Educational technology – Teaching & Learning Research Initiative

Moving beyond the threshold: A TLRI final report 2014–16

Introduction Moving beyond the threshold set out to interrogate what it means to think historically in the digital age (Tredinnick, 2013). How do university students and teachers use digital media to transform learning experiences? Do digital approaches present novel ways to engage with key historical concepts? Answers to these questions continue to be important and urgent; large-scale investment in educational resources and technology is based on the assumption that current and future students are or will become digitally literate, and that they know how to use digital media effectively and efficiently in inquiry-led and autonomous learning. There is little evidence to prove, however, that the so-called ‘net generation’ (Schulmeister, 2015; Tapscott,

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

Māku anō e hanga, i toku nei whare – I will build my own house

INTRODUCTION: The context of the project The proponents of Modern Learning Environments (MLE) or Innovative Learning Environments (ILE) are from largely non-indigenous backgrounds. In Aotearoa New Zealand, research about learning mathematics in an MLE is limited and focuses almost exclusively on English-Medium (EM) settings (Bisset, 2014; Murphy, 2016; Osborne, 2013). In contrast, this research sought to contribute to the literature and knowledge space about tamariki learning paangarau (mathematics) in a Maaori-medium MLE. It provided an opportunity to locate and explore Maaori-medium (MM) ways of knowing and doing and for MM kaiako to consider the MLE space and identify characteristics of an MLE appropriate for them and their aakonga. The research grew

Reengineering an engineering course: How flipped classrooms afford transformative teaching, learning, and workplace competency

Introduction Successful engineering graduates need to understand engineering principles and practices and be able to work in teams, to communicate well, and to work in contexts that can be risky and uncertain (Adamson & DarlingHammond, 2012; Meier, Williams, & Humphreys, 2000). Current trends in engineering education call for the development of students’ technical and non-technical skills (Male, 2010). Thus, it is crucial that tertiary educators develop curricula that enable students to develop these capacities and to enhance their employability and contribution to a country’s economic competitiveness and societal wellbeing (Ministry of Education and the Ministry of Business, Innovation and Employment, 2014). This project extends our previous research on the effectiveness of

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