Designing & Making & ICTs = Creativity Cubed

There can't be many activities that come closer to the essence of what it means to be human than the sheer art of making, the magnificent process that links the mind to the medium. The ability to take nothing but a notion and to translate that into a tangible product that is as real as as the hands that made it.

As someone whose life is dominated by screens, I would be the first to extol the virtue and legitimacy of pixel manipulation as a creative medium, in fact most of my work is predicated around precisely that. But it still doesn't come close to literally getting your hands dirty, the assault on the senses of the noise and smell and sweat of actually cutting and shaping and forming with your bare hands. Nothing like it.

Real vs Virtual? You don't need to choose

Which is why I started up the Designers & Makers Activity with Carl Waugh (Head of DT Dover Campus) this year. You see, I think the most exciting use of tech is the kind that does not make puerile demarcations between the 'real' and the 'virtual' - yes sawdust is more 'real', more tangible, than symbols on a screen, but, and this is critical, you don't have to choose. Just as with the stop-motion activities we use in Art lessons and in Kindergarten, arguably digital technologies are never more exciting than when they is used in the service of 'real life' making and creating.

Clearly our kids agree. When I gave them the choice halfway through the ECA, between continuing working in 'resistant materials' (wood metal & plastic to you non DT types) with their hands, or manipulating a 3D model in SketchUp to export to the 3D printer, half of them declined, favouring the fervency of cutting and drilling and forming instead.

Pure focus.

Creating vs creativity

Which brings me to a concern I have here—the relentless emphasis on, creativity, yes it has it's place, but sometimes, sometimes it's enough to just have an excuse to shape something, without a care for it to be validated or endorsed by a 3rd party, let it be what it is. So often the kids come asking me 'is this OK?' or "is this finished?" and I tell them, again and again, you decide, you are the creator, you conceived of it, you are creating it, it's your choice whether or or it not it meets your expectations or not.

Create - to cause something (anything!) to happen (small c) 

Creative - the use of the imagination or original ideas to create something (big C) 

(Howard Gardner, Five Minds for the Future)

I won't lie to you, some, maybe most of their solutions, are not particularly 'creative' but they are creations, their creations—see the difference? That is enough. So they're not creative products that I would rush to purchase (actually, a few are) but that doesn't matter, when you see their beaming, ecstatic faces as they strut out of the workshop and later around the school) proudly displaying their designer bag/key/pencil-case fobs.

Howard Gardner explains:

"Creativity as a generalisable capacity [...] has distinct limitations. We recognise a variety of relatively independent creative endeavours. A Creator can solve a hitherto vexing problem, formulate a new conundrum or theory, fashion or work in a genre, ...

... 

We also [need to] recognise a range of creative achievements—from the little c involved in a new floral arrangement [or designing and making a bag fob] to the big C entailed in the theory of relativity." (p80, brackets mine)

According to Csikszentmihalyi, (try saying that without Googling it) creativity occurs when—and only when—an individual or group product generated in a particular domain is recognised by the relevant field as innovative and, in turn, sooner or later, exert a genuine, detectable influence on subsequent work in that domain. This perspective applies to the full range of creations, across spheres and across varying degrees of innovation (from the littlest c to the biggest C).
...
Well I can't see how we can have the critical BIG C conversations until we've given our kids loads and loads of 'small c' experiences—time to explore, experiment, and make loads and loads of mistakes, and enjoy it. What I do know is that regardless of your opinion or mine, these kids are solving 'vexing problems' (to them), 'formulating new (to them) theories', in the pursuit of 'generating products' that are 'recognised (by themselves and their peers) as innovative'.

That's good enough for me.

Creativity Cubed

ICTs + Powerful Pedagogy + Traditional Tools = Creativity Cubed

Creativity as making (small c), Creativity as innovation (big C), Creativity as problem solving.

Creativity with breadth, depth and height—Creativity Cubed

I have to confess that, I am slightly biased towards Design & Technology (DT) as a field of human endeavour, that's my background. My first degree was in 3D Design, along with the PGCE in DT that followed it, which led to my first 5 years in teaching as a Secondary School teacher in South London, back in the 90s, while continuing freelancing as a Web/Graphic designer during evenings, and weekends.

Design Tech is, in my humble opinion THE place you should look if you want to see how digital technologies can really work seamlessly with traditional tools and skills. Even back in 1990s, the only area of the school I worked where you could expect to see computers in use for learning other than the IT Lab, was the DT lab; only in DT they weren't being used to 'teach IT'. No. They were actually needed as powerful tools for enhancing teaching and learning, and most importantly creating.  No one was even talking about an integrated model then, but in DT you wouldn't work any other way. From Graphic design on early Apple Mac black & White Classics, to robotic control with old BBC Micros, and CNC milling with Applications running in MS DOS, you couldn't really be an effective DT teacher without embracing the transformative opportunities afforded by ICTs.

