Comparative Research on Technology in Schools

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    • 00:05

      [Exploratory Research on the use of Mobile Technologyin Schools]

    • 00:19

      DR. BARBIE CLARKE: Today, we're at Honywood School in Essex.And it's a school we've been working with for three years.My name is Barbie Clarke, and I runa company called Family Kids & Youth.And we do social research and market research.But as the name implies, we only do

    • 00:41

      DR. BARBIE CLARKE [continued]: research with children, and young people, and teachers,and families, and parents, and carers.The reason we're here is because we'redoing a long-term research study for a charity called Technologyfor Schools.And Technology for Schools was set up about three years ago

    • 01:04

      DR. BARBIE CLARKE [continued]: by industry.So it's supported by companies like Google, Samsung, CarphoneWarehouse, Dixons.And they got together originally to think that actually theywanted to help children in schoolhave the same opportunity, because we tendto think that all children are using

    • 01:24

      DR. BARBIE CLARKE [continued]: lots and lots of digital devices all the time.And in fact, that's not true.So dependent on where they live and what their income is,it's often the case that children actuallydon't have access to the same sort of digital equipmentthat many other children do.So really that was the sort of driver.But it was also a belief that technology, and particularly

    • 01:46

      DR. BARBIE CLARKE [continued]: mobile devices, could really help and supportchildren in education.And that was kind of the original thinking.And we came to Honywood School here three yearsago because, very usually, it wasone of the first schools in the country to actually adoptone-to-one devices.And so they introduced tablets for every child

    • 02:06

      DR. BARBIE CLARKE [continued]: in the school three years ago.So we've been monitoring that progress.And since we've been doing that research,there have been more and more schoolsinvolved in the research.So altogether we've got about 40 schools now.Whereas we started with three three years ago.

    • 02:21

      SPEAKER 1: You're going to be doing a learningsession on advertising.OK?So first of all, what I want you to dois go on to [INAUDIBLE] for me please.What we're going to do is we're goingto have a look at some adverts.OK.You're going to get a question.You're going to get an image or a video.You've got to pick the brand name or the product

    • 02:41

      SPEAKER 1 [continued]: that you think it's advertising.OK?Are you ready?Are you sure you're ready?

    • 02:52

      DR. BARBIE CLARKE: We've been doing all sorts of research.So we've been doing qualitative research with teachers,with pupils, with school governors, with parents.But we've also been doing quite a lot of quantitative researchas well.And we've looked at every aspect reallyof using devices in education.So we carried out focus groups with parents,

    • 03:13

      DR. BARBIE CLARKE [continued]: with teachers, with pupils, with leadership in the school.And that really helped us to highlightthe good parts, but also the kind of issuesthat were around.And of course, there were issues.Actually, one of the biggest issues when we firststarted this research was breakages,

    • 03:34

      DR. BARBIE CLARKE [continued]: because no one really thought that kidsmight use their tablets as frisbees and perhaps drop them.And there were a huge number of breakages.But that's all been part of the learning curve.And then we decided to quantify.And we did quantitative research,sending out questionnaires, online questionnaires.

    • 03:54

      DR. BARBIE CLARKE [continued]: In any research, qualitative research is brilliant,because it really gets under the skin,and it often answers the question why.Why do you use these things?Why is it good?Why is it bad, etc.?But to really find out how robust that research is,you need to quantify things.So the bigger the sample size, the better.

    • 04:15

      DR. BARBIE CLARKE [continued]: And it's much better if you're able to have a control group aswell.And that usually means-- what we meanby that is that you would have some pupils within the schoolusing a device and some not.And that would be known as a randomized control study.We weren't really able to do that because,for ethical reasons, that seemed very unfair that we arranged

    • 04:36

      DR. BARBIE CLARKE [continued]: for some pupils to have a device that theycould use and some not.So the way we did it was to actually have schools,compare schools like with like.And very close to this school here, Honywood,is another school that's a very similar sort of catchment area,similar size.But they didn't have tablets.And for a year, we ran a comparative study

    • 04:58

      DR. BARBIE CLARKE [continued]: to find out what was happening in learning,what was happening in teaching.And interestingly, at the end of that control study,that other school also adopted one-to-one devices,because I think they could also seethe advantages for young people to actually adopt the device.So yes, a large sample size is very important.

