ORCID Profile
0000-0001-7875-3027
Current Organisations
Edith Cowan University
,
Edith Cowan University - Mount Lawley Campus
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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.
Educational Technology and Computing | Education Systems | Secondary Education | Sociology of Education
Teaching and Instruction Technologies | Management and Leadership of Schools/Institutions | School/Institution Policies and Development |
Publisher: Springer Science and Business Media LLC
Date: 12-2010
DOI: 10.1007/BF03216934
Publisher: James Nicholas Publishers
Date: 2013
DOI: 10.7459/ITES/14.1.05
Publisher: Informa UK Limited
Date: 26-03-2014
Publisher: SAGE Publications
Date: 02-04-2015
Abstract: Recent literature has explored the processes of global change associated with the social relations, technologies, and economies of time, as well as the move from clock time to event time and network time. Others have focused on the ‘presence bleed’ evident in technologically-mediated work. A harried pace of life is exacerbated in what Judy Wajcman calls an ‘acceleration society'. She points to how technologies can change the nature of current practices as well as create new ones. This article critically examines discourses of ‘internet addiction’, by considering the phenomenon of internet use in the context of societal shifts in temporal relations. Drawing on a recent qualitative study of four adult heavy internet users, the analysis employs Bourdieu’s theory of practice and notions of flow to explain the understandings and performance of temporality in the lives of so-called ‘internet addicts’. The data illustrate complex multiple realities and multifaceted behaviours that comprise current social use of the internet and subsequent ‘digital pathologies’. The article argues that the in idual pathology model of internet addiction is not useful given the dramatic changes in temporality produced by digital technology. It suggests that the assumptions about the correct use of time embedded in notions of addiction reproduce binary distinctions between the real and the virtual, production and consumption and work and play which no longer reflect social practice. While it is certainly the case that users can be troubled by their inability to control their online activities, these experiences need to be understood within the specific social contexts of users’ lives rather than being interpreted through a universal and medicalised model of addiction.
Publisher: SAGE Publications
Date: 2009
DOI: 10.2304/ELEA.2009.6.2.187
Abstract: This article highlights the practice of a group of New Zealand teenagers who are considered by their family and themselves to be technological experts. Drawing on Pierre Bourdieu's key concepts of habitus, field and capital, this text identifies and discusses the cyber-relations that constitute the practice in the field of home computer use for leisure. The purpose of this article is to claim that though this field is predominantly a field of leisure, these are valid sites of informal learning. As almost all of the experts in the study gained their expertise through independent means, with minimal input from their schooling, discussion focuses on what these informal trajectories to technological expertise might mean for pedagogy and formal learning within schools.
Publisher: SAGE Publications
Date: 21-02-2019
Abstract: New media has enabled users to informally learn, consume, create and produce in many different ways and forms at (almost) any time. In 2013, Papacharissi and Easton further theorised Bourdieu’s notion of habitus to embrace new media in the 21st century, coining ‘habitus of the new’ focusing on the novelty and practices surrounding new media. This article explores the digital practices inside of school, and the ways young people use new media on their digital devices (including their smartphones). The article points to some dysfunctional practices that practically occur when endeavouring to incorporate these in idual devices for learning purposes. Drawing upon a large study utilising ethnographic studies of three public secondary schools located in the state of Victoria, Australia, I provide four vignettes highlighting how and when students used their digital devices for learning, leisure, and social interaction, performing the habitus of the new, and working around teacher directives.