Nothing has changed, except that the tools just get better, faster, more capable, and easier to use, in a process of iteration, or evolution, but certainly not obsoletion, and the DT facilities at UWCSEA are certainly no exception. The 'dream' behind this ECA was to see what could be done with some of the recent technologies brought in by Carl Waugh, the Laser Cutter and the 3D Printers, while also introducing kids in Grade 4 and 5 who have never set foot in a workshop their first experience at creating with  resistant materials like wood, plastic and metal.

ICTs & Synergy

So how did this work?

SketchUp Modelling of their TouchDraw Design

Gallery below:

For the first 3 sessions, the students focused purely on designing, using the vector graphic TouchDrawApp on iPads, this allows the kids to use some powerful vector features like subtraction and merging, but especially allowing them to export their designs as SVG files that the DT machines can handle. They had to design two versions, one to be made my machines, the other to be made by hand—the latter needed to be simpler to allow for their inexperience with working with resistant materials.

The fact that their designs were digital meant I could easily print them for transfer to the materials they would use, as well as export their machine designs to use with the laser cutter, before they commenced work on the hand made designs.

4 or 5 session later ... (making by hand takes a LOT longer than making by machine, something these students have a profound appreciation of now...) the students were given the option of modelling the design in 3D using SketchUp, before making it by exporting it to the 3D printer. As mentioned earlier, many students opted instead to stay in the workshop, so much for tech trumping traditional tools...

So, once again, the tech served to enhance the 'real world' experience. An approximate ratio of screentime to make time in this activity would be at least 1:5, one session with digital tools on screens for every 5 sessions with traditional tools in the workshop, less for those who opted out of the 3D printing.

So there you have it, the human propensity to make remains undaunted in the 21st Century, far from negating it, tech tools transform designing making, just as it always has with traditional tools, it's not either/or, it's both.


Gardner H (2006). Five minds for the future. Harvard Business Press.

Calculators in the 21st Century

What place do calculators have in the 21st Century?

Some would argue, none, and that they never should have had a place even in the 20th Century. Certainly one of my earliest memories of TEL (Technology Enhanced Learning) was the replacement of the humble 'log book' by calculators in my Maths classes on the west coast of Ireland, back in 1986 or so.

This post is not about to debate an argument that is at least 20 years old, but I am happy to point you to this post which discusses the nuances of matter very well indeed.

I would like to highlight some comments made about calculator use by the renowned John Hattie, in his magnum opus, Visible Learning, where he says:

Calculators + Good Pedagogy = d = 0.72

"Ellington found that the effects were much higher when calculators were involved in the teaching process; for example, when used for composition problem solving, the effects were d = 0.72: "When compared with students who did not use calculators, students in treatment groups were able to solve more problems and make better decisions with regard to selecting methods for generating solutions"(Beddington, 2003, p 169) 

For more on Hattie's meta - analyses, have a look at my other post here, but for now, take it from me that a rating of d = 0.72 is very good, no, not very good, it's astounding.

Now, I've been thinking for some time, what if you took the pedagogically sound use of calculators and applied them to a technological tool that is favoured by adults who work with numbers the whole world over? What do financial professionals use to manipulate numbers? Calculators?—you must be joking, no they use spreadsheets, why? Because,

Spreadsheets are the calculators of the 21st Century

Maths Problem Solving with Numbers (click to enlarge)

I can tell you that my work with students confirms this, in fact, if I take the liberty of tweaking Hattie's profound eulogising about the wonders of spreadsheets calculators I think the observations hold true, no, they are truer, more emphatic in my experience than ever:

"Hembree and Dessart (1986) found that the pedagogical use of calculators spreadsheets improved students basic skills both in completing exercises and problem solving. Across all grades (and particularly above grade 5, when calculators spreadsheets become more prevalent) and across all ability levels, students using calculators spreadsheets lead to greater effects in students' basic skills in operations and particularly in problem-solving."  

Visualize Data with a couple of clicks (click to enlarge)

"The effect on problem-solving seems to relate to improved computation and lower cognitive workload demands. They also found that there was a better attitude towards mathematics and an especially higher self-concept of mathematics for those using calculators spreadsheets compared to those not using calculators spreadsheets.

Transform number manipulation by moving it online, collaborative, social. 

"... this enhancement in attitude was probably because the use of calculators spreadsheets helped relieve students traditional dislike of problems expressed in words (by reducing the cognitive load of having to compute as well as problem solve)."
...
"Using manipulative materials and calculators spreadsheets helps to reduce students cognitive load and allows them to devote their attention to problem solving."

Adapted from Hattie J (2013). Visible learning, p146-147

Transforming Calculations & Mathematics

As powerful as spreadsheet applications like Excel and Numbers are, already leveraging SAMMS elements like access to the internet to gather data, clarify facts, strategies; move modes of operation from teacher centred/pushed data, to student centred/gathered data, and the the mutability afforded by the spreadsheet—what calculator has an undo key? What calculator allows you to grab aspects of data and literally tweak it, or even move it around the sheet, recalculating variables at the speed of thought?

