Case study for Guide to Implementing the UKPSF: ALDinHE

Embedding technology in the BAEd curriculum
Dr Debbie Holley, University of East Anglia
Describes methods for training students on a BAEd course in the use of new technologies for a research module. Includes practical examples of applications for digital technologies in undergraduate research.
Materials / Case study
Source / Teaching on BAEd course.
Relates to / A1, A2, A3, A4, K2, K3, K4, V1
This case study relates to the embedding of ICT in the curriculum for year two BA primary Initial Teacher Training students.
Following national Government policy where ICT is becoming embedded within the curriculum rather than delivered as a ‘stand alone’ subject the preparation for Education Research Module either introduces, or develops further, trainees’ knowledge of:
·  The University Virtual Learning Environment
·  The online bibliography tool REFWORKS
·  Quick Response Codes (QR Codes)
·  Mobile phone cameras
·  Picasa (the Google online photography gallery)
·  Txttools (used to engage student in large group setting (80))
My own competencies in these tools were acquired in various ways:
·  VLE – expertise developed with learning technologists
·  REFWorks – university librarian plus ‘self taught’ EndNote as part of PhD
·  QR Codes – learning technologist after I saw a presentation on their use
·  Mobile Phone camera – self taught
·  Picasa – taught by friend
·  Txttools - project team plus experimentation in different contexts, supported by learning technologist
Context
The main aim of the Preparation for Educational Research module is to help the trainees to prepare for the third year Major Project (dissertation) module by introducing them to some of the basic principles of carrying out research within an educational context. By the end of this module they should be able to produce a clear and well laid out research proposal which they can use to plan your dissertation with. There are several advantages to thinking about the major project in year 2 of the course:
·  Once the proposal has been assessed and has been passed they can start working on the major project over the summer break rather than simply waiting to start next year.
·  We will have a better idea of what projects students will be preparing for and this helps us to allocate supervisors effectively.
·  It forms a very clear link between the second and third years on the BA.
How the technologies are embedded:
VLE
The VLE is used not only as a tool for hosting lecture PowerPoints for the trainees to download prior to the lecture - a good practice recommended by TECHDis (2007) for inclusive practice - but also to offer the trainees a single point of information for the wider module. The VLE is used:
(a)  To communicate factual information
(b)  To close the feedback loop on the trainee session evaluation feedback. I summarise each batch of comments for example:
Extract from VLE:
“Think you must all be very polite students! Thank you for the kind words and encouragement. You liked: the powerpoint; the VLE; prezi bingo; the structure; hints and tips on research. All of you said I met the learning outcomes fully. Not many improvement suggestions (well it is only week1!) but a couple of you wanted a 'softer landing' - agree this is tough stuff to get your head around - do try and have a look at the glossary or browse through the book chapters suggested. A couple wanted more information on paradigms - I have put a serious powerpoint link up in weblinks, a funny link up and also a how to learn terms powerpoint. Please give me feedback on the 'comments' discussion - is this enough? do you need more?
Lovely to meet you all, enjoy your placements and see you in a couple of weeks...Debbie”
(c)  To personalise for the group (all the creative workshop photographs I took were annotated and embedded on the VLE as well as published externally to Picasa)
(d)  To support student writing over the Easter holiday period by use of a filmed ‘pep talk’- the University have recently invested in ECHO 360, and as well as lecture capture in the classroom, staff can now download and use a the desk top version to create material.
Hi Debbie,
Just watched your pep talk and thought it was great. Precise, concise and innovative. I liked the visual and audio together, much better than a written text which can be interpreted in many ways... and much more personable….
The pep talk is good for accessing 'you' if we need 'you' to go over what is expected again. We all get the same information and can look at it whenever we need to. ….This technology should be used in ALL modules, so all students know what is expected, to decrease the stress levels...especially as it will soon be our final year!
P.S. Enjoying the workshops and finding them very helpful too.
Good job, it's a thumbs up from me!(Student N)
(e)  To host the QR codes if the students miss ‘zapping' the one in class; the website link is also placed in the weblinks section of the VLE for the students who don’t have a SMART phone.
Impact: The students are reporting an increasing sense of confidence in accessing materials and supplementary material to support their developing research plan (see student session evaluation feedback sheets week by week).
It enables me to respond quickly and in a timely fashion to any queries or comments – when I get an email with a student ‘issue’ I post an announcement onto the VLE so all the students can access the additional information – this is cutting down on misunderstandings and different ‘stories’ going around . (See student evaluation sheets and the ‘your thoughts my comments’ postings on the VLE plus feedback from students in the discussion board area of the VLE)
REFworks
The University’s preferred online bibliographic tool. Teaching session 2 is the library session, where the librarian and I team teach the students in one of the IT studios. Students introduced to REFworks and encouraged to try this out.
Impact: Students requested another session specifically to brush up on their REFWorks before project submission – this was arranged for Friday 20th April 11-12.00
QR Codes
None of the trainees had used QR codes for study before my class. The library use them extensively to indicate when books are out, unavailable and so on, and across the university useful information for students on posters often have QR codes embedded in them. We have a ‘QR code of the week’ available which is a supporting website that reflects an aspect of the class we have just covered. The students will end up after the 8 weeks with a sequence of websites that are useful to their study in the right order saved onto their phones (or can access via weblinks in VLE if they do not own a SMART mobile phone).
Impact: The librarians have observed the teacher trainee students now using their phones in the education section of the library
Txttools (www.txttools.ac.uk)
Using inbound/outbound texting technology.
Impact: No impact as yet, this session was designed to:
(1)  engage students with the texting technology in class as part of a specific exercise (see student evaluations session )
(2)  as a scaffolding exercise prior to a weekly study tip to be sent to students on their extended placements next year.
Mobile phone cameras and Picasa
This year we introduced three creative writing workshops to assist with writing up the project proposals. The sessions were based upon the principles and practice developed by the Visual Literacies work carried out by Centre of Excellence for Teaching and Learning. Students mirrored my practice after the first lesson – I took photographs (with their consent), posted to Picasa and shared the link via the VLE.
Impact:
·  Students took photographs of their own, and their colleagues’ artefacts on their own phones.
·  In my role as tutor on the University PG CERT programme, I observed teaching for the same group –activities were with flip charts and post it notes – the trainees once again took photos of the work they had generated on the post it notes for using as a visual reminder/ study aid at later date.
·  Creative writing workshops run for the students to develop their writing were also evaluated.
References:
JISC TechDis: http://www.jisctechdis.ac.uk/AccessibilityEssentials/2007/AE3/modules/delivering%20presentations/index.html
Visual Learning from Centre of Excellence in Teaching and Learning on Visual Literacies: http://www.brighton.ac.uk/visuallearning/