Naomi Rosedale

Bio: Naomi Rosedale is an academic researcher from University of Auckland. The author has contributed to research in topics: Psychology & Academic achievement. The author has an hindex of 4, co-authored 9 publications receiving 47 citations.

A mixed-methods study to identify effective practices in the teaching of writing in a digital learning environment in low income schools

Abstract: This paper reports on the teaching practices identified as effective for students' writing progress in a digital learning environment. The study is situated within a design-based research partnership between researchers and a group of urban schools serving culturally diverse students from low income communities who have implemented a digital pedagogy innovation which includes student device ownership, wireless access and a shared pedagogical approach. The research design logic was to select demonstrably effective teachers as ‘case studies’ in order to understand what effective teachers in the innovation did that promoted greater progress in writing. Qualitative analyses of selected teachers' class sites and students' individual blogs identified features of teaching practice hypothesised to promote student development in writing. To strengthen our understandings, teachers were interviewed to check the comprehensiveness and validity of our interpretation. Classroom observations from these case study teachers were compared with observations from a larger group of teachers to investigate whether identified practices were differentially employed by these effective teachers. Finally, the effects on student writing achievement of the relative presence of these practices in all observed classes were predicted using a hierarchical linear model. Our findings indicate effects of using digital tools in ways that promote complex compositional tasks, discussion and critical thinking. The study adds to a growing number of studies that investigate the nature of effective pedagogy within a digital environment. It contributes to the identification of promising practices for the design of more effective instruction in writing within classes that have ubiquitous digital access.

How digital environments in schools might be used to boost social skills: Developing a conditional augmentation hypothesis

Abstract: The use of online devices, tools and technologies in schools is seen as being able to promote ‘21st century’ skills, specifically inter personal (e.g., being empathetic, taking others' perspectives, cooperation and collaboration) and intra personal skills (e.g., persistence and self-control). We review theoretical rationales for and, where available, research evidence about the impact of digital tools and technologies on the development of these skills under two conditions. One is where there are direct effects of access to and use of digital technologies relatively independently from other influences of the teacher. The evidence suggests powerful mechanisms are afforded directly, such as feedback, social learning, agentive learning and play (game-based learning), but that effects are variable and there are both positive and negative influences on skills. The second condition is when the digital environments are mediated by teaching. The evidence is that both effectiveness and the consistency of effects of digital environments depend on the deliberate design and management of the tools and their functions. Explanations relate to the mediating effects of the activity structures and how they are designed, the role of the teacher in both that design and specific instructional acts, and the guided actions of interlocutors through digital devices. We propose a teacher ‘conditional augmentation’ hypothesis: teachers' augmentation adds instructional power to the direct effects of digital technologies.

Critical perspective taking: promoting and assessing online written argumentation for dialogic focus

Abstract: In this article, we consider the impact of classroom instruction and an online argumentation tool (AT) on students' written argumentation and 21st century skill development. Drawing on a wider study of 1:1 digital schools in Auckland, New Zealand, we examine the three-way relationship between argumentation teaching, student use of an online discussion board, and evidence of perspective taking. Longitudinal data from six elementary schools are analyzed, including 17 observations (in which the teaching focus was a nominated 21st century skill) and 253 student-written posts. Developmental profiles of student argumentation were determined using Kuhn and Crowell's (2011) taxonomy of argumentation function demonstrating potential for (1) instructional focus and (2) practice or "dosage" effects. Integrated student argumentation profiles acknowledging the benefits of other perspectives were found to co-occur with a higher focus on argumentation instruction, but without increases in students' critical reasoning. In addition to focus effects, repeated use of the AT suggests that stronger dosages positively influence student perspective integration. The implications for perspective taking and critical thinking through argumentation are discussed in relation to citizenship and resilience in 21st century digital contexts.

In school and out of school digital use and the development of children's self-regulation and social skills.

Abstract: More needs to be known about the benefits and risks to the development of interpersonal and intrapersonal skills in ubiquitous digital environments at school and at home. Nine to 12-year-old students (n = 186) in a 1:1 digital programme serving low SES and culturally diverse communities rated their self-regulation and social skills for both non-digital and digital contexts. Downward trends in self-regulation and related personality dimensions were found. Social skills were more variable. Students had heightened awareness of needing to self-regulate in digital contexts, rating their self-regulation lower than in non-digital contexts. High frequencies and durations of fun activities at home (e.g., posting photos or blogs, chatting, and games) were associated with lower ratings. But fun activities were associated with higher ratings of social skills in digital contexts. High levels of parental monitoring were related to higher ratings of self-regulation. These patterns reflect school-wide norms and practices (students are socialized as digital citizens) as well as more general features of socialization at home. We conclude that self-regulation and social skills are sensitive to contexts over the primary school years. Digital tools may be particularly 'impulsogenic', and students need context-specific self-regulatory strategies, but the tools create opportunities to develop valued social skills under specific conditions.

EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children

Abstract: Games are powerful generators of positive emotions in children and are intrinsically satisfying. In this context, our work evaluates the use of mobile augmented reality without markers as the technology to implement a multiplayer game scenario that can be used to improve socialization, communication skills and emotional intelligence in primary school children. The present study addresses the usability of two gameplay styles and their impact on users' communication and motivation: competitive vs collaborative play. The game integrates Mobile Augmented Reality (MAR) technology without markers to create a geolocation scenario with unlimited physical space. The results indicate that both game modes are intrinsically satisfactory for children triggering positive emotions such as enthusiasm, enjoyment and curiosity that improve the participants’ mood and help increase the degree of involvement. Moreover, we observed that the collaborative game version has a greater impact on emotional affection, social interaction and interest. In addition, we observed in our study that the quality of the communication in the collaborative mode is good in terms of several factors such as sustaining mutual understanding, dialogue management, information pooling, reaching consensus, time management and reciprocal interaction. Finally, several design implications and suggestions related to game time management, scaffolding, mixed competitive-collaborative modes, dynamic 3D content and active learning, among others, are discussed. The present evaluation contributes to the identification of the most relevant aspects to be considered in the future design of MAR-based gamification strategies in education.

Clueless in Academe: How Schooling Obscures the Life of the Mind

Abstract: Book review of Clueless in Academe: How Schooling Obscures the Life of the Mind, Gerald Graff, Yale University Press, New Haven and London, 2003

Put the Textbooks Away: Preparation and Support for a Middle School

Abstract: This study, conducted in the Southwestern United States , investigated teacher and student uses of tablet laptop computers in a one-to-one initiative involving fifth grade through eighth grade students and their teachers. The campus initiative led to higher than expected technology integration and student- teacher and student-student collaborations. Teacher interviews underscored that the accessibility of the technology allowed for remarkable moments of teaching. Longitudinal data in the coming years can determine the long-term success of the program , but findings strongly support the effectiveness of a one-to-one laptop/tablet initiative in a middle school.