16 SES 16 C JS, Digital Technology in School: Designing large scale interventions and corresponding research Part 1
Joint Symposium NW 16 and NW 27 to be continued in 16 SES 17 C JS
The implementation or integration of digital technology in teaching and learning is still an important issue. Many countries have carried out regional or national intervention programs to promote the digitalization of the educational field. For a long period the main focus was on establishing the digital infrastructure in schools, basic ICT-education of the staff and enhancing the development of digital learning resources. By mainly looking at the technology and digital competencies such programs can be seen as one-dimensional. Other initiatives have been dealing with innovative technology such as educational games, new learning apps and other technological inventions that respond on a specific issue. Although such rather small experiments are quite convincing they cannot by applied for teaching and learning in general. New tendencies within the field of educational technology deal with MOOC’s, learning platforms, learning analytics, that either presuppose or only indirectly contribute new learning for 21st century skills. The critical question of how digital technology is used in favour of the concrete teaching and learning in general education still remains. There seems still to be a gap between technological approaches and what the continental tradition calls didactical approaches. Technology alone is not the driver and can lead to individualized and repetitive practices of skill training. And the teachers’ practices in schools seem not to be changeable so easily in a sustainable way.
In this light the symposium wants to bridge between network 16 and 27 in order to scrutinize common grounds and differences in relation to the design and methodology of interventions and research.
To promote innovative, inquiry or project based learning in digital environments in the context of primary and secondary education is a complicated matter and demands a holistic and multi-dimensional approach where the technological, didactical and organizational dimensions have to be conceptualized together. In Denmark, Croatia, Germany and Switzerland regional or large scale intervention programs have been or still are carried out. The aim of the symposium is to discuss both the design of interventions (part 1) and the design and methodology of the corresponding research (part 2).
In part 1, we pose the question of how to design large scale interventions in order to enhance learning in digital environments. What are the theoretical backgrounds, the levels, dimensions and elements of interventions and the corresponding expectations and experiences of changes.
In part 2 the focus will be on how to document and measure relevant changes. We are looking at both quantitative (e.g. base- endline) and qualitative methods as well as different concepts of mixed methods: The papers highlight either the overall methodological design or specific issues of e.g. the design of competence test, survey, interview and observation.
Bundsgaard, J., Georgsen, M., Graf, S. T., Hansen, T. I., & Skott, C. K. (Eds.). (2018b) (in press). Skoleudvikling med it (School Development with ICT). Århus: Århus Universitetsforlag. Pawson, R., & Tilley, N. (2004). Realistic evaluation. Fullan, M. (2013). Stratosphere : integrating technology, pedagogy, and change knowledge. Dons Mills, Ontario: Pearson. Hargreaves, A., & Fullan, M. (2012). Professional capital : transforming teaching in every school. London: Routledge. Thomson, P. (red.) (2010). Whole school change: a literature review, Newcastle: Creativity, Culture and Education. Erstad, O. (2009). Addressing the complexity of impact — A multilevel approach towards ICT in education 21. In Friedrich Scheuermann and Francesc Pedró, (red.): Assessing the Effects of ICT in Education. Indicators, Criteria and Benchmarks for International Comparisons. Luxembourg: Publications Office of the European Union.
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