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School pupils perform better if they use new technology such as interactive digital video, wireless internet access and interactive broadband to take more responsibility for their own learning, according to research carried out by Manchester Metropolitan University (MMU) and co-funded by the General Teaching Council for England (GTC) and MMU (18 Apr 2006).
The research also found that children benefited from being allowed to bring their ‘home’ IT skills into their curriculum work at school. However the project also suggests that the potential of technology in schools is not yet being fully exploited.
The three-year Developing Pedagogies for eLearning (PELRS) project was carried out by Bridget Somekh, Professor of Educational Research at MMU, and her colleague Dr Matthew Pearson.
Bridget and Matthew worked alongside teacher and pupil researchers in schools across the country to discover how technology could make learning more active and creative by encouraging pupils to take responsibility for their own learning.
During the first two years of the project, the project worked with four schools to develop, implement and evaluate innovative teaching methods using new technology. Pupils in the schools directed their own learning by working in equal partnership with teachers and researchers, using the internet to carry out research as well as Powerpoint presentations and camcorders to teach other pupils their specific subjects.
During the third year of the project, the researchers worked with a further 12 schools to trial their ideas and to evaluate how new technology could be used to improve pupils’ learning.
Professor Bridget Somekh said: “Traditionally, information technology in schools is used to fit in with how teachers already work, rather than creating innovation. The action research project actually transformed the ways in which pupils learn, so that together with teachers they were able to plan how learning would take place. The project changes the traditional ways in which teachers and pupils work together, and makes learning more exciting and challenging for pupils.
“Schools are investing heavily in new technologies but the potential of this technology to provide high-quality interactive learning for pupils is not yet being fully realised.”
GTC Chief Executive Carol Adams said: “Projects such as PELRS enable teachers to break new ground with innovative approaches to teaching and learning that are greatly beneficial to pupils. Encouraging pupils to take responsibility for their own learning builds initiative, skills and confidence. The research is a very timely exploration of how technology can be used to greater advantage in classrooms, bridging the gap between what pupils learn at school and at home.“
PELRS work continues with 12 schools for the remainder of this school year.
