computer in education society of ireland (cesi) keynote march 2017

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TrinityCollegeDublin,TheUniversityofDublin

Technology,Learning,Teamwork,SystemicChange&Bridge21

BrendanTangneyTrinityCentreforResearchinITinEducation

SchoolofComputerScience&StatisticsandSchoolofEducation

[email protected]/tangney


TheTeam

Aibhín Bray,AnnFitzgibbon,CarinaGirvan,Ciarán Bauer,ClaireConneely,ClionnaHannon,DermotWalsh,ElizabethOldham,GraceLawlor,JakeByrne,JohnLawlor,JosephRoche,Katriona O’Sullivan,KeithJohnston,KevinMarshall,KevinSullivan,LorraineFisher,MeganKuster,MichelleO’Kelly,RichardMillwood,Rónán Smith,SharonKearney

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Bridge21SupportersSince2007


AreaofInterest

“Innovative/Creative”Education

Scale &SystemWideChange

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SystemicChange

“Philosophers have interpreted the world, the point however is to change it.”Karl Marx

Educational innovation is not easy to accomplish.

http://juniorfellow.ewb.ca/systemic-change/


TheSAMRModelforIntegratingICTintotheClassroom

Puentedura,R.(2012)

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InnovativeLearning

LearningactivitiesattheSAMRredefinitionlayer“donotsitwellwithinaconventionalschoolsystemfeaturingdidacticmethodsofteachingandlearning,aVictorian-styleclassroom(theteacheraddressingrowsofstudents)andshortsingle-subjectclassperiods.Instead,theyaremoreinkeepingwiththewidely-discussed21CLearningapproachtoeducation”.

(Tangney B., Bray A., Oldham E., 2015)

TechnologyandtheIrishEducationalLandscape

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SchoolsIT2000

• SchoolsIT2000’scoreobjectiveistoputinplaceapermanentinfrastructurewhichwillensurethat:–pupilsineveryschoolhavetheopportunitytoachievecomputerliteracyandtoequipthemselvesforparticipationintheinformationsociety;–supportisgiventoteacherstodevelopandrenewprofessionalskills,whichwillenablethemtoutiliseICTsaspartofthelearningenvironmentoftheschool.


TechnologyandtheEducationalLandscape

DigitalStrategyforSchools2015-20101. AConstructivistPedagogicalOrientationunderpinning

theembeddingofICTinschools.2. TheuseofICTinteaching,learningandassessmentcan

enhancetheexperienceofallstudents3. TheuseofICTinteaching,learningandassessmentis

embeddedinschoolcurricula,Departmentpoliciesandteachereducation.

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CurrentReformProcess- Alignment

Bridge21

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Bridge21

1. A pedagogicalmodel

2. A learninglaboratory

3. Asystemicchangeactionresearchproject

1 – ThePedagogicalModel

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Bridge21aPragmaticModelof21st CenturyTeachingandLearning

(LawlorJ.,MarshallK.,TangneyB., 2015)(Conneely,C.,Girvan,C.,Lawlor,J.,Tangney,B 2015)


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LessonTemplate– ActivityModel

Set-Up

● DivergentThinkingWarmUp

● DefineProblem● Research● ConvergentThinkingInvestigate

● Tasks● Roles● SchedulePlan

•Create•Review•Reflect

Create

Present

Reflect


• Brainstorm– everythingyoucandowiththisobject

• BrainstormalltheeventsyoucanfromWWIandplaceonatimeline

• Selectthenamesofthreesoldiersfromalocalmonument

• Researchusingmultipleprimary&secondarysources

• Preparetotellonestorywithavideoandtwoonpaper– addalloftheinformationtothetimeline

SampleLesson– History- WorldWarI

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2– TheLearningLaboratory


ActivitiesandTopics

1. CoreTransitionYearProgramme– 4dayworkshops,digitalmedia

2. AdvancedTYWeeks– 4dayworkshops

– Physics,Maths,History,English,Gaeilge,DevelopmentEducation,Philosophy,German,ProjectManagement,Peertutoring,

3. ComputerCoding

4. PrimarySchools

5. ProfessionalMastersinEducation

6. Certificatein21st CenturyTeaching&Learning

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SomeNumbers

Bridge21ImpactSince2007

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PublicationsITheModel1. SullivanS.,MarshallK.,TangneyB.,Teachingwithoutteachers;peerteachingwiththe

Bridge21modelforcollaborativetechnology-mediatedlearning,JournalofITEducation:InovationinPractice– 2015,(14),63-83

2. LawlorJ.,MarshallK.,TangneyB.,Bridge21– Exploringthepotentialtofosterintrinsicstudentmotivationthroughateam-based,technologymediatedlearningmodel,Technology,PedagogyandEducation,2015,p1-20.

