What young adolescents think about effective pedagogy and technology use

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dc.citation.issue1
dc.citation.volume16
dc.contributor.authorPoskitt JM
dc.date.available2016-05
dc.date.available2016-04-26
dc.date.issued2016-05
dc.description.abstractA New Zealand comparative case study investigated the impact of technological device use in literacy, over a three month period, for Year (Grade) 4-6 and Year 7-8 students. In school A (Year 4-6 students) data were gathered from two pairs of control matched classes, one of each pair of classes using technological devices; in school B (Year 7-8 students) comparisons were made pre and post technology use. In both schools, pre and post- standardised achievement data were analysed, along with classroom observations, student and teacher interview data. Whilst significant progress was made in student achievement, when compared with national average point score shifts (author, in press), of particular interest in this article are young adolescent students’ views about effective pedagogy and technology use. For adolescents, availability of devices made learning more: fun, time efficient, accessible outside of school hours; and enhanced their research and presentation of learning. At times, friends and classmates helped by sharing information and new ideas, but frequent talking and distractions hindered learning. However, the pedagogical actions of teachers (particularly explicit, focused teaching of literacy and technology knowledge strategies) and provision of choices, varied and active learning opportunities were perceived to make the greatest difference to student learning.
dc.description.confidentialfalse
dc.description.publication-statusPublished online
dc.format.extent4 - 15
dc.identifierhttp://www.adolescentsuccess.org.au/
dc.identifier.citationAustralian Journal of Middle Schooling, 2016, 16 (1), pp. 4 - 15
dc.identifier.elements-id262901
dc.identifier.harvestedMassey_Dark
dc.identifier.issn1445-2928
dc.languageEnglish
dc.publisherAdolescent Success
dc.publisher.urihttp://www.adolescentsuccess.org.au/
dc.relation.isPartOfAustralian Journal of Middle Schooling
dc.rights.licensePublisher's own licence
dc.subjectyoung adolescents, technological devices, pedagogical strategies, student voice, improved learning
dc.subject.anzsrc1301 Education Systems
dc.subject.anzsrc1302 Curriculum and Pedagogy
dc.subject.anzsrc1303 Specialist Studies in Education
dc.titleWhat young adolescents think about effective pedagogy and technology use
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/PVC's Office - College Humanities and Social Services
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