Teachers, pedagogy and professional development - Teaching with Technologies: The Essential Guide - page 97

Data-logging is used in science to capture experimental data in real time, which
is converted into graphs. This eliminates the need for pupils to plot graphs mechanic-
ally, which is an activity known to induce boredom and mistakes. Significantly, in the
research on data logging it was shown that learners are better at interpreting the find-
ings of their experiments 'when they use real-time data collection with graphing than
when they construct their own graphs' (Webb and Cox 2004: 271). Multimedia editing
software was also found to be used in a number of innovative practices internationally,
but again Webb and Cox (2004) warn of the need to understand the affordances so that
teachers can plan activities carefully that relate the affordances to the learning objectives.
Changes in classroom interaction
One of the most important findings of the Webb and Cox (2004) review on pedagogy and
technology concerned how increasing uses of technology changed classroom interaction.
In particular, there was more learner-learner and learner-teacher interaction, alongside a
tendency for less whole-class instruction and increased independent work.
Drawing on the work of Hennessy et al. (2003), there was evidence that teach-
ers were increasing their interactions with individual learners and small groups. As
teachers developed and refined their pedagogic strategies (in a sample of 115 teach-
ers), 'using technology was associated with a decrease in teacher direction and expo-
sition, a corresponding increase in student control and self regulation, and more
student collaboration' (Webb and Cox 2004: 274). Similarly the research of Mosely
et al. (1999) found teachers 'who favoured technology were more likely to value col-
laborative working, enquiry and decision making' by learners (Mosely et al. 1999).
Increasing interaction and developing pedagogic practices for collaborative learn-
ing with technology fits a social constructivist view of learning. With the move from
an instructional model of knowledge transmission (traditional paradigm), to a facilita-
tion model of knowledge creation and social constructivism, so the role of the teacher
changes. As technology is integrated, so the teacher moves from the role of 'sage on
the stage' to 'guide on the side', from expert to facilitator (Sellinger 1996) - to guide
learners to useful resources, stimulate debate, support problem-solving, probe thinking
and encourage meaning making. Increasing the use of technology was associated with
changes in pedagogical practices towards a more pupil-centred model involving col-
laborative learning. Significantly, like Hammond et al. (2009), Webb and Cox (2004) dis-
covered that decisions about whether to use technology depended on teachers' beliefs.
To enhance the uptake of technology, they argue, teachers need to reflect critically on
the underlying theories of learning that influence their work, and then to review their
beliefs in light of the new evidence regarding the affordances of technology for learning.
Models for characterizing pedagogy with technology
This section is based on the influential work of Mary Webb, who has done much to
clarify the thinking in the field of pedagogy and technology. Webb (2010) helpfully
outlines models which help to classify pedagogy with technology, and starts from the
premise that models help to communicate processes and relationships and aid our