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
- 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.
- Full Text:
- Reviewed:
- 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
Advancing young students’ computational thinking : an investigation of structured curriculum in early years primary schooling
- 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
- Authors: Falloon, Garry
- Date: 2024
- Type: Text , Journal article
- Relation: Computers and Education Vol. 216, no. (2024), p.
- Full Text:
- Reviewed:
- 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
An analysis of the nature of young students’ STEM Learning in 3D technology-enhanced makerspaces
- Forbes, Anne, Falloon, Garry, Stevenson, Michael, Hatzigianni, Maria, Bower, Matt
- Authors: Forbes, Anne , Falloon, Garry , Stevenson, Michael , Hatzigianni, Maria , Bower, Matt
- Date: 2020
- Type: Text , Journal article
- Relation: Early Education and Development Vol. 32, no. 1 (2020), p. 172-187
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- Description: Research Findings: This study was undertaken to investigate learning processes and outcomes from using 3D design and printing technologies with children aged 5–8 years, in three schools in a metropolitan city in Australia. Data were collected from five sources (teacher interviews, surveys, journals; student interviews; and iPad screen recordings) and analyzed to identify themes responding to the question: What is the nature of students’ learning and learning processes in technology-enhanced Makerspaces? Findings report the perspectives of teachers and students, supplemented by screen recordings from the iPads. Students were found to have significant engagement in learning through involvement in these technology-enhanced Makerspaces, and to have developed skills and understanding in a number of areas including: digital technical proficiency, design thinking, problem solving, critical thinking, collaboration, and communication. Findings are conceptualized using a research-informed Maker Literacies Framework, to better understand the nature of students’ learning and work processes while engaged in these environments. Practice or Policy: Findings imply that Makerspaces with 3D design and printing could be used to promote young children’s STEM literacies although teachers need to be mindful of the need to explicitly plan for and teach important STEM concepts, if learning in these disciplines is a goal. © 2020, © 2020 Taylor & Francis Group, LLC.
- Authors: Forbes, Anne , Falloon, Garry , Stevenson, Michael , Hatzigianni, Maria , Bower, Matt
- Date: 2020
- Type: Text , Journal article
- Relation: Early Education and Development Vol. 32, no. 1 (2020), p. 172-187
- Full Text:
- Reviewed:
- Description: Research Findings: This study was undertaken to investigate learning processes and outcomes from using 3D design and printing technologies with children aged 5–8 years, in three schools in a metropolitan city in Australia. Data were collected from five sources (teacher interviews, surveys, journals; student interviews; and iPad screen recordings) and analyzed to identify themes responding to the question: What is the nature of students’ learning and learning processes in technology-enhanced Makerspaces? Findings report the perspectives of teachers and students, supplemented by screen recordings from the iPads. Students were found to have significant engagement in learning through involvement in these technology-enhanced Makerspaces, and to have developed skills and understanding in a number of areas including: digital technical proficiency, design thinking, problem solving, critical thinking, collaboration, and communication. Findings are conceptualized using a research-informed Maker Literacies Framework, to better understand the nature of students’ learning and work processes while engaged in these environments. Practice or Policy: Findings imply that Makerspaces with 3D design and printing could be used to promote young children’s STEM literacies although teachers need to be mindful of the need to explicitly plan for and teach important STEM concepts, if learning in these disciplines is a goal. © 2020, © 2020 Taylor & Francis Group, LLC.
An analysis of the nature of young students’ STEM learning in 3D technology-enhanced makerspaces
- Forbes, Anne, Falloon, Garry, Stevenson, Michael, Hatzigianni, Maria, Bower, Matt
- Authors: Forbes, Anne , Falloon, Garry , Stevenson, Michael , Hatzigianni, Maria , Bower, Matt
- Date: 2024
- Type: Text , Book chapter
- Relation: Developing culturally and developmentally appropriate early STEM learning experiences Chapter 11 p. 172-187
- Full Text: false
- Reviewed:
- Description: Research Findings: This study was undertaken to investigate learning processes and outcomes from using 3D design and printing technologies with children aged 5–8 years, in three schools in a metropolitan city in Australia. Data were collected from five sources (teacher interviews, surveys, journals; student interviews; and iPad screen recordings) and analyzed to identify themes responding to the question: What is the nature of students’ learning and learning processes in technology-enhanced Makerspaces? Findings report the perspectives of teachers and students, supplemented by screen recordings from the iPads. Students were found to have significant engagement in learning through involvement in these technology-enhanced Makerspaces, and to have developed skills and understanding in a number of areas including: digital technical proficiency, design thinking, problem solving, critical thinking, collaboration, and communication. Findings are conceptualized using a research-informed Maker Literacies Framework, to better understand the nature of students’ learning and work processes while engaged in these environments. Practice or Policy: Findings imply that Makerspaces with 3D design and printing could be used to promote young children’s STEM literacies although teachers need to be mindful of the need to explicitly plan for and teach important STEM concepts, if learning in these disciplines is a goal. © 2020, © 2020 Taylor & Francis Group, LLC.
