Perspectives

Perspectives on Technology, Resources and Learning

Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. Faculty of Education, University of Cambridge. (download) ^(info)

Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). A short guide on the use of technology in learning: Perspectives and Toolkit for Discussion. Faculty of Education, University of Cambridge. (download) ^(info)

Executive Summary

An effective, high-quality education system is of central societal importance. Educational institutions are embedded in society, and educational practice is shaped by various factors, including norms and values, government policy, the overall availability of resources (including content and technology), as well as research evidence for effective teaching and learning.

For several decades, advances in digital technology have led to an increased interest in considering its potential applications in the education sector. More recently, the increased affordability of low-cost mobile technology has sparked intense interest and experimentation in the classroom. This experimentation is often characterised by a specific narrow focus (for example, on the technology itself), rather than considering: (i) the wider connections between technology and pedagogy; (ii) what constitutes effective technology-enabled learning environments for children (in the classroom); (iii) corresponding teacher professional development opportunities.

In this report, we offer six wider perspectives on the interaction between technology, pedagogy, and educational resources. The implementation of technology in the classroom cannot be seen as a one-off process, and a pragmatic Design/Engineering-Based Research approach offers a means of iteratively developing robust designs that can be sustainably implemented in classrooms. Lessons for the successful introduction of technology in schools include technology management and appropriate infrastructure. Holistic strategies for integrating digital and nondigital resources are needed, and teacher professional development (TPD) needs to be aligned with a shared vision across all stakeholders. Indeed, pedagogical practice is not an outcome of technology use, and does not simply change as a result of introducing new technology. Pedagogic spaces must be opened up to promote student dialogue, collaboration and problem-solving activities. This can be supported by a broad range of hardware and software used in conjunction with nondigital tools and resources.

The teacher and teacher education are central for the successful integration of digital technology into the classroom. Pre-service and in-service education, including lifelong learning, needs to build in technology experiences, with a view to developing the knowledge and confidence of teachers. In relation to the use of mobile technology in international development, many ICT-based education projects still have a narrow focus on hardware and software. Educational research shows that resource-based interventions alone have limited impact on student learning, and that technology in itself does not add value to education. As with more developed educational systems, interventions that combine resource-based interventions and teacher development stand the best chance of success. In many low-resourced countries, teachers urgently need more effective opportunities for professional development in order to meet children’s need for better education. Children urgently need more effective teachers, not more gadgets in the classroom, particularly when funding and resources are limited. Educational content needs to be (culturally) appropriate for students and student learning, for instance with regard to the curriculum and teachers’ pedagogies. Content must also support teachers and, where needed, include content for teacher development programmes. To ensure sustainability and scalability, content should be freely available, as Creative Commons-licensed Open Educational Resources (OER).

The aim of this report is to build bridges between technology industries and recent educational research evidence, with a view to supporting the development of more effective, technology-enabled learning to which both educators and technologists can aspire. We consider the connections between technology and pedagogy, with a particular focus on what constitutes effective technology-enabled learning environments for children (in the classroom), and corresponding TPD opportunities.

Each of the six perspectives outlined above draws on key messages from rigorous educational research, including landmark literature reviews, enriched with examples based on the authors’ personal experiences. We note that the overall evidence suggests that education outcomes are not about the technology itself, but instead, about how technology is used. Key messages emerging from the research literature provide a basis on which pedagogical innovation can inform future directions, and ultimately lead to higher quality learning outcomes. To future-proof the perspectives provided in this report, we conclude with a toolkit for discussion.