learning technologies presentation

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MA in Education Applying Learning Technologies Tutor: Charl Fregona, Co-tutor: Janet Rafaela Athanasiadou13013051 Semester: Autumn 2013 «ΜΟΥΣΑΙΣ ΧΑΡΙΣΙ ΘΥΕ» «ΜΟΥΣΑΙΣ ΧΑΡΙΣΙ ΘΥΕ» Sacrifice your being to knowledge and to your soul; to science and to art. Integrating Voxopop to enhance pupils’ learning: Integrating Voxopop to enhance pupils’ learning: A qualitative approach. A qualitative approach.

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Page 1: Learning technologies presentation

MA in EducationApplying Learning Technologies

Tutor: Charl Fregona, Co-tutor: Janet Rafaela Athanasiadou13013051

Semester: Autumn 2013

«ΜΟΥΣΑΙΣ ΧΑΡΙΣΙ ΘΥΕ»«ΜΟΥΣΑΙΣ ΧΑΡΙΣΙ ΘΥΕ»Sacrifice your being to knowledge and to your soul; to science and to art.

Integrating Voxopop to enhance pupils’ learning: Integrating Voxopop to enhance pupils’ learning: A qualitative approach.A qualitative approach.

Page 2: Learning technologies presentation

Description of the Technological Tool Description of the Technological Tool and its suitability for the interventionand its suitability for the intervention

• ‘Voxopop’: Voice-based e-learning tool• Used by educators, who create talk groups for their pupils• Online forum - uses voice instead of text • Asynchronous communication • Language learning

• Enhances confidence and self-determination• Develops oral skills• Language practice• Promotes diversity and inclusivity

Page 3: Learning technologies presentation

Why do teenagers lack self-esteem?

After having a brief discussion with the participating students of the intervention, I received the following answers.

Some feel:• Inferior due to their accent.• They make grammatical or syntactical mistakes when

speaking.• Afraid to convey their thoughts, believing that they be

looked down on.• Embarrassed when having differing opinions.

Can you think of anything else?Can you think of anything else?

Page 4: Learning technologies presentation

Hypothesis Hypothesis

I hypothesised that the pupils will:• Feel more confident • Develop their grammatical skills and pronunciation• Critical and creative thinking• Promotes collaboration • Provision of effective peer-assessment• Entertaining activities

Page 5: Learning technologies presentation

What is social constructivism and how What is social constructivism and how will theory be intertwined with will theory be intertwined with

practice?practice?

“Social constructivism has as a central precept that knowledge is created by learners in the context of, and as a result of social interaction” (Harmelen, 2008, cited in Pritchard and Woolard, 2010, p.34).

Social Constructivism within the intervention:• Cognitive development via social interaction• Collaborating to create a story by exchanging

ideas and thoughts.• Active engagement-knowledge actively built• Promotes polyvocality• Equality• Develops team spirit and friendships

Page 6: Learning technologies presentation

Please read and complete this form carefully. If you are willing to provide permission for the research intervention, ring the appropriate responses and sign and date the declaration at the end. If you do not understand anything and would like more information, please ask.

• I have had the research satisfactorily explained to me in verbal and / or written form by the researcher. YES / NO

• I understand that the research will involve: the participation of the students for the utilisation of a voice-based online-forum for one hour and their interactions will be recorded as part of the research (confidentiality and anonymity will be provided). YES / NO

• I understand that I may withdraw my permission from this research at any time without having to give an explanation. This will not affect my future care or treatment. YES / NO

• I understand that all information about the students will be treated in strict confidence and that they will not be named in any written work arising from this study. YES / NO

• I understand that any audiotape material will be used solely for research purposes and will be destroyed on completion of the research. YES / NO

• I understand that you will be discussing the progress of your research with others at London Metropolitan University. YES / NO

I freely give my consent to allow the participation of the students to take part in this research study and have been given a copy of this form for my own information.

Signature: …………………………………………………………………….………….Date: ………………………………………………………………………………………

RESEARCH CONSENT FORM

Name of Researcher(s): Rafaela AthanasiadouTitle of study: Applying Learning TechnologiesInstitution: London Metropolitan University

Page 7: Learning technologies presentation

Implementation

First attempt

Adverb = 1st studentPronoun = 2nd studentAdjective = 3rd studentConjunction = 4th student

Second attempt

Verb = 1st studentNoun = 2nd studentInterjection = 3rd studentPreposition = 4th student

Page 8: Learning technologies presentation

ExampleExample

Mary: Once upon a time there was a man called Harry, who decided to go to the magical kingdom of Wisdom and find his destiny.

