Results of Teacher Survey – Learning theories, e-learning and Google Use
1. As a teacher what is your highest teaching qualification
2. On your teacher training courses were you made aware of the following learning theories/theorists.
Please tick all that apply
3. In your teacher training or staff CPD have you ever been made aware of any e-learning
theories/theorists, please describe/list:
73% of 41 responses said No, others left the comments below:
Skill for Life ICT Curriculum - Niace Developing Embedded Basic Skills - Niace
e-learning 5 stages Gilly Salmon e-learning Jolliffe Ritter and Stevens
Claxton has written extensively about the need for both learners and educators in the
21st century to have the skills and attitudes to find out what they need to know, rather
than storing knowledge
Race, Maier
Staff CPD = own reading. - new literacies /new domains of literacy /multiple
literacies. What is text - multimodality. The need to re-evaluate the notion of a
reading path for web pages. Pahl & Rowsell. . Kress. Marsh
Yes/can't recall without revision!
Currently studying for DTLLS and do use e-learning but not come accross any
specific theories or theorists yet!
We did on the ASIS Subject Learning Coach course at South Leicestershire College.
Yes a lady but can't remember the name but I have it in my notes for further reference
4. In your teacher training or staff CPD have you discussed the topic/area of research into 21st Century
learners? If so what was discussed?
72% of 43 responses said No, others left the comments below:
Geoff Petty
In my teacher training one of our modules was based on creating an interactive
resource. We researched into the application of digital technology to our sugbect
areas
Yes Current, new and emerging tech
Yes, the impact of ILT
Yes (more in general disscussion). Students ability pick out relevant information.
Some students will rely too much on 'cut and paste' for assignment work.
new literacies
e-Learning VLE Jisc-hand held devices to access learning such as I-phones
Current primary school children learning to make podcasts and other ILT. Are we up
to speed?
yes- different learning styles
Only informal discusssion about using social networking sites in class.
yes i am doing this now with my masters
Yes - digital natives vs immigrants and other contrasting research
5. In your teacher training or staff CPD have you specifically discussed the use and influence of Google
on 21st Century education?
76% of 42 responses said No, others left the comments below:
Staff CPD this year: I enjoyed the Google-brain session
Yes, the fact that if learners want to find something out the first place they look is
Google and unfortunately often the first thing they use is the first or second hit, which
can often be wikipedia too!
Yes - we have talked about google scholar
Vidoes,Images,websites, historical information
I've how Google's formula for ranking sites influences what we see and think is
available on a topic.
Yes - performed an 'Action Learning' project on implementation of ICT portals
Not formally.
yes
your cpd session I attended some weeks ago
yes
Internet safety and safeguarding.
6. Following on from Q5, how do you currently direct the student use of Google to find and select
information for their learning?
I do not direct them I try to steer them towards other resources
Using key phases and words inserted in the Google search box.
suggest search terms or relevant sites
We don't we ask library staff to take these sessions
I do not direct students to use Google but encourage the use of search engines for
research for assignment work.
All my learners are level 4 or 5 managers so just need some help with search topics
slective due to the nature of my learners needs
I encourage students to be as critical with digital sources as they would be with
paper-based references. I make them aware of commercial influences in the placing
and listing of sources on search engine sites. I remind them of the huge volume of
information that will be identified in response to an internet search, and that the skill
lies in sifting and managing that information; and to bring a critical eye to the
provenance of what they find.
Research, but does it always have to be google?
I promote the practice of evaluating sources. Sometimes I force the learners to use
books rather than the internet in activities.
Students will normally ues Google as research tool for assignments
I don't specifically direct them to use Google. They tend to use Google as the
preferred search engine. Mostly for image research.
Use google for images
research session
Use of webquests occasionally links on moodle course
Using search phrases etc to narrow down number of hits. Teaching how to read a
domain name to find reliable sources. A check list to evaluate web pages. Use other
search engines too.
websites on assignment briefs/handouts key words to google
I teach a research class at level 4 and spend several lessons on the pros and cons of
search engines, meta search engines, boolean operators etc. I teach basic searching
in the course of lessons to Level 2 & 3 students.
