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Warrick Wynne's List: 1-1 Learning

  • Oct 29, 12

    steve-wheeler.blogspot.com.au/...igital-age-self-regulated.html BYOD

    • One challenge for education providers is to decide whether they will support the desire of students to self regulate their learning activities using personal technologies. Institutes that discourage the Bring Your Own Device (BYOD) movement may be perceived by their students as anachronistic.
    • Self regulation of learning is thought to be a characteristic of individual students (Beishuizen, 2008) but increasingly can be contextualised within social learning environments. A number of collaborative and social networking tools regularly play a role within the average student PLE. Self regulation has been shown to enhance and improve learning outcomes (Paris & Byrnes, 1989; Steffens, 2008), enabling learners to achieve their full potential (Delfino et al, 2008).  Personal technologies are thought to enable self-regulation at a number of levels, including the ‘object’ and ‘meta’ levels of learning, supporting maintenance, adaptation, monitoring and control of a variety of higher level cognitive processes (Nelson & Narens, 1990)

  • May 28, 12

    TABLETS are the new textbooks at Manor Lakes College in Wyndham Vale, where each year 6 and 7 student owns an iPad that travels between home and school each day. The 1500-strong secondary school, on the outskirts of Werribee, is something of a laboratory for innovative learning. If the school has a mantra, it is: embrace technology and face reality. Its students are, after all, digital natives who adapt to changing technologies faster than parents and teachers.

    www.theage.com.au/...revolution-20120526-1zayg.html school personalised technology

  • Mar 27, 12

    ipadeducators.ning.com/...device-control education technology BYOD ipad

    • It's time to let go of the notion that we need to control student behavior. It's time to realize that we cannot and should not dictate the manner in which students learn. One area where the desire for control is clearly manifested is our use of technology in school. 

      • It's ironic that we insist on censoring and controlling technology use. Outside school technology is characterized by freedom and empowerment - the ability for anyone to easily access or publish information, connect with people across the world and utilize media for new forms of creative expression and knowledge expansion. Innovation leads to new technologies which in turn can nurture further innovation. However that can only occur if we allow it...

         
           
        • Technology empowers students to explore and create. In schools however it's often used in the pursuit of efficiency where we require students to use technology in the same manner and with the intent that they produce similar results.
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        • We understand that they have vastly different talents and distinctive learning preferences. At home some use technology in more structured, logical ways while others gravitate to more visual or creative pursuits. Technology empowers them to find their own space as learners. In school we decide what applications they must use and we dictate exactly how they will use them - step by step - even in the face of our full understanding that students are far more expert at learning and using technology than teachers.
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        • The internet has enabled the democratization of information - publish, discover and learn anything. Anyone can publish. Everything is available. In schools we attempt to strictly control what they can see and do (yes, I used the word "attempt" - try Googling "ways to get around school web filters" and see what you get).

  • Mar 21, 12

    A systemic review that synthesised the findings of over forty years of research has been recently made openly available by the American Educational Research Association in the Review of Educational Research. The study titled What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study quantitatively synthesised ‘findings from a number of meta-analyses addressing a similar research question’ (p. 6). The research question was ‘the effectiveness of computer technology use in educational contexts to answer the big question of technology’s impact on student achievement, when the comparison condition contains no technology use’ (p.6).

    apo.org.au/...echnology-improves-performance technology education data survey results

    • The study revealed a significant small to moderate effect size favouring the utilisation of technology as a support for instruction and a ‘higher average effect size compared to technology applications that provide direct instruction’ (p.16). Interestingly, the analysis also foun
    • The reviewers go on to suggest that instructional design, pedagogy and teacher practices are important aspects of technology use but that technology is not a consistent type of intervention.
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