3. LLawlorJ.,ConneelyC.,TangneyB.,Towardsapragmaticmodelforgroup-based,technology-mediated,project-orientedlearning– anoverviewoftheB2Cmodel,Proceedingsofthe2010TechEducaConference,Athens,May,2010,pp602-609.

4. TangneyB.,BrayA.,OldhamE.,RealisticMathematicsEducation,MobileTechnology&TheBridge21ModelFor21stCenturyLearning– APerfectStorm,in MobileLearningandMathematics:Foundations,Design,andCaseStudies,CromptonH.,&TraxlerJ.,(Eds)Routledge,pp96-105.

ComputerProgramming1. Byrne,J.R.,O'Sullivan,K.,&Sullivan,K.(2016).AnIoT andWearableTechnology

HackathonforPromotingCareersinComputerScience.IEEETransactionsonEducation. (60),1,pp50-58.

2. Tangney,B.,Oldham,E.,Conneely,C.,Barrett,E.,Lawlor,J.,Pedagogyandprocessesforacomputerengineeringoutreachworkshop– theB2Cmodel,IEEETransactionsinEducation,2010,vol53no1,pp53-60.

3. Sullivan,K.,Byrne,J.R.,Bresnihan,N.,O'Sullivan,K.&Tangney,T.CodePlus - DesigninganAfterSchoolComputingProgramme forGirls. 45thAnnualConferenceFrontiersinEducation(FIE),21- 24October2015ElPaso,USA,pp5.


PublicationsIITeacherCPD1. GirvanC., Conneely C., TangneyB.,Extendingexperientiallearninginteacherprofessionaldevelopment.

TeachingandTeacherEducation58:129-139 · August2016. DOI:10.1016/j.tate.2016.04.0092. Fisher,L.,Byrne,J.R.&Tangney,B.(2015)ExploringTeacherReactionsTowardsa21StCenturyTeachingand

LearningApproachtoContinuingProfessionalDevelopmentProgrammeinComputerScience, 7thInternationalConferenceonComputerSupportedEducation(CSEDU),23- 25May2015Lisbon,Portugal,pp22-31

3. Byrne,J.R.,Fisher,L.&Tangney,B.(2015)ComputerScienceTeacherreactionstowardsRaspberryPiContinuingProfessionalDevelopment(CPD)workshopsusingtheBridge21Model ,10thInternationalConferenceonComputerScience&Education(ICCSE),22-24July2015Cambridge,UK,inpress

4. Byrne,J.R.,Fisher,L.&Tangney,B.(2015)EmpoweringTeacherstoTeachComputerScience- AsocialconstructivistapproachusingtheBridge21ModelforCSCPD.,45thAnnualConferenceFrontiersinEducation(FIE),21- 24October2015ElPaso,USA,9pp.

UseinSchools1. Conneely,C.,Girvan,C.,Lawlor,J.,Tangney,B.,AnExploratoryCaseStudyintotheAdaptionoftheBridge21

Modelfor21st CenturyLearninginIrishClassrooms,ineditor(s)Butler,D.,Marshall,K.,Leahy,M., ShapingourFuture:Howthelessonsofthepastcanshapeeducationaltransformation,Dublin,LiffeyPress.2015,pp348-381.

2. JohnstonK.,ConneelyC.,MurchanD.,TangneyB.,EnactingKeySkills-basedCurriculainSecondaryEducation:LessonsfromaTechnology-mediated,Group-basedLearningInitiative,Technology,PedagogyandEducation,2014,pp1-20.

3. ConneelyC.,MurchanD.,TangneyB.,&JohnstonK.(2013).21CenturyLearning–Teachers’andStudents’ExperiencesandViewsoftheBridge21ApproachwithinMainstreamEducation.ProceedingsofSocietyforInformationTechnology&TeacherEducationInternationalConference(SITE),5125-5132.

