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1.
Colin Conrad Qi Deng Isabelle Caron Oksana Shkurska Paulette Skerrett Binod Sundararajan 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):534-557
Practitioner notes
What is already known about this topic- University transitions to online learning during the Covid-19 pandemic were undertaken by faculty and students who had little online learning experience.
- The transition to online learning was often described as having a negative influence on students' learning experience and mental health.
- Varieties of cognitive load are known predictors of effective online learning experiences and satisfaction.
- Information overload and perceptions of technical abilities are demonstrated to predict students' difficulty and satisfaction with online learning.
- Students express negative attitudes towards factors that influence information overload, technical factors, and asynchronous course formats.
- Communication quantity was not found to be a significant factor in predicting either perceived difficulty or negative attitudes.
- We identify ways that educators in higher education can improve their online offerings and implementations during future disruptions.
- We offer insights into student experience concerning online learning environments during an abrupt transition.
- We identify design factors that contribute to effective online delivery, educators in higher education can improve students' learning experiences during difficult periods and abrupt transitions to online learning.
2.
Danielle Lester Gregory J. Skulmoski Darren P. Fisher Vishal Mehrotra Iris Lim Alexander Lang Justin W. L. Keogh 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1748-1770
While gamification and game-based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game-based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed-methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game-based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design-related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game-based learning and develop more effective strategies to overcome these barriers to its successful implementation.
Practitioner notes
What is already known about this topic
- Gamification and game-based learning may have many benefits for university students.
- The majority of university educators do not routinely use gamification and game-based learning in their teaching.
What this paper adds
- University educators' major drivers that positively influence the use of gamification and game-based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students.
- University educators' major barriers that negatively influence the use of gamification and game-based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues.
- These drivers and barriers may be classified as attitudinal, design-related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching.
Implications for practice and policy
- Attitudinal factors such as university educators' intention to use gamification and game-based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use.
- A range of design-related and administrative barriers may need to be overcome to increase the use of gamification and game-based learning in the university sector.
3.
Michele Gribbins Curtis J. Bonk 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1693-1714
As universities moved to remotely taught courses during the COVID-19 pandemic, the importance of maintaining academic integrity in online environments intensified. In response, this study explores instructors' perceptions about the role of online proctoring as a tool for their courses with the intent of enhancing the understanding of online proctoring's usefulness in ensuring academic integrity and the factors that may be swaying instructors' adoption decisions. An online survey was completed by 158 instructors at a variety of higher education institutions with 118 responding to an open-ended question that allowed respondents to share any additional thoughts about or experiences with using online proctoring. A thematic review of the qualitative comments illustrates the multifaceted impact of online proctoring on instructors and students. Results identified instructors' perceived benefits and challenges of online proctoring to them, their students and the learning process. In addition, instructors voiced numerous legal, ethical and social concerns about the use of online proctoring, including concerns related to students' privacy. Despite these concerns, some instructors identified strong use cases for online proctoring while others provided alternative strategies for ensuring academic integrity in online courses. As institutions consider the role of online proctoring in ensuring academic integrity, a holistic approach that balances instructional design best practices, student-friendly policies and proctoring tools is recommended to serve the complex needs and concerns of instructors, students and their institutions.
Practitioner notes
What is already known about this topic
- Prior research findings are mixed as to whether proctoring is valuable for ensuring academic integrity in online courses.
- Studies investigating grade performance in proctored versus unproctored exam settings have conflicting results; however, studies have found that students completing proctored formative exams perform better on summative exams than students completing non-proctored formative exams.
What this paper adds
- Qualitative data were collected to provide an overview of instructors' perceptions about and experiences with online proctoring.
- Analysis suggests that online proctoring is beneficial to some instructors, students and the overall learning process. At the same time, its use is also concerning to other instructors and students. Among the issues raised by instructors are concerns for student privacy, increases in student test anxiety and discriminatory proctoring practices.
Implications for practice and/or policy
- Institutions must be proactive in ensuring that the use of online proctoring aligns with their institutional values and the changing legal landscape.
