Jeremy Roschelle is the Director of the Centre for Technology in Learning at SRI International. Dr Roschelle's research examines the design and classroom use of innovations that enhance learning of complex and conceptually difficult ideas in mathematics and science. His cognitive science-based research explores how computer-based representation can make learning mathematics and science more accessible to students. The appropriate use of advanced or emerging technologies in education and collaboration in learning are major themes of his work.

Dr Roschelle received his first PhD in Berkeley's Educational Maths, Science and Technology program and has pursued educational technology research at Xerox PARC and the Institute for Research on Learning. His papers are considered important reference works that assist in understanding students' conceptual development.

_Abstract

Effective Integration of Dynamic Representations and Collaboration to Enhance Mathematics and Science Learning

The vision to transform school education through the use of ICT has been in existence for more than two decades. Successful models of small-scale implementation of that vision in a few classrooms or schools have been around almost as long. Few of these models have achieved measurable impact at scale. The trajectory of most learning technology innovations, sadly, starts with an exciting vision of transformative potential, peaks with a demonstration in a few model sites, and then … nothing. Given the massive failure rate, it makes a lot of sense to pay attention to innovations that are achieving an impact at scale. What can we learn?

I’ll examine two technologies that have been effectively integrated into schools, achieved impressive scale and produced large learning gains and transformations in pedagogical practice. First, graphing tools have been widely integrated into middle and high school classrooms in many states and countries, including Australia. In the US at least half the high school students have and use a graphing calculator. The results of America's National Assessment of Educational Progress as well as sophisticated analyses of multiple research studies show a strong positive impact on learning, particularly in engaging students in learning advanced mathematical concepts. Second, simple 'clickers' and handheld collaboration tools are being rapidly adopted worldwide, across multiple subjects and grade levels. These build on robust scientific evidence for the effectiveness of peer learning and formative assessment. Teachers who use the innovations repeatedly describe a transformed classroom experience.

I will suggest a few key successful factors underlying both technologies. Obviously, they are relatively simple, robust and cheap (they are also remarkably free of techno-speak buzzwords). More importantly, in each case there is a deep scientific linkage between the capabilities of the technology and how people learn. Without these two factors, there is no point in pursuing effective integration. I will thus emphasise two additional, less obvious factors. First, in both cases, the adoption of these innovations has been led by practising teachers, who function as the key champions and influencers in a professional community. Second, both innovations begin with little or no expectation of a changed classroom but provide a context that can support a long, steady trajectory of continuous improvement.

I will close with some remarks on the future pathways for continuous improvement that could begin with fairly simple technologies and end with fairly dramatic transformations of classroom learning.