.
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  • Description: Teacher Digital Competence (TDC) framework guides policy revision and professional development, empowering teachers for future classrooms by technologies such as artificial intelligence (AI) and metaverse. Falloon (2020) expanded the TPACK framework to include personal-ethic and personal-professional competencies, addressing ethical, safe, and productive functioning in diverse, digital environments for a new TDC framework. The two new sets of personal-competencies are very important to the use of AI and metaverse in education. However, research on implementation of Falloon's (2020) TDC framework that requires interdisciplinary collaboration among school members is limited. Teachers' engagement in TDC development activities is influenced by school digital learning policy and culture, and explained by three needs satisfaction in Self-determination Theory. Therefore, this study had two goals. First it proposed and examined a research model using school learning support as a predictor, needs satisfactions as mediating variable and the two new sets of TDC as criterion variables by analyzing questionnaire data. Second, it identifies needs-supportive strategies for digital education by analyzing interviews and school documents. The participants were 370 school teachers. The results showed that the positive effect of the school learning support on TDC, and needs satisfaction fully mediated the relationship between perceived school learning support and the two sets of personal competencies. We also suggested 12 ways for designing school digital policy and culture that satisfy teachers' needs, and validated instruments of the two sets of personal competencies. TDC that covers teacher artificial intelligence competence is important to the future teacher professional development. © 2024 The Authors

STEM in the Making? Investigating STEM Learning in Junior School Makerspaces

- Falloon, Garry, Forbes, Anne, Stevenson, Michael, Bower, Matt, Hatzigianni, Maria

  • Authors: Falloon, Garry , Forbes, Anne , Stevenson, Michael , Bower, Matt , Hatzigianni, Maria
  • Date: 2022
  • Type: Text , Journal article
  • Relation: Research in science education (Australasian Science Education Research Association) Vol. 52, no. 2 (2022), p. 511-537
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  • Description: Makerspaces are recent additions to schools and have been promoted as a means of developing STEM knowledge and skills. According to literature, the practical nature of making supports deeper engagement with STEM concepts and enhances development of STEM capabilities such as creativity, critical thinking, problem solving and collaboration. However, to date, limited empirical work has been completed investigating STEM learning in school makerspaces. This article reports outcomes from a study of 24 classroom makerspaces, where 5-8-year olds used 3D printing technology to design and develop artefacts responding to different problems, needs and opportunities. Findings were mixed, with evidence supporting makerspaces as effective for STEM skill and disposition development but more limited in their capacity to build STEM knowledge, unless this was explicitly identified and targeted by teachers. This paper questions assumptions about makerspaces as implicitly effective for STEM knowledge-building, arguing that teachers must specifically target conceptual outcomes in planning and teaching if makerspaces are to be effective for this purpose. Also, findings suggest the need to rethink how makerspaces contribute to holistic STEM literacy development, moving beyond current perspectives focused on learning about STEM, to one where makerspaces are viewed as epistemic environments beneficial to knowledge-building, of STEM. Findings will be of value to educators considering makerspaces as a component of STEM curriculum and infrastructure development. [Author abstract]

From digital literacy to digital competence: the teacher digital competency (TDC) framework

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2020
  • Type: Text , Journal article
  • Relation: Educational Technology Research and Development Vol. 68, no. 5 (2020), p. 2449-2472
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  • Description: Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.

Researching students across spaces and places : capturing digital data ‘on the go’

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2018
  • Type: Text , Journal article
  • Relation: International Journal of Research and Method in Education Vol. 41, no. 1 (2018), p. 53-68
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  • Description: Criticisms have been levelled at e-research that limited knowledge has been produced helpful for guiding educators in using digital tools more effectively for teaching and learning. This issue has become more acute with the emergence of mobile devices that enable learners to transition across different learning spaces and times. Traditional data methods are challenged to adequately capture the dynamic and collaborative exchanges occurring in flexible, technology-saturated environments, such as Bring Your Own Device or innovative learning environments (ILEs). This article details the development and use of an innovative digital data system in a series of studies exploring elementary students' learning using iPads in two ILEs in a New Zealand school. It explains the system, and evaluates its efficacy for capturing data representing use of the devices across learning spaces and tasks. While the system was highly effective, a number of barriers to its use existed. Ethical challenges were also encountered, and difficulties experienced managing and working with the volume of data produced. Although yielding high-quality data, it is up to individual researchers to assess for themselves the pros and cons of using a system such as described in this article, given the resources and time at their disposal. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Twelve years of iPads and apps in schools : what conditions support effective practices in K-6 classrooms?