- Institutional policies should strive to find a balance between ensuring academic integrity and promoting a positive experience for students and instructors. Since there are strong use cases for online proctoring, these policies should include flexibility whenever possible.
4.
Robin Samuelsson Sara Price Carey Jewitt 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(1):58-76
Practitioner notes
What is already known about this topic- Touchscreens are a significant part of children's lives and educational curricula.
- There is considerable uncertainty on how touchscreens can be incorporated into early childhood education.
- Little is known about how educational social interaction changes with touchscreens such as iPads.
- A mixed methods multimodal analysis of the changing actions and dynamics of iPads as compared with bookreading.
- Children's patterns of communication change towards less talk and more bodily communication, while teachers’ actions remain somewhat similar.
- Touch actions change the dynamics of interaction, can alter the pedagogical situation and bring a reconceptualisation towards a cyclical and embodied view of interaction.
- New patterns of action may require a recalibration of educational practices.
- Teachers need to attend to new sets of touch actions that children use to communicate and act with as displays of knowledge.
- The use of touch screens should be seen as complementary to established practices of language and literacy training (such as book reading) rather than replacing them.
5.
Steven J. Greenland Catherine Moore 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):647-667
Practitioner notes
What is already known about this topic- Persistently high open online education dropout suggests existing interventions are ineffective.
- Prior qualitative retention studies identified the main dropout reasons, but small sample sizes failed to generate deeper insights and more in-depth investigation has been called for.
- A probability-based qualitative sample of 226 participants captured dropout subthemes down to a 5% level of incidence or frequency of occurrence.
- Thematic analysis identified 41 subthemes, within 10 broad dropout reasons. These subthemes are new and offer richer understanding.
- Thematic analysis also identified 19 subthemes within 5 broad dropout intervention areas that students suggested could have prevented their dropout. These include new insights for addressing dropout causes that have often previously been considered unavoidable.
- The strategic framework provides a retention management approach that prioritises responding to the main dropout causes with student-informed interventions.
- This approach and the deeper understanding afforded by robust qualitative investigation should help reduce persistently high dropout rates.
6.
Virginia L. Byrne Juana Hollingsworth Priya C. Kumar 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1636-1652
Postsecondary institutions have a legal responsibility to ensure that students have access to a safe learning environment. While institutions adopt policies and hire administrators to protect students from harm, many are underprepared to support students when these harmful incidents happen online. This is of increased concern now that online aggression is pervasive across universities worldwide. While faculty, administrators and students agree that online aggression is a significant issue and that institutions ought to provide prevention and response services, there is concern that these efforts might violate privacy norms. We used the theory of privacy as contextual integrity (CI) to explore the tensions that postsecondary students and staff perceive regarding student privacy when responding to incidents of online aggression. To do so, we conducted focus groups with undergraduate students and student affairs administrators from a Historically Black College and University (HBCU) in the Mid-Atlantic USA. Our analysis surfaced three considerations that inform students' and staff's decision to report an incident of online aggression: their closeness to the person making the post, their perception of the online post content as a real threat and their knowledge of an authority figure who could help resolve the situation. We used CI theory to explain how these considerations can inform institutional policy, practice and future research.
Practitioner notes
What is already known about this topic
- Online aggression is a pervasive issue at postsecondary institutions worldwide that can contribute to psychological, academic and developmental issues.
- Postsecondary students and staff are unsure of how to respond to incidents of online aggression.
- There is a gap in policies and procedures for responding to online aggression at postsecondary institutions.
What this paper adds
- A novel use of Nissenbaum's (2010) theory of contextual integrity to understand students' and staff's perceptions of privacy.
- Students' and staff's decisions to intervene or report an online aggression incident are determined by their relationship to the perpetrator, the severity of the social media post and their knowledge of who to tell on campus.
- Students and staff are reluctant to inform the police out of fear of violence against the perpetrator.
Implications for practice and/or policy
- Raise awareness about responding to online aggression incidents.
