ORCID Profile
0000-0002-4937-3364
Current Organisations
Monash University
,
Swinburne University of Technology
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Publisher: Routledge
Date: 02-02-2023
Publisher: Routledge
Date: 02-02-2023
Publisher: Springer Science and Business Media LLC
Date: 30-04-2019
Publisher: Routledge
Date: 02-02-2023
Publisher: Routledge
Date: 02-02-2023
Publisher: Routledge
Date: 02-02-2023
Publisher: Springer Science and Business Media LLC
Date: 17-01-2020
Publisher: Wiley
Date: 16-05-2021
DOI: 10.1111/BJET.13110
Abstract: This study examines whether the Internet of Toys (IoToys) (de)limits children's make‐believe play and whether the functionality and manipulatives offered by the IoToys serve as motivational pleasure (tactile, virtual and visual) for children to engage in make‐believe play. Combining Piagetian and Vygotskian ideas of play as a unity of cognition and social context, we consider IoToys as a motivational conduit for children's symbolic actions that leads to make‐believe play. Qualitative methodology was employed using observations of young children at home when interacting with IoToys (total n = 10 families) from England ( n = 5 families) and Australia ( n = 5 families). Data showed that children's interaction does not limit the development of their make‐believe play as they engage in imitation schemata and create imaginative situations within and beyond the intended pre‐programmed functions of the IoToy. To conclude, it is argued that instead of differentiating virtual and physical play, we should (re)think play with multimodal playscape lenses. What is already known about this topic Children from a very young age engage with mainly touch screen technology and this engagement has led to the discourse of digital play inquiries. When children use technology, they create imaginary situations that leads to make‐believe play. What this paper adds Research on the haptic technologies is still in an embryonic stage. Thus, this paper aims to examine how children engage with this new developing technology in home‐based settings. The findings of our research suggest that when haptic technological tools are used by children, this leads to make‐believe play using physical and virtual spaces as a continuum of child's learning and development. Implications for practice and/or policy As children's interactions with haptic technologies showed that they exhibit motivated actions and psychologically triggered interactions, this calls for parent‐educator partnerships to foster a pedagogy that embeds a poly‐pronged approach (digital, virtual, visual, physical) which enhances children's multimodal playscapes.
Publisher: Modestum Publishing Ltd
Date: 2020
Publisher: Informa UK Limited
Date: 26-08-2021
Publisher: Informa UK Limited
Date: 12-04-2022
Publisher: Modestum Publishing Ltd
Date: 25-06-2022
Publisher: Modestum Ltd
Date: 02-11-2022
Abstract: This paper responds to the call for the need to develop professional development practices for leaders, supervisors, teachers, and student guidance within the framework of international standards, particularly in line with the Kingdom of Saudi Arabia’s (KSA) vision 2030 (KSA, 2019). The current study aims to identify the obstacles and challenges for implementing sustainable professional development methods for teachers in KSA, who had participated in a ten-month Australian cross-national STEM professional development program. In addition, the teachers also participated in an immersion in Australian schools that lasted for 11 months. This paper reports on a s le of 22 male and female teachers coming from primary and secondary KSA schooling contexts. The participating teachers in the study were those who had participated in the Australian STEM immersion professional learning program in 2019-2020. Drawing from previous studies (Ermeling & Yarbo, 2016 Greene, 2015 Kayi-Aydar & Goering, 2019 Piqueras & Achiam, 2019), we have proposed a framework involving four methods for sustainable professional development for STEM teachers: professional learning communities, communities of practice, action research, and the outside expert. A mixed-methods research design was applied including three methods: in idual interviews, open-ended questions to identify the proposed plan of STEM teachers’ implementation of the sustainable professional development methods. Also, a questionnaire to identify obstacles to the implementation of sustainable professional development methods from the viewpoint of STEM teachers was also employed. The results showed that the most prominent obstacles to the implementation of the sustainable professional development methods by STEM teachers in the Saudi educational system where there is no coordination in the school meetings schedule for the members of the professional learning STEM education community, there is no clear plan for communities of practice of STEM education, teachers’ overload teaching duties, lack of coordination between schools to benefit from STEM experts. Implications of our study reside in developing teachers’ ongoing STEM professional development opportunities through execution of a sustainable model of collaborative teacher communities in KSA. Suggestions for curriculum stakeholders and administrator’s coordination and supporting teachers’ ongoing participation and implementation of professional development programs are discussed.
Publisher: Modestum Ltd
Date: 06-01-2023
Abstract: Children’s digital competence (DC) is often poorly supported in early childhood education (ECE). Furthermore, common definition of DC is difficult to find. Therefore, the aim of this comparative curriculum study was to better understand how objectives and content of DC are defined in ECE. Australia and Finland curricula were analyzed applying theory-driven content analysis. The results indicated that in both countries theoretical basis of DC was present: objectives and content of DC referred to (1) technical skills and practices, (2) applying digital technologies, (3) evaluate digital technologies critically, and (4) motivation to participate in a digital culture. However, aims, content, and practical guidelines on the curricula were unclear. This study recommends that ECE curricula should better emphasis and make explicit the key elements of DC and how to holistically foster children’s DC in practice. Further studies to clarify the important elements of DC in ECE curricula frameworks is required.
Publisher: Modestum Publishing Ltd
Date: 08-07-2019
Publisher: SAGE Publications
Date: 19-09-2018
Abstract: This article explored the variability of parental educational mind-sets among Australian parents toward the accessible educational and learning capitals that may affect their children’s educational achievement. The participants ( N = 1,917) responded to the Family Educational and Learning Capitals Questionnaire as well as their ethnic identity. Parents also reported their children’s numeracy scores in a standardized test of achievement. Six major groups were adequate for statistical analysis, including Australians, British, Chinese, Indian, Other Asian, and Other European. A multiple comparison analysis was performed on the responses by parents from the six ethnic groups to examine the differences in parent responses to access to capitals. Controlled for ethnic groups, stepwise regression analysis showed which capitals predicted numeracy achievement of their children. The results indicated that within this s le of Australian parents, there is variability across different ethnic groups in what is considered important in their children’s educational achievement and this variability is associated with differences in numeracy outcomes.
Publisher: SAGE Publications
Date: 11-2021
DOI: 10.1177/18369391211056668
Abstract: This Australian study examines whether and how technologies such as Artificially Intelligent (AI) toys in a home-based setting might socially and emotionally support children with erse needs through play. Building on the concept of ‘emotional capital', and employing a design-based research approach, parents during the COVID-19 lockdown periods in 2020 intentionally used robotic toys to engage their children with additional erse needs in home-based play experiences. The data from both parents’ and children’s ( n = 5) Zoom interviews, digital observations and children’s drawings demonstrated how children creatively conversed with their AI robots in innovative and empathy-based dialogues that generated happy feelings and a sense of ‘imaginary’ togetherness with their robot during the coding experiences. This study contributes to research by exploring the use of AI robotic toys together with physical and artificial environments and offers a case to build children’s emotional capital in enabling children’s social-emotional literacies.
Publisher: Springer Science and Business Media LLC
Date: 04-11-2021
No related grants have been discovered for sarika kewalramani.