Teacher mediation of classroom learner response technology

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 , Cammack, Paul ORCID: https://orcid.org/0000-0002-5915-5563 , Chakrabarti, Pinaki, Ibrahim, Farhat, Leslie, Pippa ORCID: https://orcid.org/0000-0003-3513-5995 , Marshall, Marilyn and Tyson, Edward (2018) Teacher mediation of classroom learner response technology. Learning, Education and Development (LED) Research Centre, University of Cumbria, Carlisle, UK.

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Abstract

As adults we will all have experienced the use of smart phones to gather and share responses from a large lecture audience. This study investigates how teachers and young children mediate similar technology in their primary school classrooms. With research funding from the Bowland Trust, thirty-six teachers in University of Cumbria partnership primary schools were provided with a class set of handheld robust ‘pods’ with mini keyboard and small screen and associated software to allow children to respond to multi-choice but also to send open text responses. The technology is clearly popular with the vast majority of teachers and children but the analysis identified a significant tension in using the classroom learner response technology between developing the pupils as learners and preparing them to perform in national tests. We considered this tension to focus on the contested object of learning, the purpose
of education, between the classroom level and the wider national policy framework. The technology needs to be used with care and with critical pedagogical thinking by teachers.

Item Type:	Report
Publisher:	Learning, Education and Development (LED) Research Centre, University of Cumbria
Departments:	Learning Education and Development (LED)
Depositing User:	Pete Boyd
Date Deposited:	13 Dec 2018 15:52
Last Modified:	13 Jan 2024 08:01
URI:	https://insight.cumbria.ac.uk/id/eprint/4269

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