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2023
  • Type: Text , Journal article
  • Relation: Frontiers in Education Vol. 8, no. (2023), p.
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  • Description: Since their release in 2010, iPads and their associated apps have been touted as ‘game changers’ for schools struggling with technology provisioning issues, that limited their ability to fully leverage the educational potential of digital devices on a ‘whole class’ basis. Since then, a variety of schemes have been implemented such as ‘Bring Your Own Device’ (BYOD) and portable ‘device pods’, as systems for improving access to, and utilisation of, mobile technologies in classroom curriculum. In many schools, concurrent to these initiatives have been improvements in technology infrastructure, including upgrades to external connectivity via the advent of high-speed fibre-based broadband, and internally through the establishment of school wifi networks and associated online security systems. Aligned with these developments has been a growing body of research exploring how teachers at all levels of education systems have incorporated these new resources into their curriculum, and examining what, if any, benefits have resulted. This article is an analysis of key findings from four published studies undertaken by the author between 2015 and 2021 in New Zealand K-6 schools, to build understanding of factors that contributed to the effective practices with mobile devices witnessed in the research classrooms. While numerous separate studies have been undertaken exploring specific outcomes from the use of iPads and other mobile technologies in different educational contexts, the analysis presented in this article attempts to identify common factors existing across four purposively selected studies, that contributed to their success. The studies were deliberately chosen to provide a broad overview of applications of this technology in different K-6 classrooms for different purposes, supporting deeper understanding of the factors that underpin effective teaching and learning with and through mobile devices, in schools. This is important, as it builds knowledge of the fundamental foundations to effective educational use of mobile devices, regardless of the learning context in which they are used, and could assist teachers in designing, implementing and assessing curricular that optimises the learning potential of these devices. Copyright © 2023 Falloon.

The pros and cons of using display capture technology for data collection with young children

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2019
  • Type: Text , Book chapter
  • Relation: Routledge International Handbook of Learning with Technology in early childhood Chapter 3 p.30-46
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  • Description: One of the challenges of researching mobile devices in educational settings is gathering authentic data that provides a holistic and accurate picture of how children interact with apps, and each other, as they complete learning tasks. While device portability can be a significant advantage for children wishing to work in different spaces or with others, for researchers this mobility poses problems, especially when it comes to gathering data from children using multiple devices in whole-class or large group activities. This chapter discusses use of an innovative iPad display capture tool in a range of studies involving young children in a New Zealand school. It details the tool’s functionality and operation, and how the data it captured was analysed and interpreted. While the tool provided unique insights into the children’s device-related activities away from the eyes of the teachers, it also raised a number of ethical challenges and dilemmas arising from its invisibility and ‘surveilling’ nature, and the potential for it to capture ‘grey’ data that may be of a personal or confidential nature. The chapter discusses these issues, and makes recommendations for researchers considering using data capture systems of this nature.

Using animated simulations to support young students’ science learning

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2020
  • Type: Text , Book chapter
  • Relation: Learning from Animations in Science Education: Innovating in Semiotic and Educational Research Chapter 5 p. 103-130
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  • Description: Technology-based simulation use in science education is not new, with the first studies exploring their efficacy dating back to the early 1980s. However, almost all this work has been undertaken with college or university students. Very little is presently known about how or what young students learn from simulations, and if the benefits associated with older student and adult use of simulations hold true in early years learning. This chapter summarises findings of two related studies investigating animated simulation use with 5 year olds. The first explored knowledge-building and transfer across four simulations introducing a range of electrical circuit designs and concepts, while the second investigated the students’ ability to transfer this to equivalent, ‘real world’ tasks. Results were mixed, with data indicating basic procedural knowledge development and transfer within and between the simulations and to a lesser extent to the equipment tasks, but limited conceptual development and transfer. Data also signalled issues with how some students interpreted concepts through visual representations, with some appearing to encourage common misconceptions. While evidence was found supporting simulations for general thinking skill development, teachers using them with young students need to be mindful of their role in scaffolding concept-building, to ensure robust and accurate knowledge construction.

