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These publications
offer a route map through the vast body of research into education
and technology. They give a clear vision of where gaps in our
understanding lie, where our knowledge base is weakest and future
directions we need to follow to make best use of technology
for learning. They have been commissioned from outstanding academic
researchers who summarise the key research findings and highlight
the most important questions that need to be addressed.
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Hard copies of these reports* are available at a cost of £13 each (including postage & packaging). Please send a purchase order (or individuals can send a cheque made payable to Futurelab Education) to: Ha Tong, Futurelab, 1 Canons Road, Harbourside, Bristol, BS1 5UH, stating clearly which report you want and the address it needs to be sent to. (*We regret that only reports 2, 12, 13 and 14 are now available.)
The aim of these reports is to stimulate debate and discussion,
and we would welcome comments on their content, as well as suggestions
for further references. Please e-mail research@futurelab.org.uk
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Report 15 - NEW
E-inclusion: Learning Difficulties and Digital Technologies
Chris Abbott, Kings College, London
This review focuses specifically on the use of digital technologies to enable children with learning difficulties to learn effectively. Its goal is to move beyond some of the hype and marketing rhetoric that sometimes characterises this field and to ask questions about the evidence that exists of the role of digital technologies in this area. It concludes by offering a set of challenges to industry and educators to create more collaborative, holistic and inclusive learning communities through digital technologies.
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Report 14
Teachers Learning with Digital Technologies:
A review of research and projects
Tony Fisher, University of Nottingham
Chris Higgins, Oxford Brookes University
Avril Loveless, University of Brighton
If we are interested in changing education, we need more than ever to be interested in
teacher education, teacher knowledge and teacher learning. If we want to encourage different approaches to teaching and learning, and new relationships between pupils and teachers, we need to understand the ways in which teachers come to learn, adapt and make such new approaches a reality. This review aims to provide an overview of the research on teacher education, and a roadmap for how this might best be supported in an age of digital technologies.
Read Report 14 - web version (17 pages)
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Report 13
14-19 and Digital Technologies:
A review of research and projects
Chris Davies, Geoff Hayward and Linariah Lukman, Department
of Educational Studies, Oxford University
The 14-19 debate goes to the heart of a number of core questions:
What is education for? Who should benefit? What attributes do
we value and need in our young people as workers, as learners?
Where does learning happen? What role should young people themselves
play in shaping their education? By outlining the key issues
in these debates and reviewing the evidence, the authors of
this review map out a framework within which we can create a
coherent strategy for the design and use of digital technologies
for learning - whether in conventional academic contexts, or
in the myriad sites of learning in more radical visions.
Read Report 13 -
web version (23 pages)
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Report 12
Literature Review in Learning with
Tangible Technologies
Claire O'Malley, Learning Sciences Research Institute,
School of Psychology, University of Nottingham
Danae Stanton Fraser, Department of Psychology, University
of Bath
Outside the walls of the classroom there are significant changes
in how we think about digital technologies - or, to be more
precise, how we don't think about them, as they disappear
into our clothes, our fridges, our cars and our city streets.
What would a school look like in which the technology disappeared
seamlessly into the everyday objects and artefacts of the classroom?
This review challenges us to think differently about our future
visions for educational technology, and begins to map out a
framework within which we can ask how best we might use these
new approaches to computing for learning.
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12 - web version (25 pages)
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Report
11
Literature Review in Mobile Technologies
and Learning
Laura Naismith, Peter Lonsdale, Giasemi Vavoula, Mike Sharples,
University of Birmingham
Mobile technologies are a familiar part of the lives of most
teachers and students in the UK today. The challenge for educators
and designers, however, is one of understanding and exploring
how best we might use these resources to support learning. That
we need to do this is clear - how much sense does it make to
continue to exclude from schools, powerful technologies that
are seen as a normal part of everyday life? This review provides
a rich vision of the current and potential future developments
in this area.
Read Report
11 - web version (23 pages)
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Report
10
Literature Review of E-assessment
Jim Ridgway and Sean McCusker, School of Education,
University of Durham
Daniel Pead, School of
Education, University of Nottingham
The authors of this review provide a compelling argument for
the central role of assessment in shaping educational practice.
They outline the challenges and opportunities posed by the changing
global world around us, and the potential role of technologies
in our assessment practices. Both optimistic and practical,
the review summarises existing research and emergent practice,
and provides a blueprint for thinking about the risks and potential
that awaits us in this area.
Read Report 10 - web version
(24 pages)
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Report
9
Learning with Digital Technologies
in Museums, Science Centres and Galleries
Roy Hawkey, King's College, London
As early as 2002 the number of virtual visitors to many museums'
websites had already overtaken the number of physical visitors
on-site. These developments, both within the walls of the institution
and outside them, provide a number of challenges for educators
and curators, at the heart of which lie the questions - what
is distinctive about learning in museums, science centres and
galleries, and how might this change or evolve through the increasing
use of digital technologies?