Yes, alos how to search and check that search results are relevant to topic being
studied. US vs UK sources such as regulations, procedures, standards.
Self-directed, day to day basis
Not as well as I probably should! It is a bit hit and miss.
with great caution; students are formally limited to 10% of their research on 'open'
sites via google; Google scholar is useless; google books not much beter
Appropriate web sites
I try to limit it as they tend to just copy and paste without reading, but I do give
research activities (esp. for assignment work) which will involve research which no
doubt they use google for.
I generally discourage the use of internet. If I haven't taught it then they don't need to
know it!
Used very much as a repository for resources/weblinks etc.
Tasks where students can compare different search engines and appropriate use of
words to find specific information.
Provide hyper-links
I would usually direct them straight to the online location of priamry sources of law
(removing the need for them to use a search engine such as google)
in assignment briefs, in lessons
Yes but with specific guidance as to what they are searching for and this is
monitored.
I suggest they use it but with caution. May help with definitions, examples and so on
but not always turning up rigorous academically tested pieces
I guide and direct their use of the internet, but I don't specifically refer to Google.
7. How did you learn how to use Google?
8. How did you think your students learned how to use Google?
9. What characteristics have you been told/been made aware of when describing and meeting the
needs of 21st Century learners?
26% of 38 responses said None/Don’t know, others left the comments below:
Their digital awareness and willingness to use computing in nearly every situation.
mobile learners
More mature learners (including myself) have not learnt the art of effective searching
independent learners using technology
Increasingly, learners are more than familiar, they are dependent upon digital
sources for information, entertainment and communication. They have high
expectations when it comes to sourcing information. They are adept at multiple media
manipulation. I have also read that the multiple use of simultaneous media promotes
shallow engagement with material and a lack of rigorous thinking and reflection.
Externally loads, internally none! Staff training and development should be strongly
focused around these core competencies to help learners / teachers with Resource
Based Learning.
That they multi-task, switching between writing an assignment, facebook, playing a
game, email, etc.
Any learning difficulties, dyslexic Idenfying learning styles VARK
Technology is crucial to learning, teaching and assessing
Variety of media, use of twitter etc.
learners like information fast
Many learners are visual learners and are used to technology, many do not read for
pleasure Interactive rescourses are expected by 21 Century learners
1. Prefer screen-based sources to books / print 2. Comfortable with multi-modal
approaches
they are no different than 20th century learners. the use of google is no different than
a library.
they use more technological aids than I do/did!
Learning styles, independent learning, blended learning
Different learning styles.
a concept of highly fragmented learning styles
Ideas relating to the use of Twitter in the classroom, use of moodle.
21st Century learner have the same needs as their predecessors - they need to be
taught the stuff they need to know by a knowledgable and inspiring teacher. It isn't
until Phd level where you need to investigate current research, that the internet
becomes important. Up to level 3 (and perhaps 4 and 5!) the material should be
taught be a qualified teacher. If students are being sat in front of a computer as a
cheaper replacement for a properly paid teacher then standards in education will
suffer. This sermon was downloaded from www.sermons.org!
The pace of technology is such that teachers may not be aware of all the positive
experiences available to extend learning.
VLE's and their application.
Characteristics of what?
i think this is a very deep question and not a one line answer.
That a blended learning approach incorporating social media and mobile devices
will be essential to delivery
The need for them to be focused when using the interenet and not to 'cyber-slack' or
waste time on social networking or gaming sites.
The multi media and multi sensory approach, butterfly mentality - ie touch and move
on speedily losing ability to concentrate on and assimilate large chunks of material in
one go etc
10. Any experiences or comments you would like to add around the use of Google in education
Other search engines should also be considered.
it makes plagiarism too easy - students are not learning to write for themselves and
synthesise from morre than one source. They assume that all they read online is fact,
and are not discriminating between reputable sites ie .ac, .edu. etc., and
'WikiAnswers' which is unmonitored and contains a lot of erroneous information
it can be very useful if used in an evaluative way
The convenience of theuse of search engines means that research using other sources
of information is rarely done.
