Transcript ICT:(g)een kinderspel, over mogelijkheden en gevaren van

Why laptop schools still use printed
learning materials: a theoretical
and empirical discussion
International Symposium
“Textbook trends in Europe, implemenation of etextbooks”
Dubrovnik
Prof. dr. Martin Valcke
http://allserv.ugent.be/~mvalcke/CV/CVMVA.htm
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http://www.jsyk.com/2009/10/19/the-kindle-dx-vs-textbooks/
Structure
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Laptool schools with printed books!
Learning and the needs for textbooks
Formal status of textbooks
Discussing delivery modes
Laptop schools
Laptop schools
• “Ubiquitous computing environments”, in
which the integrated use of information
and communication Technologies (ICT) is
used in a large number of curriculum
fields
• Growing “feud” between pro and contra
Laptop schools
• Research:
– Fried (2008): students loose time (mail, sms,
surfing), distraction, LOWER learning results
– Warschauer et al (2004): laptop use results in
higher reading results, BUT laptop use extends
library use (16,000 books). Laptop helped postprocessing of book reading.
– Inan et al (2010): teacher readiness crucial (beliefs,
professional development)
Laptop schools
• Research points at crucial role of
elearning materials in LEARNING
context.
Learning
Information Selection
MM
presentation
Images
Hearing
Looking
Working
Memory
Sound
Image
Verbal
Model
Organisation
Words
Sensory
Memory
Information organisation
Learning
Integration
Visual
Model
Mayer (2001) and Paivio (1986)
Information
integration
Long Term
Memory
Prior
Knowledge
Learning
MM
presentation
Sensory
Memory
Working
Memory
Long Term
Memory
ROLE LEARNING MATERIALS
Images
Organisation
Words
- Multi-sensorial
- Teacher versus learner developed,
Prior
Verbal
gathered, selected, …
Knowledge
Model
Sound versus accessible by
-Hearing
Complex, authentic
learner
Integration
- Contextualized
- Manipulable Image
Looking
Visual
- Interactive (e.g., simulation
data entry)
Model
- …
Learning
MM
presentation
Sensory
Memory
Working
Memory
Long Term
Memory
ROLE LEARNING MATERIALS
Hearing
Images
Looking
Organisation
Words
- Possibility to select/reselect
- Possibility toVerbal
store, review, .. Prior
Knowledge
- Possibility toModel
(re)view multiple
Sound
representations
- Navigation Integration
possibilities (e.g., in
audio, video, animations, …)
- Learner
Image control
Visual
- …
Model
http://en.wikipedia.org/wiki/Classical_conditioning)
Research e-books
• Annand (2008) review of the literature:
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Most students simply print the eBook.
Printed preferred by the readers (access).
“Print “is put at the top of the delivery medium,
On-screen reading, less information transferred to
long-term memory.
– More rereading when on screen materials.
– Lower resolution and unfavorably ease of reading.
– Not significant better learning results.
Research e-books
• But:
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Lower costs
Sometimes more flexible
Favoured by advanced students (NOT novices)
Multimedia nature superior to text-only
representation (see CTML theory)
But this applies both to printed and electronic
materials
Overzicht van de soorten representaties gebruik in de TIMSS videostudie lessen (Hansen & Richland, 2010).
Learning
MM
presentation
Sensory
Memory
Sound
Image
Verbal
Model
Organisation
ROLE LEARNING
MATERIALS
- Share with
others/discuss
- Compare
(similarities/differences)
Hearing
Words
- Process (order, structure,
hierarchy, represent)
- Multiple perspectives
-Images
Representing Looking
- Summarizing
- Linking to other info
- …
Working
Memory
Integration
Visual
Model
Long Term
Memory
Prior
Knowledge
• Research: Ambrose, Bridges, Pietro, Lovett & Norman (2010),
Marzano, Pickering, & Pollock. (2001) and Schunk (2004, p.185).
