iPad Pilot (2) Research and Evaluation Literature Review TOC and Select Works Cited more

Trinity  College  Foundation  Studies,  Melbourne  Australia   iPad  Research  and  Evaluation  Group:  Literature  Review  -­‐Table  of  Contents,   Introduction,  and  Select  Works  Cited   Table  of  Contents   Introduction Research Questions Rationale for Qualitative and Participant Observation Approach Summary of Step Forward iPad Project Report Findings from other 1:1 iPad Projects in Senior Secondary or Tertiary Settings Mobile Learning Environments 1:1 Computer environments Learning Theory - Trends and Critiques (21st Century Learners) (Constructivism - challenges) (Personalisation of learning) Applying the Technology Acceptance Model – Comparative analysis Limitations to project Disparity of technology expertise among teaching staff Diverse education backgrounds of student cohort Constantly evolving technological and social environments STUDENTS Concepts and ideas enabled / extended by Mobile Technologies Engagement and Collaboration with Web 2.0 tools and resources Problems with opening up the classroom to the Web Personal Organisation Production of new knowledge Language Research and Study Skills Critical Thinking and Evaluation Participation and Learning Styles TEACHERS Challenges and opportunities afforded by Mobile Technologies Role in advancing student use of technology Support from department colleagues / administrators Technology Integration and Program Development Assessment Works Cited 10 11 11 12 12 12 13 13 13 13 13 13 13 15 15 15 17 17 17 17 17 17 18 18 18 18 19   1   Trinity  College  Foundation  Studies,  Melbourne  Australia   iPad  Research  and  Evaluation  Group:  Literature  Review  -­‐Table  of  Contents,   Introduction,  and  Select  Works  Cited     Introduction   There   are   many   questions   that   this   research   project   could   seek   to   answer,   concerning   the   positive   or   negative   impacts   of   having   students   in   classrooms   with   iPads.   The   first   Step  Forward  Report,  available  here,     http://www.trinity.unimelb.edu.au/about/flagship-­‐programs/ipads-­‐in-­‐the-­‐ classroom.html   answers   many   of   these,   including   the   question   of   whether   iPads   are   the   best   mobile   learning  technology  we  could  use  at  TCFS.  The  actual  process  of  data  collection,  and  the   questions  we  seek  to  have  answered,  will  largely  determine  the  style  of  data  collection   undertaken.       Of   the   other   iPad   trials   conducted   in   tertiary   settings,   and   discussed   below,   comparability  is  limited  in  that  they  are  mostly  using  the  iPad  as  an  electronic  delivery   system   for   text-­‐books,   and   as   a   mobile   platform   for   accessing   already   existing   LMS   resources.   What   we   aim   to   achieve   through   the   use   of   iPads   is   far   more   integrated:   a   suite   of   opportunities   for   not   just   accessing   resources,   but   also   creating   knowledge   through   exploration   of   original   problems,   directly   engaging   with   outcomes   such   as   enhancing  critical  thinking,  research  skills,  study  skills,  English  language  improvement  –   things  which  are  important  for  our  particular  student  cohort.     Framing   context:   Does   this   research   need   to   be   applicable   to   other   teaching   and   learning  environments?  Or,  do  we  want  to  evaluate  the  deployment  of  this  technology   for  our  own  context  and  in  terms  of  our  future  curriculum  development  plans?     I   have   taken   one   of   my   central   research   ideas,   about   developing   and   delivering   curriculum   especially   for   the   iPad,   from   a   comparative   analysis   of   the   viability   of   the   “Technology  Acceptance  Model”  by  Saadé  et.al,  2007.  Their  research  explores  student   interaction   with   LMS   (or   MMLS   –   Multi-­‐media   Learning   Systems).   