Augmenting primary teaching and learning science through ICT

This study explored how information communication technologies (ICTs) in primary classrooms can enhance the teaching and learning of science. By building on teachers’ and students’ prior knowledge and experience with ICTs, we investigated how ICT use can structure activities to offer enhanced opportunities for active participation in science. The project generated examples of how ICTs can support subject-relevant ways of exploring and communicating science, and evaluating what has been learnt. The major implications from the key finding, found in the Summary report are that; ICTs amplify science learning if teachers unpack the scientific ideas to identify specific pedagogical strategies that exploit the opportunities of each ICT. Visually recorded data present instant, immediate and context-rich information that teachers and students can use as a repository for evaluation, analysis and communication. For ICT-supported activities to meet the needs of diverse learners, students and teachers need “sandpit” time to develop competencies to participate in various tasks. Teachers who use ICTs require support tailored to the specific pedagogical, content and technology needs of the topic they are teaching

A descriptive and evaluative bibliography of mathematics filmstrips.

Submitted by A.W. Clark and R.W. Allen for the degree of Master of Arts and by C.H. Gardner and R.F. Sweeney for the degree of Master of Education. Thesis (Ed.M.)--Boston UniversityThe purpose of this paper is to present in one volume (1) a bibliography of all mathematics filmstrips from those suitable for the first grade to those suitable for use in senior high school and college, (2) an accurate description of each filmstrip, and (3) unbiased evaluations of each filmstrip by qualified teachers invited to take part in the project. Concomitant problems. The foregoing three parts were the heart of the problem and the portion nearly completely solved. There were, however, concomitant problems which have been partially solved by this work. The first of these concerns the limited use of filmstrips by mathematics teachers. Undoubtedly many do not believe in using filmstrips in mathematics classes. Others have never given serious thought about the advisability of using filmstrips. In later sections of this chapter and throughout this work evidence is cited to support the contention that filmstrips should have serious consideration, and that they are useful in mathematics classes. The second concomitant problem concerns the revision of current filmstrips and production of new ones. The filmstrip producers were supplied, upon their request, with summaries of the evaluations. Summaries were supplied only at the producer's request; for unless they were interested enough to request the summaries, they probably would not be interested in changing or improving their filmstrips. Summary. The problem, then, had three major parts: listing , describing, and evaluating mathematics filmstrips, and two concomitant parts: arousing the mathematics teacher's interest in filmstrips, and encouraging producers to make better productions and necessary revisions in current productions. [TRUNCATED

Augmenting the field experience: a student-led comparison of techniques and technologies

In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project

Music activities delivered by classroom generalists in Victorian state primary schools: accounts of teaching practice and frameworks for music activity delivery

Primary classroom teachers can play a vital role in the music education of primary school students, providing a basis for lifelong learning in music and the arts. Research shows that not all Victorian primary school students have equitable access to specialist music education and that the role of the classroom generalist becomes valuable in supplying or augmenting music education. An instrumental case study was conducted to investigate the music activities delivered by three purposefully selected participants, who were located at Melbourne metropolitan schools. From the analysis of data collected by semi-structured interviews and matrices, themes emerged around music activity identification, delivery, content and context. To add to the body of research about music activities by generalists, the research outcomes from this study included detailed accounts of music activities, listed recommendations by participants about the delivery of music activities, participant perceptions of the planning and place of music activities and the presentation of two frameworks to inform the delivery of music activities by future generalists. The data collected by the study could assist classroom generalists to include music activities in their day to day teaching with the aim to deepen student learning in and through music

Introduction to location-based mobile learning

[About the book] The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning

Augmenting Education: Ethical Considerations for Incorporating Artificial Intelligence in Education

Artificial intelligence (AI) has existed in theory and practice for decades, but applications have been relatively limited in most domains. Recent developments in AI and computing have placed AI-enhanced applications in various industries and a growing number of consumer products. AI platforms and services aimed at enhancing educational outcomes and taking over administrative tasks are becoming more prevalent and appearing in more and more classrooms and offices. Conversations about the disruption and ethical concerns created by AI are occurring in many fields. The development of the technology threatens to outpace academic discussion of its utility and pitfalls in education, however. Conversations about the disruption and ethical concerns created by AI are occurring in many fields. To ensure that AI in education serves learners and educators and that ethical concerns are answered or mitigated, the field must first clarify what those concerns are. This paper surveys academic and trade literature and draws upon a parallel questionnaire deployed to define existing and emerging ethical concerns of AI in education

Updating the art history curriculum: incorporating virtual and augmented reality technologies to improve interactivity and engagement

Master's Project (M.Ed.) University of Alaska Fairbanks, 2017This project investigates how the art history curricula in higher education can borrow from and incorporate emerging technologies currently being used in art museums. Many art museums are using augmented reality and virtual reality technologies to transform their visitors' experiences into experiences that are interactive and engaging. Art museums have historically offered static visitor experiences, which have been mirrored in the study of art. This project explores the current state of the art history classroom in higher education, which is historically a teacher-centered learning environment and the learning effects of that environment. The project then looks at how art museums are creating visitor-centered learning environments; specifically looking at how they are using reality technologies (virtual and augmented) to transition into digitally interactive learning environments that support various learning theories. Lastly, the project examines the learning benefits of such tools to see what could (and should) be implemented into the art history curricula at the higher education level and provides a sample section of a curriculum demonstrating what that implementation could look like. Art and art history are a crucial part of our culture and being able to successfully engage with it and learn from it enables the spread of our culture through digital means and of digital culture

Creating Space: Building Digital Games

Studies of games, rhetoric, and pedagogy are increasingly common in our field, and indeed seem to grow each year. Nonetheless, composing and designing digital games, either as a mode of scholarship or as a classroom assignment, has not seen an equal groundswell. This selection first provides a brief overview of the existing scholarship in gaming and pedagogy, much of which currently focuses either on games as texts to analyze or as pedagogical models. While these approaches are certainly valuable, I advocate for an increased focus on game design and creation as valuable act of composition. Such a focus engages students and scholars in a deeply multimodal practice that incorporates critical design and computational thinking. I close with suggestions on tools for new and intrepid designers