But we can add even more SAMMS to the recipe. Moving the entire activity online, namely with a 'cloud' based spreadsheet application like Google Sheets, that allows us to add the transformative elements of ICT that are:

Situated:

Now students and teachers can work anywhere, any place, any space, on the same sheet. From real time feedback using comments, to transforming 'homework' into just an extension of classwork,

Social:

The sheet becomes a mini social network, a micro-community; allowing a group of students to collaborate on the same spreadsheet in real time, or to assign different aspect of a more complex problem to various member of the team, to be interconnected as the separate aspects of data are clarified, calculated and ratified by the team. At any point, any student can duplicate the entire sheet and continue work work separately, or move it to another tab within the same sheet.


All of the work you see here was completed with Grade 3 students, recently I have been able to continue this work successfully with students in Grade 2, using Numbers on the iPads. Here is one of our students to explain it for you:



If the only thing holding you back is lack of understanding of how spreadsheets work, don't panic, I have all the guidance you need right here:

Step by step, but to do the activity you see here really only requires a formula as simple as:

Answer (empty cell) = (click first number) + or any other operator, eg -,/,*) (click second number) Enter/return. Done.

Answer = 1+1. That's it.

See the Picasa Web Album below for some more examples:


Hattie J (2013). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. P 146-147

Sharing Ownership of Files in Google Drive

So if you are about to depart UWCSEA, you will need to remember to leave your important Google Documents behind. Behind the scenes your school GMail account is eventually turned off and moved to an archive state in the months after you leave. When this occurs any document or resource that you have created, uploaded and therefore owned within your Google Drive will disappear.

If you have shared and uploaded resources into shared department account you will need to shift ownership of these before your leave... so that your legacy of documents will live on.

Step 1 - Search your Google Drive using the following command.

Use the search bar within Google Drive to filter for documents that you own, but have shared with another account or have uploaded into folders within another account.

From: your account
To: department account

Example: (be careful about the gaps)
from:anm@gapps.uwcsea.edu.sg to:doverhsbusandecon@gapps.uwcsea.edu.sg

Step 2 - Select the files that you wish to change ownership

You can hold down the shift key and then select multiple files at once. The grey text next to the file name points to the folder where these files are currently located. These folders will be within the Google Drive account that you searched with above.

Step 3 - Click on the Sharing Button to change ownership

Now you can choose to make a different account the owner of the resources. As shown below, you will need to find the departmental account and then change this permissions from Can Edit to Is Owner. Once you press save the permissions will be alters.

(A word of Caution - be careful about selecting too many documents at once to change permissions. From experience 20-30 at once is ok, but after this the process slows down or even stops.)

Step 4 - Final Check

You can now do the same search as Step 1 and see a reduced list of documents. The resources you once owned will still be in the same folder location, but now owned by the departmental Google account. You can also use this process to shift ownership of files which are using up a lot of space in your personal account. Remember you have a 30GB personal limit for files that you own.

Stop-motion Storytelling in Kindergarten

One of our Tech Mentors in K2, Zöe Brittain, added a transformational element to her preparations for this year Arts Festival, by inspiring her students to create short stopmotion stories, retelling the story of The Ugly Duckling.



All of our iPad grades, which includes Infant School classrooms and Grade 2 all received a 'Justand' iPad stand this year, these are ideal for stop-motion, as Zöe's kid's so ably demonstrated.

As is usually the case with these powerful applications of ICT, the 'value added' is remarkable, but the outstanding aspect for me is the way this activity really focuses on collaboration—seeing 2 or 3 kids all communicating and collaborating, and trouble shooting in unison really is marvellous to behold, another excellent example of the UWCSEA profile, made visible.

What is a DLC, & what does a DLC do?

I'm a 'Digital Literacy Coach', a 'pedagogical technologist' (Woo, 2012) would probably be a more accurate description; that is a pedagogical coach who specialises in digital technologies. We're a rare, but fast growing breed in any TELE (technology enhanced learning environment) where the tech in question is digital, ie screens, because let's face it, all teaching environments are enhanced by some kind of technology even if it's just paper and pen/cil.

I commonly find myself on the receiving end of a blank eyed, uncomprehending, incredulous, somewhat vacuous expression when I give an answer like this. Especially if the person in question is a student, or a parent. Something like.

A pedagociawhat? What on earth is a DLC?

You're a ... what?

"A what?" "so, ... what do you do?"

So, 4 years of research, and 1 Master's degree later, here it is. My answer.

Studies (McGarr & McDonagh, 2013) indicate that for many schools, the provision of even one person who has this kind of role is rare. Unfortunately, it is more common to vast commit amounts of expenditure on ICT, while skimping on financing the expertise that would enable teachers to make effective use of it. It would be better to purchase less equipment and instead utilise the released funds to employ skilled facilitators. Without this kind of investment, expensive hardware will almost most likely languish in cupboards (Nesta report, 2012).

