Kātahi anō ka puta i te ao pou iringa kōrero – ko te education blogoshere me kī. Tirohia ēnei tuhinga kōrero e pā ana ki ngā hua o ngā rawa matihiko mō ā tātou ākonga, ō tātou pouako hoki. He whakatūpatotanga anō kia arowhāiti tonu ki te mea nui – ko te āhuatanga o te whakaakoranga ā ko te ‘pedagogy’ me kī. I te mutunga iho, ko ngā painga o te rawa matihiko, ka hangai tonu ki te pouako me tōna aheinga ki te whakamahi i te rawa matihiko hei rauemi ako. E pēhea ana tō wheako?
In their intro to this report, DERN states:
“Taking into account the scarcity of rigorous research into the benefits of teaching and learning with digital technologies, [this is] an excellent systematic and comprehensive review. [It] reports on research between 2000 and 2012. It cited 48 studies of the attainment benefits for students aged between 5 and 18 years.”
A review of the exec summary highlights some interesting – and possibly surprising – conclusions. They certainly make the point that drawing a causal link between achievement and the use of technology is a long bow. In several of the studies they reviewed, the use of technology produced slightly lowereffects on achievement than other interventions such as learner feedback:
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