An exploration of online technoliteracy capability teaching and learning in early years classrooms

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2024
  • Type: Text , Journal article
  • Relation: Education and Information Technologies Vol. 29, no. 1 (2024), p. 625-654
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  • Description: The increasing use of digital devices by young children, has led to calls for earlier teaching for information literacy. However, some research indicates reluctance to do this, due to perceived limitations of young children and notions about what is and is not ‘appropriate’ for them learn. This study examines this proposition, through analysis of 6 and 7 year olds’ application of ‘Technoliteracy’ capabilities during a unit of learning about Matariki (the Maori new year). It used an updated and expanded revision of Durrant and Green’s (2000) l(IT)eracy capability model, to understand how the students applied ‘Technoliteracy’ capabilities to online research and production of an information artefact for an identified audience. Although results were mixed, data was found of students’ productive engagement of ‘Technoliteracy’ capabilities aligned with Durrant and Green’s dimensions, suggesting that with developmentally-appropriate curriculum and pedagogy they were capable of integrating these for meaning making, judging meaning quality, and meaning sharing and communication. Given increasingly ubiquitous access to devices from a young age, results indicate that serious consideration should be given to teaching basic ‘Technoliteracy’ capabilities in early years classrooms. © 2023, Crown.

Using simulations to teach young students science concepts : an experiential learning theoretical analysis

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2019
  • Type: Text , Journal article
  • Relation: Computers and Education Vol. 135, no. (2019), p. 138-159
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  • Description: Early research investigated young students' understandings of science concepts using physical equipment, but technological advances now mean there are new options to introduce these ideas, through devices such as iPads and simulations. However, research investigating the use of simulations in early years' science learning is limited. This study applied revisions of Kolb's Experiential Learning theoretical model to determine if age-indicated science simulations were effective for teaching 5 year olds simple circuit building procedures and electricity concepts, and the function of circuit components. It also explored whether their engagement with the simulations provided worthwhile opportunities to exercise higher order capabilities such as reflective thinking and abstraction – skills oftencited in literature as valuable outcomes from older student and adult use of simulations. Findings indicate students developed a solid base of procedural knowledge about constructing different circuits, and functional knowledge about circuit components they applied to different circuit designs. The emergence of tentative, generalised theories about current and the effects of different circuit designs on the performance of resistors - linked to the exercise of reflective and descriptive thinking, were also noted in many students. However, examples were found of some simulations appearing to foster common misconceptions, such as current being ‘consumed’ by resistors – indicating teachers need to be highly vigilant and work closely with students, to ensure accurate understandings are developed. Overall, with appropriate teacher support and careful selection and review, the study concludes simulations can be effective for introducing young students to simple physical science concepts, and for providing them with opportunities to engage in higher order thinking processes. © 2019 The Author

What is the nature of stem learning in junior school makerspaces? A cross-case analysis

- Falloon, Garry, Forbes, Anne

  • Authors: Falloon, Garry , Forbes, Anne
  • Date: 2022
  • Type: Text , Conference proceedings
  • Relation: STEM 2022, 7th International STEM in Education Conference, Sydney, 23-26th November, 2022 in Proceedings of the 7th International STEM in Education Conference (STEM 2022)
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  • Description: THEME: Engaging students in STEM education BACKGROUND AND AIMS In recent years, many schools have developed Makerspaces as a means of fostering students’ STEM-related knowledge and skills. Typically, activities in these spaces involve students in practical work designing and creating artefacts, models and mock ups responding to problems, needs and opportunities, often working collaboratively using a range of materials, tools and equipment. Much literature associates these activities with developing STEM discipline conceptual knowledge and a variety of so-called ‘21St Century’ competencies such as problem solving, critical and creative thinking, teamwork, communication and other social skills.

Understanding K-12 STEM Education: a Framework for Developing STEM Literacy

- Falloon, Garry, Hatzigianni, Maria, Bower, Matt, Forbes, Anne, Stevenson, Michael

  • Authors: Falloon, Garry , Hatzigianni, Maria , Bower, Matt , Forbes, Anne , Stevenson, Michael
  • Date: 2020
  • Type: Text , Journal article
  • Relation: Journal of science education and technology Vol. 29, no. 3 (2020), p. 369-385
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  • Description: In recent years, arguments have signalled the value of STEM education for building discipline knowledge and an array of capabilities, skills and dispositions, aligned with the needs of young people functioning productively and ethically in dynamic, complex and challenging future work, social and political environments. This combination has been termed STEM literacy and positioned as a desired outcome from STEM education programs. However, knowledge is limited on ways this can be developed in K-12 schools. This article introduces a framework that conceptualises the integrated nature of the characteristics of STEM education. It identifies and maps key characteristics of STEM education, recognising different entry points, curriculum designs and pedagogical strategies for school programs. The framework provides practical guidance for planning and implementing STEM education in schools.

