Five Evidence Informed Uses of Edtech #

Notes on presentation by Mark Anderson

Mark Anderson ( @ICTEvangelist) writes:

I was approached […] to deliver a TeachMeet - I thought what better way than to share some evidence-informed approaches to using technology. […] I have uploaded the recording of that session to Youtube.

Key points Mark makes:

  • When you think about using a piece of technology for start with some basic questions to focus your intent - e.g. “So what”, “So that…”
  • Think about how technology will improve teaching and learning befopre you use it
  • Does it Enhance learning, Support Teaching, Speed up processes? (cf SAMR model)
  • References Understanding How We Learn 1, e.g. Retrieval Practice, Dual Coding, Elaboration, Interleaving, Concrete Examples, Spaced Practice, Interleaving
  • References Using Digital technology to Improve Learning 2 EEF report on use of digitial technology
  • References other EEF analyses on Teaching and Learning to identify high-return techniques that can be improved with technology: Feedback and Meta-Cognition & Self-Regulation
  • Use technology (e.g. animations on slides) to shorten feedback loops and improve explanations / models - “explain at the point it should be explained”
  • Improve impact of Retrieval Practice (ref Ebbinghaus Forgetting Curve) e,g, quizzes, forms (e.g. products such as Quizziz)
  • Exploit Dual Coding e.g. infographics
  • Look for copyright free / CC graphics (e.g. thenounproject.com, PixaBay, UnSplash0
  • Self Regulation - e.g. tracking screen time, calendars, DND
  • Improving assessment and feedback (e.g. OneNote, Office Lens, Flipgrid)

  1. Understanding How We Learn A Visual Guide Yana Weinstein and Megan Sumeracki, David Fulton/Routledge, August 2018 ↩︎

  2. Using Digital technology to Improve Learning, Eleanor Stringer, Cathy Lewin, and Robbie Coleman, Education Endowment Fund, March 2019 ↩︎

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Julian Elve
Proactive application of technology to business

My interests include technology, personal knowledge management, social change

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