Goldsmiths - University of London

John Backwell MSc MBCS CSci Bed

Teaching

BA Education Design and Technology (Secondary; QTS); PGCE Design and Technology (Secondary); MEng/BEng Design and Innovation.

Areas of supervision

My research student supervision is located in the following broadly defined areas: Learning environments, learning styles and cognitive development; ICT as both a learning and a teaching tool; use and roles of non-linear mathematics to assist data modelling and analysis.

Grants & awards

2006 – 2007 Multiple domain teaching via portable e-conferencing Centre for Excellence in Learning Technology Fellowship, Goldsmiths, University of London

Professional activities

Memberships
1995-present, British Computer Society, Chartered member
1992-present, Design and Technology Association, member

Recorded works

Research interests

My research interest resides in seeking to better understand the impact the learning environment has upon cognitive skills development of young people and in turn how student / teacher perceptions influence this environment with particular reference to Information and Communication Technologies (ICT) and Design and Technology. Key features of this research are the outcomes that demonstrate how the information processing skills of 11 to 16 year olds may be enhanced at different points in their learning experience. I have been engaged in two strands of research in this respect both focussed upon development work within secondary schools and the agencies associated with this phase of education, including initial and in-service teacher education.

The first analyses the effectiveness of cognitive intervention methodologies as applied to teaching and learning styles, initially with Key Stage 3 students (11 to 14 yrs) and later with Key Stage 4 (15 to 16 yrs). Ten years work in this field with co-researcher, Tony Hamaker, led to the publication of the cognitive tasks and support material as an effective means of wider dissemination that doubled as the research instrument for further study. Pilot studies are currently being planned for schools in India (in collaboration with Homi Baba Institute, Mumbai) and China (The Rego International School, Tianjin) where interest has been generated.

The second strand analyses perceptions of information and communication technologies (ICT) concerning all parties involved in the learner-teacher engagement. Again, this has now become a unique longitudinal study utilising data derived by myself and co-researcher, Dominic Clare, spanning twelve years. During this period a number of national initiatives have come and gone that may have impacted upon ICT understanding and awareness in various ways. With these in mind, it has been of interest nationally and internationally to review the critical analysis of perceptual levels of teachers, Yr10 students and more recently, teacher training students (postgraduate and undergraduate). A major review of the research instrument used to collect and present findings was recently undertaken in light of emerging technologies and has presented new opportunities for comparative study that will impact upon classroom practice.

Selected publications

Books:
Hamaker, T. and Backwell, J., 2003. Cognitive Acceleration through Technology Education (CATE) Taunton: Nigel Blagg Associates.

Myerson, J and Backwell, J., 1993 Technology in Context - A Working Environment: Systems Design The Standing Conference on Schools' Science and Technology, London, UK ISBN: 0904214311

Backwell, J., Clare, D., Page, R., Persad, D., Sisson, J and Wight, B. 1990 IT Across the National Curriculum- A Model for Management and Integration Framework Press ISBN: 1850080135

Chapters in Books / Edited Works:
DfES Ref: 0260 2002, 2002 Self-study Materials for Supply Teachers DfES

Conference Papers
Clare, D. and Backwell, J. L., 2006. Information Communication Technologies: Teachers’ and students’ preconceptions and the implications for present and future teacher education pp 1714-1718; Current Developments in Technology-Assisted Education (2006) Edited by A. Méndez-Vilas, A. Solano Martín, J.A. Mesa González and J. Mesa González FORMATEX, Badajoz, Spain (2006).
VOL. III: e-Learning standards - Learning Objects - Digital Games - National, Regional and Local experiences - Virtual presentations (ISBN of Collection (13): 978-84-690-2469-8 / ISBN Vol. III (13): 978-84-690-2474-4)

Backwell, J. and Hamaker, T., 2004. Cognitive Acceleration through Technology Education (CATE): Implications for Teacher Education e-Proceedings of epiSTEME-1 conference, December 13-17 2004, Goa, India.
http://www.hbcse.tifr.res.in/episteme1/themes/john%20backwell_final.pdf

Hamaker, T. and Backwell, J., 2002. Case Studies: Cognitive intervention strategies in technology education at Key Stages 3 and 4 pp 81-90; DATA International Research Conference 2002, Coventry, UK, DATA International Research Conference Proceedings, Norman, E.W.L., (Ed) (ISBN -1-89878-860-X)

Clare, D. and Backwell, J. L., 2000. ICT: Teachers’ and students’ perceptions and the implications for teacher education SITE 2000 Conference Proceedings San Diego, California, USA