Research group: Digital and innovative pedagogies
Researching educational technology and pedagogic innovation across the curriculum.
Science, Technology and Learning
Our research
We are interested in:
- understanding and developing innovative and critical pedagogies
- exploring how technology supports and influences teaching, learning and assessment
The contexts we focus on include formal and informal education settings such as schools, colleges, higher education, museums, organisations and homes.
Drawing on both theory and practice, our work explores:
- the role of digital technologies in facilitating educational innovation and change
- pedagogic innovation:
- particularly in computing, literacy, mathematics, science, modern foreign languages and collective social movements
- through digital technologies (for example massive open online courses (MOOCs), Artificial Intelligence (AI) and game-based learning)
- digital and innovative approaches to informal learning in museums, galleries and other public and digital sites
- the role of gesture, visualisation and representation in pedagogy
- developing science culture and capital in and beyond schools
- ethics and digital technologies
- teachers’ and learners’ perceptions and experiences of digital and innovative pedagogies
We have received research funding from:
- Arts and Humanities Research Council
- Education Endowment Foundation
- European Commission
- European Schoolnet
- European Space Education Resource Office in the UK (ESERO-UK)
- Norway Research Council
- Nuffield Foundation
- The Royal Society
Our expertise
Our research expertise includes:
- evaluations of pedagogic innovations
- design-based research
- computer science and computing education
- digital pedagogy
- game-based learning to support the curriculum
- Realistic Mathematics Education
Quote
Using Digital Technology to Improve Learning' is the single most important report to inform my thinking and subsequent sharing in recent years. The report gives gravitas and legitimacy to the messages I try to share with my clients.
Our projects
OTHER PROJECTS
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Scientix 3: Sarah McNicol and Cathy Lewin, European Schoolnet, €23,600 (September 2016 - September 2019)
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Key publications
- Cranmer, S. & Lewin, C. (2017) iTEC. Addressing the challenge to develop and identify innovation in European classrooms. Technology, Pedagogy and Education 26(4) pp 409-423
- de Freitas, E. (2017) The biosocial subject: sensor technologies and worldly sensibility. Discourse: studies in the cultural politics of education. 39(2) pp 292-308
- de Freitas, E. & Dixon-Román, E. (2017) The computational turn in education research: Critical and creative perspectives on the digital data deluge. Research in Education. 98(1) pp 3-13
- de Freitas, E., Ferrara, F. & Ferrari, G. (2017) The coordinated movements of a learning assemblage: Secondary school students exploring Wii graphing technology. In Faggiano, E., Ferrera, F. & Montone, A. (Eds) Innovation and technology Enhancing mathematics education. Springer Verlag
- de Freitas, Elizabeth (2017) Digital Mazes and Spatial Reasoning: Using Colour and Movement to Explore the 4th Dimension. In: Innovation and technology enhancement in mathematics education. Mathematics Education in the Digital Era. Springer Verlag, pp. 237-257. ISBN 978-3-319-61488-5
- Greenhow, C., Lewin, C. & Staudt Willet, K.B. (online first, 29th December 2020). The Educational Response to COVID-19 Across Two Countries: A Critical Examination of Initial Digital Pedagogy Adoption. Technology, Pedagogy and Education. DOI: 10.1080/1475939X.2020.1866654
- Lewin, C., Cranmer, S., & McNicol, S. (2018) Developing digital pedagogy through learning design: an activity theory perspective. British Journal of Educational Technology 49(6) pp 1131-1144
- Lewin, C. & Charania, A. (2018) Bridging formal and informal learning through technology in the twenty-first century: Issues and challenges, in J. Voogt, G. Knezek, R. Christensen & K.-W. Lai (eds) Second Handbook of Information Technology in Primary and Secondary Education. Springer, pp 1-17
- Lewin, C. and Smith, A. with Morris, S. and Craig, E. (December 2019) Using Digital Technology to Improve Learning: Evidence Review. London: Education Endowment Foundation.
- Lewin, C. & McNicol, S. (2014). Creating the Future Classroom: Evidence from the iTEC project. Summary report. Manchester, UK: Manchester Metropolitan University. ISBN: 978-1-910029-01-5 FP7 Grant Agreement No: 257566. http://itec.eun.org/web/guest/deliverables
- Lewin, C. & McNicol, S. (2014). Creating the Future Classroom: Evidence from the iTEC project. Full report. Manchester, UK: Manchester Metropolitan University. FP7 Grant Agreement No: 257566.
- McNicol, S. (2017) “We can do it imaginatively first!”: Creating a magic circle in a radical community education setting. Studies in the Education of Adults 49(1) pp 45-61
- Overland, E. (2016) Using images as a stimulus to explore the identity of student teachers in computing in T. Brinda, N. Mavengere, I. Haukijarvi, C. Lewin & D. Passey (eds) Stakeholders and Information Technology in Education Proceedings of the IFIP TC3 SaITE 2016 Conference Berlin, Germany: Springer
- Y. Solomon, S. Hough, S. Gough (2021). The role of appropriation in guided reinvention: establishing and preserving devolved authority with low-attaining students. Educational Studies in Mathematics. 106(2), pp.171-188.
- Y. Solomon, C. Lewin (2016). Measuring ‘progress’: performativity as both driver and constraint in school innovation. Journal of Education Policy. 31(2), pp.226-238.
- Stringer, E., Lewin, C. & Coleman, R. (2019). Using digital technology to improve learning: A guidance report. London: Education Endowment Foundation.
- Whitton, N. & MacLure, M. (2015) Video game discourses and implications for game-based education. Discourse: Studies in Cultural Politics of Education 38(4) pp 561-572
Contact
Contact us
You can contact individual members of the team through their staff profiles.
For general enquiries, please contact research group lead Prof Cathy Lewin.