Technology Enhanced Learning: Problems and Promises

Conference:

ECER 2009

Network:

16. ICT in Education and Training

Format:

Symposium

Session Information

16 SES 05 A, Technology Enhanced Learning: Problems and Promises (Part 1)

Symposium, continued in 16 SES 06 A

Time:

2009-09-29

08:30-10:00

Room:

NIG, HS 2i

Chair:

Karl Steffens

Discussant:

Ton Mooij

Contribution

The symposium comprises eleven contributions from 23 authors coming from six European countries. It will present different perspectives on technology enhanced learning, pointing out problems and suggesting promises of this new kind of learning. In the first part of the symposium, Richard Andrews from the University of London, U.K., argues that elearning requires a new theory of learning. Karl Steffens from Cologne University in Germany presents results of a European project on the potential of technology enhanced learning environments (TELEs) to support self-regulated learning (SRL), focusing on the question why some of these environments seem to support SRL to a greater extent than others. Ana Margarida Veiga Simão, Fátima Cruz Duarte & Paula Costa from Lisbon University in Portugal also address the question of the potential of TELEs to facilitate SRL. Their contribution focuses on how to adequately capture the complexity of SRL in TELEs. In the second part, Juana M. Sancho and her colleagues from the University of Barcelona and the Open University of Catalonia in Spain will discuss a set of institutional dimensions with respect to their relevance for technology enhanced learning. Adriana Gewerc Barujel and Lourdes Montero Mesa from the Universidad de Santiago in Spain present a study which analyses the factors that hinder or facilitate the processes of change in innovation projects involving ICT in schools. Ton Mooij from OTEC (OUNL Heerlen) and ITS ( RU Nijmegen) in the Netherlands has used the Internet to collect information from more than 80.000 students in the Netherlands on the complex phenomenon of violence in schools. In the third part, Renate Schulz-Zander & Birgit Eickelmann, Birgit from TU Dortmund University in Germany have identified factors that may inhibit or impede ICT-enhanced teacher collaboration. Anthony Michael Coles from Birmingham City University in the United Kingdom explored the question whether students use social networking sites in addition or in preference to Moodle in their collaborative learning. Mauri Ahlberg, Eija Lehmuskallio and Arto Salonen fromUniversity of Helsinki in Finland investigated the relative benefits and drawbacks in using emails or an Internet platform for collaborative work. In the forth part, Colin Harrison and Charles Crook from the University of Nottingham in the UK explored new ways of representing student learning with ICT through interactive online displays. Kristian Klett from the University of Cologne in Germany will present an online gaming platform that enables learners to self-regulate their learning.

Method

The methodological approaches differ across contributions. The introductory contribution is more of a theoretical nature, addressing the requirements of a theory of elearning, while the last contribution presents an Internet platform to help students self-regulate their learning. All the other contributions are based on empirical research using questionnaires, interviews, observations or data collected with the help of the Internet.

Expected Outcomes

Basically, the symposium contributions will shed light on different aspects of technology enhanced learning. While the first part addresses this topic from a more theoretical and methodological point of view, the second part investigates institutional dimensions and their impact on technology enhanced learning. In the third part of the symposium, contributions focus on technology enhanced collaboration between teachers and students. The third part, finally, comprises two contributions which will present innovative uses of technology to enhance learning. While most of the contributions are written from a national perspective, it is easy to see that the topics they address are of importance across all the European countries.

