Handbook on Digital Learning for K-12 Schools (eBook)

Ann Marcus-Quinn, Tríona Hourigan (Herausgeber)

eBook Download: PDF

2016 | 1st ed. 2017
XV, 516 Seiten
Springer International Publishing (Verlag)
978-3-319-33808-8 (ISBN)

Infos

This book guides the adoption, design, development and expectation of future digital teaching and learning projects/programs in K12 schools. It provides a series of case studies and reports experiences from international digital teaching and learning projects in K12 education. The book also furnishes advice for future school policy and investment in digital teaching and learning projects. Finally, the book provides an explanation of the future capacity and sustainability of digital teaching and learning in K12 schools.

Ann Marcus-Quinn is a lecturer in Technical Communication and Instructional Design at the University of Limerick, Ireland. She is currently the Course Director for the Graduate Certificate in Technical Writing. Ann has been awarded both national and international funding for her research. In a previous role Ann worked with the National Digital Learning Resources service (NDLR) as a national advocate for Open Educational Resources.

Tríona Hourigan is a teacher and researcher employed by the Department of Education and Skills, Ireland. She received her B.A. in Language and Cultural Studies, Masters in French,  PhD in Education and Grad. Dip in Education from the University of Limerick. Prior to joining the Department of Education and Skills, she worked as a post-doctoral research fellow in the area of ICT in Education at the University of Limerick.

