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Notebook Research Project
In the spring of 2004, the New Brunswick Department of Education announced a call for participation in a two year Dedicated Notebook Research Project that would involve three Francophone and three Anglophone schools. The implementation of the New Brunswick research project, which began in the fall of 2004, was supported by a review of current research and literature on the impact of dedicated access on teaching and learning. The three selected school in the Anglophone sector were Harry Miller Middle School in District 6, Grand Manan Community School in District 10, and Nashwaaksis Middle School in District 18. To ensure that the New Brunswick Dedicated Notebook Research project was properly implemented, with a focus on improved teaching and learning, all research schools were provided with the support of a pedagogical mentor and technical support person. The focus on a successful implementation was not about the notebooks, but rather it was about what students and teachers do when they have full-time access to a tool for writing, researching, simulating, problem-solving, presenting and organizing.
The New Brunswick research project is highly focused on the continuing improvement of teaching practices. By providing teachers with tools to integrate technology into the curriculum and ongoing site-based professional development, this project supports change in instructional methodologies focused on individual student learning processes. The co-ordination and implementation of these professional development activities have been fundamental in assisting our teachers in broadening the way in which students acquire knowledge and apply that information to the world around them. The Quality Learning Agenda (QLA) supports the premise that professional development for teachers is a necessary action to ensure enhanced student learning. Initiating a provincial research project has allowed New Brunswick to begin assessing current research findings with local teachers and students and to gain valuable knowledge for future planning. The project goals and objectives are to evaluate the impact of dedicated computer access on learning and teaching practices. The objectives of the project include: enriching teaching and learning practices, supporting the mastery of skills required to succeed in the global knowledge economy, improving teacher and student ICT competencies, impacting positively on student motivation and achievement, and increasing parental and community involvement in education and lifelong learning.
All participating schools are being monitored by a team of researchers who will submit a final report to the Department of Education in August of 2006. The Anglophone sector research partner is from Mount Allison University and the Francophone sector research partner is from the Université de Moncton. Preliminary observations indicate that dedicated access can result in teachers’ promoting pedagogical practices that encourage students to take more ownership and responsibility for their learning. The teachers in the dedicated access classes are encouraged to differentiate the instruction and presentation of the curricular outcomes, supporting a more student-centred approach to instruction. It is noted that the students in the dedicated classes have many opportunities for project-based and hands-on learning. The dedicated notebook access has allowed teachers to use an enriched variety of teaching techniques. Teachers and mentors have commented that participating students produce higher-quality work and have demonstrated greater motivation, pride, self-confidence and self-esteem.
Review of current research and preliminary findings from the New Brunswick project indicate that learners with dedicated access are given increased opportunities to manipulate data, information and written text with greater ease. This additional practice and often higher-order use of information has an impact on the acquisition and improvement of literacy skills. Research indicates that students who have the opportunity to use 21st century learning and working tools achieve a deeper understanding of complex topics and concepts. They are also more likely to recall information and use it to solve authentic problems. Students who develop the ability to work independently, collaborate with peers and communicate their learning with the tools of modern technology will have mastered the Conference Board of Canada’s Essential Workplace Skills. Possessing this valuable set of competencies will place New Brunswick students in a more competitive position in the global knowledge economy.
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