Classroom Case Studies of Technologyintegrated Pedagogical Strategies TiPS

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Classroom Case Studies of Technology-integrated
Pedagogical Strategies (TiPS)
Sara Hennessy, Kenneth Ruthven
and Rosemary Deaney Faculty of Education,
University of Cambridge Becta Research
Conference June 13, 2003
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INTRODUCTION

• increased emphasis and spending on ICT - yet
  pedagogy and practice remain largely
  underdeveloped
• Phase 1 T P focus group interviews
• while ICT helps to create conditions for success,
  mere presence is insufficient effective pedagogy
  depends on deliberately exploiting technology

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Phase 2 CASE STUDIES OF TiPS(Technology-integrat
ed Pedagogical Strategies)

• Collaborative programme of 10 projects involving
  15 volunteer T-Rs (BPRS) individuals pairs
• Development, trialling and refinement of new
  pedagogic approaches, strategies and activities
  with pupils in yrs 7-12 in 6 curriculum areas
• English, Geography, History, Classics, Science,
  Design Technology
• 5 diverse schools in research partnership
  T research supported by university team

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Phase 3 ANALYSES WITHIN AND ACROSS CASES
(interacting)

• Analyses drew on our observations, interviews,
  T research reports, documentary evidence
• Q How do teachers create the conditions which
  support subject learning with ICT?

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EMERGING THEMES

• Established pedagogy without ICT remains
  pertinent but exploiting harnessing technology
  new strategies
• Spectrum of pedagogical issues
• focus on mediation of subject learning with
  technology

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STRATEGIES FOR MEDIATING INTERACTIONS WITH ICT

• Context of changing T and P roles
• less teacher direction and exposition
• more T-P interaction
• more pupil collaboration
• increased control, choice, responsibility

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MEDIATING STRATEGIES Learning with ICT through
guided participation (Rogoff, 1990)

• Circulating support, guidance, probing,
  discussing, challenging, monitoring, informal
  assessment and immediate feedback to
  opportunistic queries
• I was perhaps with them a little bit more
  often, walking round constantly.
• I needed to instigate the ideas I was more
  looking just to try and focus them on particular
  aspects. There was certainly no formal teaching.

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MEDIATING STRATEGIES

• Supporting self-regulated, active and reflective
  learning
• opportunities for generating, testing, reworking
  ideas research manipulation discussion,
  critical analysis
• prompting pupils to think for themselves
• T is going around just probing them and giving
  them stimuli but not giving them answers

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MEDIATING STRATEGIES

• Managing pupil participation through structuring
  and channelling of activity
• preparing focused tasks with clear objectives
  
• avoiding floundering and unrealistic
  expectations
• the ICT itself does the teaching if you've
  got it structured correctly

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MEDIATING STRATEGIES Pre-empting and overcoming
difficulties opacity, complexity, credulity,
distraction

• Focusing on subject content and learning goals
• exploiting features and opportunities presented
  by ICT for salience of underlying concepts and
  processes
• e.g. electronic annotation manipulating text /
  graphics
• avoiding pupil distraction by ICT itself
• e.g. keeping Ps on task specific instructions
  focussing on central issues first through
  thinking discussion

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MEDIATING STRATEGIES Pre-empting and overcoming
difficulties

• Focusing research tasks clear parameters for
  searches, pre-selecting range of websites,
  limiting research time output
• accessible, focused and relevant information
  skills for critical analysis
• All forms of focusing encourage pupil
  reflection, analysis and understanding

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MEDIATING STRATEGIES Pre-empting and overcoming
difficulties

• Integrating ICT use and balancing lesson
  activities, e.g. visual aids, text/note books
• Overcoming transience Supporting
  learning and revision away from technology using
  printed / written resources and records

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USING SIMULATION SOFTWARE TO FACILITATE THE
UNDERSTANDING OF ELECTRONICS THEORY

• Design and Technology case study
• Yr 10 GCSE mixed ability group
• 10-week programme of practical and theory
  lessons
• 2 lessons observed
• pupils worked (mostly) singly in computer suite

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USING SIMULATION SOFTWARE TO FACILITATE THE
UNDERSTANDING OF ELECTRONICS THEORY

• Lesson (1) Investigating effects of relay
  switching
• constructing and testing simulated circuits
• producing illustrated notes in Word
• Lesson (2) Investigating logic functions
• exploring effects of different types of logic
  gates
• constructing simple truth tables
• completing illustrated notes
• working through software tutorial chapter on
  logic

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Contribution of ICT to teaching and learning seen
as

• enhancing students understanding of theoretical
  aspects through manipulation of simulated
  circuits
• enabling students to trial ideas and immediately
  see results of their actions
• eliminating organisational problems associated
  with using physical components
• increasing pupil motivation and engagement with
  the topic

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CHANGING AND VARIED TEACHER ROLE

• Teacher freed from storekeeping to deal with
  what was going on in their minds
• Providing framework of support by
• introducing topic demonstration, task
  instruction
• facilitating encouraging exploration prompting
  pupils to find their own solutions and make
  mistakes and learn from it
• focusing they can see what happens when things
  are connected wrongly pupils less reliant on
  me to go round saying Thats not going to work,
  that is.