4. LouiseMerrigan,CarinaGirvan,KevinMarshallandBrendanTangney(2013).TeacherAttitudesToAssessment,AfLandICTforAssessmentinBridge21Schools,CaseStudyReportfortheNCCA,(p51),Dublin:CentreforResearchinITinEducation,TrinityCollegeDublin.

5. CarinaGirvan,CiaránBauerandBrendanTangney(2013)Integratingthe Bridge21Modelfor21stCenturyLearninginIrishSecondLevelClassrooms.CaseStudyReportfortheNCCA.(pp.49).Dublin:CentreforResearchinITinEducation,TrinityCollegeDublin.

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Themesemergingfromresearch

1. Studentsdevelopedapersonalresponsibilityforlearning

2. Teamwork isapositivecontributortothelearningexperience

3. Evidenceofdevelopmentofmeta-cognition&higherorderlearning

4. ResultsresonatewiththeSPRinG project5. Skillsstudentsdevelopedduringprogramme

carriedbacktoschool

“IcandothingsIdidn’tthinkIcould”

“You’reresponsibleforyourself&foryourownwork”

“Ilearnedhowtointeractwithotherpeople&worktogethertobuildanything”

“Ilikeworkinginateamratherthanbymyself”• (LawlorJ.,MarshallK.,TangneyB.,2015;LawlorJ.,Conneely C.,andTangneyB.,2010.;Tangney

B.,OldhamE.,Conneely C.,BarrettS.,LawlorJ.,2010)


LongitudinalStudy- Students

(KevinSullivan2016)

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LongTermImpactonStudentsofParticipation

KeySkills• Immediate:Significantlyincreasedconfidence

– Communication,Collaboration,CriticalThinking,Creativity,LearningwithTechnologyandSelf-Direction

• LongTerm:Sustainedincreasesafter3monthsand1year

3rd level• Immediate:Increasedaspirationamongundecideds• LongTerm:Easedtransitionto3rd level

–Meetingnewpeople,speakingupinclass,leadinggroupprojects,learningwithtechnology.

3– SystemicChangeBridge21inSchools

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OverlappingIssues

CS&STEM

TechnologyEnhancedLearning

21st CenturyLearning


OperatingatMultiple Levels

SystemEvidencebasethroughpublishedresearchReportsforpolicymakersNetworkingwithpolicymakersandotherinfluencers

Schools

Bridge21 &TA21 schools

TeachersIntroductiontoBridge21workshopsFreeCSworkshopsAccreditedCPDin21CT&LandCodingInschool“LessonStudy”CPDcycles

Students

IntroductoryworkshopstoBridge21Advancedactivities,e.g.LanguageLearning,PeerTeaching,CodePlus

Students- 12,000

Teachers– 1,500

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TeacherCPD


Roleoftheteacher

itwasverymuch90%theywereworking,10%me

itlookslikeI'mdoingnothing

Iwouldhavebeenchalkandtalkyouknow,andnowoftentimesIsaynothinginclass

TheotherthingI'dsaywhichIthinkisreallyimportant,frommypointofview,isthekidstaughtmealot

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Responsibilityforlearning (Conneely ,Girvan,LawlorandTangney2015)


TeacherProfessionalDevelopment

GirvanC., Conneely C., TangneyB.,Extendingexperientiallearninginteacherprofessionaldevelopment. TeachingandTeacherEducation58:129-139, August2016.

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PostGraduateCertification

PostGraduateCertificate• Level9- TCDAccredited• Fri/SatModulesinTCD&Google• 6Modules- 30ECTs

InclusiveEducation

DigitalMediaLiteracy

TeacherasResearcher

Leadership&Change

Management

ComputationalThinking

InformationLiteracy

ContextualMaths

STEMPedegogy

IntrotoScratch

Programming

PythonProgramming

Raspberry-PiComputerSystems

AdvancedScratch

Programming

IndividualWorkshops• Freeforteachers• DeliveredLocally

TrinityAccess21DataandImpact

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Year1••Age13••11Subjects

Year2••Age14••11Subjects

Year3••Age15••JuniorCertificate

LongitudinalStudy

11ProjectSchools1100Students

andtheirteachers

Year4••Age16••TransitionYear

Year5••Age16/17••7Subjects

Year6••Age17/18••LeavingCertificate

2014/15

2015/16

2016/17

2016/17


Confidence- 21stCenturyTeachingPractices

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CurrentReformProcess- Alignment