Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

Learning about viruses:Representing Covid-19

Covid-19 has significantly impacted children's lives, requiring them to process multiple messages with significant emotional, social, and behavioural implications. Yet, the vast majority of these messages solely focus on behaviour. This is an oversight as children and young people can understand the biological properties and mechanisms of viruses when supported appropriately, thereby presenting an important opportunity for educators. However, like many other invisible scientific phenomena, understanding of viruses greatly depends upon how they are represented. Thus, we sought to understand the relative benefits and limitations of different forms for learning about the underlying biology of Covid-19. Applying an embodied learning lens, we analysed pictures, 3d models, gestures, dynamic visualisations, interactive representations, and extended reality identified through a state-of-the art-review. In so doing, we address the affordances and limitations of these forms in general and variation within them. We used this to develop a representational checklist that teachers and other adults can use to help them support children and young people's learning about the biology of Covid-19

Resources for reasoning of chemistry concepts:Multimodal molecular geometry

Central to conceptual understanding of STEM disciplines is visuospatial processing. Despite its acknowledged role in assuring learners’ success, less is known about the underlying reasoning students must employ when solving 3-D problems and the ways in which gaining an understanding of this can inform formative assessment and learning in STEM education. Chemists must utilise their spatial understanding when visualising 3-D structures and processes from 2-D representations and so this exploratory practitioner-researcher study sought to identify the ways in which secondary school chemistry students reason when explaining their predictions about molecular geometry, and how the use of certain modalities was linked to assessed accuracy. Coding of students’ verbal and written responses to the research task revealed that students employed multiple reasoning strategies and conceptual resources to facilitate use of analytical heuristics and imagistic reasoning. Analysis of students’ verbal responses and spontaneous gestures provided insight into the extent of imagistic vs. analytical reasoning and the finer-grained conditions which promoted their use. Importantly, it was observed that despite being instructed on the use of VSEPR theory to find analytical solutions, some students exhibited preference for alternative reasoning strategies drawing upon imagistic reasoning; showing more nuanced and varying degrees of accuracy through their verbal responses and representations gestured in 3D space. This work has pedagogical implications as use of specific reasoning strategies and the identification of key conceptual resources is not readily promoted as classroom practice for learning or assessment. This study therefore raises questions and contributes to the evidence base for attending to learners’ visuospatial thinking, as revealed through the multiple modalities they may use to assist and communicate their understanding, and highlights the significance of this to formative assessment in Chemistry and STEM Education.</p

Every child a coder?: research challenges for a 5--18 programming curriculum

The current drive in many countries to teach computing, particularly programming, to all from an early age, has potential to empower and support children in creative and problem-solving tasks. However, there are a number of challenges in ensuring that computing curricula, tools and environments embody appropriate progression and engender motivation for the topic across the school years. This workshop will consider the key research challenges in learning coding throughout childhood, with contributions from developmental psychologists, educators, researchers of children's programming, and designers of developmentally appropriate technologies for children