George: He traveled with few of his friends on this journey…Michael: On the way, they found some werewolf men.Jason: They stopped at a tavern called Wizard’s Creek and

they ate “Dragon Legs”.

Page 9: Learning technologies presentation

Learner-teacher feedbackLearner-teacher feedback

They enjoyedThey enjoyed: sharing ideas, using their imagination freely to create stories, having the opportunity to tell a story orally rather than write it. They also felt more confident because they were enjoying themselves and did not feel inferior if mistakes were made.

They disliked:They disliked: not having ample time to think about what to say. Everyone was not able to initiate their own story and a few of the students wanted to choose their own topics.

In the future or in another attempt they would like:In the future or in another attempt they would like: to have their own laptops in front of them to take part, they would like to choose on their own the grammatical phenomenon they would like to use and they would like to set up their account, in order for all the students to communicate asynchronously and keep in touch with each other and their teacher.

Feedback

Page 10: Learning technologies presentation

FeedbackTeacher-Learner

• Cooperation: Cooperating effectively and linking ideas efficiently.

• Sensibility: Patient and waiting quietly for their turn - inappropriate details.

• Confidence: More confident than when reading their work. • Autonomy: No assistance from teacher apart from the images. • Effort: Lack of sophisticated language (lack of time). • Utilising required aspects of the language: Utilising grammatical

phenomena within their sentences; verbs, pronouns, interjections, adverbs, adjective, conjunctions, nouns and prepositions.

• Correct intonation and pauses: Rarely used remarks of emphasis or surprise, they tended to pause at times to think.

Page 11: Learning technologies presentation

Critical AnalysisCritical Analysis

Aspects that require improvement-- Data collection process required further processing and should have been recorded appropriately to be utilised for future amendments. -- The pupils’ understanding of each grammatical phenomenon in future attempts ought to be explained in detail and with elaborate examples (each individual learns differently and at their own pace – key elements may forgotten). -- This intervention is only suitable for a small group of students and may not be effective in larger mixed ability classes. -- Students ought to be given time for practise before the actual intervention.-- Students should be allowed to keep notes.-- The intervention ought to be planned according to the participants’ age and knowledge of technology (in my initial action plan I stated that KS2 pupils had to be replaced with KS3 pupils due to inadequate grammatical and technological knowledge) . -- Dates and times should be to changed without affecting the overall intervention (initial dates had to be changed due to absences).

Page 12: Learning technologies presentation

References

• Chickering, A., Gamson, Z. (1987) Seven Principles for Good Practice in Undergraduate Education, The Wingspread Journal, 9 (2), pp217-232.

• Cohen, L., Manion, L., Morrison, K. (2011) Research Methods in Education: 7th Edition. New York: Routledge.

• Fox, R. and Henri, J.(2005)Understanding Teacher Mindsets: IT and Change in Hong Kong Schools, Educational Technology and Society, volume 8 (2), 161-169 [Online]. Available at: http://www.ifets.info/journals/16_2/ets_16_2.pdf (Accessed: 23 December 2013).

• Fregona, C. (2013) Theoretical Perspectives [Applying Learning Technologies]. 17 November.

• Kear, K. (2011) Online and Social Networking Communities: A Best Practice Guide for Educators. New York: Routledge.

• Katsionis, G., Manos, K. and Virvou, M. (2005) Combining Software Games with Education: Evaluation of its Effectiveness, Educational Technology and Society, volume 8 (2), 161-169 [Online]. Available at: http://www.ifets.info/journals/16_2/ets_16_2.pdf (Accessed: 23 December 2013).

• Loveless, A., Williamson, B. (2013) Learning Identities in a Digital Age: Rethinking Creativity, Education and Technology. New York: Routledge.

• Pritchard, A., Woolard, J. (2010) Psychology for the Classroom: Constructivism and Social Learning. New York: Routledge.

Page 13: Learning technologies presentation

Thank you Thank you for yourfor yourtime and time and consideration.consideration.