Shaping science, technology, engineering and mathematics curriculum in Australian schools: An ecological systems analysis

- Falloon, Garry, Powling, Markus, Fraser, Sharon, Hatisaru, Vesife

  • Authors: Falloon, Garry , Powling, Markus , Fraser, Sharon , Hatisaru, Vesife
  • Date: 2022
  • Type: Text , Journal article
  • Relation: The Australian journal of education Vol. 66, no. 2 (2022), p. 171-195
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  • Description: Improving young people's engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations' economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and meaningful for students. This study drew on a dataset of 449 Australian principal and teacher interviews, to identify factors influencing STEM curriculum in their schools. It utilised Ecological Systems Theory to build understanding relating to the influence of activities and outputs originating at macro, exo and meso system levels, on STEM curriculum and practices in classrooms. Results demonstrated how many innovative schools were able to successfully leverage community, business and national resources to enhance their STEM curriculum, while others struggled due to limitations imposed by geographic or socio-economic factors, or limited access to resources, expertise or advice. Central to achieving this was the powerful influence of principals' and teachers' 'proximal processes and developmental assets' in establishing effective and engaging interdisciplinary STEM curricula, despite constraints imposed by, at best, ambiguous national and state curriculum and policies, rigid assessment regimes and compliance-focused reporting requirements.

Building STEM in schools : an Australian cross-case analysis

- Falloon, Garry, Stevenson, Michael, Beswick, Kim, Fraser, Sharon, Geiger, Vincent

  • Authors: Falloon, Garry , Stevenson, Michael , Beswick, Kim , Fraser, Sharon , Geiger, Vincent
  • Date: 2021
  • Type: Text , Journal article
  • Relation: Educational Technology Vol. 24, no. 4 (2021), p. 110-122
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  • Description: The Principals as STEM Leaders (PASL) project was an Australian Government-funded national research and professional learning programme for principals, aimed at building STEM leadership capacity. The project involved cluster-based delivery of six learning modules and generation of case studies outlining schools' different approaches to STEM education and STEM leadership. This article analyses factors contributing to the development of four contrasting schools' STEM profiles, identifying the unique approaches and leadership strategies each adopted in designing STEM curriculum for meeting the learning needs of their diverse students. It positions these schools' endeavours within the broader PASL professional learning programme, adding to the limited body of empirical work detailing different approaches schools take to the

New Zealand’s ICT-in-education development (1990–2018)

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2020
  • Type: Text , Book chapter
  • Relation: ICT in Education and Implications for the Belt and Road Initiative Chapter 8 p. 133-148
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  • Description: New Zealand’s development of ICT-in-education has been something of a haphazard affair, following the ebbs and flows of political ideology and whim since digital devices first appeared en masse in schools and other educational institutions in the late 1980s. This chapter discusses how government policy from 1990–2018 has affected the attempts of New Zealand’s education institutions to effectively integrate digital technologies into curriculum, focusing on the major themes of this book, namely ICT infrastructure and resourcing, teacher professional learning and development, classroom practices and student outcomes. The chapter maps key initiatives in these areas across three distinct phases in New Zealand’s ICT-in Education development: 1990–1999, 2000–2008 and 2009–2018. Acknowledging the uniqueness of New Zealand’s education context, along with statistical information, the chapter presents illustrations of projects that detail implementation and impacts at an institution and classroom level. While generally New Zealand educational institutions are making reasonable progress in their ICT integration efforts, the effects of a past legacy of poor support, direction and decision-making lingers, with many issues and barriers to effective ICT integration in New Zealand classrooms identified nearly 30 years ago, still being present today.

