Digital technology – Teaching & Learning Research Initiative

On2Science – Multiple affordances for learning through participation in online citizen science

Abstract This research investigated the integration of learning in science and digital technologies, with online citizen science (OCS) projects acting as the fulcrum for curriculum design. Across 3 years, teacher-researchers designed and implemented 16 innovative cross-curricular programmes. Our research focused on three areas: (1) mapping progressions in students’ science capabilities; (2) identifying affordances of OCS engagement for developing students’ digital technologies progress outcomes; and (3) investigating the impacts of teacher practices in relation to human–computer interactions. The project outcomes have potential to contribute significantly to both science and technology education research and teaching. 1. Introduction This research project brought together a team of education and information science researchers, teacher professional learning

Experiences and reflections of teachers on the use of mixed reality technologies to foster cross-curricular learning opportunities

1. Introduction This study aimed to explore how the purposeful integration of new technology, specifically mixed reality (MR), can support learning across the curriculum through the development of digital artefacts. The study focused on exploring the experiences of teachers at two high schools who were supported by digital technologies teachers and the lead researcher to use digital technologies with students to create MR artefacts in different subject areas. Recent changes to the Technology learning areas of The New Zealand Curriculum drove the motivation for this research project. The changes to the curriculum were designed to support students to develop the digital literacies vital to engage in an increasingly digital society (Ministry

Supporting teachers and learners of programming by understanding feedback on syntax, semantics and style

Introduction New Zealand has a shortage of skilled workers in information technology (IT). Skills relating to computer programming (e.g., software engineer, applications programmer, software tester, web developer) all appear on the 2019 Long Term Skill Shortage List published by Immigration New Zealand (Immigration New Zealand, 2019). In 2020, Immigration New Zealand reports a continued lack of information and communications technology (ICT) workers in New Zealand (Immigration New Zealand, n.d.). However, New Zealand is competing in a global market facing similar demands. In many parts of the world, demand for computing graduates outstrips supply. Consequently, New Zealand cannot rely on filling its requirements from other countries. We need to develop skilled professionals

Exploring student thinking, problem solving and collaboration in iPad-supported learning environments

Introduction Despite successive waves of technological innovation being rapidly adopted by schools, teaching methods and curriculum designs have been slow to evolve in response to the affordances offered by an increasing array of digital devices (Cuban, 2017). This phenomenon is not new, with articles dating back to the early 1980s when digital devices were beginning to appear in our classrooms, commenting that educational computing is following the well-trodden path of other “educational innovations (which) seem doomed to follow a cycle of unrealistic expectations, followed by disappointment, disillusionment, and abandonment” (Maddux, 1986, p. 27). Maddux (1986) terms this the “pendulum syndrome” (p. 27), that centres on education’s susceptibility to “fad and fashion

Porous learning: what do families and schools need to know and do about learning@home in a digital environment to enhance children’s literacy?

Introduction School students increasingly use digital technologies at home to enhance learning and bridge the school– home divide. The porous learning project was designed to explore the factors that both enabled learning and created barriers to learning at home for students in a low socioeconomic community using the digital learning environment, which we refer to as learning@home. The study investigated ways to inform families and schools, and also equip them with strategies to enhance children’s literacy within a digital learning environment at home. The term digital learning environment (DLE) describes technology used to enhance learning; for example, netbooks, the internet, blogs. A key motivation for the project has been a growing

Extending innovative e-learning leadership

Introduction / research aims / rationale This project grew out of the desire to understand and share the strategies that successful school leaders use to identify, implement and integrate digital technologies in school settings. What may come naturally to some leaders presents significant challenges for others; the catalyst for this project was the opportunity to systematically investigate the leadership of one experienced principal who was highly competent digitally and who recognised the opportunity to support colleagues nationwide. While digital technologies are a key element of future focused education and can be deployed to support pedagogical innovation, they frequently present complex problems for school leaders (Fullan 2011; Fullan & Langworthy, 2014). The