MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report appendices

This document contains the appendices to the main report, which presents case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers

Implementing Web 2.0 in secondary schools: impacts, barriers and issues

One of the reports from the Web 2.0 technologies for learning at KS3 and KS4 project. This report explored Impact of Web 2.0 technologies on learning and teaching and drew upon evidence from multiple sources: field studies of 27 schools across the country; guided surveys of 2,600 school students; 100 interviews and 206 online surveys conducted with managers, teachers and technical staff in these schools; online surveys of the views of 96 parents; interviews held with 18 individual innovators in the field of Web 2.0 in education; and interviews with nine regional managers responsible for implementation of ICT at national level

Bibliographic and Text Analysis of Research on Implementation of the Internet of Things to Support Education

The Internet of Things (IoT) has pervaded practically all aspects of our lives. In this exploratory study, we survey its applications in the field of education. It is evident that technology in general, and, in particular IoT, has been increasingly altering the educational landscape. The goal of this paper is to review the academic literature on IoT applications in education to provide an understanding of the transformation that is underway. Using topic modeling and keyword co-occurrence analysis techniques, we identified five dominant clusters of research. Our findings demonstrate that IoT research in education has mainly focused on the technical aspects; however, the social aspects remain largely unexplored. In addition to providing an overview of IoT research on education, this paper offers suggestions for future research

A Case Study: The Attitudes of a Teaching Assistant of French Toward Instructional Technology

Technology has shaped the personal experiences of Teaching Assistants (TAs) of French at the collegiate level in the United States (US), what they feel about the technology tools that are accessible in their work environment, and how they use these tools in their practice of teaching. Yet, there is limited research on the specific topic of the attitudes of TAs of French toward the instructional technologies that are available to them. This study sought to investigate the attitudes of a singular TA of French at a southern US university toward instructional technology (IT) by exploring the dynamics of IT use in the French courses that she taught during two consecutive semesters. Using an intrinsic case study design, the researcher considered how a TAs’ attitude toward IT affects the teaching and learning of the French language in college classrooms. Data was collected from interviews, direct observations, and documentation. A theoretical framework integrating Davis’ (1986) Technology acceptance model (TAM) explains the key factors, concepts, and variables that were studied and the presumed relationships among them. The three overarching themes that emerged from this investigation were (a) pedagogical goals, access, and digital readiness influenced the participant’s decision about how and when IT would be used, (b) the participant felt an intellectual and emotional attitude focused on student learning and making the TA’s job easier, and (c) Actual System Use was frequent and targeted toward pedagogical objectives in the French courses. Knowing the attitudes of a TA of French toward IT and exploring her use of IT helped determine the opinions and skills that shape TAs’ professional careers because the TAs of French of today represent the French language faculty members of tomorrow (Paradise & Bergstrom, 2005)