- Implement online bystander intervention training programs to increase awareness and self-efficacy to intervene in unclear situations.
- Develop clear policies regarding online aggression, as well as a trustworthy procedure for how to respond.
7.
Pekka Mertala 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2227-2241
Practitioner notes
What is already known about this topic- Computing has been (re)introduced in the curricula of basic education in various countries.
- Some teachers are found to be reluctant to teach computing in basic education.
- This paper introduces a transversal multiliteracies-based approach for computing education.
- Computing should be included in curricula and classrooms in a holistic manner that includes both functional and critical approaches to computing.
8.
Michael Agyemang Adarkwah Ronghuai Huang 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1484-1504
Twenty years after its inauguration, the information communication and technology for accelerated development (ICT4AD) policy intended to transform Ghana into an information and technology-driven high-income economy through digital education has been unsuccessful. In this digital era, young adults' attachment to technological tools is anticipated to expedite technological adoption in the education sector. Still, there are less promising indicators of realizing this expectation because of situational factors that curtail technology usage and adoption in higher education (HE). It is estimated that the adoption of technology in HE will aid Ghana in using ICT as its engine of growth. This paper gauges the progress of the ICT4AD policy after two decades, presents an intricate account of why technology integration in HE in Ghana is still in its infancy and proposes interventions for sustaining and advancing the objectives of the ICT4AD policy. Drawing from an extensive review of literature on three conceptualized thematic themes relating to technology (ie, addiction, abduction and adoption), policymakers in education and stakeholders in HE will be able to identify their roles in guaranteeing the success of the promulgated ICT4AD policy. Viable areas of research are also discussed in the study.
Practitioner notes
What is already known about this topic?
- The promulgated information communication and technology for accelerated development (ICT4AD) policy of Ghana hopes to transform the country into a technology-driven economy.
- Technology integration in education and society is still in its infancy in Ghana in this information age.
What this paper adds?
- It gauges the progress of the ICT4AD policy and presents an intricate account of why technology integration in HE in Ghana is still in its infancy and proposes interventions for sustaining and advancing the objectives of the ICT4AD policy.
- It sounds the alarm that the ICT4AD policy is at its terminal stage and calls on policymakers in education to revisit and revise the policy.
- It identifies the main factors curtailing effective technology integration in Ghana.
- It suggests promising steps for Ghana to adopt technology as its engine of growth.
Implications of this study for practice and/or policy
- It provides information to education practitioners and relevant school stakeholders on how to effectively adopt technology to develop 21st-century skills among learners.
- It explores the potential channels for policymakers in education to revisit and reinvest in the ICT4AD policy for the successful attainment of the policy objectives.
- It calls on countries with similar contexts like Ghana to adopt a multifaceted approach to drive ICT initiatives.
9.
Athanasios Christopoulos Nikolaos Pellas Justyna Kurczaba Robert Macredie 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(2):307-325
Practitioner notes
What is already known about this topic- Several studies have applied various Augmented Reality (AR) applications across different learning disciplines.
- The effects of AR on students' perceptions and achievements in higher education contexts is well-documented.
- Despite the increasing use of AR-instruction in Medical Education (ME), there has been no explicit focus on AR's effects on students' academic performance and satisfaction.
- This quasi-experimental study compares the academic performance and training satisfaction of students in an experimental group (AR) and a control group (handout notes).
- This study provides instructional insights into, and recommendations that may help students achieve better academic performance in AR-supported ME courses.
- The experimental group reported greater training satisfaction than their counterparts.
- Students who followed the AR-supported instruction achieved better academic performance that those in the control group.
- AR-supported interventions encourage active learning and lead to significant performance improvement.
- The experimental group outperformed the control group in academic performance and training satisfaction measurements, despite the lower experimental group's lower pre-test performance scores.
10.