From simulations to real : investigating young students’ learning and transfer from simulations to real tasks

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2020
  • Type: Text , Journal article
  • Relation: British Journal of Educational Technology Vol. 51, no. 3 (2020), p. 778-797
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  • Description: Research has explored the use of simulations for education and training, and attention is turning to how they might support learning in school subjects such as mathematics and science. However, existing studies have mostly concentrated on older students, and if simulations help build knowledge useful for solving problems within the simulation, rather than possible transfer beyond the simulation. This paper reports on a study investigating 5 year olds' learning transfer from simulations introducing simple circuit procedures and concepts, to equipment-based tasks. The study explored for evidence of learning transfer, using an analytical framework that aligned transfer strategy indicators with cognitive process dimensions, to identify transfer events and understand the thinking skills students applied during them. Findings supported the learning value of simulations, indicating young students transferred procedural knowledge to the equipment tasks, with some also demonstrating basic conceptual transfer. They also suggested transfer tasks can provide opportunities to exercise higher order thinking, through activating processes including reflection, evaluation, analysis and abstraction. Such capabilities are highly valued, and central to school achievement and development of learner independence and self-direction. Practitioner Notes What is already known about this topic Simulations can develop knowledge useful for solving problems within the simulation. Simulations can be effective for learning mathematics and science procedures. Between-simulation transfer engages higher order processing. What this paper adds Evidence of young students' procedural learning transfer, from simulations to real tasks. Some evidence of young students' naïve conceptual transfer, from simulations to real tasks. Evidence of the value of transfer tasks for higher order thinking development. Implications for practice and/or policy Transfer tasks provide opportunities for young students to exercise higher order thinking and problem solving. Teachers should consider transfer tasks for extending procedural learning to real tasks. Teachers are important for scaffolding young students' concept formation during transfer tasks, to ensure accurate knowledge development. Simulations can be effective for developing transferrable procedural knowledge, but conceptual transfer should not be assumed. © 2019 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association

Investigating pedagogical, technological and school factors underpinning effective ‘critical thinking curricula’ in K-6 education

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2024
  • Type: Text , Journal article
  • Relation: Thinking Skills and Creativity Vol. 51, no. (2024), p.
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  • Description: Objective: This study investigated factors underpinning a successful technology-supported classroom curriculum, specifically designed to promote K-6 students’ critical thinking. Methods: Video and audio data illustrating 41 students’ application of critical thinking were collected using a unique display recording app installed on iPads. These were timeline analysed using a literature-generated framework comprising Indicators of critical thinking. Interview data were thematically analysed to build knowledge of teacher pedagogical and school factors supporting the curriculum. Results: Data indicated students mostly applied critical thinking for defining and clarifying concepts, presenting reasoned arguments and conclusions, questioning and challenging others’ perspectives, seeking evidence for claims made, and identifying and critiquing assumptions. Results highlight the important contribution of teacher theoretical knowledge, school-wide commitment to a ‘critical thinking’ curriculum, and common understanding of the broader purpose schooling, as foundational to the curriculum's success. Conclusion: Teaching for critical thinking was facilitated by close alignment between pedagogical, technological, and school environment factors. It was underpinned by a school-wide learning virtues and values framework emphasising students’ future competencies developed from extensive reading of research and learning theory, and was deliberately planned for. It reflected in theory-informed task design, technology selection, and pedagogy. Practice: Critical thinking has been identified in school curricula as an important capability. However, while imperatives and general principles promoting critical thinking in schools are detailed in official documents, few examples exist illustrating how critical thinking can be fostered in K-6 education. Implications: Explicit teaching for critical thinking should be considered a priority by teachers at all school levels. Given rapid technological advances such as AI, and implications these hold for students’ critical information literacy, this study provides timely guidance on how explicit teaching for critical thinking might be approached in K-6 education. © 2023 The Author(s)

Advancing young students’ computational thinking : an investigation of structured curriculum in early years primary schooling

