If you do want to learn about using immersive VR in classrooms then you might be pleased to learn that there are free downloads (until March 27th) available of my article ‘Embedding immersive virtual reality in classrooms: Ethical, organisational and educational lessons in bridging research and practice‘
Abstract: Increasing numbers of children and young people are experiencing immersive virtual reality as part of leisure and schooling. Immersive virtual reality mediated through head-mounted displays presents significant challenges as well as tantalising opportunities for learning within schools. The purpose of this paper is to report on key issues that arose when embedding immersive virtual reality for learning into ICT and science classes in low-income high schools by providing a fine-grained account of how the research team negotiated scholarly and practical problems. The mixed method research used a participatory approach with teachers as co-researchers. Three areas are explored: (i) the ethical and safety issues of using IVR in classrooms;(ii) negotiating the organisational context of a school system and problem-solving within the context of institutional restrictions on internet access; and (iii) educational reflections on collaborative learning and gendered dynamics. We conclude that classrooms, as socially active and sometimes unpredictable places, yield unique and credible insights into the deployment of highly immersive virtual reality for learning.
Researchers from the University of Newcastle (disclosure: ok, one of them is me) are interested in how teachers are using Virtual Reality in their teaching. If this is you, please consider filling in this 10 minute survey: https://www.surveymonkey.com/r/8FK75CK
Recently, Tiana Murray (an early career primary school teacher) and I had an article published in the journal, Digital Culture and Education, which examines what 10-12 year old children think of the internet. We published it in an online open access journal which I think is a fantastic venue for this research as it allowed us to publish a sample of the children’s artwork about the internet. These beautifully demonstrate the children’s ambivalence; the internet is depicted as both being a joyous place and a place of danger. The article can be accessed here and the abstract and selected children’s artworks appear below.
This post is the second in my ongoing exploration of the second Gonski Report. The first post is Through Growth to Achievement #Gonski Review 2.0
The ever insightful Dean Ashenden presents his analysis in Inside Story: An end to the industrial model of schooling? Ashenden writes that while the latest Gonski report points a way to the future of school reform, it has not broken with its disastrous past.
The panel was constrained by four realities. It was asked to “focus on practical measures that work,” an approach that, it turns out, it didn’t really agree with. Second, what no doubt looks to the minister to be a perfectly reasonable effort to ensure value for money may look to others like a velvet glove around Canberra’s financial fist. A third difficulty is that the report had to come up with an approach that could and would be implemented faithfully by each of Australia’s twenty-plus very different school jurisdictions. And, finally, the review was required to focus on school and classroom practice when most of the problems, including problems in practice, have their origins elsewhere.
In sum, the panel was asked to resolve two deep and ancient schisms in Australian schooling — the conflict between “conservative” and “progressive” educational approaches, and the conflict between the federal government and the states — while pinning down the notoriously elusive relationship between school funding, educational practice and academic outcomes — and to do it all with one hand tied behind its back, in eight or nine months.
So just over 12 months ago, I blogged about the ‘Evidence for Learning’ [E4L] Toolkit, which was, then, newly available for Australian teachers as an accessible resource which purports to break down research in order to provide a metric of “what works”. (At this juncture I’m reminded of Dylan Wiliams’ warning that ‘everything works somewhere, and nothing works everywhere’). Anyhow, discussion about evidence is back on educational radars once more.
In my post last year I referred to the work of my colleague, James Ladwig, who at that time, blogged about why Australia does not yet have the research infrastructure for a truly credible, independent National Evidence Base for educational policy. James has returned to the topic of evidence again, writing about what is going wrong with ‘evidence-based’ policies and practices in schools in Australia:
Now just think about how many times you have seen someone say this or that practice has this or that effect size without also mentioning the very restricted nature of the studied ‘cause’ and measured outcome.
Simply ask ‘effect on what?’ and you have a clear idea of just how limited such meta-analyses actually are.
This is all very topical because yesterday’s report into the Review to Achieve Educational Excellence in Australian Schools recommends (recommendation 5.5) the establishment of a national research and evidence institute to drive better practice and innovation. As an educational researcher myself this sounds very good, depending of course, on how evidence is defined and understood. Continue reading
So the second Gonski Report was released today. The first Gonski report was a review of school funding and was released in 2012. This Gonski Report is a report into the Review to Achieve Educational Excellence in Australian Schools
This post is a part of a series being written for my EDUC6352 online masters students.
This fortnight we are looking the intersection of school leadership and policy. I argue that a part of the role of the school leader is being a mediator of policy. In the complex governance situation that is education in Australia, school leaders must negotiate policy that is developed at the Federal, National (nope, this isn’t a tautology – National policy is policy agreed on by the Federal and state governments, i.e. The Melbourne Declaration), State, local and school level. A part of the role is mediating these multiple levels of policy, determining what the school will focus on, and how seriously will take particular accountability measures.