References

Andrews, R. and Haythornthwaite, C. (2007). The Handbook of E-learning Research, London: Sage. Coles, A.M. (2008). Identification of Barriers to Participation in a Practice-based Virtual Learning Environment. ECER Conference Gothenberg Dexter, S., Seashore, K. R., & Anderson, R. E. (2002). Contributions of professional community to exemplary use of ICT. Journal of Computer Assisted Learning, 18 (4), 489-497. Howe, N., & Strauss, W. (2000). Millennials Rising: The Next Great Generation. New York: Vintage Original. Joned, A. and Coles, A .M.(2007). ICT use in the Learning and Skills Sector: The Learners’ Perspectives. ECER Conference Ghent Kelchtermanns, G. (2006). Teacher collaboration and collegiality as workplace conditions. Zeitschrift für Pädagogik, 52 (2), 220-237. Krumsvik, R. (2005). ICT and community of practice. Scandinavian Journal of Educational Research, 49 (1), 27-50. Law, N. & Chow, A. (2008). Teacher Characteristics, Contextual Factors, and How These Affect the Pedagogical Use of ICT. In Law, N., Pelgrum, W.J., & Plomp, T. (eds.). Pedagogy and ICT Use in schools around the world – findings from the IEA SITES 2006 Study. CERC Studies in Comparative Education 23. Hongkong: Springer, 181-219. Loeber, R., Slot, N. W., Laan, P. van der, & Hoeve, M. (2008). (Eds.). Tomorrow’s criminals: The development of child delinquency and effective interventions. Farnham, UK: Ashgate. Looi, C.-K., Lim, W.-Y., & Chen, W. (2009). Communities of Practice for continuing professional development in the twenty-first century. In J. Voogt & G. Knezek (2009). International Handbook of Information Technology in Primary and Secondary Education. New York: Springer, 489-506. Mooij, T. (2005). National campaign effects on secondary pupils’ bullying and violence. British Journal of Educational Psychology, 75(3), 489-511. Mooij, T. (2006). Theoretical and methodological significance of Information and Communication Technology in educational practice. European Educational Research Journal, 5(2), 77-79. Mooij, T. (2007). Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education. Computers in Human Behavior, 23(3), 1499-1530. Myllari, J., Ahlberg, M. & Dillon, P. (2009). The dynamics of an on-line knowledge building community. A five-year longitudinal study. Accepted for publication in BJEDT. Oblinger, D., & Oblinger, J. L. (Eds.). (2005). Educating the Net Generation. Washington, DC: Educause. Picciano, A. G. (2002). Beyond Student Perceptions: Issues of Interaction, Presence and Performance in an Online Course. Journal for Asynchronous learning Networks, 6 (1), 21-40 Schulz-Zander, R., Büchter, A., & Dalmer, R. (2002). The role of ICT as a promoter of students’ cooperation. Journal of Computer Assisted Learning,18 (4), 438-448. Shapley, K., Sheehan, D., Sturges, K., Caranikas-Walker, F., Huntsberger, B., & Maloney, C. (2006). Evaluation of the Texas Immersion Pilot. First-Year Results. http://www.txtip.info/images/06.05.06_ eTxTIP-_Year_1_Report.pdf [05.01.2009]. Steffens, K. (2006). Self-Regulated Learning in Technology Enhanced Learning Environments: lessons of a European peer review. European Journal of Education, 41, (3/4), 353-379. Tearle, P. (2004). A theoretical and instrumental framework for implementing change in ICT in education. Cambridge Journal of Education, 34 (3), 331-351. Tyack, D. & Tobin, W. (1994). The “Grammar” of schooling: Why Has it Been so Hard to Change? American Educational Research Journal, (31)3, 453-480. Zimmerman, B.J. (2000) Attaining self-regulation: a social cognitive perspective, in: M. Boekaerts, P. Pintrich, & M. Zeidner (Eds) Handbook of Self-Regulation. New York: Academic Press, 13-39.

Author Information

Karl Steffens

University of Cologne

Department of Educational Research

Cologne

kristian klett

uni cologne

education

köln

Ton Mooij

Radboud University Nijmegen

ITS

Nijmegen

157

Richard Andrews

Institute of Education, University of London

Learning, Curriculum and Communication

London

Ana Veiga Simão

Unidade de I &D de Ciências da Educação. Fundação da Universidade de Lisboa. NIC 502447699

Faculty of Psychology. University of Lisbon

Lisbon

174

SANCHO JUANA M

Universitat de Barcelona

Didàctica i Organitzativa Educativa

BARCELONA

Adriana Gewerc

University of Santiago de Compostela

Didactic and Organization

Santiago

Renate Schulz-Zander

Institute for School Development Research/ TU Dortmund University

Educational Science

Dortmund

Anthony Coles

Birmingham City University

ucation, Law and Social Sciences

Birmingham

Mauri Ahlberg

University of Helsinki

Applied Sciences of Education

Helsinki

Colin Harrison

University of Nottingham

School Of Education

Nottingham

Charles Crook

University of Nottingham

Paula Costa

University of Lisbon

Silvia Casablancas

University of Barcelona

Oscar Molto

University of Barcelona

Didactics and educational Organization

Valencia

Paulo Padilla Petry

University of Barcelona

Teresa Romeo

Open University of Catalonia

Jörg Müller

Open University of Catalonia

Lourdes Montero Mesa

Universidad de Santiago

Birgit Eickelmann

TU Dortmund University

Institute for School Improvement Research

Dortmund

Eija Lehmuskallio

Helsinki University

Arto Salonen

Helsinki University

Fatima Cruz Duarte

University of Lisbon

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