bette chambers what counts as evidence based technology and why does it matter
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What counts as evidence-based technology and why does it matter? © Professor Bette Chambers, Institute for Effective Learning. University of York, UK. Konferencepræsentation, Odense, 11. september 2014. Projekt It i folkeskolen, Undervisningsministeriet.TRANSCRIPT
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What counts as evidence-based
technology and why does it matter?
Bette Chambers
September 2014
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www.york.ac.uk/iee
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• The current summaries of studies indicate a
small positive effect with wide range of impact.
• It is not the technology alone that improves
learning, it is how it is used - the same factors
that make good teaching.
• iPads, computers, interactive whiteboards, alone
rarely make an impact.
• Student engagement does not always lead to
improved learning.
What is the evidence on technology?
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Teaching is targeted at specific skills.
Technology is integrated into the curriculum.
Technology elements are combined with
non-technology elements.
Students must engage actively in some way.
Immediate feedback is provided to students
and teachers on students’ learning.
What features are effective?
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Initial and ongoing professional development
is required – not just on using the technology.
Teachers need time to learn how to learn
how to use the new technology effectively.
A local facilitator or champion in the school is
identified.
What other features are effective?
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Reading the Text
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What evidence exists that this
will improve students’
learning?
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Archer, K., et al. (2014). Examining the effectiveness of
technology use in classrooms: A tertiary met-analysis.
Computers & Education, 78, 140-149.
Slavin, R., et al. (2009). Effective reading programs for the
elementary grades: A best evidence synthesis. Review
of Educational Research, 79, 1391.
http://dx.doi.org/10.3102/0034654309341374.
Higgins, S. (2012). Impact of digital technology on learning.
London, UK: Education Endowment Foundation.
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Bette Chambers
www.york.ac.uk/iee
www.evidence4impact.org.uk