An exploration of online technoliteracy capability teaching and learning in early years classrooms
- 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.
- Authors: Falloon, Garry
- Date: 2024
- Type: Text , Journal article
- Relation: Education and Information Technologies Vol. 29, no. 1 (2024), p. 625-654
- Full Text:
- Reviewed:
- 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.
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
- 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
- Full Text:
- Reviewed:
- 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
By design : professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities
- Stevenson, Michael, Bower, Matt, Falloon, Garry, Forbes, Anne, Hatzigianni, Maria
- Authors: Stevenson, Michael , Bower, Matt , Falloon, Garry , Forbes, Anne , Hatzigianni, Maria
- Date: 2019
- Type: Text , Journal article
- Relation: British Journal of Educational Technology Vol. 50, no. 3 (2019), p. 1260-1274
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- Description: Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers’ confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers’ confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology-mediated maker-based learning. © 2019 British Educational Research Association
- Authors: Stevenson, Michael , Bower, Matt , Falloon, Garry , Forbes, Anne , Hatzigianni, Maria
- Date: 2019
- Type: Text , Journal article
- Relation: British Journal of Educational Technology Vol. 50, no. 3 (2019), p. 1260-1274
- Full Text:
- Reviewed:
- Description: Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers’ confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers’ confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology-mediated maker-based learning. © 2019 British Educational Research Association
Children's views on making and designing
- Hatzigianni, Maria, Stevenson, Michael, Bower, Matt, Falloon, Garry, Forbes, Anne
- Authors: Hatzigianni, Maria , Stevenson, Michael , Bower, Matt , Falloon, Garry , Forbes, Anne
- Date: 2020
- Type: Text , Journal article
- Relation: European early childhood education research journal Vol. 28, no. 2 (2020), p. 286-300
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- Description: This paper will focus on children's views on their making and design capabilities. There is a paucity of research investigating learning in makerspaces particularly for younger children. Theoretical ideas based on constructionism (Papert), Vygotsky (socio-constructivism) and Dewey's pragmatic, inquiry based and reflective learning underpin this study. Fourteen group interviews were conducted with 34 young children (five to eight years old). Their responses were inductively and thematically analysed. Children provided rich insights into new pedagogical approaches, like makerspaces, and identified challenges with the use of the digital tools (3D App and 3D printers). Children enjoyed directing their own learning and viewed their experiences as creative. This research will advance knowledge on how makerspaces and design thinking skills can be integrated in early childhood and early primary education.
Coding across the curriculum: Challenges for non-specialist teachers
- Authors: Woo, Karen , Falloon, Garry
- Date: 2023
- Type: Text , Book chapter
- Relation: Teaching Coding in K-12 Schools: Research and Application Chapter 16 p. 245-261
- Full Text: false
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- Description: As coding becomes an increasing component of school curricula in many countries, the critical shortage of computer science teachers means it is often taught by non-specialist teachers through integration with other learning areas. What is not well understood is how these non-specialist teachers balance the goals of their primary discipline with the computing concepts or computational thinking skills they are expected to teach. Finger and Houguet (2009) suggest a range of intrinsic and extrinsic challenges can influence how teachers implement learning programmes and affect intended and received curriculum that may well be relevant to teaching coding in schools. This chapter draws on data from an Australian Research Council Discovery Project to explore how these challenges influenced the digital technology components of an interdisciplinary unit of learning implemented by non-specialist teachers, within the context of a coding animated narrative (CAN) task. The results challenge the popular belief that teaching coding as an interdisciplinary activity is a solution to computer science teacher shortages and an overcrowded curriculum and highlights the impact of the learning environment on student outcomes. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023. All rights reseverd.
