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Ambassadors for ACTIVlearning: research into learning tools

Ambassadors for ACTIVlearning: research into learning tools. Christina Preston, Miranda Net International Research Centre, Southampton University, Hants. Giving teachers a professional voice……. a self regulating CPO established in 1992

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Ambassadors for ACTIVlearning: research into learning tools

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  1. Ambassadors for ACTIVlearning: research into learning tools Christina Preston, Miranda Net International Research Centre, Southampton University, Hants

  2. Giving teachers a professional voice…… a self regulating CPO established in 1992 intended to increase teachers’ sense of ownership and professionalism - certificate • practice-based (action) research principles accrediting professional Fellows • dissemination - 1,200 teachers a day downloading materials from this site in English Gallery and Website 1996

  3. A gallery, VLE and e-journal for self-regulated learning : 2003 Sharing cultural diversity Giving young people a voice Peer support for community leaders Certificates for teachers, community leaders and learners World Ecitizens www.worldecitizens.net

  4. Publication

  5. Publication

  6. Harness the power of the personal connection

  7. The MirandaNet solution MirandaNet scholars conduct practice-based research. Findings are discussed with mentors and colleagues in an e-journal. Case studies are published on the MirandaNet site. Work is accredited through MirandaNet Academy - Bath Spa University.

  8. Current literature (2005) The Interactive Whiteboard: a literature survey Derek Glover, David Miller, Doug Averis & Victoria Door Interactive whiteboards: boon or bandwagon? A critical review of the literature Heather J. Smith, Steve Higgins, Kate Wall & Jen Miller

  9. Small-scale studies: the impact on schools, on classroom management, pedagogy. Managing change Learning styles Concerns that IWB use is ‘just another presentational tool’. Changing pupil/teacher participation patterns (Davison & Pratt, 2003) Themes

  10. Ambassadors for ACTIVlearningChina, Mexico, South Africa, UK Three year research programme 2005 - 2008

  11. Partner Universities and Organisations • The Beijing Academy of Educational Sciences, China • MirandaNet International Research Centre (MIRC), Education Department, Southampton University, United Kingdom • The Elearning Institute, South Africa • Pretoria University, South Africa • UNESCO North Committee, Monterrey • Nuevo León State Government, Mexico • Autonomous University of Nuevo León, Mexico

  12. Ambassadors for ACTIVlearning AimsTo provide detailed evidence and advice • for educators and policy makers who are charged with making a difference in the long term • for teachers and teacher advisers who need access to ideas and advice immediately

  13. The research methodology :two parallel strands First strand • quantitative and qualitative evidence from 100 teachers and 1,000 students • three year period • to be published in a web knowledge base.

  14. Reasons for adopting ACTIVboards Curriculum Uses • Achievement in literacy, numeracy and ICT skills • Motivating reluctant learners • Creating more active learning opportunities • Changing the classrooms layout

  15. Lack of resources • To improve the design of resources • To use learners for resource development • To enrich the ICT skills of the staff and learners • To facilitate the sharing of knowledge process amongst the staff • To increase the involvement of parents

  16. Topics • The detailed ways which the boards are used in different situations • Effective classroom layouts • Curriculum specialisations • Self-evaluation templates • Impact on attainment evidence • Training issues • Creating resources • Methods of integrating knowledge of home computers into formal education • Barriers to the use of new tools • Suggestions for further software.

  17. World Ecitizens • To improve citizenship responsibility and racial harmony • To give young learners’ a voice • To offer opportunities for democratic participation • To provide a sense of social worth and belonging.

  18. Mexico:Teachers As Researchers A transformation in their identities as practitioners towards a more socially recognized role of compromised agents of change in education An empowerment in the decision making process for planning of lessons and management within their schools and the State Secretary of Education More creativity in the design of educational resources and pedagogical activities in their classrooms

  19. Analysis • Evidence of broadening and deepening learning over this period. • Evidence of increasing understanding of teachers’ and learners’ needs in context.

  20. The Research Methodology Second Strand • The findings from 10 schools and colleges • Variety of socio-economic backgrounds and educational phases • All won an international competition • Innovative approach to learning and commitment to change.

  21. Community of Enquiry Evidence for policy makers, teacher educators and senior managers in schools move beyond advanced skills training.

  22. ‘Community of Enquiry’ Questions about : A holistic view of learning technologies in their local environment • Achievements against international evidence of attainment • the nature of attainment and achievement • the quality of learning and its application and the meaning of the transformation of learning.

  23. The aim of the COE is • to develop understanding and change practice through a long-term shift in conceptions of how ICT can be embedded in classroom practices. • to shape learning outcomes that are a better match with the learners’ needs.

  24. The research themes (1) • Learning and teaching theory and practice • The role of communities of enquiry in education systems • Learning dialogues and creative thinking • The provision and management of effective virtual and real learning environments

  25. The research themes (2) • The impact of ‘out of school’ learning • The contribution of new tools to social communication • Advice on regional and national infrastructure for policy makers New themes will emerge to create knowledge about the future of learning

  26. Changes …

  27. Primary School : “Profr. Simón Salazar Mora”Nuevo León, México Teacher: Yazmín Garza Barragán

  28. Using ICT in our classrooms

  29. This is our primary school.

  30. Theschoolstaff

  31. Our classroom before we had the Interactive Whiteboard

  32. We were getting our classroom ready to receive and use the ACTIVboard

  33. Now, this is our classroom. We know how to work in small groups and we are learning how to use the Interactive Whiteboard. We have had the opportunity to interact with it in different subjects.

  34. We are trying hard !

  35. “Ing. Leopoldo Naranjo” Elementary School

  36. I have the IWB since last 5th April, but before I used this, the work was very boring. We used a traditional blackboard with eraser and chalk. The classroom organization was in lines, sometimes in teams, but was very difficult to have all the students attention.

  37. But now, all is different!

  38. My students are very happy, they like to participate in all the classes, even in Math. The like to work in teams so much, the behavior is good. They like to listen the sound of the computer clock, that indicates the time is over.

  39. For me is more easy that my students learn all my explanations.

  40. EDUCATIONAL STAFF WORKING

  41. Every month, the head teacher convokes a meeting with the educational staff. The last meeting was in my classroom because the teachers were interested in knowing my Promethean IWB.

  42. PARENT’S WORK

  43. Parents receiving information about how to work with the IWB.

  44. Sometimes they prepare some lessons in the computer, like some explanations about a particular topic. They say that now is more fun and easy to learn the different subjects.

  45. Equal voices?

  46. MirandaNet model Braided Learning

  47. Braided learning The braided learning imagethe weaving together of individual evidence to makeprofessional pedagogy and policy

  48. Braided learning Creating a web environment where students leave their imprint on the community, and the field, as an integral part of their learning. The doctoral challenge

  49. Teacher Case Studies Promethean- MirandaNet Action Research Projects 2002 - 2007: Case studies and resources www.mirandanorth.org.uk Promethean Ambassadors International Project http://www.mirandanet.ac.uk/partners/promethean.htm

  50. “Collaborating on the boundaries of the possible” Workshop October 2006 Prague, Czech Republic Other events in 2006 BETT06 January London, UK www.mirandanet.ac.ukwww.worldecitizens.net

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