EduPsych: ICT (L11)

4 areas that ICT has transformed learning

- Cognitive - Motivation - Student Welfare - Equity Issues

How has ICT transfromed motivation? (3)

- More engaging - Increase Self-efficacy and agency - Catering for different learning needs - Group work

3 areas that ICT has transformed teaching

- curriculum 2 ways: content used (new literacies, how language and text is used) + how student learns the content (diff kinds of usage statistics and feedback provided for teachers) - assessment 2: formative assessment (wikis, videos, quizzes) + summative assessments (final exams: MCQs from a physical test bank that can be compiled and randomised using tech, and even statistics incl reliability rating of items can be measured etc.) - classroom management > Collaboration > Monitoring student work (usage reports) > Minimise Distraction (lockdown browser)

How has ICT transfromed welfare of students? (3)

1. Identity & psychosocial development: (+) Online learning helps grow a sense of identity (oh! I'm good at computers) + mastering certain skills as well (-) Cyberbullying Sometimes in classroom chat groups, where parents are not involved, this may be an issue. 2. Anxiety (some students feel more free to ask questions and engage online than in person) 3. Need to keep in mind Ethics and safety (Whatever you post online stays online)

How has ICT transfromed equity issues? (3)

1. Increased accessibility: - Remote areas - Disabilities - Females and minority groups - Low socioeconomic status Eg. coursera and other platforms that offer free courses online actually give options to these minority groups who may not have had the opportunity to study in a regular setting from such universities. 2. Gender and ICT use 3. Potential cultural biases of ICT

Some points for ICT transforming teaching (not learning) using Yong (2020)

1. With ICT, teacher-directed approaches can be flipped: watch a video, investigate etc. before class. 2. Yong (2020) found that the use of 2 - 3 eLearning tools is sufficient, even though so many are available in the market (the more is not necessarily the better). these include Slido, other interactive apps etc. if you employ too many, learner will have to keep switching between platforms and that might make multitasking and shifting between tabs distracting. 3. Computer operates as a tutor, teaching through computer-assisted instruction (CAI) or learning (CAL) 4. ICT can be used as a stimulus-response and reward-punishment: turning in worksheets early = gives you a virtual 'reward' (badge, confetti etc.) immediate feedback; completed worksheets give you correct answers immediately after completion

Examples of ICT use in teaching

Communicate: Video conferencing Blogs and vlogs SNS - Social networking sites Collaborate: Interactive whiteboards Wikis (eg. BBCollab) Find resources: MP3 players and tablets Mobile phone apps Assessment: Synchronous online platforms Asynchronous interaction

Digital Natives vs. Digital Immigrants (Prensky, 2001)

Digital immigrant = individuals who were born before the spread of the digital technology and who were not exposed to it at an early age. Digital natives = opposite of digital immigrants, they have been interacting with technology from childhood (grown up in the era of digital technologies)

Thinking critically about digital natives (false assumptions vs benefits) (give 2 of each)

FA: - being familiar with tech = using it effectively (not true, just bc you're comfortable w online learning doesn't mean you are more efficient, Leander (2007): students rapidly switching between online activities doesn't support deep engagement with the activity). Reflects concept of ICT literacy: (just because people are digital natives, doesn't make them literate or ICT 'capable'. This facet comprises of a few factors incl being able to communicate, investigate, create and use ICT ethically). - having many resource sources available = being able to use all of them (not true, students often use poor search strategies, BECTA (2008): sources that you find may not be legit, even if they are easier to find). Benefits: - BECTA (2008) did a study with 2600 students & 100 teachers in UK. Web 2.0 applications in classrooms showed: - increased participation and engagement - more discussion outside school (self-directed engagement with learning) - extension of interest: with ICT, we can use more than just a textbook (movies, simulations) to increase our knowledge of the subject - sense of ownership (students can manage the pace of their learning and have more control)

What is ICT useful for in education? (Shifts in ICT) (4)

ICT is good for: - Gathering and accessing resources quickly (eg. JAs), - manipulating and analysing large sets of data - sharing and communicating files - collaborating with others, relating socially online

Define ICT

Stands for Information and Communication Technology; any technology used to access, gather, manipulate, present and/or communicate information.

A model that instructors can use for successful edtech integration

TPACK: Technological Pedagogical Content Knowledge. TPACK is a technology integration framework that identifies three types of knowledge instructors need to combine for successful edtech integration—technological, pedagogical, and content knowledge (a.k.a. TPACK). It explains the set of knowledge that teachers need to teach their students a subject effectively while using technology.

ICT Literacy - what is it and what factors does it comprise of? (4 factors)

To encourage ICT in learning, we first have to make sure students are literate in it (just because people are digital natives, doesn't make them literate or ICT 'capable'.) Literacy includes: - being able to communicate with ICT (chat function, sending emails) - being able to investigate with ICT (navigating webpages, going to diff websites, reading articles) - being able to create with ICT (live worksheets and forms, QR codes, websites) - using ICT ethically (not just copy paste, but to paraphrase)

Has ICT changed Patterns of Cognitive skills? (4)

Yes. Maybe not for the better: - Brain development (neutral, not changed) Mills (2014) review showed the Internet did not have a strong effect - Memory ( ⬇️ ) When smartphones are used, people tend to learn and remember less from the experience (Wilmer, Sherman & Chen (2017) -Multitasking ( ⬇️ ) Cain, Leonard, Gabrielli and Finn (2016) found students with higher levels of media multitasking, showed weaker performance in working memory BUT - Learning new tasks ( ⬆️ ) Zhang et al (2013) found action video games made learning new tasks faster