The   iPad   can   arguably   be  said  to  facilitate  classroom  and  out  of  classroom  interaction  with  custom-­‐made  and   online   resources.   The   Technology   Acceptance   Model   (TAM)   proposed   by   Davis   (1989)   “proposes   that   the   influence   of   other   variables   on   technology   acceptance   is   mediated   by   two   individual   beliefs:   perceived   ease   of   use   (PEU)   and   perceived   usefulness   (PU)   (Saadé  et.al,  2007,  p  176).  Attitude  seems  to  be  a  key  ingredient  in  the  effectiveness  of   technology   acceptance,   combined   with   motivation   to   achieve   outcomes,   from   both   students  and  teachers.  Attitude  is  shaped  by  perceptions  of  ease  of  use  and  perceived   usefulness,   and   thus   attitude   can   greatly   enhance   or   hinder   the   success   of   a   technology   program  such  as  the  Step  Forward  iPad  Project.         2   Trinity  College  Foundation  Studies,  Melbourne  Australia   iPad  Research  and  Evaluation  Group:  Literature  Review  -­‐Table  of  Contents,   Introduction,  and  Select  Works  Cited       In  the  process  of  working  with  staff  in  iPad  training,  and  hearing  attitudes  to  the  project,   I   firmly   believe   attitudes   are   key   to   any   outcomes   of   learning   or   engagement   improvement   we   might   measure.   Therefore,   to   measure   the   effectiveness   of   the   program   design   and   delivery,   a   key   research   goal   should   be   exploring   the   relationship   between  teaching  staff  attitudes,  and  student  perceptions  and  engagement       Are   we   exploring   the   question   of   whether   the   iPad   itself   facilitates   better   learning   outcomes?   Or,   are   we   more   directly   evaluating   the   effectiveness   of   the   curriculum   developed   and   delivered   for   the   iPad,   and   the   infrastructure   to   support   teachers   in   that  development  and  delivery,  to  engage,  and  stimulate  learning  in  our  students?     The  Literature  Review  (not  included  in  this  document)  presents  some  research  and   commentary  on  a  number  of  issues  that  we  might  research  and  evaluate,  arising  mostly   from  the  research  question/s  proposed  below.   Research  Questions     General  overall  questions  to  address:     How   effective   /   successful   is   the   August   /   September   iPad   program   in   facilitating   the   delivery  of  an  engaging,  effective  and  stimulating  curriculum?     How   do   students   perceive   the   usefulness   of   the   iPad   for   researching,   completing   assignments,  assisting  their  English  language  development,  and  organizing  their  work?     In  connection  with  above,  these  related  questions  about  support  might  be  pursued:     What   aspects   of   training   and   /   or   proficiency   are   still   required   to   improve   the   effectiveness  of  delivering  the  curriculum?  (This  question  is  designed  to  identify  areas  of   weakness  in  the  current  PD  delivery)     How   are   departments   supporting   the   Aug   /   Sept   teachers   to   develop   curriculums   to   enhance   student   experience   in   the   1:1   environment?   What   support   systems   /   approaches  do  staff  view  as  important  to  develop  and  enhance?     (I   anticipate   that   the   qualitative   component   of   the   research,   conducted   through   focus   groups   with   staff,   and   with   students   (separately)   will   reveal   themes   that   can   then   be   analyzed  and  incorporated  into  the  further  development  and  enhancement  of  program   and  curriculum  development.)     3   Trinity  College  Foundation  Studies,  Melbourne  Australia   iPad  Research  and  Evaluation  Group:  Literature  Review  -­‐Table  of  Contents,   Introduction,  and  Select  Works  Cited     The  suite  of  integrated  opportunities  mentioned  above  -­‐  creating  knowledge  through   exploration  of  original  problems,  directly  engaging  with  outcomes  such  as  enhancing   critical  thinking,  research  skills,  study  skills,  and  English  language  improvement  –  are,   we  envisage,  long  term  aims  which  will  come  with  significant  development  of  existing   curriculum.  