Inhalt

Preface 5
Old Debates, Unanswered Questions, Better Futures 5
References 7
Contents 9
Contributors 13
Chapter 1Introduction 16
Overview of Chapters 17
Conclusion 26
Chapter 2Multimodal Opportunities with Digital Tools: The Example of Narrated Photographs 27
The Multimodal Nature of Human Communication 28
Multimodal Pedagogies 29
Formats for Multimodal Exploration 31
Multimodal Digital Tools 33
The Narrated Photograph: Case Study Procedure 34
The Narrated Photograph: Student Products and Reflections 35
Discussion 39
Conclusion 40
References 40
Chapter 3Introducing Digital Technologies into Secondary Schools to Develop Literacy and Engage Disaffected Learners: A Case Study from the UK 44
Project Overview 46
School C 48
School D 50
Unexpected Consequences 53
Conclusion 55
References 56
Chapter 4Transforming Mathematics Teaching with Digital Technologies: A Community of Practice Perspective 58
Introduction 58
Transforming Mathematics Teaching with Digital Technologies: Key Ideas from the Literature 59
The Development of Teachers’ Knowledge and Practice Concerning Dynamic Mathematical Technologies 60
Designing Professional Development: A Community of Practice Perspective 61
A Methodology for Eliciting Teachers’ Trajectories of Knowledge and Practice 62
One Task: Four Lessons—Sixteen Stories 64
Conclusions and Further Research 67
Appendix: Learning Practices Within Wenger’s Social Practice of Learning Model 68
References 69
Chapter 5Design-Based Research as Intelligent Experimentation: Towards Systematising the Conceptualisation, Development and Evaluation of Digital Learning in Schools 71
Introduction: Characterising the Design Challenge of Digital Learning in Schools 72
Design for the Challenge of Educational Complexity 73
Supporting Emergent Design Through Cycles of Ideation and Intervention 75
Adoptable and Adaptable Design Models: Synthesising Practice and Theory 76
Potential Limitations of Design-Based Research 79
Conclusion 81
References 83
Chapter 6Images of Educational Practice: How School Websites Represent Digital Learning 86
Introduction: The Imperative of Digital Learning 86
The Website as Window into School Life 89
Sampling School Websites 91
Scrutinising School Websites 94
Summary of Digital Cultures Observed 96
Evaluating the Projection of Digital Learning 97
Reflection 99
Conclusion 99
References 100
Chapter 7: Corpus-Based Resources for L1 Teaching: The Case of Slovene 102
Introduction 103
Corpus Šolar 104
Idea and Implementation 104
Language Errors and Corrections in the Corpus 106
Corpus Concordancer 108
Methodological Challenges and Lessons Learned 109
Pedagogical Grammar Portal 110
Idea and Implementation 110
Use of Corpus Data on the Portal 113
Innovation in Slovene Language Didactics 113
Structure of the PGP Chapters 115
The Value of the Pedagogical Grammar Portal for the Slovene Language Education 116
Implementing Corpus Methods into L1 Teaching: Challenges, Advantages and Dangers 117
A Shift in the Conceptualisation of Language Phenomena 118
Preliminary Feedback from Teachers 119
Conclusion and Future Work 121
References 122
Resources 124
Chapter 8Tablet Use in Schools: Impact, Affordances and Considerations 125
Mobile Learning and Tablet Computers 125
The Impact of Tablet Use on Students’ Subject Knowledge and Skills 128
Affordances of Tablets That Contribute to Improving Learning 130
Considerations for the Integration of Tablets in Schools 131
Infrastructure, Technology Management and Professional Development 131
Pedagogy and Instructional Design 133
Conclusion and Outlook 135
References 136
Chapter 9EUFolio: A Classroom ePortfolio Pilot Project 139
Introduction 140
Partnership 140
Piloting in Schools 141
Irish Context: Reform of Junior Cycle Education 142
Focus of the Irish Pilot 143
Exploring ePortfolios 144
Level 1: Student Repository 148
Level 2: Student Workspace 150
Level 3: Student Showcase 150
The Irish Pilot Implementation: Findings 150
Digital Storage Capacity 151
Supporting Formative Assessment 151
Developing Twenty-First Century (Key) Skills 152
Recommendations for Policy and Practice 153
References 155
Chapter 10Taking the Tablets: Has the Long Predicted Revolution in Teaching and Learning Finally Arrived? 157
Engaging the Professional Community 157
Practitioner Debates 159
Practitioner Publications 161
Three Tablet Case Studies 164
The CPD Process 164
Case Study Methodology 166
Study One: A Deprived Coastal Town 167
Overview of the Activity 167
Analysis and Discussion 170
Conclusions on Impact 171
Study Two: A Leafy City Suburb 171
Overview of the Activity 172
Analysis and Discussion 173
Impact Findings 174
Study Three: A Prosperous Market Town 174
Overview of Activity 175
Analysis and Discussion 175
Conclusions 176
Conclusions Across Three Case Studies 177
References 179
Chapter 11Evaluation of Lesson Plan Authoring Tools Based on an Educational Design Representation Model for Lesson Plans 182
Introduction 183
Background: Lesson Plans 184
Definition 184
Existing Characterization Elements 185
Educational Design Representation Model for Lesson Plans 186
Evaluation of Existing Lesson Plan Authoring Tools 190
Evaluation Methodology 190
Evaluation Results 191
Conclusions and Future Work 197
References 198
Chapter 12Implementing Teaching Model Templates for Supporting Flipped Classroom-Enhanced STEM Education in Moodle 199
