| d9f61b6c7e8f0cbdd25b8bb3fd6fc98a |
jobTitle |
Senior Lecturer, Primary |
| d9f61b6c7e8f0cbdd25b8bb3fd6fc98a |
research overview |
<ul><li>The role of mobile devices in blurring, bridging and dissolving the home-school
gap</li><li>The use and impact of mobile devices on innovative pedagogic practices,
learner agency and pupils’ development of digital literacy</li><li> Forward-facing
mobile initiatives including Bring Your Own Device/Technology (BYOD/T)</li><li>The
use of MOOCs to support CPD in underserved contexts</li><li>The role of mobile computing
to support pedagogical change in both teacher education and teaching practices in
developing contexts</li></ul> |
| d9f61b6c7e8f0cbdd25b8bb3fd6fc98a |
hasMembership |
faculty-of-wellbeing,-education&language-studies |
| d9f61b6c7e8f0cbdd25b8bb3fd6fc98a |
biography |
<p>Fiona Henry is a Lecturer in Education at The Open University in the Faculty of
Education and Language Studies. Her work focuses on enhancing educational outcomes
through the effective use of appropriate technologies; the role of mobile technology
in blurring, bridging and dissolving the home-school gap; the use of MOOCs to
support CPD and forward-facing mobile initiatives including Bring Your Own Device/Technology
(BYOD/T). Fiona’s work spans the UK, India and Sub-Saharan Africa, with a range
of projects examining the role of mobile computing to support pedagogical change in
both teacher education and teaching practice.</p><p>Fiona currently chairs <em>E309<span>Comparative
and international studies in primary education</span></em>, the final module
in the BA (Hons) Education Studies (primary) qualification. She is also the Numeracy
Lead on the Supporting Adolescent Girls' Education (SAGE) project in Zimbabwe.
The SAGE project, funded by UK aid from the UK government, will enable 21,760
adolescent girls, who are highly marginalised and out-of-school, to improve their
learning outcomes in literacy and numeracy and transition to education, training or
employment. Fiona also works on<em>E209 <span>Developing subject knowledge for
the primary years </span></em><span>and the</span> Post Graduate Certificate
of Education (PGCE) programme for Wales.</p><p>Between 2010 and 2013 she worked on
Vital, a highly-successful£9.4million DCSF/DfE-funded programme to support teachers
in England in enhancing their teaching of ICT and Computing, and their use of digital
technology cross the curriculum. Prior to joining The Open University, she was a practicing
teacher in and around Edinburgh, specialising in maths and ICT. She also spent over
10 years developing a variety of educational software and tools to support the teaching
and learning of STEM subjects across the 5-19 age range.</p><p> </p><h2>Projects</h2><p><b>SAGE</b>(<a
href="http://www.open.ac.uk/about/international-development/SAGE">http://www.open.ac.uk/about/international-development/SAGE</a>)</p><p>Marginalised
girls in 11 of the poorest districts of Zimbabwe face a number of complex and inter-dependent
barriers to accessing education, including gender, age, religion, child marriage,
economic status, ethnicity and disability. Girls' limited access to education
is underpinned by pervasive gender inequality. Working with the Ministry of
Primary and Secondary Education, the SAGE project targets out of school girls aged
10-19 who have never enrolled in school, who have dropped out before completing basic
education, including girls with disabilities.</p><p>The SAGE project, funded by UK
aid from the UK government, will enable 21,760 adolescent girls, who are highly
marginalised and out-of-school, to improve their learning outcomes in literacy and
numeracy and transition to education, training or employment. A consortium,
led by Plan International UK and including faith-based, academic and private sector
actors, will focus on providing high-quality, accelerated, non-formal education in
132 accessible, girlfriendly community-based Learning Hubs.</p><p><strong>New Practices
- New Parameters - New Pedagogy</strong> (NP<sup>3</sup>) (<a href="http://www.np3.org.uk"
rel="nofollow">www.np3.org.uk</a>)</p><p>NP<sup>3</sup>, funded by The Society for
Educational Studies (SES), focuses on the use and impact of mobile devices on
innovative pedagogic practices, social justice, and pupils’ development
of digital literacy within UK primary school communities.</p><p><strong>TESS-India
(<a href="http://www.tess-india.edu.in/" rel="nofollow">www.tess-india.edu.in</a>)</strong></p><p>Working
to build and improve upon classroom practices of teachers across India, focusing on
the use of student-centred and active participatory pedagogical approaches. Includes
the development of 125 OER for existing and new pre- and in-service teacher professional
development programs at elementary and secondary school levels. Supported by our MOOC,
Enhancing teacher education through OER.</p><p><strong>Researching OER development
in teacher education in Ghana</strong></p><ul><li>What are the processes and enabling
conditions which support teacher educators and their students in actively engaging
with creation and adaptation of OER at a local level to meet immediate needs?</li><li>How
do institutional and wider systemic factors influence engagement in these activities? </li><li>How
does mobile technology mediate engagement with OER including adaptation and creation
of new OER? </li></ul><p><strong>TESSA</strong> <strong>(Teacher education
in Sub-Saharan Africa) </strong>(<a href="http://www.tessafrica.net/" rel="nofollow">www.tessafrica.net</a>)</p><p>Continuing
research on sustainable pedagogic change in teacher education; the use of Open
Educational Resources (OER) and mobile technologies to support teacher educators and
teachers in developing new pedagogic practices in countries in Sub Saharan Africa.</p><p><strong><strong>YOTS (Your
Own Technology Survey)</strong> (<a href="http://www.yots.org.uk/" rel="nofollow">www.yots.org.uk</a>)</strong></p><p>YOTS
is an online tool designed to help schools better understand the technology available
to students, and make informed decisions about the model of technology provision followed
in school.</p><p><strong>Edfutures (<a href="http://edfutures.net" rel="nofollow">EdFutures.net</a>)</strong></p><p>EdFutures
is dedicated to helping change our current education system to make it fit for the
21st century. Our initial focus is on the role(s) that technology might play as a
lever for change.</p> |
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Fiona Henry |
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public-profile-settings?trk=prof-edit-edit-public profile |
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Henry |
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Fiona |
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name |
Fiona Henry |
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work info homepage |
fch39 |
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Description |
<p>Fiona Henry is a Lecturer in Education at The Open University in the Faculty of
Education and Language Studies. Her work focuses on enhancing educational outcomes
through the effective use of appropriate technologies; the role of mobile technology
in blurring, bridging and dissolving the home-school gap; the use of MOOCs to
support CPD and forward-facing mobile initiatives including Bring Your Own Device/Technology
(BYOD/T). Fiona’s work spans the UK, India and Sub-Saharan Africa, with a range
of projects examining the role of mobile computing to support pedagogical change in
both teacher education and teaching practice.</p><p>Fiona currently chairs <em>E309<span>Comparative
and international studies in primary education</span></em>, the final module
in the BA (Hons) Education Studies (primary) qualification. She is also the Numeracy
Lead on the Supporting Adolescent Girls' Education (SAGE) project in Zimbabwe.