So providing technical skills training to teachers in the use of technology is not enough (Ciampa & Gallagher, 2013) and teaching skills in isolation does little to help teachers develop knowledge about: how to use technology to teach content in differentiated ways according to students' learning needs (TPK); how technology can be used to support the learning of specific curriculum content (TCK); or how to help students meet particular curriculum content standards while using technologies appropriately (TPACK) in their learning (Harris et al 2009; Mishra & Koehler, 2006); this is where having a dedicated ‘coach’ is essential.

Teachers need professional development in the pedagogical application of skills to improve teaching and learning (Carlson and Gadio, 2002). One of the most effective ways to help teachers take advantage of, and integrate technology is to provide ‘situated’ professional development through the provision of dedicated technology facilitators. These are known by many titles, eg DLCs, ICT Coordinators, Tech Integrators; all of which place far too much emphasis on the digital-technological.

Perhaps the role is better described as that of a pedagogical coach, but one who has an affinity for technology. The emphasis being, first and foremost, on the pedagogical aspect of the role, the technology supports pedagogy - not the other way round. Perhaps, despite the multiplicity of syllables, a better description of this role could be that of a ‘Pedagogical Technologist’ (Woo, 2012). These are dedicated teachers who support individualised (Hixon & Buckenmeyer, 2009) authentic technology integration, mentoring, just-in-time support that addresses teachers' needs, individualised instruction, observation of technology integration in practice and self-directed learning (Jacobsen 2001; 2002). This approach goes beyond skill centred strategies (teaching the use of tools) and emphasises the importance of helping teachers develop and use technology to teach curriculum content using specific pedagogical approaches that support successful technology-enhanced teaching and learning (Mishra & Koehler, 2006).

Perhaps another question we should ask is, what happens if you do NOT have a DLC? Fullan and Donnelly answer this question nicely:

"Study after study has concluded that the impact of digital technology has been stifled when there is no emphasis on the pedagogy of the application of technology as used in the classroom. this phenomenon has been recently documented by Steven Higgins et al. in a large meta–analytical study on digital learning. When teachers are not taught how to use an innovation, how to adapt to the model, and provided with on–going support, they revert to their traditional behaviours and practices. And, if professional development is stacked at initial launch, it risks neglecting the need for continuous reinforcement and upgrading." (p19)

So DLCs emphasise pedagogical application of technology. And how do DLCs do this? Well, they... 

Synthesise, problem solve, filter... 

Key to this role is synthesis. A DLC must consider the curricular goals, the talents and experiences of the team they are working with, the potential connections (support, reinforcement, or duplication) of related areas and skills, and how best to determine priorities. Tsai & Chai (2012) describe this problem solving capacity in terms of ‘design thinking’ where the ability to “re-organise or create learning materials and activities” and adapt these accordingly (ibid, p1058) is seen as necessary to overcome a ‘third-order’ barrier of a lack of ‘design thinking’.  The DLC also reviews recent practice and tries to anticipate how best to implement future projects. As they begin to develop new visions, communicate them to colleagues, and contemplate how to realise these innovations, they enter the realms of strategic leadership and creativity within the profession (Gardner, 2006). Synthesising the current state of technological knowledge, incorporating new findings, and delineating new dilemmas are critical to the work of any DLC who wishes to remain current and therefore relevant.

This role as filter is particularly important given the phenomenal proliferation of digital tools—on a literally daily basis, more tools with funky and not so funky names emerge into a market place already filled to overflowing with a veritable cornucopia of competitors. The DLC is all that stands between the teacher and a tsunami wave of digital applications, utilities and all sorts of 'Apps' boasting their pixelated promises to 'save you time' etc.  And neither can these just be ignored, as, not unlike the prospectors of old, sometimes lying in the sludge of similarity and 'revolutionary? not really' ... is the odd golden nugget of greatness. Yes, Apps like DoodleCast Pro, I'm looking at you. The DLC is the prospector who wades through the mediocre with filters of failure, seeking to route out all except the most worthy, which can then be brought back triumphantly and with considerable excitement to a, maybe not so interested team of teachers. Yet.

A ‘low power distance’ (Hofstede et al, 1991) is a crucial aspect of these roles, within a loose, decentralised hierarchy, where teachers are colleagues, not subordinates. A high degree of technological pedagogical knowledge (TPK) (Koehler & Mishra, 2009) is at the heart of this role—an understanding of how teaching and learning can change, when particular technologies [tools] are used effectively. This includes knowing the ‘pedagogical affordances and constraints’ of a range of technological tools as they relate to various disciplines with “developmentally appropriate pedagogical designs and strategies (ibid).”

Design (interventions)

Interventions significantly influenced by the need to use, "small wins to ignite joy, engagement and creativity at work (Amabile & Kramer, 2011).” Helping teachers making even small progress in meaningful work is a powerful stimulant to inspiring them to want to do more. If people are involved in meaningful work, and if they feel capable, and if they are helped to make even small progress, they become more motivated and ready for the next challenge (Fullan, 2013).