Kirsty Kitto Ben Hicks Simon Buckingham Shum 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1095-1124
An extraordinary amount of data is becoming available in educational settings, collected from a wide range of Educational Technology tools and services. This creates opportunities for using methods from Artificial Intelligence and Learning Analytics (LA) to improve learning and the environments in which it occurs. And yet, analytics results produced using these methods often fail to link to theoretical concepts from the learning sciences, making them difficult for educators to trust, interpret and act upon. At the same time, many of our educational theories are difficult to formalise into testable models that link to educational data. New methodologies are required to formalise the bridge between big data and educational theory. This paper demonstrates how causal modelling can help to close this gap. It introduces the apparatus of causal modelling, and shows how it can be applied to well-known problems in LA to yield new insights. We conclude with a consideration of what causal modelling adds to the theory-versus-data debate in education, and extend an invitation to other investigators to join this exciting programme of research.
Practitioner notes
What is already known about this topic
- ‘Correlation does not equal causation’ is a familiar claim in many fields of research but increasingly we see the need for a causal understanding of our educational systems.
- Big data bring many opportunities for analysis in education, but also a risk that results will fail to replicate in new contexts.
- Causal inference is a well-developed approach for extracting causal relationships from data, but is yet to become widely used in the learning sciences.
What this paper adds
- An overview of causal modelling to support educational data scientists interested in adopting this promising approach.
- A demonstration of how constructing causal models forces us to more explicitly specify the claims of educational theories.
- An understanding of how we can link educational datasets to theoretical constructs represented as causal models so formulating empirical tests of the educational theories that they represent.
Implications for practice and/or policy
- Causal models can help us to explicitly specify educational theories in a testable format.
- It is sometimes possible to make causal inferences from educational data if we understand our system well enough to construct a sufficiently explicit theoretical model.
- Learning Analysts should work to specify more causal models and test their predictions, as this would advance our theoretical understanding of many educational systems.
11.
Jorge Fernández Herrero Francisco Gómez Donoso Rosabel Roig Vila 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1939-1963
To test the suitability of an automatic system for emotional management in the classroom following the control-value theory of achievement emotions (CVT) framework, the performance of an emotional expression recognition software of our creation is evaluated in an online synchronous context. Sixty students from the Faculty of Education at the University of Alicante participated in 16 educational activities recording close-ups of their faces and completing the AEQ emotional self-report, as well as detailed reports from the subsequent review of their videos. In addition, they completed the VCQ-36 test to measure their volitional competencies and relate their influence on their emotional response. The results indicate a high coherence between the emotional expressions detected by the automatic system and the detailed emotional self-reports, but insufficient precision to meet the CVT requirements. On the other hand, both the AEQ test results and the emotion expression recognition software suggest students' preference for participative activities as opposed to passive ones. Meanwhile, statistical analysis results indicate that volitional competencies seem to influence the emotional response of students in the educational context, although the AI system does not show sufficient sensitivity in this field. Implications and limitations of this study for future work are discussed.
Practitioner notes
What is already known about this topic
- Student motivation and involvement in the learning process are highly related to appropriate emotional regulation, which can be associated with particular educational activities, strategies and methodologies.
- Deep learning technology based on convolutional neural networks feeds automatic systems focused on facial expression recognition from image analysis.
What this paper adds
- There is high coherence between the emotional expressions detected by the AI system and the students' emotional self-reports, but the AI system provides just emotional valences, insufficient to meet the CVT framework.
- Both emotional self-reports and the emotion recognition software suggest students' preference for active educational activities as opposed to passive ones.
- Volitional competencies seem to influence the emotional response of students in the educational context.
Implications for practice and/or policy
- It is possible to use automatic systems to effectively monitor the emotional response of students in the learning process.
- Only if sensitivity improved, a real-time, easy-to-interpret emotional expression recognition software interface could be implemented to assist teachers with the emotional management of their classes within the CVT framework, maximizing their motivation and engagement.
12.
13.
