Researcher at Leeds University, Co-founder @FDNdigicreate and opens the door @LeedsRaspJam
Context When Goffman (1969) wrote about identity and the presentation of self as a performance it is unlikely that he imagined today’s stage set of home-schooling and social distancing with a young person performing to an audience of under four family members, let alone the blurred lines of ‘front and back stages’ from the impact…
Continue reading ➞ On-screen, off-screen: children’s creativity and cultures
Introduction Whilst I intend to undertake a phenomenological approach to interviewing secondary school teachers about their experiences of maker education in the curriculum for my EdD, I wanted to take a problem-centred focus to interview a primary school teacher about their pedagogical approaches to teaching programming in the classroom. Both qualitative inquiries aim to investigate…
Continue reading ➞ A problem-centred approach to pair programming in the classroom
“If we teach today’s students as we taught yesterday’s we rob them of tomorrow.” Introduction Dewey’s observation from 1923 is often cited in contemporary debates about the relationship between industry, education and the economy in the twenty first century. Binkley et al (2011) noted another exponential shift in economic growth from manufacturing to information and knowledge…
Continue reading ➞ The effect of industrialisation on education policy and the school system
Introduction My latest reading examines the place of makerspaces for learning in the school curriculum as an analysis of contemporary educational policy around technology and computing education, at a time when makerspace education has been touted as “having the potential to empower young people to become agents of change in their communities” (Sheffield et al,…
Introduction Summer reading examined how well-being in schools has been conceptualised in different ways across disciplinary areas including psychology, sociology and economics, and relate findings back into my chosen context of maker education. The reference of “optimal functioning and experience” from Ryan and Deci (2001) is one example of a broad and ambiguous definition of…
Continue reading ➞ The conceptualisation of well-being in education
Delighted to say I'm now a United Nations Accredited Climate Change Teacher and looking forward to integrating this learning into the next stage of climate themes for our Internet of Curious Things IoT programme. More information about the course and materials here. #CCLearnAlumni
Papert (1980) created Logo where the computer served as an ‘object-to-think-with’. The basis of this latest work is to explore constructionism in parallel with computational thinking, specifically when children and adults interact with the internet of things. The physical computing device becomes a contemporary ‘object-to-think-with’ and a platform for everyone to further understand connected technologies…
Continue reading ➞ ‘Objects-to-think-with’ in a Climate Emergency
Literacy and Play for All: Improvisation, possibility and imagination I was delighted to contribute to the postgraduate research student slam at UKLA 2019, giving an opportunity to communicate ideas at this early stage of my EdD and experiment with the use of imagery. Learnt so much from peers and the conference workshop programme, with highlights…
Continue reading ➞ Student slam at the UKLA 55th International Conference
Painting a picture worth a thousand words? With what can be thought of as a paradox between physical computing and well-being, it's been important for me to translate initial research questions with the use of imagery. Now with help from the fantastic Buttercrumble team, linking further well-being themes, I'll be using selected artwork created to…
Continue reading ➞ The power of imagery to communicate research