It can take a lot of time reseraching due to the volume of material available and it is
often difficult to find reliable sources
I think that Google, like any other tool, is useful if it is used as intended. It is a source
of information, not a substitute for thinking and learning. It can enable a wealth of
information to be accessed easily, but having huge volumes of information can be a
curse, as they have to be managed skilfully. I feel that using search engines can
promote laziness in students and often produces highly repetitive scripts, as students
all use the same sources uncritically. There is a tendency to rely absolutely on
anything posted online, without discrimination.
It is obviously a great resource and if we are all promoting inclusive learning. Not
just google, but all appropriate technologies should be being used to ensure a
broader learning experience for our learners!
Google can be very useful, However like any internet tool it can throw up too many
possibilities. Some students will still 'cut and paste' without any real thought of what
the information is.
No avoiding it. It has become integral to the process
A very important tool
learners need to learn to be specific when using search engines
It can be time consuming for the learners to find appropriate images and information
and not all information is accurate. Learners need guidance when searching and
confirming the relevant data
Improved equality of access compared to when we had 8 books to share around a
group of 20!
Why just google, is there no other search engine out there?
Some formal teaching of how best to use Google would be beneficial to students.
I find the problem with internet searching is not the acquisition of information, but
rather the selection afterwards, or during, of relevant information, and getting the
students to process and internalise what they have discovered for use in their lessons.
There is also the problem of verifying information by going to several sources, to
avoid getting inaccurate information.
The biggest issue is not the sue of search engines like Google but learners evaluating
what they find and placing it in context of the problem or topic they are investigating.
Generally, search engines are discouraged for student research - instead, I would
like to see a greater emphasis on 'search skills' to ensure students DO use the
technology but with CARE
I am a little uneasy about Google because in these uncertain times it may be used as
a way of replacing or reducing staff. I feel that if we input too much on the computer
system we may be making ourselves redundant in the eyes of those who emply us.
Avoid where possible! (this college has invested substantially in providing high
quality resources online). Why bother with random unreliable hits when the 'paid for'
stuff available is just so much better.
A good tool if prior investigation of aplicable site to veiw. Thus time consuming in
lesson preparation. Learners don't really know how to search via google. They dont
have the skills to work appropriatly in the search box. To much emphasis on
computer reseach in place of traditional methods. Learners, like most of us find it
hard to stay focused when reading of a screen and even harder to proof read work.
Books are more condusive to the eye and less stressfull to read.
In a recent class (HNC group - planning and scheduling lecture) I was describing the
processes used to manufacture cadburys cream eggs and explaining how there is a
fluctuation in the availability of the eggs during the year (only available Jan to
Easter) but they are manufactured all year round. The students didn't believe me until
somebody at the back of the class, looking at his phone, shouted "I've just googled it she's right!"
Google is really helpful to find information. Most students do not make full use of its
potential and still find reseach and application of information one of the the most
difficult skills to master.
For use of any search engine, the classic mistake made by the weakest students is to
incorporate into their work law from other countries (typically the USA). Getting law
from the wrong country is a very stark 'wrong turn' to take when drafting an answer
to a law question on a law course about English law in a college in England.
I think it is useful if used correctly. Students need to have a better understanding of
valid and reliable evidence especially at level 3 and higher
Would be interested in accessing information / training relating to this.
I would like to know more - being short of time to spend on thses things is a factor
though. Guess I need to prioritise this - e-learning seems to me to be the way
forward, blended with face-to-face input
Mainly a searching tool
Limited. Many other ways of learning other than through a search engine,
The survey tool can be found at: http://www.surveymonkey.com/s/RDFRHYN
Survey conducted April 2012. Results collated on Friday 27th April 2012