Science as Social Knowledge. Values and Objectivity in Scientific Inquiry

Australian Curriculum, Assessment and Reporting Authority Act 2008

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.

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

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

http://jpaap.napier.ac.uk/index.php/JPAAP/article/download/58/pdf

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

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.

https://www.jstor.org/stable/pdfplus/41406064.pdf

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

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.

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

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.

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

This present study reports the impact of a research–practice partnership among nine collaborating schools and researchers in Auckland, New Zealand. The goals of the partnership were to refine digital instruction in ways that would result in improved learning processes and achievement. The partners employed a design-based research approach to iteratively develop and test changes to the pedagogy. Results indicate moderate to large effect sizes in writing, and small effect sizes in reading and mathematics. Results also indicate increasing effects over time in reading and writing, but not in mathematics. Educational effects included greater use of discussions by teachers and greater use of open-ended activity types. These outcomes are discussed in relation to features of the partnership as well as digital pedagogy.

Improving Achievement Using Digital Pedagogy: Impact of a Research Practice Partnership in New Zealand

/pdf/addressing-rangatahi-education-challenges-after-covid-19-4sdmwqkp52.pdf

Addressing rangatahi education: Challenges after COVID-19.

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.

https://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/download/2062/2073

Stuart McNaughton

Papers

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

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

Improving Achievement Using Digital Pedagogy: Impact of a Research Practice Partnership in New Zealand

Addressing rangatahi education: Challenges after COVID-19.

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