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Add non-linguistic representations
Invoke looking for similarities and differences
Present multiple representations
Help learners to question themselves
Invite learners to take notes
Develop a mind map
…
• Luik & Mikk (2008)
– “knowledge acquisition from electronic textbooks is correlated with
various features of the textbooks,
– these effective characteristics are different for high- and low-achieving
students,
– the learning results of high-achieving students correlate with a fewer
number of characteristics of electronic textbooks than the learning
results of low achieving students.“.
– Consider characteristics of the learner
• Kirschner, Sweller, and Clark (2006)
– where novices are involved, instructional design should consider
instructivist teaching approaches that will result in superior learning
results. These teaching approaches assume well developed and stated
learning materials.
Learning
MM
presentation
Sensory
Memory
-
Images
-
ROLE LEARNING
MATERIALS
Communicating and
presenting to others
Reporting
Verbal
Repeating/rehearsing
Model
Sound
Exercising
Integration
Testing
Assessing, evaluating
Image evaluative
Getting/giving
Visual
feedback (feedback,
feedup,
Model
feed forward)
…
Organisation
Words
Hearing
Looking-
Working
Memory
Long Term
Memory
Prior
Knowledge
• Research:
What is the role of – printed or electronic - learning
materials in this context? In fact, the research hardly
centers on this question. They key feature is that in
one way or another assessment is taking place and
sufficient attention is given to feedback. Learning
materials will therefore present questions, problems,
challenges, tasks, games, quizzes, puzzles, …
And the teacher is needed to …
Summary
• Sosniak & Stodolsky (1993, p.249)
“the influence of textbook on classroom instruction and
teachers’ thinking was somewhat less than the literature
would have us to expect, that patterns of textbook use
and thinking about these materials were not necessarily
consistent across subjects even for a single teacher, and
that the conditions of elementary teachers’ work
encouraged selective and variable use of textbook
materials.”.
Formal status of textbooks
Formal status of textbooks
• National curricula (Shannon, 2010, p.397):
“Textbooks remain a staple within school curricula
worldwide, presenting teachers and students with the
official knowledge of school subjects as well as the
preferred values, attitudes, skills, and behaviors of
experts in those fields.”.
• National publications versus free market
• What Works Clearinghouse
European models
•Depending on the country, teachers are not a “slave” of the
textbook; they can select, enrich, enhance, … the textbook
content. The key criterion is that the selection is adequate to attain
the curriculum goals.
Overview of textbook policies (INCA, 2009).
Discussing delivery modes
Discussing delivery modes
• Sikorova (2005, p.1) “the idea of an optimum
(printed or electronic) textbook is false. Textbooks
work in frames of various educational conceptions
declaring different demands. (…) decisions about
textbook design, development and/or selection, must
consider specific characteristics of their users –
students and teachers. He therefore stresses that
teachers play a key role (…).
• Consultation of teachers before, during and
after design, development and distribution
process.
Discussing delivery modes
• What delivery mode gives a key role to
teachers and allows flexibility
– Fully developed products
– Half-baked products
– Open products
• Who is flexible in such delivery
– Governments?
– Publishers?
– Open doc approaches?
Discussing delivery modes
• Learning models suggest:
– Stress multimedia and interactive nature for
SELECTION PHASE
– Stress flexible manipulation by teacher and
students in ORGANISATION PHASE
– Stress rehearsing possibilities in INTEGRATION
PHASE
• Research suggests: half open products,
extensions in electronic resources, lots of
printed materials.
Conclusions
• Dichotomy printed ~electronic is false
• Consider role and function in learning
• Respect professional identity of teacher in
selecting and manipulating materials
• Mix media
• Mix public/private: teacher/school decides
• Set up research to back decisions
Why laptop schools still use printed
learning materials: a theoretical
and empirical discussion
International Symposium
“Textbook trends in Europe, implemenation of etextbooks”
Dubrovnik
Prof. dr. Martin Valcke
http://allserv.ugent.be/~mvalcke/CV/CVMVA.htm
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