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CHANGING AND VARIED TEACHER ROLE

• harnessing other agencies peer tutoring
  electronic help electronic tutorial they can
  help themselves and move on at their own pace
• keeping pupils on task attention to peer
  grouping unproductive playing generating
  neat nonsense
• integrating resources having actual switches to
  show them augmenting pupil notes with handouts
  they can look ... What does it say in here?
  and they do have something to revise from.

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USING INTERNET RESOURCES AND ICT TOOLS TO SUPPORT
THE TEACHING AND LEARNING OF HISTORY

• Project centred on 20-lesson unit with Y9 top
  sets.
• Emphasis was on issues of interpreting evidence.
• Set tasks involved analysing a range of documents
  and artefacts relating to the First World War.
• In the two lessons observed
• Pairs analysed on-screen sources from the
  Internet, offering contrasting accounts of a
  key battle.
• Pairs examined on-screen images from different
  artists depicting war and the experience of
  battle.

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PROVIDING STRUCTURE AND SUPPORT FOR LEARNING
WHILE PRESERVING PUPIL AGENCY

• Internet resources were selected and adapted to
  create a virtual archive on the school intranet.
• Pupils were able to dictate to some extent the
  pace of work on tasks, and a lot of the time
  they were free to discuss, at whichever level.
• But teachers also noted their own contribution in
  going around and feeding them ideas, asking
  questions and trying to move them on.
• Having on-going work on-screen facilitated
  teacher joining discussion between pupil pairs.
• Overall, the teachers perceived themselves as
  far less didactic in their approach within
  lessons.

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ENLARGING EVIDENCE AND EXPERIENCE THROUGH
AUTHENTIC RESOURCES AND NON-TEXTUAL MEDIA

• Material from the Internet was seen as greatly
  enhancing the unit, for example in the form of
  contrasting accounts of the battle at Vimy Ridge.
• The use of non-textual media and authentic
  resources was seen as promoting a more
  multisensory and empathetic understanding.
• In the observed lessons
• An impending visit to the battlefield helped
  give import and urgency to the analysis taking
  place.
• Care was taken to create a sense of contact
  with a wider world through a virtual art
  exhibition.

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ENHANCING DISCUSSION AND ARGUMENTATION THROUGH
ICT-SUPPORTED APPROACHES

• Teachers pointed to how ICT had been used to
  interact with materials and analyse evidence.
• You can almost use the computer like a
  notepad, marking things on-screen.
• The ability to manipulate the pictures was
  important enlarging to home in on details.
• Creating tables helped pupils to classify
  their ideas and allowed them to manipulate what
  they had found out more easily.

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CONCLUSIONS New strategies and forms of activity
emerging

• focusing on subject learning through
• exploiting unique opportunities
• handling difficulties/constraints imposed by
  ICT
• focusing research tasks
• guiding, structuring, prompting
  supporting active learning
• pupils own role in structuring instruction
• balance between over- and under-directive
  (P agency vs. confusion)

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CONCLUSIONS

• proactive and responsive strategies emerging for
  mediating and optimising conditions for learning
• pedagogy evolving
  T role is complex and demanding, especially
  in managing P participation
• support for practitioners

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OUTCOMES

• TiPS website
• http//www.educ.cam.ac.uk/TiPS/tips1.html
• - download teacher-researchers reports
• articles on T and P focus group data
• forthcoming case study papers
• Current ESRC Project
• exemplary practice in maths science

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Scope for development of mediating strategies

• interactive teaching and learning through
  modelling, discussion and evaluation
  (groups/whole class)
• teaching P skills for information handling and
  critical literacy collaboration

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ORGANISATIONAL STRATEGIES FOR LESSON SUCCESS

• offering technical support and troubleshooting
• back-up plans and resources (from mouse balls to
  textbooks)
• realistic lesson pacing balancing efficiency,
  focus and task completion with time for
  discussion, consolidation and closure
• trialling lesson plans, building in flexibility
• managing the physical environment of technology
  use
• attracting and maintaining the attention of
  pupils sitting at computer monitors
• managing collaboration in adverse room layout