Conference Papers from 2005
Colin Rogers
How does ICT impact on student motivation?
Many claims have been made about the beneficial effects of ICT on the motivation of students from late primary through to mid-secondary schooling. This paper will report some findings from a recent project, funded by the DfES, which explores some of the possible motivational benefits of ICT. ICT can positively help the development of motivation as long as it does not seek to replace the need for students to develop their own personal interests and powers of self-regulation.
Julie-Ann Sime
Designing technology enhanced learning materials.
This talk will look at the creation of an on-line learning community and the design of technology enhanced resources that are available to the teachers and learners within the community. This includes a virtual reality laboratory, video based training material, and an on-line discussion space for learners, teachers and practicing radiopharmacists. We will look at:
(a) how the learning environment provides personalised advice to support the development of meta-cognitive skills,
(b) the pedagogy behind the design of the learning environment and
(c) the views of teachers and learners who have used this resource within their existing courses.
Jo Warin
Is a strong sense of self a useful thing to have? Is it more likely to help or to hinder learning and the capacity for change?
These questions have informed a longitudinal study that has focused on a small group of children, originally studied as they moved into compulsory schooling, from a range of pre-school settings, and currently in year nine of school having recently made choices about GCSE subjects. Some of these children have a language of self awareness whilst others do not. I will discuss how far this matters and what schools can do to help.
Carolyn Jackson
"School is uncool": What motivates 'laddish' behaviours in secondary schools?
Yvette Solomon
Identity and ability: how classroom experience affects students' approaches to mathematics
We have been aware for some time of the effect that ability grouping can have on learners' perceptions and expectations of themselves. This paper explores the link further through an investigation of secondary school students' experiences of mathematics teaching and its impact on their beliefs about learning and ability. It will present data from a recent project which indicates how students develop particular identities of being 'good' or 'bad' at mathematics via particular activities, relationships and interaction patterns in the classroom.
Catherine Fritz
Remembering, learning and learning-to-learn: Using tests to promote learning
Tests can contribute positively to students' learning. This paper will review samples from almost a century of research to support this claim.
Three recent experiments from our labs demonstrate test performance improvements across days and weeks with different types of material-information from lectures, texts and foreign language vocabulary. Documented learning improvements are good, but practice testing may be able to help students develop a more positive, self-confident approach to learning; further research is proposed for discussion.
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