DERN provides access to quality assured and current information resources around the use of digital technologies and digital media in education. These resources are annotated and linked to relevant categories to enable access to collections of similar resources under specific topics.
The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of participatory learning and citizenship aims of the field as lenses through which to consider social media activities. To determine how and why social studies educators use Twitter, 303 K-16 self-identified social studies educators were surveyed in this study.
The information provided in this report is based on the national contributions received from the Scientix National Contact Points representing 30 countries, in response to a survey on national measures and initiatives to increase students’ interest in pursuing STEM studies and careers, launched in the summer of 2015 by European Schoolnet. This report has a special focus on teacher education policies and initiatives.
This small-scale study, undertaken by NFER and NESTA, revealed both benefits and challenges of implementing a flipped learning approach to mathematics teaching. Nine case-study schools across England and Scotland piloted a flipped learning approach for around 4-6 weeks during 2014-2015. Each case study visit involved lesson observations, teacher interviews, student focus groups and teacher and student questionnaires with both a class using flipped learning and a comparison class.
The aim of this study was to determine the attitudes of preschool teachers towards using technological tools and to analyse it in terms of different variables. The working group consisted of 103 teachers working at kindergartens in the city center of Kırsehir and Malatya in the fall semester of 2014-2015 academic years. As a result of the study, the teachers showed a very positive attitude towards using ICT.
This report examines the use of Open Educational Resources (OER) by faculty in British Columbia post-secondary institutions, including their motivations and perceptions, as well as what factors help to enable or act as challenges for OER use and adaptation.
This report discusses the potential of cloud computing in terms of institutional agility and efficiency, and in empowering individual learners and staff members. The report outlines recent Jisc work to reduce the friction of engaging with cloud technologies, and then propose a direction of travel that will enable UK colleges, universities and skills providers to exploit the potential of cloud computing to its fullest extent.
This study, commissioned by Knowledge Exchange, explores the relationship between open-access policies and services. Drawing on a consultation with funders, institutions and service providers across the five Knowledge Exchange countries and beyond, it identifies the key services needed to successfully implement open-access policies, and suggests priorities for action in support of an open scholarly infrastructure.
The report covers recent trends and surfaces some recommendations for developers who are creating apps for children, as well as for parents and teachers looking for quality apps to teach foundational language and literacy skills to young children.
This 13th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities.
In this report, the authors explore the current uses of digital technologies to help promote educational opportunities for all through a national survey of nearly 1,200 low-income parents of school-age children and in-person interviews with lower-income, Hispanic families in three communities located in Arizona, California, and Colorado.
Challenge-driven universities to solve global problems
New kinds of university will emerge mobilising some of the world's 150 million students to work on our most pressing problems
Students, computers and learning - making the connection
OECD report examines how students access to and use ICT
Mobile learning – why tablets? -- DERN's research brief looks at mobile learning and why tablets are so popular.
› 21st century skills (206)
› Assessment online (99)
› Blended learning (126)
› Collaboration (247)
› Digital literacy (237)
› Educational leadership (107)
› Engagement and performance (275)
› Evaluating ICT effects (97)
› ICT in education (473)
› Information (78)
› Information sources (106)
› Innovation (175)
› Interactive personal networking (99)
› Internet use (155)
› Learning communities (114)
› Learning environment (626)
› Learning systems (76)
› Mobile learning (213)
› Multimedia (64)
› Open scholarship (128)
› Pedagogy (441)
› Personalising learning (114)
› Social Media (174)
› Teacher capacity (140)
› Teacher education (92)
› Training (102)
› Trends (156)