ORCID Profile
0000-0002-6369-8771
Current Organisations
Federation University
,
Macquarie University
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) | Curriculum and Pedagogy | Educational Technology and Computing |
Learner and Learning Processes | Pedagogy | Curriculum not elsewhere classified
Publisher: WORLD SCIENTIFIC
Date: 05-2006
Publisher: Informa UK Limited
Date: 06-07-2022
Publisher: Springer Science and Business Media LLC
Date: 11-08-2022
Publisher: Frontiers Media SA
Date: 24-02-2023
DOI: 10.3389/FEDUC.2023.1122522
Abstract: Since their release in 2010, iPads and their associated apps have been touted as ‘game changers’ for schools struggling with technology provisioning issues, that limited their ability to fully leverage the educational potential of digital devices on a ‘whole class’ basis. Since then, a variety of schemes have been implemented such as ‘Bring Your Own Device’ (BYOD) and portable ‘device pods’, as systems for improving access to, and utilisation of, mobile technologies in classroom curriculum. In many schools, concurrent to these initiatives have been improvements in technology infrastructure, including upgrades to external connectivity via the advent of high-speed fibre-based broadband, and internally through the establishment of school wifi networks and associated online security systems. Aligned with these developments has been a growing body of research exploring how teachers at all levels of education systems have incorporated these new resources into their curriculum, and examining what, if any, benefits have resulted. This article is an analysis of key findings from four published studies undertaken by the author between 2015 and 2021 in New Zealand K-6 schools, to build understanding of factors that contributed to the effective practices with mobile devices witnessed in the research classrooms. While numerous separate studies have been undertaken exploring specific outcomes from the use of iPads and other mobile technologies in different educational contexts, the analysis presented in this article attempts to identify common factors existing across four purposively selected studies, that contributed to their success. The studies were deliberately chosen to provide a broad overview of applications of this technology in different K-6 classrooms for different purposes, supporting deeper understanding of the factors that underpin effective teaching and learning with and through mobile devices, in schools. This is important, as it builds knowledge of the fundamental foundations to effective educational use of mobile devices, regardless of the learning context in which they are used, and could assist teachers in designing, implementing and assessing curricular that optimises the learning potential of these devices.
Publisher: SAGE Publications
Date: 17-04-2022
DOI: 10.1177/00049441221083347
Abstract: Improving young people’s engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations’ economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and meaningful for students. This study drew on a dataset of 449 Australian principal and teacher interviews, to identify factors influencing STEM curriculum in their schools. It utilised Ecological Systems Theory to build understanding relating to the influence of activities and outputs originating at macro, exo and meso system levels, on STEM curriculum and practices in classrooms. Results demonstrated how many innovative schools were able to successfully leverage community, business and national resources to enhance their STEM curriculum, while others struggled due to limitations imposed by geographic or socio-economic factors, or limited access to resources, expertise or advice. Central to achieving this was the powerful influence of principals’ and teachers’ proximal processes and developmental assets in establishing effective and engaging interdisciplinary STEM curricula, despite constraints imposed by, at best, ambiguous national and state curriculum and policies, rigid assessment regimes and compliance-focused reporting requirements.
Publisher: Springer Science and Business Media LLC
Date: 29-03-2020
DOI: 10.1007/S11423-020-09767-4
Abstract: Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in erse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.
