If you teach in the early years, the odds are your classroom is full of physical learning materials. From plastic letters to wooden blocks, these materials provide children with the hands-on experience that is so important for their learning. But why is hands-on experience important for learning? It seems obvious, but this is a question that researchers have spent many decades trying to understand. This question becomes even more troublesome when considering subjects such as Maths.
Remember the “digital native” hype from the early 2000s? There was a lot of discussion about how there was a new generation of children growing up were born with access to technology, and that their technological prowess would be such that traditional education would need to reform to accommodate it. Research evidence is now growing to confirm that the superior skills of digital natives are in fact not a reality.
With the evolution of technology moving at an ever faster pace, how do changes in the ways children interact with technology affect they way they think and learn?
Dr Andrew Manches discusses this issue from experience working with children in the following video.
Doing a PhD within a niche, interdisciplinary field can be filled with both euphoric highs and confusing lows. Am I doing something so ground-breaking that it will make simultaneous waves within several fields? Or is my work so niche it will fail to even register a ripple on any of its founding disciplines? As a result, hearing of success within your niche can help calm these choppy waters.
Professor Lydia Plowman visited the ‘Comparing Children’s Media Around the World’ conference, held at the University of Westminster on the 4th of September 2015, where she addressed attendees from around the globe, on some of the groundbreaking research in which she is involved. The Comparing Children’s Media Around the World conference set out to discuss an international, cross-cultural approach for delivering children’s media, and featured contributions from academic thinkers in addition to a panel of intercontinental media producers.
Physical inactivity is a global pandemic, the most pressing public health challenge of the 21stcentury. A key goal of recent guidelines issued by the Chief Medical Officers of the United Kingdom is to increase the amount of regular physical activity undertaken by children
This week the OECD published a report on Students , Computers and Learning: Making the Connection which will be a slap in the face with a wet kipper* to many a technology evangelists.
Over recent months, everybody’s favourite cattle rustling based research project, BrainQuest, has gathered some momentum.
Research conducted by Children and Technology’s Professor Lydia Plowman, and her colleagues at the Universities of Edinburgh and Sheffield, has revealed that in families which own tablet computers, almost a third of children aged under five have their own device.
Lydia spoke with the BBC’s Education Correspondent, Sean Coughlan, for his article for the BBC News website earlier this week:
In September I was invited to attend a meeting to discuss collaboration between academia and sporting associations at the ‘Oriam’, Scotland’s new ‘Sports Performance Centre’ which is currently under development at Riccarton. The Oriam is due to be the performance base for the Scottish FA and Scottish Rugby Union, as well as the SportScotland institute of sport (East), Basketball Scotland, Scottish Handball, Scottish Squash & Racketball and Scottish Volleyball. As a result, it will play host to large numbers of young athletes engaged in a wide range of different sports.