Lina Rahm Jörgen Rahm-Skågeby 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1147-1159
This paper suggests that artificial intelligence in education (AIEd) can be fruitfully analysed as ‘policies frozen in silicon’. This means that they exist as both materialised and proposed problematisations (problem representations with corresponding solutions). As a theoretical and analytical response, this paper puts forward a heuristic lens that can provide insights into how AI technologies (or advocated AI technologies) function as proposed solutions to certain problematisations based on various imaginaries about how education and learning are best performed or supported. The combined reading of imaginaries and problematisations can thereby aid in our understanding of why and how visions of learning and education are framed in relation to AIEd developments. The overall ambition is to advance theoretical and analytical approaches towards an educational system which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology-augmented) education in society.
Practitioner notes
What is already known about this topic
- Artificial intelligence in education (AIEd) is repeatedly presented as a solution for a range of educational ‘problems’.
- This means that such ‘solutions’ must also frame certain aspects as ‘problems’.
- Such problems and ‘solutions’ (problematisations) also exist within certain imaginaries of the present times and of the future, where these problematisations are presented as particularly significant and acute, and promoting specific anticipations of learning and ideals of education.
What this paper adds
- An exposition of problematisations in educational settings.
- An exposition of educational imaginaries.
- A heuristic lens for understanding the ‘present’ and ‘future’ in a particular imaginary as entangled in, and dependent on, a certain ‘past’.
Implications for practice and/or policy
- The approach presented in this paper provides a heuristic lens for examining how AI technologies (or advocated AI technologies) function as proposed solutions to problematisations based on imaginaries about how education and learning are best performed or supported.
- This aids our understanding of how and why certain visions of learning and education are framed in relation to AIEd developments (real or imagined).
- It also advances theoretical and analytical approaches towards an educational system, which is (anticipated as) increasingly permeated by AI systems—systems that also support and implement, more or less, invisible models, standards and assessments of learning, as well as more grand visions of (technology-augmented) education in society.
14.
Mariah Hagadone-Bedir Rick Voithofer Jessica T. Kulp 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1619-1635
This conceptual study uses dynamic systems theory (DST) and phenomenology as lenses to examine data privacy implications surrounding wearable devices that incorporate stakeholder, contextual and technical factors. Wearable devices can impact people's behaviour and sense of self, and DST and phenomenology provide complementary approaches for emphasizing the subjective experiences of individuals that occur with the use of wearable data. Privacy is approached through phenomenology as an individual's lived bodily experience and DST emphasizes the self-regulation and feedback loops of individuals and their uses of wearable data. The data collection, analysis and communication of wearable data to support learning systems alongside privacy implications for each are examined. The IoT, cloud computing, metadata and algorithms are discussed as they relate to wearable data, pointing out privacy risks and strategies to minimize harm.
Practitioner notes
What is already known about this topic
- Data privacy is a complex topic and is approached through different perspectives, influencing the degree of an individual's data autonomy.
- Wearable technology is increasing in the consumer market and offers great potential to learning environments.
What this paper adds
- Extends extant literature on dynamic systems theory and phenomenology, contributing these perspectives to educational research in the context of student data privacy and wearable technologies.
- Provides a framework to understand the complex and contingent ways that privacy can be understood in the collection, analysis, and communication of wearable data to support learning.
Implications for practice and/or policy
- Higher education faculty and educational policymakers should consider various interactions in systems and among systems of how wearable data collection may be analysed, communicated and stored, potentially exposing students to privacy harms.
- Multiple actors in learning systems must engage in continuous and evolving feedback loops around data security, consent, ownership and control to determine who has access to student data, how it is used and for what purposes.
- The EU's General Data Protection and Regulation offers one of the most comprehensive frameworks for higher education institutions and faculty around the world to follow for protecting student data privacy.
15.