Publisher: Informa UK Limited
Date: 03-03-2020
Publisher: Springer Science and Business Media LLC
Date: 19-07-2012
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 16-07-2010
DOI: 10.14742/AJET.1055
Abstract: span This paper outlines a study investigating the impact of the use of learning objects on the development of two key competencies from the revised New Zealand Curriculum Framework (Ministry of Education, 2007). It specifically focuses on the key competencies of 'thinking' and 'relating to others', and explores how teachers in an urban intermediate school (year 7 and 8) planned and integrated learning objects into a wider 'community' social studies topic, and the impact this integration had on student competency development. Outcomes from the study indicate that learning objects can, for some students, provide a motivating and engaging learning experience through which thinking capabilities and relationship skills can be enhanced, but that such development is dependent upon several factors including the design, content, and level of interactivity of the objects, how closely they align with learning goals, the careful selection of student groupings, and how access to the learning objects is organised and managed. The study also revealed some issues with the use of new digital data collection tools, particularly related to the accuracy of coding of visual information, and how to best translate this into text format for publication without 'diluting' its richness and meaning. /span
Publisher: John Benjamins Publishing Company
Date: 16-07-2023
Abstract: The impact of global mobility and technology innovations on urban linguistic ersity poses a key challenge to understand how and to what extent international students are immersed in the target language. Such ersity of languages and modes of communication has pointed to a fundamental transformation in the way that international students interact with both online and offline resources. The translingual practices of Chinese international students presented in this study suggest that, instead of being a language learner in an English-dominant country, these students make use of but go beyond their full repertoires to conduct various online and offline activities when living in a translanguaging space. An evaluation of both online and offline practices demonstrates how their online translingual practices were merged into offline contexts, to create opportunities for learning and social engagement. Understanding international students’ experience with both online and offline resources provides useful insights into the translingual practices and processes adopted by them when living and studying in a multilingual city.
Publisher: Research Square Platform LLC
Date: 09-06-2023
DOI: 10.21203/RS.3.RS-3023884/V1
Abstract: The increasing use of digital devices by young children, has led to calls for earlier teaching for information literacy. However, some research indicates reluctance to do this, due to perceived limitations of young children and notions about what is and is not ‘appropriate’ for them learn. This study examines this proposition, through analysis of 6 and 7 year olds’ application of ‘Technoliteracy’ capabilities during a unit of learning about Matariki (the Maori new year). It used an updated and expanded revision of Durrant and Green’s L(IT)eracy capability model, to understand how the students applied ‘Technoliteracy’ capabilities to online research and production of an information artefact for an identified audience. Although results were mixed, data was found of students’ productive engagement of ‘Technoliteracy’ capabilities aligned with Durrant and Green’s dimensions, suggesting that with developmentally-appropriate curriculum and pedagogy they were capable of integrating these for meaning making , judging meaning quality , and meaning sharing and communication. Given increasingly ubiquitous access to devices from a young age, results indicate that serious consideration should be given to teaching basic ‘Technoliteracy’ capabilities in early years classrooms.
Publisher: Informa UK Limited
Date: 09-07-2021
Publisher: Wiley
Date: 21-08-2016
DOI: 10.1111/JCAL.12155
Publisher: Springer Science and Business Media LLC
Date: 26-03-2020
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Informa UK Limited
Date: 08-02-2023
Publisher: Elsevier BV
Date: 10-2013
Publisher: IGI Global
Date: 2012
DOI: 10.4018/978-1-61350-074-3.CH020
Abstract: This chapter explores significant findings from a two-year study of 9 and 10 year old students working in a technology-rich classroom in the northern region of New Zealand. It specifically reports on outcomes relating to the nature of student engagement with learning tasks while using the technology, and poses some questions about the nature of this learning, and how it occurred. Using a case study methodology, the research utilized innovative screen recording software that allowed for authentic data to be collected about student work processes and interactions, as they navigated their way through learning tasks using the technologies at their disposal. Findings indicate that while student engagement and what appeared to be ‘on task’ behaviors were high, this was often not focused towards meeting planned learning outcomes, and that while the technology was a valuable resource to support the learning of more capable and independent students, others struggled to gain any significant learning benefit from its availability.
