Gathering research findings into how beneficial education technology could be, er, beneficial. But there are caveats.Read More
Even if a piece of education research is flawless (which itself is relatively unlikely), experience suggests that it's unlikely to be reported completely accurately, despite journalists' best efforts. Why does this happen?Read More
Is the reporting of educational research merely poor or, worse, is it just made up? Here are a few notes in advance of my talk at ResearchEd on Saturday 8th September 2018.Read More
The Roehampton Annual Computing Education Report has been published. Read on for more information.Read More
I’ve created an infographic on this topic. Read on for more details.Read More
David J Longman reviews this new collection of essays on the theme of what the research says about using technology to enhance learning and teaching.Read More
What's on the horizon for education technology in 2018? And what are the challenges that schools are likely to face? I invited 43 organisations to share their views. Read on for more information, and a link to the free resource that resulted from this exercise.Read More
The Royal Society recently produced its report into Computing, After the Reboot. Here are my notes and comments on that report.Read More
Where is your website and blog traffic coming from? In this article I discuss the problem of self-fulfilling prophecies, and suggest three ways to find out where your audience is.Read More
The next issue of the Digital Education will soon be out. Here's a brief guide to what's in it.Read More
Professor Sarah Younie and her colleagues are undertaking research about, er, research. Do you find educational research useful in your teaching? What would make it more useful? Please take part in a brief survey that is looking into questions like these.Read More
Has the Computing Programme of Study been an unequivocal success? In my article It Wasn’t Me Wot Done It, Sir! The Depressing State Of Computing As A Subject, I said that many students were voting against Computing qualifications with their feet, and also that girls were under-represented. Moreover, I stated that the situation was entirely predictable (many of us indeed had predicted it).
In this article I set out what I see as the key milestones in the journey to where we are now. I have included quotes from the sources, and also given the source in each case so that you can check out the sources yourself.Read More
What does the latest research from Besa tell us about who schools listen to when it comes to ed tech product recommendations?Read More
In my opinion, every teacher should be a researcher, and I think that especially applies to teachers who have some degree of influence of what education technology is bought and used.
- It's important to know what's going on in your field. Imagine going to a doctor who last updated his knowledge ten years ago, or even one year ago.
- If you hope to convince the powers-that-be to spend more money on technology, you have to be able to prove that it works, or at least that it's likely to work.
- Research and reflection are good ways to improve one's teaching. The research part helps to avoid the 'echo chamber' situation in which you only know what's going on in your own school.
- Read the research. This is not always accessible, either because of a paywall or because the language is too abstruse and abstract to be acted on quickly. Solutions:
- Check whether or not your status as an alumnus (assuming you have a degree) gives you access to academic journals online.
- Sign up to my newsletter, Digital Education. I often summarise research and review academic books in that, and it's free.
- Join the Association for IT in Education. Disclosure: I'm on their committee. You receive an academic journal called Technology & Pedagogy in Education, and that's worth a lot more than the subscription fee in my opinion.
- Attend conferences. A very accessible one in terms of cost, location, and down-to-earthness is Research Ed.
- Conduct research in your own classroom. You can do this even in a very quick and easy way:
- Know what the problem is you're trying to solve with the technology.
- Keep a note on what went well, what didn't go so well, and why.
- Get the kids' feedback too. I think having kids evaluate the technology is a no-brainer: they're the ones who are going to be using the stuff! I was pleased that John Galloway advocated this in a discussion hosted by the Guardian Teacher Network recently too.
- Read blogs. Some good ones to start with (apart from mine!) are:
Finally, do share your research and findings, whether from your own research or reading, with other people. If you haven't already done so, start a blog. Or share on Twitter or Facebook.
You might like my article, Education Technology research, and how it's reported
In case you became sidetracked earlier, here's the sign-up form for my newsletter, Digital Education:
It's a great idea to do classroom-based research, but here are 7 caveats to bear in mind.Read More
Is your lesson planning informed by research -- and does it matter anyway?Read More
Some topics to discuss arising from a recent survey, plus a possible Computing project for your kids.Read More
If you went to Bett this year, what struck you as good, useless, interesting, quirky etc etc? I'm going to compile a round-up of impressions, so please complete a really brief survey to share your views. Thanks!Read More
Why do teachers leave teaching? Read on for an infographic, and for details of a Department for Education survey, plus a couple of surveys regarding computing teachers in particular.Read More
Here's a selection of very interesting and articles -- and one book -- about artificial intelligence, and how it does, or may, affect us. It includes a sobering list of jobs which no longer exist, and a debate.Read More