Teklu Abate Bekele Samuel Amponsah Ibrahim M. Karkouti 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1520-1538
Due partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology-enhanced teaching and learning globally. However, their primary focus on basic education and their sensitivity to contextual reality seem to restrict their salience and fecundity to successfully explain technology integration in higher education in the Global South, including Africa. For more contextual relevance and significance, the embodiment in curricula and pedagogy of African knowledge systems and emerging societal needs and challenges is thus critical. Drawing on Asabiyya and Ubuntu humanistic philosophies respectively from Northern and Southern Africa and Yoruba empiricist and Zara Yacob rationalist epistemologies from Western and Eastern Africa, this study proposes African philosophical perspectives to underpin technology integration in higher education. The epistemologies define the nature of student and faculty engagements and strategies, whereas the humanistic philosophies offer values that could guide ethical technology use and engagement. Technologies are conceived alternatively as knowledge banks, communication media and cognitive tools to think through and with. Implications for further research and practice are identified.
Practitioner notes
What is already known about this topic
- Multidisciplinary theories developed primarily within Western contexts are used to underpin technology-enhanced teaching and learning globally.
- Their primary focus on basic education and their sensitivity to socio-cultural and economic contextual reality restrict their salience and fecundity to successfully explain technology integration in teaching and learning in higher education in the Global South, including Africa.
- African philosophical, theoretical, conceptual and methodological thinking is critical for successful technology integration.
What this paper adds
- This study interrogated how African philosophies of humanity and knowledge could support successful technology integration in teaching and learning in Africa.
- Drawing on Asabiyya and Ubuntu philosophies, respectively, from Northern and Southern Africa, the study proposes strategies for making the oppressive faculty–student relationships rampant in African campuses more humane and emancipatory.
- Drawing on Yoruba empiricist and Zara Yacob rationalist epistemological orientations from Western and Eastern Africa, this study proposes strategies for supporting truly engaging and empowering pedagogies within technology-enhanced spaces.
Implications for practice and/or policy
- The purpose of education in successful technology-enhanced spaces needs to aim at improving student capacities and skills for further learning and to ensure full participation in practice communities within and outside higher education.
- The content of education or curriculum needs to primarily embody African/local philosophical, theoretical, conceptual and methodological thinking, as well as emerging community needs and challenges.
- The method of education and student assessment need to support and promote the cultivation of student skills and capabilities as well as values and ethics highly needed in their communities and beyond.
16.
Judit Serra Roger Gilabert 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1898-1916
Practitioner notes
What is already known about this topic?- Serious games have the potential to aid learning but empirical research is needed.
- Findings about the efficiency of serious games are mixed.
- Current and reviewed versions of the Simple View of Reading constitute a suitable framework to measure reading acquisition.
- It contributes to the growing corpus of research on digital serious games.
- It provides empirical evidence on the use of an adaptive system in formal education.
- Comparing a teacher-led sequence to an algorithmic adaptive sequence on the same digital serious game has never been done before.
- The paper shows the need to obtain both system-internal and system-external data in order to capture the impact of gameplay on the development of L2 reading skills.
- It sheds some light on how certain game designs may actually help practise with different degrees of intervention by teachers.
- It is interesting for teachers to use an adaptive sequence that they can check and intervene in if needed.
17.
Emily J. Roberts-Tyler Sarah E. Roberts Richard Watkins J. Carl Hughes Richard P. Hastings David Gillespie 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1373-1396
Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced. However, the extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear. This study investigated the effects of providing ongoing implementation support for Headsprout Early Reading (HER, an early reading programme accessible via a computer or an app), to determine whether such support leads to better outcomes. Twenty-two primary schools (269 learners) participated in a cluster-randomised controlled trial. Eleven schools received initial training followed by ongoing support across the school year, whereas the other 11 schools received initial training and technical support only. Pre- and post-measures of reading skills were conducted using the York Assessment of Reading for Comprehension. We found no effect of implementation support on outcomes, and no effect of implementation support on delivery of the core element of HER. However, there were some effects of implementation support on the implementation of other HER elements relating to the responsiveness of educators to learners' learning within HER. These findings have implications for providing access to high quality online instruction in early reading skills at scale, with minimal training. More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training. However, further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it.
Practitioner notes
What is already known about this topic
- Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time).
