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Skip to 0 minutes and 4 seconds So there’s some research on metacognition that I’ve been looking at recently. It’s been around for ages but it’s getting into the mainstream schools now. I used to take in pages and pages of calculations, you know, tick, cross, you know, underline twice, yes they’ve all got the right answer, but I would have no idea whether they understood why they’d got the right answer or whether they just followed a method without thinking or just copied the method off their mate. So now what I would do is to take in a video so they only do one question and they explain to me their thought processes behind why they’ve decided to do certain things.

Skip to 0 minutes and 35 seconds That, to my mind, gives me a lot more assessment information about whether or not that child actually understands what they’re doing. What I find is that misconceptions come through much more readily there than they do if I just do it in a traditional way and that has allowed me to address those misconceptions earlier. They sometimes have a perception in their mind their body’s doing something completely different. So we’re kind of working… I’m telling them to do one thing but sometimes students might think that they are doing it. It’s very difficult then to kind of describe exactly what you want them to do. So students would make progress but sometimes it would be a lot slower progress.

Skip to 1 minute and 14 seconds I think with using the iPad, what we can do is I can perform; demonstrate a skill and somebody can film that but straightaway I can slow that right down so then students get a much better understanding of what that skill then should look like.

Purposeful use of education technologies

On this course so far, we’ve explored the importance of establishing a clear purpose for technology that closely aligns its use with wider goals for pupils’ learning.

In this short video, hear from two teachers, Claire Badger at Godolphin & Latymer School, and Peter Watts at Chesterton Community College about their purposeful use of video. In each of these teacher’s contexts, video helped to solve a challenge that it would have been difficult to solve by any other means but the nature of the challenge was different for each of them.

Whilst each teacher has chosen to make use of video to support pupils’ learning, each have done so for different purposes based on their own specific contexts. Claire made use of video in science as a form of assessment that would better reveal individual pupils ‘misconceptions, whilst Peter used video to support better self-assessment and reflection in his PE pupils. You’ll learn more about their approaches in future weeks of the course (Claire in Week 2 and Peter in Week 4).

Once you’re ready, click the ‘Mark as complete’ button below and then select ‘Technology and effective and efficient teaching’ to learn more of the theory behind implementing purposeful education technology use.

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Using Technology in Evidence-Based Teaching and Learning

Chartered College of Teaching

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