The SAGE project, funded by UK aid from the UK government, will enable 21,760
adolescent girls, who are highly marginalised and out-of-school, to improve their
learning outcomes in literacy and numeracy and transition to education, training or
employment. Fiona also works on<em>E209 <span>Developing subject knowledge for
the primary years </span></em><span>and the</span> Post Graduate Certificate
of Education (PGCE) programme for Wales.</p><p>Between 2010 and 2013 she worked on
Vital, a highly-successful£9.4million DCSF/DfE-funded programme to support teachers
in England in enhancing their teaching of ICT and Computing, and their use of digital
technology cross the curriculum. Prior to joining The Open University, she was a practicing
teacher in and around Edinburgh, specialising in maths and ICT. She also spent over
10 years developing a variety of educational software and tools to support the teaching
and learning of STEM subjects across the 5-19 age range.</p><p> </p><h2>Projects</h2><p><b>SAGE</b>(<a
href="http://www.open.ac.uk/about/international-development/SAGE">http://www.open.ac.uk/about/international-development/SAGE</a>)</p><p>Marginalised
girls in 11 of the poorest districts of Zimbabwe face a number of complex and inter-dependent
barriers to accessing education, including gender, age, religion, child marriage,
economic status, ethnicity and disability. Girls' limited access to education
is underpinned by pervasive gender inequality. Working with the Ministry of
Primary and Secondary Education, the SAGE project targets out of school girls aged
10-19 who have never enrolled in school, who have dropped out before completing basic
education, including girls with disabilities.</p><p>The SAGE project, funded by UK
aid from the UK government, will enable 21,760 adolescent girls, who are highly
marginalised and out-of-school, to improve their learning outcomes in literacy and
numeracy and transition to education, training or employment. A consortium,
led by Plan International UK and including faith-based, academic and private sector
actors, will focus on providing high-quality, accelerated, non-formal education in
132 accessible, girlfriendly community-based Learning Hubs.</p><p><strong>New Practices
- New Parameters - New Pedagogy</strong> (NP<sup>3</sup>) (<a href="http://www.np3.org.uk"
rel="nofollow">www.np3.org.uk</a>)</p><p>NP<sup>3</sup>, funded by The Society for
Educational Studies (SES), focuses on the use and impact of mobile devices on
innovative pedagogic practices, social justice, and pupils’ development
of digital literacy within UK primary school communities.</p><p><strong>TESS-India
(<a href="http://www.tess-india.edu.in/" rel="nofollow">www.tess-india.edu.in</a>)</strong></p><p>Working
to build and improve upon classroom practices of teachers across India, focusing on
the use of student-centred and active participatory pedagogical approaches. Includes
the development of 125 OER for existing and new pre- and in-service teacher professional
development programs at elementary and secondary school levels. Supported by our MOOC,
Enhancing teacher education through OER.</p><p><strong>Researching OER development
in teacher education in Ghana</strong></p><ul><li>What are the processes and enabling
conditions which support teacher educators and their students in actively engaging
with creation and adaptation of OER at a local level to meet immediate needs?</li><li>How
do institutional and wider systemic factors influence engagement in these activities? </li><li>How
does mobile technology mediate engagement with OER including adaptation and creation
of new OER? </li></ul><p><strong>TESSA</strong> <strong>(Teacher education
in Sub-Saharan Africa) </strong>(<a href="http://www.tessafrica.net/" rel="nofollow">www.tessafrica.net</a>)</p><p>Continuing
research on sustainable pedagogic change in teacher education; the use of Open
Educational Resources (OER) and mobile technologies to support teacher educators and
teachers in developing new pedagogic practices in countries in Sub Saharan Africa.</p><p><strong><strong>YOTS (Your
Own Technology Survey)</strong> (<a href="http://www.yots.org.uk/" rel="nofollow">www.yots.org.uk</a>)</strong></p><p>YOTS
is an online tool designed to help schools better understand the technology available
to students, and make informed decisions about the model of technology provision followed
in school.</p><p><strong>Edfutures (<a href="http://edfutures.net" rel="nofollow">EdFutures.net</a>)</strong></p><p>EdFutures
is dedicated to helping change our current education system to make it fit for the
21st century. Our initial focus is on the role(s) that technology might play as a
lever for change.</p> |
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