All interventions should incorporate three essential elements (Rodríguez et al, 2011) they should be first and foremost pedagogically centred, collaboratively designed, and expected to result in transference.

A focus on pedagogy has been shown to be effective in ‘freeing’ the practitioner from the myth that they need to be the ‘tech expert’ in the room, instead focusing on their classroom management skills, seeing technical “pitfalls as teachable moments” (Steve, 2011, p16). This pedagogic model requires the definition and design of tasks for teachers and students, supported by ICTs. The interventions are how the pedagogic model is adopted, leading towards the “autonomous implementation” (Rodríguez et al, 2011, p84).  They are composed of planned activities, such as training sessions for teachers, practical experiences, and classroom observations (Rodríguez et al, 2010). In addition to this, during the intervention, the DLC continually monitors and evaluates progress in order to assess the suitability and efficacy of implementation and to determine the extent to which the pedagogical model is actually being adopted (Wagner et al, 2005). This is expected to lead to arguably the purpose of the entire initiative - transference, teachers who have adopted these practices to the point where they are intrinsic and habitual, where the vast majority teachers effectively and faithfully “carry out the intervention” (Rodríguez 2008).

Champion

None of these attributes count for anything unless the ‘coach’ or ‘facilitator’ is a “pedagogical leader and champion” (McGarr & McDonagh, 2013)—a “charismatic individual who throws his or her weight behind an innovation, thus over-coming indifference or resistance... (Stuart et al, 2009, p734).” These champions are “the individuals who emerge to take creative ideas […] and bring them to life” who “actively and enthusiastically promote the innovation, building support, overcoming resistance, and ensuring that the innovation is implemented (Howell & Higgins, 1990, p40).” Confidence, persistence, energy and risk-taking are key characteristics (ibid). Champions can be distinguished from non-champions because they can communicate a clear vision, display enthusiasm, demonstrate commitment and involve others in supporting innovation (ibid). Champions are also an important part of the innovation process in an organisation (ibid; Rogers, 2003), and are “especially important in the implementation of new technology (p3).” Loucks & Zacchei (1983) describe these facilitators as “cheerleaders” (p29); building commitment early and maintaining it through constant encouragement; as ‘linkers’, bringing in outside expertise and ideas—linking resources and expertise; and trouble-shooters, helping teachers solve problems.

So that's it. That's what I do.

Thank you, and good night.

*Or Digital Literacy Coach, ICT Coordinator, Technology Coordinator, Technology Facilitator, Pedagogical Technologist ... there are more... 

References

Amabile T and Kramer S (2011). The progress principle: using small wins to ignite joy, engagement and creativity at work. Boston: Harvard business review press.

Carlson S and Gadio C T (2002). Teacher professional development in the use of technology. Technologies for Education, 118-132.

Ciampa K and Gallagher T L (2013). Professional learning to support elementary teachers’ use of the iPod Touch in the classroom, Professional Development in Education, DOI:10.1080/19415257.2012.749802

Fullan M (2013). Stratosphere: integrating technology, pedagogy, and change knowledge. Don Mills, Ont.: Pearson.

Fullan M & Donnelly K (2013). Alive in the swamp, assessing digital innovations in education. London: Nesta. Available online: www. nesta. org. uk/library/documents/Alive_in_the_Swamp. pdf.

Gardner H (2006). Five Minds For The Future. Harvard Business Press.

Harris J, Mishra P, and Koehler M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.

Hixon E and Buckenmeyer J (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools, 26(2), 130-146.

Hofstede G, Hofstede G J, and Minkov M (1991). Cultures and organizations. London: McGraw-Hill.

Jacobsen D M (2001). Building different bridges: technology integration, engaged student learning, and new approaches to professional development. Paper presented at the 82nd Annual Meeting of the American Educational Research Association, 10 April, Seattle, WA.

Jacobsen D M (2002). Building different bridges two: a case study of transformative professional development for student learning with technology. Paper presented at the 83rd Annual Meeting of the American Educational Research Association, 1 April, New Orleans, LA.

Koehler M J and Mishra P (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Luckin R, Bligh B, Manches A, Ainsworth S, Crook C and Noss R (November 2012). Decoding Learning: The Proof, Promise and Potential of digital education. Online. Retrieved 18 November, 2012, from http://www.nesta.org.uk/library/documents/DecodingLearningReport.pdf 

McGarr O and McDonagh A (2013). Examining the role of the ICT coordinator in Irish post-primary schools, Technology, Pedagogy and Education, DOI:10.1080/1475939X.2012.755132

Mishra P and Koehler M J (2006). ‘Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge’, Teachers College Record 108 (6) pp. 1017– 1054.

Rodríguez P, Nussbaum M, and Dombrovskaia L (2011). Evolutionary development: a model for the design, implementation, and evaluation of ICT for education programmes. Journal of Computer Assisted Learning, 28(2), 81-98.