Educational leaders’ perceptions of STEM education revealed by their drawings and texts
- Hatisaru, Vesife, Falloon, Garry, Seen, Andrew, Fraser, Sharon, Powling, Markus, Beswick, Kim
- Authors: Hatisaru, Vesife , Falloon, Garry , Seen, Andrew , Fraser, Sharon , Powling, Markus , Beswick, Kim
- Date: 2023
- Type: Text , Journal article
- Relation: International Journal of Mathematical Education in Science and Technology Vol. 54, no. 8 (2023), p. 1437-1457
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- Description: This study explored school principals' and teacher educators' perceptions of STEM education based on how they described STEM as a discipline, their understanding of the nature of teaching and learning of STEM, and the capabilities of a STEM-educated person. Data were generated through the Draw a STEM Learning Environment (D-STEM) instrument comprising drawn and written descriptions where participants drew a picture of a STEM learning environment and completed five prompt statements about what STEM is and how an individual develops personal STEM capability. The Legitimation Code Theory (LCT) specialization codes were used for data analysis (198 individual response items in total) to understand how the participants perceive STEM education. Almost half the participant responses indicated knowledge-code perceptions with a smaller but significant number (approximately a third of responses) indicating knower-code perceptions. The remaining responses showed élite-code perceptions, indicating a small proportion of participants valued the development of both disciplinary knowledge/practices and generic skills/attributes in STEM education. We posit that curriculum structure and reporting requirements influence these perceptions. Further research in relation to the influence of such understandings on enacted curriculum is warranted. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
- Authors: Hatisaru, Vesife , Falloon, Garry , Seen, Andrew , Fraser, Sharon , Powling, Markus , Beswick, Kim
- Date: 2023
- Type: Text , Journal article
- Relation: International Journal of Mathematical Education in Science and Technology Vol. 54, no. 8 (2023), p. 1437-1457
- Full Text:
- Reviewed:
- Description: This study explored school principals' and teacher educators' perceptions of STEM education based on how they described STEM as a discipline, their understanding of the nature of teaching and learning of STEM, and the capabilities of a STEM-educated person. Data were generated through the Draw a STEM Learning Environment (D-STEM) instrument comprising drawn and written descriptions where participants drew a picture of a STEM learning environment and completed five prompt statements about what STEM is and how an individual develops personal STEM capability. The Legitimation Code Theory (LCT) specialization codes were used for data analysis (198 individual response items in total) to understand how the participants perceive STEM education. Almost half the participant responses indicated knowledge-code perceptions with a smaller but significant number (approximately a third of responses) indicating knower-code perceptions. The remaining responses showed élite-code perceptions, indicating a small proportion of participants valued the development of both disciplinary knowledge/practices and generic skills/attributes in STEM education. We posit that curriculum structure and reporting requirements influence these perceptions. Further research in relation to the influence of such understandings on enacted curriculum is warranted. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Enacting a vision : one school’s transition to becoming an ILE
- 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
- Full Text: false
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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.
From digital literacy to digital competence: the teacher digital competency (TDC) framework
- Authors: Falloon, Garry
- Date: 2020
- Type: Text , Journal article
- Relation: Educational Technology Research and Development Vol. 68, no. 5 (2020), p. 2449-2472
- Full Text:
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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.
- Authors: Falloon, Garry
- Date: 2020
- Type: Text , Journal article
- Relation: Educational Technology Research and Development Vol. 68, no. 5 (2020), p. 2449-2472
- Full Text:
- Reviewed:
- 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.
From simulations to real : investigating young students’ learning and transfer from simulations to real tasks
- 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
- 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
- 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)
- 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)
iPad apps and visual methodologies : empirical and ethical issues in achieving authentic data
- Kucirkova, Natalia, Falloon, Garry
- Authors: Kucirkova, Natalia , Falloon, Garry
- Date: 2018
- Type: Text , Journal article
- Relation: Research in Learning Technology Vol. 26, no. (2018), p.
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- Description: This article suggests new ways of working with visual data collected with or via iPads. Using the example of two iPad apps that we co-created, we argue that multimedia and display recorder apps can generate highly authentic data, capable of providing unique insights into the activities and experiences of young children that more conventional data methods cannot achieve. We discuss and illustrate how the use of the apps addresses some empirical and ethical challenges concerning the positioning of the child and researcher in observational research, notably in relation to observer effects and researcher subjectivity. We outline some principles and strategies for researchers interested in using iPad apps and address some challenges and use considerations of these innovative methods. © 2018 N. Kucirkova and G. Falloon.
- Authors: Kucirkova, Natalia , Falloon, Garry
- Date: 2018
- Type: Text , Journal article
- Relation: Research in Learning Technology Vol. 26, no. (2018), p.
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- Description: This article suggests new ways of working with visual data collected with or via iPads. Using the example of two iPad apps that we co-created, we argue that multimedia and display recorder apps can generate highly authentic data, capable of providing unique insights into the activities and experiences of young children that more conventional data methods cannot achieve. We discuss and illustrate how the use of the apps addresses some empirical and ethical challenges concerning the positioning of the child and researcher in observational research, notably in relation to observer effects and researcher subjectivity. We outline some principles and strategies for researchers interested in using iPad apps and address some challenges and use considerations of these innovative methods. © 2018 N. Kucirkova and G. Falloon.