Introduction 200
Background 201
Flipped Classroom Model 201
Flipped Classroom Model for Supporting STEM Education 202
Design of the Flipped Classroom Teaching Model Templates 203
Inquiry-Based Flipped Classroom Teaching Model Template 203
Problem-Based Flipped Classroom Teaching Model Template 206
Implementation of the Flipped Classroom Teaching Model Templates in Moodle LMS 210
Inquiry-Based Flipped Classroom Teaching Model Template in Moodle 212
Problem-Based Flipped Classroom Teaching Model Template in Moodle 212
Conclusions and Future Work 220
References 221
Chapter 13Assessment of Online Learning 224
Introduction 224
Types of Online Assessment 225
Scoring and Analysing Responses 227
Item Difficulty 228
Partial Credit 229
Penalty Factors 229
Continuous Assessment 230
Assessment of Skills 231
The Use of Games in Assessment 233
Conclusions 235
References 237
Chapter 14Digital Literacies in a Chinese Secondary School 239
Introduction 240
Teaching and Learning Changes in Chinese Classrooms 241
The Present Study 244
The Research Site 244
Participants, Methods and Data Collection 245
Findings 245
Teacher-Student Relationships in the Digitised Classes 245
Practices Across Subjects 246
Perceived Usefulness of the Digital Approaches 247
Acceptance of New Technology 247
Emerging and Potential Obstacles 247
Discussion 248
Limitations 251
Conclusion and Implications 252
References 252
Chapter 15: The Paradoxical Art of Designing for Emergence 256
A Design Framework for Emergent Learning 256
A Lived Experience of Innovation and Transformation 257
An Early Prototype using Bloom’s/Gardner’s Matrix 258
Later Designs 259
The Learning Landscape 268
Linearity and Personalization 269
Synchronizing Physical, Virtual, and Cultural Space Design 269
Caves, Campfires, and Watering Holes 272
Emergent Learning 274
References 275
Chapter 16: Blogging as a Form of Web 2.0 Technologies for Reflective Practice 276
Rapid Evolution of Web 2.0 Technologies 276
Issues Associated with Adoption of Web 2.0 Blog Technologies in Education 278
Explicit Uses of Blogs 281
Explicit Uses of Reflective Blogs 282
Empowers Users Through Personalised Learning 282
Enables Collaboration 282
Fosters the Further Development of Literacy Skills 283
Fosters Critical and Higher Order Thinking Skills 284
Provides an Online Portal for Authentic Audience Participation 285
Develops a Sense of Community and Interconnectedness 286
Provides for Global Connections to Real World Learning Opportunities 288
Fosters Further ICT Skill Development 289
Provides a Forum for Learning About Appropriate Online Behaviours and Expectations 289
Fosters a Growing Confidence in Reflective Writing 291
Summary 292
References 292
Chapter 17: Digital Learning in Canadian K-12 Schools: A Review of Critical Issues, Policy, and Practice 297
Text 297
Current State of K-12 Online Learning 299
A National Overview 301
The Regional and Provincial Situation 303
Atlantic Canada 304
Central Canada 307
Western Canada 310
Northern Canada 313
Federal Schools 314
Overall Assessment: The Present State and Future of Digital Learning 315
References 316
Chapter 18Flip the School, Forget the Classroom How to Enable Personalised Learning with the Help of Information Technology
Four Types of Learning 321
Getting Rid of Obstructing Mind-Sets: Farewell Class 323
Getting Rid of Obstructing Mind-Sets: Farewell Constant Monitoring 325
Getting Rid of Obstructing Mind-Sets: Welcome Parents 325
Educational Software Personalises Learning 326
Adaptivity 327
Abundance 327
Not Only Highly Desirable, Also Workable 329
References 330
Chapter 19Technology to Improve Assessments of Learning in Class, School and Nation 332
The Australian Scene 333
Policy Context 333
Technology Provision and Take Up 334
Approaches to Learning and Assessment 335
New Technologies and New Literacies 337
The Roles of Teachers 338
Conclusion 340
References 340
Chapter 20: The Effect of Combining 1:1 Computing, Interactive Core Curriculum, and Digital Teaching Platform on Learning Math: The Case of a Charter School in New York City 343
Introduction 343
Background 344
The Digital Learning Environment 345
The Role of the Teacher in a Digital Classroom 346
Evaluation Research 348
Results 349
Differentiated Instruction and Conceptual Teaching of Mathematics 349
Teacher Empowerment and Student Engagement 352
Conclusion 355
References 355
Chapter 21: Improving Learning Through Stealth Assessment of Conscientiousness 357
Conscientiousness and Learning 358
A Stealth Assessment of Conscientiousness 359
Stealth Assessment and Evidence-Centered Design 359
Physics Playground 361
Competency Model of Conscientiousness 362
Next Steps 363
Future Directions for Conscientiousness Research 364
Developing Conscientiousness 364
Adapting to Different Levels of Conscientiousness 365
Persistence: State or Trait? 365
Stealth Assessment and Other Noncognitive Competencies 366
Strengths and Limitations of Stealth Assessment 366
Stealth Assessment Advice 367
Conclusion 368
References 368
Chapter 22: Integrating Computer-Assisted Language Learning in Saudi Schools: A Change Model 371
Introduction 372
Literature Review 372
Integrating Computer-Assisted Language Learning (CALL) 372
The Restricted Saudi Educational Setting 374
CALL in Saudi Arabia and the Arab World 374