Publisher: Routledge
Date: 04-03-2019
Publisher: University of Waikato
Date: 18-11-2015
Publisher: Springer Science and Business Media LLC
Date: 07-02-2013
Publisher: Wiley
Date: 20-12-2009
Publisher: Elsevier BV
Date: 03-2021
Publisher: Wiley
Date: 15-10-2019
DOI: 10.1111/BJET.12885
Abstract: Research has explored the use of simulations for education and training, and attention is turning to how they might support learning in school subjects such as mathematics and science. However, existing studies have mostly concentrated on older students, and if simulations help build knowledge useful for solving problems within the simulation, rather than possible transfer beyond the simulation. This paper reports on a study investigating 5 year olds' learning transfer from simulations introducing simple circuit procedures and concepts, to equipment‐based tasks. The study explored for evidence of learning transfer, using an analytical framework that aligned transfer strategy indicators with cognitive process dimensions, to identify transfer events and understand the thinking skills students applied during them. Findings supported the learning value of simulations, indicating young students transferred procedural knowledge to the equipment tasks, with some also demonstrating basic conceptual transfer. They also suggested transfer tasks can provide opportunities to exercise higher order thinking, through activating processes including reflection, evaluation, analysis and abstraction. Such capabilities are highly valued, and central to school achievement and development of learner independence and self‐direction. What is already known about this topic Simulations can develop knowledge useful for solving problems within the simulation. Simulations can be effective for learning mathematics and science procedures. Between‐simulation transfer engages higher order processing. What this paper adds Evidence of young students' procedural learning transfer, from simulations to real tasks. Some evidence of young students' naïve conceptual transfer, from simulations to real tasks. Evidence of the value of transfer tasks for higher order thinking development. Implications for practice and/or policy Transfer tasks provide opportunities for young students to exercise higher order thinking and problem solving. Teachers should consider transfer tasks for extending procedural learning to real tasks. Teachers are important for scaffolding young students' concept formation during transfer tasks, to ensure accurate knowledge development. Simulations can be effective for developing transferrable procedural knowledge, but conceptual transfer should not be assumed.
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: NZCER Press, New Zealand Council for Educational Research
Date: 2017
DOI: 10.18296/SET.0080
Publisher: Wiley
Date: 08-03-2019
DOI: 10.1111/BJET.12743
Abstract: Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K‐12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty‐first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers’ confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet‐based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers’ confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands‐on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology‐mediated maker‐based learning.
Publisher: SAGE Publications
Date: 17-05-2023
DOI: 10.1177/07356331231174929
Abstract: Coding is increasingly popular in schools around the world and is often taught by non-specialist teachers as an integrated task with other subject areas. In this article, we explore the relationship between computer science (CS) concepts and students’ multimodal expression in a coding animated narrative (CAN) task in the context of an integrated English-Technology unit of learning. Through this collective case study, we explore how CS concepts underpin semiotic elements of an animated narrative, analyse the factors that influence the extent to which students exercise those concepts, and reveal the tensions and opportunities that a CAN task may present for learning computer science concepts in regular, non-specialist, cross-curricular classrooms. The findings suggest that CAN tasks are unique in presenting opportunities for students to learn challenging CS concepts such as synchronisation and parallelism. At the same time, CAN tasks present tensions for teaching CS concepts in non-specialist classrooms, where student projects are often judged on their visual qualities. In such settings, procedural, rather than conceptual knowledge, may be a more efficient route to creative outcomes. It also means that drawing skills need to be prioritised. Role specialisation often led to better quality projects but at the expense of in idual students’ conceptual development in computer science.
Publisher: Springer Science and Business Media LLC
Date: 17-03-2012
Publisher: Elsevier BV
Date: 12-2022
Publisher: Elsevier BV
Date: 08-2014
Publisher: Springer International Publishing
Date: 2020
Publisher: Springer Singapore
Date: 2020
Publisher: Elsevier BV
Date: 07-2019
Publisher: Elsevier BV
Date: 05-2015
Publisher: Association for Learning Technology
Date: 24-09-2012
Publisher: Springer International Publishing
Date: 2023
Publisher: Association for Learning Technology
Date: 19-06-2018
Publisher: Wiley
Date: 25-11-2013
DOI: 10.1111/JCAL.12044
Publisher: Springer Science and Business Media LLC
Date: 21-07-2017
Publisher: NZCER Press, New Zealand Council for Educational Research
Date: 10-06-2016
DOI: 10.18296/SET.0031
Publisher: Informa UK Limited
Date: 03-2011
Publisher: Informa UK Limited
Date: 12-08-2016
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 12-06-2011
DOI: 10.14742/AJET.957
Abstract: span In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting e-learning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall goal of documenting, developing, and disseminating effective and innovative practice in which e-learning plays an important role in tertiary teaching. A "snapshot" of each of the four 2009 cases and focused findings within and across cases are provided. This is followed by an overall discussion of the context, "within" and "across" case themes, and implications of the research. /span
Start Date: 2020
End Date: 03-2024
Amount: $442,609.00
Funder: Australian Research Council
View Funded Activity