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2024
  • Type: Text , Journal article
  • Relation: Computers and Education Vol. 216, no. (2024), p.
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  • Description: In recent years, the development of computational thinking (CT) has become integral to many school curricula worldwide. This has been associated with calls for computational thinking to be considered a ‘21St Century’ competency, valuable to all students as a transferable process for solving problems and building understanding of human behaviour and systems. However, while computational thinking is a focus of most secondary school computer science curricula, proponents such as Jeanette Wing argue its relevance for younger students, indicating more work must be done investigating its development in early years' education. This study used a structured, problem-based curriculum supported by guided inquiry pedagogy, to explore 6 year old students' learning of basic computational thinking concepts and practices while coding programmable floor robots (Blue-bots and an iPad app). Results indicated improvement across the seven lessons in students' sequencing/algorithm authoring, error correction, and pattern recognition. Furthermore, they revealed evidence of higher order thinking such as identifying patterns in code, and how these can be transferred to help solve problems of different designs. While currently play-based approaches are used to introduce computational thinking concepts and practices in early years' education, results from this study suggest that more structured, problem-based methods should be seriously considered. Results challenge commonly understood developmental theories about what young children can and can't do, contextualised within the field of computer science, and hold implications for early years' teachers' professional knowledge and pedagogy if they are to promote their students' learning in this increasingly important area. Given rapid technological advancements such as artificial intelligence (AI) and increasingly earlier exposure of young children to digitally-mediated information, this study provides support for the earlier and more systematic introduction of basic digital literacy knowledge and skills in early years' education. © 2024 The Author

Enacting a vision : one school’s transition to becoming an ILE

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2021
  • Type: Text , Book chapter
  • Relation: Pedagogy and Partnerships in Innovative Learning Environments: Case Studies from New Zealand Contexts Chapter 13 p. 245-272
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  • Description: Using the OECD’s (Educational research and innovation: innovative learning environments. Centre for Educational Research and Innovation, 2013) Innovative Learning Environment (ILE) model as an analytical lens, this chapter examines one school’s ILE transition, highlighting the complex and interconnected nature of factors guiding its evolution. It begins by exploring definitions and understandings of ILEs, and alignment with arguments promoting their potential to better-prepare students with the skills, capabilities and competencies deemed important for leading productive and fulfilling lives in the 21st Century. The associated concept of key competencies informs curriculum in many countries and has been linked with a move to (re)develop classrooms to reflect designs thought more suited to supporting the development of these capabilities in students. It is argued ILEs are specifically designed to allow students to work more flexibly and collaboratively. Curriculum is often planned to utilise a range of technologies where students work in teams on project or problem-based learning tasks, designed to build capabilities including self-management, learning independence, problem solving and critical and creative thinking. However, innovative learning environments demand more than just changes to the design of physical teaching spaces. Outcomes from this study indicate the critical importance to successful ILE establishment of challenging teachers’ often entrenched beliefs about the purpose of schooling, and the need to empower and harness the talents of all staff towards achieving a clearly articulated and understood vision. This chapter uses data excerpts from nearly seven years of research to provide unique insights into this process, identifying key knowledge useful to understanding the complex interrelationship between curriculum, pedagogy, technology, and physical learning space design in the development of ILEs. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021.

The problem of perception : challenging students' views of science and scientists through school-scientist partnerships

- Falloon, Garry

  • Authors: Falloon, Garry
  • Date: 2020
  • Type: Text , Book chapter
  • Relation: Science Teaching and Learning: Practices, Implementation and Challenges Chapter 3 p. 67-109
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  • Description: More than 50 years ago, Margaret Mead and Rhoda Metráux surveyed 35,000 students to explore their views of science and scientists. Their study revealed that students held very different personal to public views, and that despite acknowledging the importance of science, attitudes towards personal engagement in science or with scientists, was generally negative. Later work by researchers such as Chambers (1983), Finson, Beaver and Cramond (1995), and Finson (2002) confirmed this to be an enduring issue, as revealed through studies using instruments such as the Draw a Scientist Test (DAST) and the Draw a Scientist Test Checklist (DAST-C). However, some researchers concerned with this issue point to the possible value of scientists working with teachers in school-scientist partnerships (SSPs) as means of addressing some of these negative views. This chapter reports methods and outcomes from a study that explored the impact of a six-month SSP involving a New Zealand science research institute and a group of 164, 9-10 year olds. It used the DAST-C, a short response questionnaire and semi-structured interviews, to investigate the influence of the partnership on students' views of science and scientists. Results suggest the partnership had some positive impact on students' existing stereotypical views that could be attributed to specific design features, but that other aspects of the partnership, such as how it was executed in the classroom, actually appeared to reinforce negative perceptions. Recommendations are made that it is hoped will provide guidance for designing and implementing similar initiatives. © 2020 Nova Science Publishers, Inc.