Computer-assisted instruction
(Only three-quarters of average effect size)
I read into this, and others of Hattie's papers, that much of the data was gathered starting in 1987. Pre-Windows(™ blah, blah) pre-internet; things are changing rapidly on this front, but I still have reservations, this site notwithstanding (lovely word! What does it mean?)
Indeed, the earliest meta-analysis cited in 2009 goes back to 1977, a further 25 are pre-1990 and the next 25 pre-2000, but there are 114 meta-analyses in total (2009)
Hattie identifies the following conditions for effective use of technology;The use of computers is more effective when...
there is a diversity of teaching strategies
there is teacher pre-training in their use as a teaching and learning tool
there are multiple opportunities for learning (e.g. deliberative practice, increasing time on task)
the student, not the teacher, is in "control" of learning
when peer learning is optimised
when feedback is optimised
(Hattie, 2009: 220-227, edited)
Read more: What works and what doesn't http://www.learningandteaching.info/teaching/what_works.htm#Instructionalquality#ixzz1NGdaNmai
Under Creative Commons License: Attribution Non-Commercial No Derivatives
(Only three-quarters of average effect size)
I read into this, and others of Hattie's papers, that much of the data was gathered starting in 1987. Pre-Windows(™ blah, blah) pre-internet; things are changing rapidly on this front, but I still have reservations, this site notwithstanding (lovely word! What does it mean?)
Indeed, the earliest meta-analysis cited in 2009 goes back to 1977, a further 25 are pre-1990 and the next 25 pre-2000, but there are 114 meta-analyses in total (2009)
Hattie identifies the following conditions for effective use of technology;The use of computers is more effective when...
there is a diversity of teaching strategies
there is teacher pre-training in their use as a teaching and learning tool
there are multiple opportunities for learning (e.g. deliberative practice, increasing time on task)
the student, not the teacher, is in "control" of learning
when peer learning is optimised
when feedback is optimised
(Hattie, 2009: 220-227, edited)
Read more: What works and what doesn't http://www.learningandteaching.info/teaching/what_works.htm#Instructionalquality#ixzz1NGdaNmai
Under Creative Commons License: Attribution Non-Commercial No Derivatives
Visible Learning
By Prof. John Hattie
By Prof. John Hattie
Back 2 the Future