An educational theory of innovation: What constitutes the educational good?

Peters, Michael A.

doi:10.1080/00131857.2019.1699992

Cited by 5 publications

(3 citation statements)

References 8 publications

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“…A central claim for the use of online interventions in education has been how learning can be mobile, accessible and personalised (Greenhow, Robelia, and Hughes 2009;Anders 2015;Sharples 2015). Indeed, it is through increased social connectivity that technology can facilitate personalised and self-regulated learning, by tailoring and customising digital processes based on individual preferences and behaviour (Littlejohn and Milligan 2015;Peters 2020). Evidence from the review clearly demonstrate how technology enabled personalisation through structured activities specific to learning needs by giving CYP choice and voice.…”

Section: Discussionmentioning

confidence: 99%

The influence of online physical activity interventions on children and young people’s engagement with physical activity: a systematic review

Goodyear

Skinner

McKeever

et al. 2021

Physical Education and Sport Pedagogy

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Background: Most children and young people (CYP) worldwide are classified as inactive because they fail to meet the World Health Organisation recommendations for physical activity. Online interventions that use devices like exergames, smartphones, social media, and wearables have the potential to improve physical activity engagement because of their extensive reach and opportunities for learning and use across contexts. Purpose: The objectives of this systematic review were to update the evidence-base on online physical activity interventions for CYP since 2015, analyse the outcomes associated with online interventions across physical, cognitive, social and affective domains, and assess the mechanisms (i.e. pedagogical strategies) of online interventions that resulted in outcomes related to physical activity. Methods: A systematic search of the literature was conducted across 4 databases (MEDLINE, PudMed, EBSCO and EMBASE) using key words related to online interventions, physical activity and CYP. The inclusion criteria were: CYP aged 5-18 years in the general population; use of an online-based medium to deliver an intervention related to physical activity; outcomes related to changes to physical activity, and in physical, cognitive, social and affective domains; and quantitative, qualitative and mixed methods studies. A modified version of the Quality Assessment Tool for Studies with Diverse Designs was used to assess study quality. A mixed methods approach was used to analyse and synthesise all evidence. Results: 26 papers were identified as meeting the inclusion criteria, including randomised control trials (n=8), non-randomised interventions (n=12), observational studies (n=3) and qualitative papers (n=3). The target population of most studies was children (<12 years) where data collection mostly took place in a school setting, in elementary schools, and in physical education lessons. The interventions reported on positive changes to CYP's physical activity behaviours, through increases in physical activity levels and emotions, attitudes and motivations toward physical activity. Gamification and personalisation were the main mechanisms of online interventions that elicited positive changes in behaviours. Conclusions: The studies in this review provide a convincing rationale for the use of online interventions to support CYP's engagement with physical activity, due to the positive effects on physical and affective outcomes. New evidence is provided on the key mechanisms of online ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 99%

The influence of online physical activity interventions on children and young people’s engagement with physical activity: a systematic review

Goodyear

Skinner

McKeever

et al. 2021

Physical Education and Sport Pedagogy

View full text Add to dashboard Cite

show abstract

“…Schooling, speculating in relation to the data above and the social justice lens applied, is embedded within wider systems which promote conformity and value certain types of knowledge above others. As discourses which engage with the purpose of schooling frame education in terms of encounters with the world [34], with educational 'good' [63] and with engagement with alternative knowledge systems, it is important that the flow of knowledge into schools, and the systems that generate that knowledge are critically examined.…”

Section: Discussionmentioning

confidence: 99%

“…While commercial resources may be designed and developed with altruistic intentions in relation to education, they are part of a corporate system which values financial capital and, in doing so, positions schools as customers. This reflects wider educational discourses which re-frame education [62], shifting it from a welfare right to a theory of human capital [63]. Neoliberal moves towards centralised control of curriculum or lesson banks are seen globally, presented as ways to address teacher workload but often resulting in a lack of consideration of the local context [6].…”

Section: How Were Decisions Made?mentioning

confidence: 99%

Teachers’ Use of Knowledge in Curriculum Making: Implications for Social Justice

Coker,

Kalsoom,

Mercieca

2023

Education Sciences

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Curriculum work is a key part of teachers’ practice and involves engaging with different types of knowledge. The way in which teachers use this knowledge will influence pupils’ experience of the curriculum in their classroom. In the globalised world of the 21st century, knowledge questions are important considerations, as schooling is situated in inequitable systems and social structures. This qualitative research study examined teachers’ use of knowledge as they made the curriculum in their classrooms. Data were generated via interviews with primary school teachers in Scotland and thematically analysed. Five types of knowledge were identified and then critically examined using Nancy Fraser’s framework for social justice. This enabled examination of the implications of teachers’ use of knowledge in their curriculum work. Findings were congruous with previous research on this topic, highlighting the complexity of curriculum work. Our analysis suggests that while the focus on ‘pupil-centred’ education is important, as it acts to recognise pupils in curriculum work, the redistribution of knowledge is a key consideration in the globalised and digitised present day. Digital tools and spaces not only provide access to information but also provide new opportunities for inequity and oppressive social relations; continual reflection on the knowledge flow into schools is an important consideration for both teachers and policy-makers.

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Knowledge socialism in the COVID-19 era: A collective exploration of needs, forms, and possibilities

Crain

Hollings

Kayode

et al. 2021

Educational Philosophy and Theory

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An educational theory of innovation: What constitutes the educational good?

Cited by 5 publications

References 8 publications

The influence of online physical activity interventions on children and young people’s engagement with physical activity: a systematic review

The influence of online physical activity interventions on children and young people’s engagement with physical activity: a systematic review

Teachers’ Use of Knowledge in Curriculum Making: Implications for Social Justice

Knowledge socialism in the COVID-19 era: A collective exploration of needs, forms, and possibilities

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