Methodology 375
Findings 376
Demographic Data 376
Computer Access in Schools 376
ICT Training 377
Computer Skills 377
Ministry Support 377
Teachers’ Attitudes 377
Qualitative Findings 378
Classroom Observation 378
Teacher Interviews 378
Interviews with Inspectors 379
Discussion and Conclusion 379
References 381
Chapter 23: Training Pre-Service Teachers in the Use of Challenge-Based Learning and Sandbox Experiences as Practical Applications of Digital Technology for Authentic Learning in the Twenty-First Century Classroom 383
Twenty-First Century Education 383
Changing Nature of Learning and Twenty-First Century Skills 384
The Nature of Digital Technologies 385
Challenge Based Learning and Digital Technologies 386
Pre service Teachers Use of Digital Technologies at La Trobe University 388
Recommendations for Practice and Sandbox Experiences 391
Example 1: Sandbox Experience Using Inspiration™ 391
Example 2: Sandbox Experience Using MS Excel™ and M& M™
Summary 394
References 395
Websites: Australian and Victorian Education Websites 397
Websites: Educational Software Websites 397
Websites: WIKIs 397
Websites: BLOGS 398
Websites: EXTRA Websites for Creative Building ICT 398
Chapter 24: The Role of New Educational Technology in Teaching and Learning: A Constructivist Perspective on Digital Learning 399
Introduction 399
What Is Constructivism? 402
What Is Constructivist Teaching? 402
Constructivist Learning Theory 404
The Importance of Learning the Tool Before Learning with the Tool 405
Supporting Teachers in Formative Assessment and Remedial Instruction 407
Encouraging the Student to Be Active in Their Learning 408
Social Aspects of Knowledge Construction 410
Teaching and Learning as Dialogic Activity 410
Conclusion 411
References 412
Chapter 25: Educational Technology Implementation in Ethiopian High Schools: Benefits and Challenges of the Instructional Plasma TV 415
Introduction 416
Literature Review 417
Research Methodology 419
Research Findings 420
Education Problems in Ethiopian High Schools 420
Implementation of ICT in Ethiopian High Schools 421
Benefits of Live Broadcast Instructional Plasma Program 424
Drawbacks of Learning Through Plasma TV 425
Discussion 426
Conclusion 427
References 428
Chapter 26: Going Outside to Play: Managing Risk in the School Social Media Environment 430
Introduction 431
Risk and Risk Management 431
Immediate Risk Management Issues 432
Legal Issues 432
Service Considerations 434
Teaching and In-Class Considerations 435
Ongoing Risk Management Issues 436
Cyberbullying 436
Staff Digital Literacy 437
Digital Divide 439
Tips for Managing Risk When Using Social Media in the Classroom 439
Conclusion 440
References 441
Chapter 27: Pedagogy, Practice, and the Allure of Open Online Courses: Implications for Schools and Their Students 444
Massive Open Online Courses 446
Promoting Opportunities to Learn 447
Some Caveats: Motivation, Retention, and Quality 449
Another Form of Tracking? 450
Pedagogies, Practices, and the Future of the ‘Teacher’ 451
Mainstreaming MOOCs 452
References 453
Chapter 28: The Potential of OERs for K-12 Schools: Why Policy Is Crucial to Success 456
Introduction 457
Why Are Irish Schools Reluctant to Avail of International Repositories and Other Offerings? 459
Conclusion 463
References 463
Chapter 29: Teacher Awarenesses and Blended Instruction Practices: Interview Research with K-12 Teachers 466
Introduction 466
Background 467
Theoretical Perspective 467
Research Questions 469
Method 469
Participants 469
Meet the Teachers 470
Findings 470
Awareness of Self 470
Allison 471
Destiny 471
Emily 471
Jeff 471
Awareness of Context 472
Allison 472
Destiny 472
Emily 473
Jeff 473
Awareness of Learner 474
Allison 474
Destiny 474
Emily 475
Jeff 475
Awareness of Teaching Practice 475
Allison: Savvy Screencaster 475
Destiny: Community-Reinforcing Code Switcher 476
Emily: Visionary Vocaliser 477
Jeff: Charting the Course with Chat 477
Awareness of Interaction 478
Allison 478
Destiny 478
Emily 479
Jeff 479
Discussion 479
Appendix 481
References 482
Chapter 30: Professional Communities of Practice: We Need Them, But How to Develop Them Successfully? 484
Introduction 485
Our Approach: Education21 485
Goal 485
Approach 486
Experience 487
Further Development 488
Lessons Learned 489
Strengths 489
Weaknesses 490
Opportunities 490
Threats 491
Conclusion and Recommendations 492
References 494
Chapter 31: The Digital Textbook: New Learning Paradigms in Primary Education—A Portuguese Pilot Project 496
Connected Readership 496
Digital Technologies and Learning 497
Digital Technologies and the Learning Experience 498
From the Computer to the Tablet: What Makes It Different? 499
The Pilot Project: Digital Textbooks 501
Methodology 501
Data Analysis 502
The Students 502
Conclusion: Do They Learn More? 506
References 507
ERRATUM 510
Index 511

Produkt-Details

• Erscheint lt. Verlag: 7.10.2016
• Zusatzinfo: XV, 516 p. 73 illus., 63 illus. in color.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: Digital Learning • Digital teaching • Instructional Design • Instructional design for K-12 education • Instructional Technology • International digital teaching • K-12 education • Learning and Instruction • Online Learning • Online teaching
• ISBN-10: 3-319-33808-0 / 3319338080
• ISBN-13: 978-3-319-33808-8 / 9783319338088