Read Report 9 - web version
(24 pages)
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Report
8
Literature Review in Games and
Learning
John Kirriemuir, Ceangal
Angela McFarlane,
Graduate School of Education, University of Bristol
This review is intended as a timely introduction to current
thinking about the role of computer games in supporting children's
learning inside and out of school. It highlights the key areas
of research in the field, in particular the increasing interest
in pleasurable learning, learning through doing and learning
through collaboration, that games seem to offer. At the same
time, the review takes a measured tone in acknowledging some
of the obstacles and challenges to using games within our current
education system and models of learning.
Read Report 8 - web version
(18 pages)
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Report
7
Literature Review in Informal Learning
with Technology Outside School
Julian Sefton-Green, WAC Performing Arts and Media
College
This review focuses specifically on children's informal learning
with technologies outside school. It brings together the existing
research in the field to create a map of this digital ecology
of education, discussing what we know about which children have
access to these technologies, what they are using them for and
the implications of this use for learning. Most significantly,
however, it summarises the extent to which the research in this
area is beginning to raise fundamental questions about how children
learn and, consequently, whether we need to re-examine the design
of our formal education system.
Read Report 7 - web version
(20 pages)
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Report
6
Literature Review in Science Education
and the Role of ICT: Promise, Problems and Future Directions
Jonathon Osborne, King's College London
Sara
Hennessy, University of Cambridge
Today, what 'counts' as science and science teaching is in a
state of flux. This, however, is not new - for 150 years there
have been debates about the purpose, nature and role of science
education in our society. Any designer of resources and tools
for the teaching of science therefore needs to be able to understand
these debates, and to be aware of the origins and reasons for
the changes that are currently taking place.
Read Report 6 - web version
(24 pages)
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Report
5
Literature Review in Primary Science
and ICT
Colette Murphy
Graduate School of Education
Queens University, Belfast
This review focuses on the development of primary science since
it was first introduced in 1989 as a compulsory, core subject
in the primary curriculum in England and Wales. It considers
the impact of ICT in primary science in relation to the role
of teacher and learner, teachers' subject knowledge, the balance
between process skills and science content, and the application
of formative assessment. It also provides a critical evaluation
of ways in which ICT is currently being used to promote good
science teaching.
Read Report 5 - web version
(18 pages)
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Report
4
Literature Review in Creativity,
Technology and Learning
Avril M Loveless
School of Education, University of Brighton
This paper maps out the different perspectives on creativity,
and the teaching and learning of creativity, and brings together
latest thinking in this field. It is a rich resource of examples
of the way that technology is currently used to support creativity
through encouraging learners to make connections, develop ideas,
create meaning, collaborate and communicate. It also highlights
some of the key questions concerning assessment and creativity.
Read Report 4 - web version
(19 pages)
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Report
3
Literature Review in Citizenship,
Technology and Learning
Neil Selwyn
School of Social Sciences, Cardiff University
Taking on both how ICT can be used to support citizenship education
and how citizenship education needs to reflect changes in technology
use in the workplace and day to day life, this publication summarises
both theoretical and empirical research evidence in the field.
It examines possible roles for ICT in engendering discussion,
as a source of information, as a means of producing materials,
and for enabling whole school activities on citizenship.
Read Report 3 - web version
(19 pages)
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Report
2
Literature Review in Thinking Skills,
Technology and Learning
Dr Rupert Wegerif
School of Education, Open University
The review examines the role of technology in supporting the
teaching of thinking skills, summarising research into the use
of technology as a 'mind tool', as a tutor and for developing
collaboration and communication. It addresses questions fundamental
to our understanding of the topic. Do thinking skills exist?
Are they individual or social? What can brain studies tell us?
What is the evidence for teaching thinking skills?
Read Report 2 - web version
(23 pages)
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Report
1
Literature Review in Languages,
Technologies and Learning
Jim Milton
Centre for Applied Language Studies, University of Wales,
Swansea
Different theories of learning, approaches to language description
and to language teaching are mapped out to form the basis of
this review. It identifies the different ways in which technology
(including a range of media as well as ICT) can be best used
to facilitate the teaching and learning examples of current
practice.
Read Report 1 - web version
(19 pages)
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Disclaimer
These reviews have been published to present useful and timely
information and to stimulate thinking and debate. It should
be recognised that the opinions expressed in these documents
are personal to the author and should not be taken to reflect
the views of Futurelab. Futurelab does not guarantee the accuracy
of the information or opinion contained within the reviews. |
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