Steve V (2011). Young Canadians in a Wired World – Phase III: Teachers’ Perspectives (Ottawa: Media Awareness Network, 1)

Tsai C C, & Chai C S (2012). The “third”-order barrier for technology-integration instruction: Implications for teacher education. Building the ICT capacity of the next generation of teachers in Asia. Australasian Journal of Educational Technology, 28(6), 1057-1060. 

Wagner D A, Day B, James T, Kozma R B, Miller J and Unwin T (2005). Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries. ICT and Education Series. infoDev/World Bank, Washington, DC. 

Woo D J (2012, May). No Lone Rangers: Pedagogical Technologists’ Mutualistic Relationships in Schools. In E-Learning in a changing landscape of emerging technologies and pedagogies.

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Visible Learning & Computers

I've just finished reading this mega meta-analysis, and condensed/extracted Hattie's thoughts as they relate specifically to what he describes as 'computer assisted instruction'.

For those of you who may be oblivious of this phenomenal study, Hattie's premise is that he's examined over 800 studies, and his book is an analysis of the analysis—a meta-analysis. John Hattie developed a way of ranking various influences in different meta-analyses according to their effect sizes. In “Visible Learning” he ranked those influences which are related to learning outcomes from very positive effects to very negative effects on student achievement. This resulted in a total of about 138 influences from positive to pointless to positively poisonous. This site provides a fantastic way to digest the lot in one graphic.

For various reasons, he likes an effect size of > d = 0.40, so that gives you a handy frame of reference.

In terms of his findings relating to computer assisted instruction, it has to be said (and I think he concedes this point in his book) that his references are not exactly recent, it was published in 2009, and based on his descriptions, I suspect many of the studies were predicated on extremely dubious TELEs (Technology Enhanced Learning Environments).

I've included his positive comments about calculators (most were critical) as I think they are equally applicable, if not more so, to spreadsheets. Oh, how I love a good spreadsheet.

P 146 Calculators 

"Ellington found that the effects were much higher when calculators were involved in the teaching process; for example, when used for composition problem solving, the effects were d = 0.72: "When compared with students who did not use calculators, students in treatment groups were able to solve more problems and make better decisions with regard to selecting methods for generating solutions"(Beddington, 2003, p 169)."

...

"Hembree and Dessart (1986) found that the pedagogical use of calculators improved students basic skills both in completing exercises and problem solving. Across all grades (and particularly above grade 5, when calculators become more prevalent) and across all ability levels, students using calculators lead to greater effects in students' basic skills in operations and particularly in problem-solving. The effect on problem-solving seem to relate to improved computation and lower cognitive workload demands. They also found that there was a better attitude towards mathematics and an especially higher self-concept of mathematics for those using calculators compare to those not using calculators. The suggestion was that this enhancement in attitude was probably because the use of calculators helped relieve students traditional dislike of problems expressed in words (by reducing the cognitive load of having to compute as well as problem solve)."

...

P 147

"Using manipulative materials and calculators helps to reduce students cognitive load and allows them to devote their attention to problem solving."



P220

Computer assisted instruction

d = 0.37 

"An analysis of the meta analyses of computers in schools indicates that computers are used effectively (a) when there is a diversity of teaching strategies; (b) when there is a pre-training in the use of computers as a teaching and learning tools; (c) when there are multiple opportunities for learning (e.g. deliberative practice, increasing time on task); (d) when a student, not teacher, is in "control" of learning; (e) when peer learning is optimised; and (f) when feedback is optimised."

P 222 Supplement don't substitute

"Over the many meta-analyses, there was an advantage for computer work to be a supplement rather than a substitute or replacement for teaching instruction."

"One of the fascinating findings is that teachers are frequent use of computers—but more for their personal and administrative use; they find it more difficult to see how computers can be related to their particular conceptions of teaching (Cuban, 2001). When many of today's teachers with students in schools, computers were not as common, and many were taught in teachers' colleges by lecturers who were even more distanced from the use of computers in their teaching and learning. For too many teachers, teaching using computer resources is not part of their "grammar of schooling". Abrami et al (2006) noted that many teachers "are still on the threshold of understanding how to design courses to maximise the potential of technology" (p 32). Hence, there needs to be some pre-training in the use of computers and the teaching and learning tool but that used to be effective. [Pedagogical technologists essential, only I'd argue training teachers to design effectively would require pre, present, and post training!]

P 224 Skill drill

"Of particular interest is the effect of drill and practice – and despite the moans by many adults, students need much drill and practice. However, it does not need to be dull and boring, but can be, and indeed should be, engaging and informative. Drill is a euphemism for practice: repeated learning of the material until it is mastered – this is the key ingredient in mastery learning, many of the more effective methods outlined in this book, and of deliberative practice. It does not have to be deadly, and a key skill for many teachers is to make deliberative practice engaging and worthwhile. Luik (2007) classified 145 attributes of drills using computers into six categories: motivating the learner, learner control, presentation of information, characteristics of questions, characteristics of replying, and feedback. The key attributes that led to the highest effect included learner control, not losing sight of the learning goal, and the immediate announcement of correctness or otherwise of the answer to the drill.