Thus,  this  research  project  is  targeted  to  determine  the  factors  that  will   facilitate  such  a  positive  development,  partly  through  identifying  any  currently   existing  barriers.   Student  Survey  One   See  the  first  Student  Survey  questions,  here.   http://bit.ly/nRmfxt     4   Trinity  College  Foundation  Studies,  Melbourne  Australia   iPad  Research  and  Evaluation  Group:  Literature  Review  -­‐Table  of  Contents,   Introduction,  and  Select  Works  Cited   Works  Cited   Angst, C. and E. Malinowski (2010). “Findings from eReader Project, Phase 1: Use of iPads in MGT40700, Project Management,” University of Notre Dame Working Paper Series. Mendoza College of Business, University of Notre Dame, pp. 1-17. http://www.nd.edu/~cangst/NotreDame_iPad_Report_01-06-11.pdf, Bebell, D. & Kay, R. (2010). One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative. Journal of Technology, Learning, and Assessment, Vol 9, No 2. Retrieved [March 16, 2011] http://www.jtla.org. Benson, Vladlena. (2007-2008). Unlocking the potential of wireless learning. Learning and Teaching in Higher Education. Issue 2, 2007-2008. pp. 42-56. Butchart, Sam; Forster, Daniella; Gold, Ian; Bigelow, John; Korb, Kevin; Oppy, Graham, and Serrenti, Alexandra. (2009). Improving critical thinking using web based argument mapping exercises with automated feedback. Australasian Journal of Education Technology. Vol 29, No 2. pp. 268-291. DeStefano, Diana and LeFevre, Jo-Anne. (2005 / 2007) Cognitive load in hypertext reading: A review. Computers in Human Behavior. Vol 23. pp.1616-1641. Gokhale, A. (1995) Collaborative learning enhances critical thinking. Journal of Technology Education Vol 17, No 1. Karagiorgi, Y., & Symeou, L. (2005). Translating Constructivism into Instructional Design: Potential and Limitations. Educational Technology & Society, Vol 8, No 1. pp 17-27. Kinash, Shelley; Brand, Jeffrey; Mathew, Trishita; and Kordyban, Ron. (2011). Uncoupling mobility and learning: When one does not guarantee the other. Teaching and learning papers. Paper 25. http://epublications.bond.edu.au/tls/25 Mishra, P and Koehler, M. J. (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. Vol 108, No. 6. pp 1017 – 1054.   5   Trinity  College  Foundation  Studies,  Melbourne  Australia   iPad  Research  and  Evaluation  Group:  Literature  Review  -­‐Table  of  Contents,   Introduction,  and  Select  Works  Cited   McLoughlin, Catherine and Lee, Mark J.W. (2008). The Three P’s of Pedagogy for the networked society: Personalization, Participation, and Productivity. International Journal of Teaching and Learning in Higher Education. Vol 20, No 1, pp.10-27 http://www.isetl.org/ijtlhe/ Muir, Owen, Christenson, Knezek, Gibson, Albion, Soloway and Norris. (2006) Lessons Learned from 1-to-1 Laptop Initiatives: Reflections on Critical Components. http://eprints.usq.edu.au/1033/1/Muir_et_al_2006.pdf Neary, Mike. (2010) Student as Producer: A Pedagogy for the Avant-Garde. Learning Exchange. Vol 1, No 1. http://learningexchange.westminster.ac.uk/index.php/lej/article/view/15 Philip, Donald. The Knowledge Building Paradigm: A Model of Learning for Net Generation Students. http://www.innovateonline.info/index.php?view=article&id=368 Saadé, R.G; Nebebe, F and Tan, W. (2007) Viability of the “Technology Acceptance Model” in Multimedia Learning Environments: A Comparative Study. Interdisciplinary Journal of Knowledge and Learning Objects. Vol 3. Vavoula, G., Pachler, N. & Kukulska-Hulme, A. (2009) Researching Mobile Learning: Frameworks, Tools and Research Designs. Oxford, Bern, Berlin, New York: Peter Lang. pp 367 http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&s eitentyp=produkt&pk=50553&concordeid=11832 Vygotsky, Lev. (1978) Mind and Society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Cited in Benson, p43.     6