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At a time of constrained resources – where should the research priorities of the CAL community be if we want to promote social justice? Collaborative knowledge creation at CAL11 by Mind Map: At a time of constrained
resources – where should
the research priorities of the
CAL community be if we
want to promote social
    justice?
            Collaborative
knowledge creation at
CAL11
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At a time of constrained resources – where should the research priorities of the CAL community be if we want to promote social justice? Collaborative knowledge creation at CAL11

Increasing exposure to different political systems and the ways in which they operate

Supporting the case for women using ICTs

Reducing the digital divide

The commercialism of learning artefacts

Impacting on the indigenous culture

Digital safety issues

Notes on privacy taken by Dai Griffiths.Professor of Educational Cybernetics Institute for Educational Cybernetics (IEC) Bolton University "I have a hunch. Students will have a backlash against maintaining themselves in digital wolds. We are all public now... The kids will get to the point where they recognise that these are not authentic relationships. Is this a plausible hunch? "One now has the expectation to be able to track others. Kids grow up with an expectation of this reality. Our perception of reality won't be the same as theirs." "I've had conversations with 18-19 year olds, and heard that they want to get away from that constant ability to get away from that need to craft themselves." "My hunch would be that a deviant position will develop of anti social tracking. Drop out." "Most young people know the risks of having material on facebook. But they don't accept it is as a real threat to them" "Email is a public system, are we aware of it? If you are aware of that, you can just carry on... or you may be in a position to have another system. The way things are is made up by the data processing rules of Google et. al. Could you not get to the point where you get back to circa 1985 when the exchanges around the internet were not being monetised, or being used for monitoring and surveillance?" "Universities use if for data analytics. I as a teacher find that very uncomfortable. The institution wants to help the student, but they are distancing the learner from their own learning." "How can we subvert that system with the students? How much are we working with digital technologies in collaboration with students, how much are they surveillance technologies?" "There is a parallel between Taylorism and digital programming. Is this significant?" "Or is this an over-simplification of how we see 'digital' and 'models'." "I teach IT at University level, and many of my students are on Facebook, and they have no contacts outside it. This is bad for them. Digital technology has not brought anything radically new to education. It is very undermining for teachers, who undergo character assassination online. The students are playing games, or fighting, or doing nothing online. Or sending SMS messages." "Is it a matter of misunderstanding what we do in the classroom. Is the efficacy actually the modelling of the teacher and their use of the formal models? But that discussion is hard to have in the context of eductional metrics as they stand." "How could we understand the relationship between personal models and intellectual models?" "In the real world everything is an object, with material characteristics. In the virtual world they are not. So we can't have the same models. Engineering is a real world matter. Putting together the components of software is equivalent to what happens in life." "I would like to teach my students to think about what they are doing, many of them.  I would not turn off Facebook. Children need to learn to contrast sources of information."

Rural and urban challenges

Improving job opportunities

Changing pedagogies and/or reinforcing information transmission

What are the CAL community priorities?

Privacy

New ways about valuing things

Futures for teacher education

Fragmentation of Education Technologies

methods and methodology

Play programming

Rethinking the digital divide

The fragmentation of the research community

People and projects are in silos.

Social and political issues

New node

Which projects take account of constrained resources?

Who is working in the field at CAL11?

Ros Sutherland

Keri Facer

Lindsey Grant

Bozena Mannova

Jolly Rubagiza

Alphonse Uworwabayeho

Christine Plesh

Dear knowledge creators, feel free to add and move nodes as the debate progresses

New research tools

Using collaborative concept mapping as a means of involving teachers as co-researchers Preston/Leask/Pachler

Group discussion on methodologies recorded by Professot Loveless, University of Brighton