Many computer games are basically invested with high levels of drill and practice and many students can be thrilled and motivated to engage in these often repetitive tasks to attain higher levels of skill and thus make more progress through the game. Computer games include much engaging drill and practice with increasing levels of challenge that usually is mastered by overlearning or undertaking high degrees of drill and practice. So often, the evidence has shown positive effects from using computers to engage in deliberative practice, particularly for those students struggling to first learn the concept. Meta-analyses have also frequently demonstrated that drill and practice routines by computer are more effective than traditional teaching (Burns and Bozeman, 1981). Perhaps teachers should pause and wonder why their traditional teaching is less effective than many computer drill and practice programs."

P 225 Word processing & writing

"A good example of the student being in control of his or her learning relates to the use of word processors. When using these packages, students tend to write much more than when asked to write on paper, and the quality of writing is enhanced, especially for the weak writers (Bangert–Drowns, 1993). This "more" is not more of low quality, as quality of writing and length was highly positively related. Students are more likely to make revisions, write more, and make fewer errors (Goldberg, Russell, & Cook, 2003; Schramm, 1991). Torgeson and Elbourne (2002) completed a meta analysis of studies conducted between 1992 and 2002 on computers and student writing, and found that, on average, students who use computers when learning to write were not only more engaged and motivated in the writing but produced work that was of greater length and higher quality than students learning to write on paper (d = equals 0.40)."

P 236 Value ... added

"The use of resources, such as adjunct aids and computers, can add value to learning. They add a diversity of teaching strategies, provide alternative opportunities to practice and learn, and increased the nature and amount of feedback to the learners and teachers. They do, however, require learning how to optimise their uses. It is also clear that, yet again, it is the differences in the teachers that make the difference in student learning."

Hattie J (2013). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

iPads for Learning (not just skill-drilling)

It will not have escaped the notice of many parents that iPads are quickly becoming a popular tool for enhancing teaching and learning, especially here at the Dover Campus, where iPads are now ubiquitous in the Infant School and Grade 2, with shared trolleys of iPads in Grades 3-5.

What is perhaps less obvious is the why, the how, and the what do we use them for?

As revolutionary as iPads are, they suffer from one particular affliction, they remain, in the minds of many, if not most of our students and parents, gaming devices, or 'skill drill' devices, where 'content is king'. Which has it's place, but it is important to understand that in our school, this is rarely if ever how they are used.

Concepts are Critical, not Content

It's pretty well established now that learning in the new millennium is no longer predicated on a model where we expect kids to fill their craniums with content, devoid of any authentic context within which to actually use that content. Instead educators across the globe are shifting to a focus on key "thinking tools"—key transdisciplinary tools (or cognitive skills), that encapsulate how creative minds think effectively across a range of domains.* These "tools," or habits of mind, comprise a framework for trans-disciplinary creativity and can serve as the basis for the kinds of curricula that are essential for the "conceptual age" (Gardner, 2007; Pink, 2005). Concept based teaching facilitates deeper learning,  that builds competencies that are structured around fundamental principles of a content area and their relationships rather than disparate, superficial facts or procedures (Pellegrino et al, 2013). While other types of learning may allow an individual to recall facts, concepts, or procedures, deeper learning allows the individual to transfer what was learned to solve new problems.

Is there an App for that? Who cares?

That sounds a bit harsh, but at it's essence is my awareness that any App that is content focused is likely to be fraught with all sorts of problems, like issues with language, appropriateness, complexity, not to mention the sheer amount of Apps you would need to juggle if you are going to try and locate an App for every possible area of curricular content.

No, in our school, they are not about content, or consumption, they are about conceptual learning, through creating, capturing and reflection. They are devices for capturing learning that is driven by overarching concepts, devices that allow us to permeate our classrooms with what we call:

Capture Culture

This means that as teachers we need to make sure we focus on ensuring that they are used as learning devices, as devices that capture learning; if there’s ONE thing that sums up what we're trying to establish it’s this - we are building a capture culture - that’s it, everywhere, all year long.

Capturing what they can do, can't do, could do, thought they could do but couldn't, couldn't do but now can, and so on.

So, as strange as this may seem, considering the plethora of Apps on the App Store, the Apps we really focus on are not the usual suspects, the 'skill and drill' 'educational' Apps, no, we focus on Apps for:

• capturing
• screencasting
• annotating
• image/video/audio creation

Depending on the age of the students, the Apps may focus discretely on one of these attributes, or as the students become more proficient, combinations of more than one, sometimes, particularly with our older students, all four.

This means that despite the wide range of Apps we have available on our school iPads (click here to see the entire collection), we actually focus, most of the time on a handful of Apps. Apps we call our...

