Talk:NP3 literature

From EdFutures
Jump to: navigation, search

Sharing Zotero group?

Should we publicise the Zotero group and encourage folk to join it? (At the moment it is publicly visible but you have to request membership in order to edit). Oh - I just have! ;O)

PeterT (talk)05:07, 10 September 2015

Yes good idea! I'll add this paper and other papers I'll post on here in the near future. And anyone else can now do the same.

Amelia H-J (talk)08:48, 10 September 2015

OK I have a couple of ideas of papers to suggest so have joined Zotero (also with Mendeley, very similar I think) and have membership of the group pending.

JuliaG (talk)08:52, 30 September 2015

Great Julia. I have approved your Zotero group membership. :O)

PeterT (talk)01:40, 1 October 2015
 
 
 

new OECD PISA report finds no effect of ICT in schools on attainment

A new OECD report: 'Students, computers and learning' claims that on the basis of PISA survey results, using ICT in schools does not improve attainment. The findings suggest that the impact of ICT use for disadvantaged students may even be detrimental to their test results. However, as Jeppe Bundsgaard, from University of Aarhus (Denmark) argues, just because schools are using ICT, there hasn't necessarily been a change in the pedagogy that teachers practice. In Denmark, where investment in ICT in education is among the highest in the OECD countries, Bundsgaard explains that there has been little thought as to what the pedagogical purposes of using ICT might be. This is of course where the NP3 project comes in - we will be exploring how, if at all, digital technology has had an impact on pedagogy and what a pedagogical model, which integrates children's digital learning practices, might look like. Interestingly, despite the negative findings, Andreas Schleicher, the education director at OECD, does not recommend that we stop using ICT in education, as it is an integral part of society. What are you thoughts on these new PISA results?

Amelia H-J (talk)03:52, 15 September 2015

This fits with the general evidence - if you add digital technology to schools without changing the metrics against which students' progress (and school's performance) is judged (e.g. in England GCSEs/A levels) then don't expect to see any improvement in those metrics. See, for example, the explanation of ETAG's thinking on assessment.

PeterT (talk)05:38, 15 September 2015
 

Positive effect of banning mobile phones in schools - especially for 'disadvantaged' students

A recent study in English secondary schools found that there was a positive effect of banning mobile phones in New York schools on students outcomes measured by attainment in tests. In schools where devices were banned, they found that test scores increased by over 6%. The researchers (which included LSE in the UK) found that this effect was most pronounced for disadvantaged students and did not apply to students who were high attainers. To be continued...

Link to report here

Amelia H-J (talk)11:34, 9 September 2015

This looks like a robust bit of research (though I am not a statistician and would love to have confirmation from someone who is that the stats used and the way in which the outcomes have been presented are appropriate).

The overall message seems to be that access to mobile phones in secondary schools (in four cities in England) results in worse exam performance, particularly for less academically competent students - with the assumption being that the phones act as a distraction to school work.

Importantly, the paper states that
"these findings do not discount the possibility that mobile phones could be a useful learning tool if their use is properly structured. Our findings suggest that the presence of mobile phones in schools should not be ignored."

I would also ask whether exams (specifically GCSEs) provide a good indicator of the sorts of attributes, knowledge and competences that young people need in the 21st century and/or whether an alternative perspective might be that pedagogy in schools should be more engaging for the academically less competent (so that they are less likely to be distracted by access to mobile phones).

We do tend to blame students for not coping well with what school has to offer - rather than questioning the extent to which what is on offer is appropriate for every student.

PeterT (talk)05:00, 10 September 2015

Yes I agree that it looks at a very narrow set of outcomes and does not take other important aspects of learning into account, such as students engaging with learning agentically - which technology can potentially provide affordances for. I thought this particular research was interesting because it gained media attention in the UK and internationally (my mum emailed me an article reporting on it in the Danish press) and a headline such as 'banning mobile phones raises attainment' can make technology itself seem like the culprit rather than the pedagogy it is used within.

I'm also skeptical that we can 'control' for every social factor that can affect attainment. For example, how do you control for institutional racism? We know from other research that this is a significant reason for low attainment amount some disadvantaged students of colour. Deficit perceptions of disadvantaged students influence pedagogical practices and we probably need to challenge these in order for technology to be harnessed effectively in order to provide pedagogical affordances for students to exercise learner agency.

Amelia H-J (talk)08:45, 10 September 2015
 

Could you add the reference to our Zotero group?  :O)

PeterT (talk)05:08, 10 September 2015

Have done!

Amelia H-J (talk)02:50, 15 September 2015

Ta  :O)

PeterT (talk)05:27, 15 September 2015