    • 05:21

      DR. BARBIE CLARKE [continued]: And of course, if you think that in most secondary schoolsthere are 1,000 pupils, then you can quite quicklyget very large numbers.And we do get very good response rates.

    • 05:32

      SIV SVANAES: Before we start, I'mjust going to tell you a little bit about whatwe're doing here today.So we're running some interviews with teachersand with students, talking about how youuse technology in your school.So we just really want to get a feel for your experience of itand what you think.So obviously, there's no right or wrong answers.And if you disagree, please say so.

    • 05:55

      SIV SVANAES [continued]: We just want to get a feel for how you feel about this.

    • 06:02

      DR. BARBIE CLARKE: Overall, we've had a team of about 10working on this study.But today, we had two members of the team.And the first was Siv, Siv Svanaes.And Siv has been with us for four years now.So she's an associate director now at Family Kids & Youth.And she was here today to talk to teachers

    • 06:23

      DR. BARBIE CLARKE [continued]: about their use of tablets and whetheror not they felt comfortable using the tablets,whether they felt it was a good thing,beneficial for the children they teach,and how easy they found it to teach with tablets as well.

    • 06:38

      SIV SVANAES: So one thing that we oftenhear when we go into schools that use one-to-one devices iskind of a similar point to what you were making,that some teachers struggle with the concept of classroommanagement when every child has their own device.So how much freedom do you give them?And how much do you restrict their use?

    • 07:00

      SIV SVANAES [continued]: And what happens if a student misuses it in class?To what extent do you think that's a challenge thatteachers here at Honywood face?And how is It managed?

    • 07:12

      SPEAKER 2: It's a genuine concern.And there's a genuine focus that needsto be thought of actually.And what you get better at is you get betterat creating accountability points.And you get better at actually realizingthat the whole learning experience isn't justabout learning the subject.It's not just about learning the content.It's more about learning how to becomean effective and efficient learner.

    • 07:33

      SPEAKER 2 [continued]: And well, having that technology--

    • 07:35

      DR. BARBIE CLARKE: Through the sessionsthat Siv did today with teachers,that will be analyzed.She will have recorded those sessions.She'll go through the recordings, analyze them.And that will be fed back into the overall report thatwill be coming out.But we normally also produce infographicsto make it kind of a little bit more readable.

    • 07:57

      DR. BARBIE CLARKE [continued]: And often, we film sessions as well.So she'll be looking at that and probablyspending about the next couple of weekslooking over those various groupsthat she did with teachers today.

    • 08:15

      MARTYN RICHARDS: So guys, we, as an agency--there's two more people from the agency as well here-- have beencoming to this school, amongst others,for about three years now, investigating the whole areaof technology in schools.

    • 08:28

      DR. BARBIE CLARKE: The other member of the team here todaywas Martyn Richards.Martyn is a very well know qualitative researcher, who'sworked with us for about seven years, eight years, I think.And he talked to the pupils today, year sevens,so 11 to 12-year-olds, and year nines also.

    • 08:49

      DR. BARBIE CLARKE [continued]: He did two focus groups with them,talking to them about how they felt tablets, particularly,--because they use tablets in their school--how they felt that tablets benefited them in termsof their teaching.

    • 09:05

      MARTYN RICHARDS: We're looking at a whole range of aspectsof it, but particularly how it works,and the things that you particularlyperceive about what's good and what'smaybe less good about it.