- Implementation can still affect outcomes when using educational technology, and without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced.
- The extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear.
What this paper adds
- We found that providing implementation support for teachers and teaching assistants delivering Headsprout Early Reading (HER; an early reading programme accessible via a computer or an app) did not affect the reading outcomes of learners.
- We also found the implementation support did not affect delivery of the core, app-delivered element of the programme.
- However, there were notable differences in implementation of other aspects of the programme, particularly in relation to the role of the teacher or educational practitioner in managing the interplay between the app-based learning and teacher intervention for learners who require further support.
Implications for practice and policy
- These findings have implications for providing access to high quality instruction in early reading skills at scale, with minimal training.
- More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training.
- However, the findings of this study identify some potential risk of an over-reliance on technology to facilitate the learning of all learners accessing the programme.
- Further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it.
18.
Gemma Taylor Joanna Kolak Eve M. Bent Padraic Monaghan 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1262-1282
Practitioner notes
What is already known about this topic- Appropriately designed apps for preschool age children have the potential to teach early school readiness skills.
- Selecting high quality educational apps for preschool age children is challenging.
- The children's app marketplace is currently unregulated.
- We assess whether two leading app rating websites are useful for selecting educational apps for preschool age children.
- Children's apps rated highly by two app website rating systems had a higher educational potential than low rated apps as measured by a research informed app evaluation tool.
- In-depth analysis of the language in apps shows that highly rated children's apps on app rating websites may not enrich a child's early language environment.
- Children's app rating website assessments should include potential for feedback, language, adjustable content, storyline and social interactions.
- Policy should be implemented for app ratings in the app stores or on website app rating systems.
19.
Oscar Blessed Deho Chen Zhan Jiuyong Li Jixue Liu Lin Liu Thuc Duy Le 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(4):822-843
Practitioner notes
What is already known about this topic- LA is increasingly being used to leverage actionable insights about students and drive student success.
- LA models have been found to make discriminatory decisions against certain student demographic subgroups—therefore, raising ethical concerns.
- Fairness in education is nascent. Only a few works have examined fairness in LA and consequently followed up with ensuring fair LA models.
- A juxtaposition of unfairness mitigation algorithms across the entire LA pipeline showing how they compare and how each of them contributes to fair LA.
- Ensuring ethical LA does not always lead to a dip in performance. Sometimes, it actually improves performance as well.
- Fairness in LA has only focused on some form of outcome equality, however equality of outcome may be possible only when the playing field is levelled.
- Based on desired notion of fairness and which segment of the LA pipeline is accessible, a fairness-minded decision maker may be able to decide which algorithm to use in order to achieve their ethical goals.
- LA practitioners can carefully aim for more ethical LA models without trading significant utility by selecting algorithms that find the right balance between the two objectives.
- Fairness enhancing technologies should be cautiously used as guides—not final decision makers. Human domain experts must be kept in the loop to handle the dynamics of transcending fair LA beyond equality to equitable LA.
20.
Breanne K. Litts Kristin A. Searle Bryan M. J. Brayboy Yasmin B. Kafai 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):842-857
Practitioner Notes
What is already known about this topic?- Culturally responsive computing connects computing content heritage and vernacular cultural practices.
- “Black boxing,” or lack of transparency in how it works, in computational tools makes it difficult for novices to enter computing cultures.
- Design tools are embedded with particular ways of being, knowing, valuing and doing.
- Thirty-eight novice learners’ computational designs were shaped by the ways in which a computational tool privileged particular knowledge systems.
- Storytelling, as a critical cultural practice, especially in Indigenous cultures, is heavily constrained by the design structure of computational tools.
- Computational tools are cultural artifacts with deeply embedded epistemological, ontological and axiological biases, which directly frame what learners can do with these tools.
- Collaborative, community-based design processes could mitigate the cultural biases that persist in computational tools.
- Transparency in computation tools in critical to broadening participation in computing cultures.
- Culturally responsive design of computational tools at the structural level is required to build inclusive computing cultures.