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What is the extent to whihc it is possible to make defensible knowledge claims around technology? If we wish to progress and accumulate knowledge of different experience an take more effective control of these different situations…. It’s as if the research community has acquired a pathological dynamic in which the discussion is sefl- containing… Possibility of making objective statements about learning and technology are not that difficulty … there are fundamental patterns in institutions using technology. There are issues in understanding causal efficacy … what we do and their emergent impacts. Trying to escape the reductionist thinking…. GT implies a certain reality What do we think the world of education is really like? Discussions … – This is an ontological question. – Research methods in this area have not been critiqued (Bridget and Cathy??) – Rom Harre - Roy Basker? – wrote critique of social science methodology – critique of Hume and constructions of causes. – Discussions of ontological positions, identification of research question and appropriate methods. How do we identify these questions, methods and interventions initially? How might we building models in the process? – Can we mix methods and/or methodologies? How do we explain what’s going on? Was Hume wrong and causes are real. Basker talks of causal mechanisms – transitive and intransitive. Human agency reproduces and transforms social structure… Other powerful ways of posing reality? Where is the discussion happening? What might be radical methodological approaches? Cues from Kant…. Given that this is the case, what must the world be like? Look at phenomena and ‘play around’ and theorise. Answer … modelling. Dynamic, emerging mechanisms .. when we take a snapshot which loses the dynamics about what is going on. Do social sciences aspire to condition of pharmacology – how do we close the gap? Our thinking about open systems is limited. There is so much complexity, the pragmatic way is the only way to navigate through, in order to recognise that holistic picture is built up from different ways of looking that things in the process. The technologies enable us to model and simulate. Teacher education futures ….. Shall we set up our own inspection service to set up ‘future teacher ed’? Australian initiative.. 4 big projects, 1 was teacher ed institutions .. expected to work with a few subjects in integrating technology into the subject e.g TPCK model. Developing sets of standards. Some caution about potential success – short amount of time to change attitudes and practice (less than a year). Imagine if we set higher standards than governments. The more secure universities could change the way they do admission … e.g. instead of A levels only, use 21st century characteristics. Send shocks through the system. What are the pieces that have to be in place in a system so that the core value isn’t squashed? System wide change starts with the innovators and early adopters. What about the ones that don’t make it? UCET needs ICT literacy folk working in the council. Internationalizing is a key theme in our funding of research in UK. Could we use work of others beyond UK to leapfrog? E.g. ISTE standards in the US. Might allow is to progress a little further. UNESCO – teacher education ICT curriculum. Used quite a lot. Where are other ‘standards’ …. Do people know about them? How do we as a community own our knowledge and resources? Are politicians interested in evidence? Or only in evidence that supports their policies? Politics is about the newspapers. How do we influence the editorial class? Identities of professions. E.g. English nurses gave vote of no confidence. Would teachers? Do we have a shared valued and knowledge in the profession? Would we find a global view across the profession e.g. reading? Is the understanding of the purposes of education shared? Time, context, generation, economy, capital? Would the discussion 70 years ago be similar or different? In 80s politicians attacked education and professional knowledge. How do we have a systemic view? Should we model the system to figure out the small steps that can contribute to change? Cf Ian Gibson’s Sydney Symposium. Ken Kay says he knows what needs to be done. 4 Cs.

Key points

The researcher may not agree wih the priorities of a 'disadvantaged community'

Ros Sutherland

We should be teaching about programming as much as about application

Reference George Auckland, Some discussion about this on the ITTE Mailing list (see http://itte.org.uk/) and of course CAS is addressing this in more specific ways (see http://www.computingatschool.org.uk/)

Group discussion recorded by Anne Jones: Open University

we should be obsessed with curriculum content especially creationism for 10 year olds- we can teach evolution to 10 year olds using a computer

Richard Noss, Presumably this means we should NOT be obsessed with creationism, but instead with evolution?

We should be more politically aware as a community

Neil Selwyn, Just read Net Delusion: that's a good start

We need to join up with other disciplines in order to ask the right research questions about the impact on young people of digital technologies

Return to Sin City? Living and Learning with Digital Technology Jean Underwood (notes taken during her lecture) Children are obese because they are playing with computers more and not exercising enough?. BBC news Jean Underwood asks, “Are researchers asking the right questions?”. A key finding from the Test Bed project (Somekh et al. 2003-2007). After the technology was introduced results fell markedly in schools in disadvantaged areas but after three or four years they were above the national average. Longitudinal studies are very important. Treasure Island? We are now a risk averse society and do not allow children to grow up. Age differences and cultural differences in childrens computer use. Difference between biological and chronological age is a bigger worry. Hazard, risk, harm Illegal music downloading Cyberstalking Identity theft The most vulnerable are the ones who begin puberty earlier than their peers. Because you begin to show off and start smoking early…. We have puberty starting earlier than cognitive development. Nintendo thumb- carpel tunnel injury and repetitive strain injury The lies we tell and what they say about us; using behavioural characteristics in Social Networking uses Communicators..broadcasters are about promoting lies about themselves…   Conclusions We need to accept that one size does not fit all. Treating all children the same is not necessarily giving them equal life chances. What does this mean? Risk is either knowable and therefore learnable, and unknowable and difficult to prepare for- you must give children a chance to take risks…use social networking but discuss the risks and give them risk intelligent… We need to discuss risks in a safe environments…. The World is much more complex than we thought… and what we do is there for life… EU are about does the technology work? We need to look at the round from the perspective of different subject areas…    

Jean Underwood

Communities do not like to be called disadvantaged

Ros Sutherland

Technology can open up new kinds of knowledge that cannot be developed in any other way....

Do we focus on classrooms or class; education or social sciences- or both?

What are the implicit assumptions we are making about our resesearch?

'Google Days' for learners in the community - no teachers, but vygotskian groups working on own projects (using new microbroadcasting technologies to distribute content at neighbourhood level).

I like the notion of neighbourhood level learning. We are learning more about the issues of social bonding in online contexts - that strong ties are embedded in RL not in VL, so combining RL and VL through neighbourhoods seems an interesting strategy to get the best of both sources of knowledge and action.

Debate speakers

Charles Crook

A narrative of hope:

Neil Selwyn

People in CAL do get 'social justice' but this does not come out in the research narrative which has a very instrumentsalist approach.