    • 09:17

      DR. BARBIE CLARKE: And some very interesting results came outof those sessions I think.The children talked about having a one-to-one contactwith teachers, which I found absolutely fascinating.So through using the tablet, theywere actually able to communicatewith their teachers.They felt, in a large class of, say, 30,they were able to communicate and were

    • 09:38

      DR. BARBIE CLARKE [continued]: made to feel that they had this one-to-one relationshipwith their teacher, which I thinkwas an absolutely fascinating thing, because often pupilsdon't feel that.They don't feel that they have an individual relationship.But because teachers were able to, a, let themteach at their own level-- so if they were very brightor if they were struggling a little bit with a subject,

    • 09:60

      DR. BARBIE CLARKE [continued]: they could actually go at the level they felt comfortablewith for using the tablet, because theycould work at their own pace.But also what really came out today, in Martyn's groups,was that teachers were giving them individual feedback.And it was kind of fairly constant feedback.And they spoke about sending teachers emails in the evenings

    • 10:21

      DR. BARBIE CLARKE [continued]: and teachers actually responding, whichis pretty good on the part of teachers, I think.So fascinating research, I think, came out today.

    • 10:30

      SPEAKER 3: As you engage more with your iPadand use it and kind of realize how helpful it is in essence,you do feel like independence comes into it a lotwith using the iPads.

    • 10:42

      MARTYN RICHARDS: So how does independence manifest itself?

    • 10:46

      DR. BARBIE CLARKE: And then with Martyn's groups,I was actually sitting in on those as well,because it's always fascinating to do that, and taking notes.I didn't take verbatim notes.But I took key things.And we were also recording the session.But from that, we had a discussionafterward-- Siv, Martyn, and I-- about the main findings

    • 11:08

      DR. BARBIE CLARKE [continued]: that came through and how we each perceived those findings.And I think that's a very important stageof analyzing research, that kind of collaboration afterwards,because often we all hear and see different parts of whatthe young people are saying.And I think it really helps to have that kind of discussionafterwards.

    • 11:28

      DR. BARBIE CLARKE [continued]: And actually that tends to be an ongoing process.So over the next couple of weeks,while we're analyzing the research,we'll be having those ongoing discussions about, well,did you hear that?And what about that?And I'm wondering about that.And do you remember?At the other school we went to, they said this.I wonder how that applies there.So there's this kind of ongoing osmosis,if you like, of the findings that we use to really produce

    • 11:54

      DR. BARBIE CLARKE [continued]: an overall report at the end.

    • 11:56

      SIV SVANAES: I'm able to walk around the classroomand have different types of conversations with them thatare more personalized to them and is more about--

    • 12:04

      DR. BARBIE CLARKE: There was one particular piece of researchthat was done by the Confederation of BritishIndustry, the CBI.And they're the kind of body, if youlike, for companies, medium, small-medium term companies,and large companies as well.And they did a piece of research with their membersto say, what skills should the future workforce have?

    • 12:27

      DR. BARBIE CLARKE [continued]: And it was a very interesting piece of research,because it almost highlighted someof the things that we've been highlighting through Technologyfor Schools, in that it was thingslike an ability for collaborative work,an ability to communicate, an ability to make presentations,

    • 12:48

      DR. BARBIE CLARKE [continued]: an ability to work on your own, but also to work with others.And a lot of the things that childrenare learning through using these devicesare actually skills that employersare identifying as being incrediblyimportant in the future.So if I was actually to sum up all the research we've doneand say, well, what are the good things about it?

    • 13:10

      DR. BARBIE CLARKE [continued]: And why is it so important?I think it's really the way and future of all education.We know that it's going down the direction of actuallymass learning, mass classes.We know that the ability to use the devices sensiblyand responsibly is very key for the well-being of young people.

    • 13:32

      DR. BARBIE CLARKE [continued]: And we also know that that abilityto actually work collaboratively with your friends,to find out for yourself, to have the autonomy, if you like,to find information is going to bea really key skill that young people will need in the future.

Comparative Research on Technology in Schools

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Abstract

Dr. Barbie Clark explains her research into how technology is being used in education. She uses qualitative research techniques to gather data by interviewing students and staff. She then analyzes the data to make conclusions about the prospect of integrating more mobile technology into schools.

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Comparative Research on Technology in Schools

Dr. Barbie Clark explains her research into how technology is being used in education. She uses qualitative research techniques to gather data by interviewing students and staff. She then analyzes the data to make conclusions about the prospect of integrating more mobile technology into schools.

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