Mapping the relationship between curriculum, pedagogy and digital technology to develop a predictive model for the improvement in students' attainment

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Farah, M.K.H., 2020. Mapping the relationship between curriculum, pedagogy and digital technology to develop a predictive model for the improvement in students' attainment. PhD, Nottingham Trent University.

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Abstract

The relationship between learning, pedagogy and technology is a complex area of injury. Working with, and analysing data generated by, twenty teachers and two hundred seventy-eight students from the Institute of Applied Technology (IAT) in the United Arab Emirates, I was able to drill down into the complex interactions between curriculum, pedagogy and technology. From this work, I developed an original predictive model, which outlines the improvement in students' attainment due to the complex interactions of three critical elements - curriculum (C), pedagogy (P), and digital technology (T), what I call the CPT model. My analysis indicated that digital technology impacted positively on students' attainment when it was used with science subjects but less so when it was used with humanities subjects.

Based on the literature review, the relationship between C, P and T had been widely investigated (see, for example, Mishra and Koehler (2006; 2013), Archambault and Barnett (2010), Angeli and Valanides (2009), Voogt et al. (2012)). However, none of the researchers dealt with this relationship and its impact on students' learning and attainment quantitatively or using a mathematical perspective. This study aims to highlight how the CPT model can predict the improvement in students' attainment as an outcome of using educational technology (the impact factor) and locate the most effective strategies of learning.

This research fills the knowledge gap by developing a new model that explores the C, P, T correlations using three-dimensional equations that I have developed. As such, the study makes a significant contribution to educational technology literature through exploring the C, P, T impact on students' attainment. The research offers educators, policymakers and curriculum developers opportunities to leverage digital technology as a mean for enhancing attainment. Understanding the CPT relationship enables the development of focussed digital technology-supported curricular for students regardless of their academic level. I concluded this by arguing that the CPT model can guide both teachers and policymakers to locate the most effective strategy of learning to maximise the impact of digital technology on students' attainment.

This PhD study contributes to knowledge by a new educational term called Tranology, which is a combination of two main types of learning, traditional and digital technology-based learning, please refer to sections 2.9 and 8.4. Furthermore, this study suggests the application of the vector space concept to organise the relationship between the elements C, P and T. In turn, this implies that these elements overlap over three-dimensional space, which is addressed in this study as the CPT space, rather than, overlapping over two-dimensional plane as demonstrated by Mishra and Koehler (2005; 2006; 2008), please refer to chapter 5.

In terms of future scientific understanding and theoretical insights, the CPT model can be transformed from three-dimensional model (C, P and T) to four-dimensional model (4-D) that comprises the three dimensions of curriculum, pedagogy and digital technology (C, P and T) and the one dimension of a student's attitude towards learning (S) to produce 4-D model called the CPT-S curvatures. Please refer to section 8.6.

Item Type:	Thesis
Creators:	Farah, M.K.H.
Date:	March 2020
Divisions:	Schools > School of Education
Record created by:	Linda Sullivan
Date Added:	09 Apr 2020 14:04
Last Modified:	18 May 2020 14:16
URI:	https://irep.ntu.ac.uk/id/eprint/39608