The impact of technology: value-added classroom practice: final report

This report extends Becta’s enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded. The project proposes a broader perspective on the notion of ‘impact’ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning. The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schools’ senior managers, were interviewed as part of a ‘deep audit’ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachers’ log activity. The aim of this was to obtain a broader contextualisation of their teaching

Game Changer: Investing in Digital Play to Advance Children's Learning and Health

Based on a literature review and interviews with digital learning experts, explores how digital games can foster skills and knowledge for better academic performance and health. Makes recommendations for government research, partnerships, and media

Teensites.com: A Field Guide to the New Digital Landscape

A 2001 report from the Center for Media Education, provided here as background to work produced by Kathryn Montgomery after coming to American University and CSM (see http://www.centerforsocialmedia.org/resources/publications/ecitizens/index2.htm -- Youth as E-Citizens'), surveys the burgeoning digital media culture directed at -- and in some cases created by -- teens.This report surveys the burgeoning new media culture directed at -- and in some cases created by -- teens. TeenSites.com -- A Field Guide to the New Digital Landscape examines the uniquely interactive nature of the new media, and explores the ways in which teens are at once shaping and being shaped by the electronic culture that surrounds them

School use of learning platforms and associated technologies – case study: secondary school 2

Study of benefits and effective use of learning platforms in schools based on 12 case studie

Picturing impact of the PEDIGREA program: a case study from Indramayu, Indonesia

Over the last twelve years, FIELD Indonesia staff has been using various participatory approaches towards measuring impact of its interventions, mainly in the framework of its involvement under FAO Community Integrated Pest Management (IPM) in Asia program. Since 2002, FIELD is one of the partners in the PEDIGREA program, focusing on participatory crop and farm animal improvement. PEDIGREA is a regional program on farmer’s management of genetic resources, i.e. rice, local vegetables and poultry, which is implemented by three NGOs in Philippines, Cambodia and Indonesia, and supported by Wageningen UR, FAO, and IPGRI APO. The first attempt in 1991 (the development of three IPM Village Profiles) involved having farmers draw and discuss the benefits of participation in a Farmer Field School (FFS). Other approaches are relying on aerial planning and interactive participation techniques, iterative appraisal approaches, and socio-economic impacts. Comparing these approaches reveals that a wide scope of options for monitoring impact is available. Here we report on the results of an impact assessment method that appeared highly practical as a participatory tool: a participatory and interactive perception measuring technique for which farmers were asked to analyze the impact of the PEDIGREA program activities in their villages by making a photograph series of the project results and discussing the photographs in the community. The process distinguishes three steps: a) a three days workshop with farmer representatives from each group/village to discuss the concept of project results and impacts, to learn how to take useful photographs, and to make a work plan of objects and situations for each village to be photographed; b) a two week period of activities in each village to take photos, to select the interesting pictures, and to write the explanatory notes for each of the photos; c) a three days workshop to finalize the notes for each picture, to reflect on the program impacts and farmer’s benefits, to evaluate the impact study process, and to develop follow-up plan for each group/village. Some of the major results as visualized in the impact monitoring approach include: other farmers in the villages started to learn the breeding process from the farmer participants in the FFS; other farmers started to ask for and plant the local vegetable seeds, e.g. luffa and bitter gourd, which resulted from breeding activities in the village; better prices in local market for luffa produce by the farmer participants were realized; and some village authorities provided resources to the groups to conduct local field studies

A Study of Patterns of Participation of Arnhem Land Aboriginal Students in non-Aboriginal Urban Secondary School

Aboriginal students are identified as one of the groups most at risk in Australia today. They have low levels of achievement and school retention coupled with high levels of failure, absenteeism and behaviour problems. All available statistics support this perspective (National Review 1994 in Groome 1995:70). DEET (1991:165)also recognises the need for further research and material and curriculum preparation for the specific English language educational needs of Aboriginal learners. Although our education system is largely failing Aboriginal learners, this project documents evidence of success. It is a study of four Aboriginal girls from a remote area of Arnhem Land who are learning ESL in a non-Aboriginal urban private secondary school on the Gold Coast. Even though the school accepts some international enrolments, staff have little experience or understanding of Aboriginal learners in this situation, including the researcher. The purpose of the study was to identify patterns of participation reflected by Aboriginal students in a non-Aboriginal learning environment. Although this report is condensed, the discussion of data is designed to assist ESL and mainstream teachers to meet the needs of similar students in such learning contexts