iPad mediated talk in young children’s learning and exploration of interests
- Khoo, Elaine, Falloon, Garry, Nguyen, Nhung Hong
- Authors: Khoo, Elaine , Falloon, Garry , Nguyen, Nhung Hong
- Date: 2016
- Type: Text , Conference proceedings
- Relation: There and back again : charting flexible pathways in open, mobile and distance education; Wellington; 17th April-20th April, 2016 in DEANZ2016: conference proceedings
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- Description: Emerging evidence highlights the potential of mobile and tablet technologies such as the Apple iPad in facilitating more productive learning processes and outcomes in formal contexts. Very little research has however been conducted in the New Zealand context, especially in early childhood settings. This study is aimed at understanding the nature of the talk young children (3 and a half to 5 year olds) engaged in while using the iPad for free exploration and play in small group settings with teacher guidance. Data was collected from eight observations (one hour to one and half hours long) of child-directed iPad use (video and audio recordings and photographs). Analysis of the data was based on an adaptation of Mercer's (1994) ‘talk types' framework which discriminates between cumulative, exploratory and disputational talk. Findings indicated that children used different kinds of talk to support one another's attempts to work through an app on the iPad. The iPad further afforded a unique potential as a shared, public learning device, and enabled young children's ease of sharing content and working together. Additionally, teacher-child talk was crucial in children realising the iPad's potential, reminding ground rules for working with the iPad, supporting developing literacy and numeracy ideas when working on iPad apps, and acknowledging children’s success. Teachers therefore play an important role in scaffolding young children's ability to develop talk strategies valuable to their learning and exploration with the iPad in the ECE contexts.
- 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.
New Zealand’s ICT-in-education development (1990–2018)
- 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.
- 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.
Problem solved, but how? An exploratory study into students’ problem solving processes in creative coding tasks
- Authors: Woo, Karen , Falloon, Garry
- Date: 2022
- Type: Text , Journal article
- Relation: Thinking Skills and Creativity Vol. 46, no. (2022), p.
- Relation: https://purl.org/au-research/grants/arc/DP190100228
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- Description: Problem solving capabilities have often been reported by teachers as a key benefit from creative coding activities in school-age children. However, few studies to date have defined problem solving, and investigated how it is operationalised in interdisciplinary creative coding tasks. This study aims to build knowledge about students’ use of computational thinking and computer science concepts for problem solving when coding animated narratives. The research investigated students’ coding processes using data gathered from audio and device display recordings and semi-structured interviews. Results suggest limitations to the use of creative coding tasks if the expectation is to develop computational thinking and systematic problem solving strategies, or learn basic computer science concepts. They revealed that novice students rarely solved coding problems using optimal technically-based strategies despite being given explicit instruction on their use, opting instead to bypass problems by adjusting intended outcomes, or by using low level code translation strategies. Results demonstrate that engaging computational thinking or even demonstrating understanding of basic computer science concepts was not a requirement to produce a viable creative coding outcome. This study contributes new understanding of students’ coding practices when engaged in creative coding tasks in regular, non-specialist classrooms. Its findings challenge the commonly-held assumption that coding is a natural ‘vehicle’ to develop computational thinking and systematic approaches to problem solving. It also questions the learning that results from the non-technical, inefficient and often ineffective problem solving practices students employ during ‘creative coding’ tasks, that are frequently used by non-specialist teachers in response to curriculum requirements. © 2022 Elsevier Ltd
- Authors: Woo, Karen , Falloon, Garry
- Date: 2022
- Type: Text , Journal article
- Relation: Thinking Skills and Creativity Vol. 46, no. (2022), p.
- Relation: https://purl.org/au-research/grants/arc/DP190100228
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- Description: Problem solving capabilities have often been reported by teachers as a key benefit from creative coding activities in school-age children. However, few studies to date have defined problem solving, and investigated how it is operationalised in interdisciplinary creative coding tasks. This study aims to build knowledge about students’ use of computational thinking and computer science concepts for problem solving when coding animated narratives. The research investigated students’ coding processes using data gathered from audio and device display recordings and semi-structured interviews. Results suggest limitations to the use of creative coding tasks if the expectation is to develop computational thinking and systematic problem solving strategies, or learn basic computer science concepts. They revealed that novice students rarely solved coding problems using optimal technically-based strategies despite being given explicit instruction on their use, opting instead to bypass problems by adjusting intended outcomes, or by using low level code translation strategies. Results demonstrate that engaging computational thinking or even demonstrating understanding of basic computer science concepts was not a requirement to produce a viable creative coding outcome. This study contributes new understanding of students’ coding practices when engaged in creative coding tasks in regular, non-specialist classrooms. Its findings challenge the commonly-held assumption that coding is a natural ‘vehicle’ to develop computational thinking and systematic approaches to problem solving. It also questions the learning that results from the non-technical, inefficient and often ineffective problem solving practices students employ during ‘creative coding’ tasks, that are frequently used by non-specialist teachers in response to curriculum requirements. © 2022 Elsevier Ltd
Researching students across spaces and places : capturing digital data ‘on the go’
- 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.
- 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.