Core Apps

8 Essential Apps for Capturing Learning

Less is More

There are several critical aspects to this strategy:

• We can focus on developing expertise with a few tools, rather than feeling overwhelmed by hundreds
• We can use these Apps 'iteratively' for formative assessment—using the same Apps over and over again, in different areas of the curriculum. 
• We can reduce 'cognitive load' for students, so that they can focus on pedagogy and curricular content, rather than constantly learning how to use lots of new tech tools (Apps).
• Where there is considerable 'cognitive demand' in learning a more complex App, the investment is worthwhile, as the students will eventually be able to use these core tools throughout the year, with little or no teacher support.

App Rationale

1. Camera/Photos: take photos and screenshots, landscape/portrait, camera flip, edit the photo, enhance, video (only in landscape!), trim video, use legs to zoom (get close to the subject!) manage the library (ie, delete the rubbish!);
2. Drawing Pad: drawing, painting, stickers, annotating over an image, different backgrounds (handwriting, maths), basic word processing - ideal for the introduction of keyboarding skills.
3. iMindMap - Mind mapping made easy, pinch, zoom, connect/disconnect, add images—ideal for tune-ins, and seeing understanding develop over the course of a unit of learning, by revisiting and revising at regular intervals.
4. Shadow Puppet EDU: like Doodlecast, but less 'kiddy', this app allows kids to insert images from the camera roll, and also to use multiple slides, and point and/or draw.
5. Explain Everything: Does everything all of the previous apps do, all in one app, albeit a more complex environment. The steeper learning curve pays off with the sheer amount of uses it has. It also allows typing, and annotating/recording over video.
6. iMovie: A surprisingly simple way to stitch together images & video, straight from the camera roll, no import needed. Text and voice over can easily be added as well. Particularly powerful when combined with the other content exported from the other Core Apps.

Progression

Apps are introduced progressively, and cumulatively, consolidating use of all the Apps at each grade level, so that by Grade 2 all students are confident, competent, and most importantly independent users of all the Core Apps.

Contrary to popular myth even very young children benefit from the appropriate use of screens. So students start in K1 with the Camera App, just learning how to take photos, the Photos App to browse their efforts, and eventually creating art work with Drawing Pad, and simple screencasts with Shadow Puppet. By the end of the year the K1 students can also record static video (not moving the iPad, just concentrating on recording video while holding the iPad still).

In K2 the students broaden their repertoire to include Shadow Puppet EDU and Puppet Pals for story telling. In G1 they consolidate and develop their expertise in the first 6 Core Apps, ready to progress to the more 'advanced Apps' in G2.

Settings > General > Accessibility > Guided Access

Choose what you want to restrict, then triple click to activate.

Guided Access

There are going to be times, especially with very young learners that you might want to restrict their freedom on an iPad, like maybe locking the iPad so they can only work within one specific App. With a feature called Guided Access on iOS devices, that is literally as easy to activate as triple clicking the home button. Instructions on how to set that up here.

Next Steps...

So many Apps - but why?

Now we do have many other Apps, other than the Core Apps on the iPads, there are many reasons for this, but mainly because the Core Apps form the foundation for everyday use, much like the iPad version of pencils and paper, they can be used for almost anything, in any curricular area. But much like other traditional tools, the curriculum often presents very specific, unique opportunities for the use of Apps that are particularly suited to a particular curricular context, or a specific skill focus. To extend the analogy, these would be like inviting students to use paints, board games; rulers; manipulatives, and of course reading books—not relevant to everything, but still powerful when used in a focused, directed, pedagogically appropriate way, by a skilled teacher.

I have outlined a few of the main contenders that are not Core Apps, but are still magnificent when used in very specific contexts.


Puppet Pals/Toontastic
Sock Puppets
Keynote
Pages
Google Drive
Book Creator
Comic Book and or Strip designer
Skitch (annotate over images)
iMotion (Stopmotion)

Organised around curricular focus:

Read & Narrate:

Epic, MyON, Raz Kids

Spell: 

Wurdle, Spell Blocks, SqueeblesSP, Wet Dry Try

Maths:

Brain Tuner, Bugs & Numbers, Addicus HD, SqueeblesDV, Bugs & Buttons, Maths Drills, Numbers, Pick–a–Path, SqueeblesTT, SqueeblesAS, SqueeablesFR, Teaching Graphs, Khan Academy, SparkleBox

Control & Code

LightBot, Daisy the Dino, Hopscotch, Tynker, Move the Turtle

Draw & Paint

Drawing Pad, Brushes, Skitch (image annotation)

Story

Toontastic, PuppetPals HD, Sock Puppets

Explain

Educreations, Explain Everything, Doodlecast, Popplet, Mind Meister

Create

Comic book, Comic Life, Strip Design, iMotion, Keynote, GarageBand, Pages, Minecraft PE, Pic Collage for kids, Book Creator, iMovie, Adobe Spark (Page, Post, Video), iMindMap...