Publisher: SAGE Publications
Date: 25-11-2019
Abstract: Screen time once referred to television. Nowadays, it includes various screen sizes that are internet-enabled devices, and the pervasive smartphone. Regardless of what kind of screen is used, screen time comprises much of life itself. Being online and offline is now fairly blurred because of the ubiquitousness of technologies, Wi-Fi and screens. This paper puts forth the notion of ‘temporal digital control’ to explain the choice of when and why smartphones and other portable digital devices are used in today’s cultural milieu, and it theorizes the ‘why’ of contemporary smartphone use is so prominent suggesting it enables temporal digital control in an autonomous space. Coupled with the engrossment of such use, the article elaborates how gazing at a digital device comprises a temporal connection, alongside a disconnection from real life, and a possible inauthenticity that could affect well-being. Recently published literature on ‘waiting’ is included to help theorize why actors choose to use digital technologies while waiting. Being preoccupied, or busy, or doing something with one’s smartphone while waiting creates a sense of alleged status, importance or connection in the form of digital temporal control. An array of vignettes is provided to demonstrate agentic disengagement with the present in a preference for moving into a temporal autonomous space of ‘perceived’ digital control. When gazing at and using a digital device, users are arguably disengaging with the temporal present, disconnecting with others who may be beside them, in preference to the creation of temporal (and digital) autonomous spaces. Regardless of what the user is doing on their smartphone or device, the use of technologies can provide a temporal autonomous space of digital control.
Publisher: Hindawi Limited
Date: 16-03-2022
DOI: 10.1155/2022/1691382
Abstract: Children demonstrate increasing early engagement with mobile media facilitated by its portability and interactivity. Parents are known to employ a range of mediation strategies for mobile media use but continue to have limited awareness about the impact of mobile media on their child’s executive functioning. Mobile media use has previously been shown to be negatively correlated with the executive functioning development of a child however, little is known of how parents approach their child’s mobile media use. This study employed a survey design ( N = 281 ) to examine how parents access information related to mobile media and document their perspectives about the impact of mobile media on their child’s behavior and executive functioning. Correlational analyses and cooccurrence graphs showed that parents implement several mediation strategies but rarely access guidelines on mobile media use. A confirmatory factor analysis examined the model fit for four latent constructs of the Behavior Rating Inventory of Executive Function (BRIEF®), which included the Inhibit, Emotional Control, Initiate, and Working Memory scales. Structural equation modelling substantiated the association between parental perception of negative impacts of mobile media related to their child’s behavior, academics, and/or attention and a lower observed executive functioning. Overall, these findings suggest that parents recognize the negative impacts of mobile media on their child’s behavior, and this is associated with how they see the development of their child’s executive functioning. The results emphasize the importance of educating parents as to the role of mobile media in shaping their child’s behavior and associated executive functions.
Publisher: Wiley
Date: 19-01-2022
DOI: 10.1111/CHSO.12548
Abstract: This study focused on young people's perspectives about family relationships and how they can be strengthened or weakened through digital media practices. Located in Melbourne, Australia, 20 participants aged between 13 and 17 years were interviewed about how digital devices and practices shaped the way they interacted with family. The thematic analysis points to the young people's commitment to family cohesion. This was demonstrated through responsible use of social media, admitting the need for device‐free time, acknowledging the challenges of being online, and their sense of responsibility as a family member, which informed and shaped the way they in idually acted.
Publisher: Springer Science and Business Media LLC
Date: 30-12-2022
Publisher: Informa UK Limited
Date: 29-03-2016
Publisher: Wiley
Date: 25-02-2014
DOI: 10.1111/BJET.12145
Publisher: Informa UK Limited
Date: 09-2012
Publisher: Informa UK Limited
Date: 2009
Publisher: Informa UK Limited
Date: 22-04-2013
Publisher: Informa UK Limited
Date: 05-07-2021
Publisher: Edicions de la Universitat de Barcelona
Date: 30-06-2020
Abstract: This paper explores the ways in which students perceive digital technology as being helpful and/or useful to their schooling. Drawing upon survey data from students (n=1174) across three Australian high schools, the paper highlights seventeen distinct digital ‘benefits’ in domains such as information seeking, writing and composition, accessing prescribed work, scheduling and managing study tasks. While these data confirm the centrality of such technologies to students’ experiences of school, they also suggest that digital technology is not substantially changing or ‘transforming’ the nature of schools and schooling per se. Instead, students were most likely to associate digital technologies with managing the logistics of in idual study and engaging with school work in distinctly teacher-led linear and passive ways. As such, it is concluded that educationalists need to temper enthusiasms for what might be achieved through digital technologies, and instead develop better understandings of the realities of students’ instrumentally-driven uses of digital technology.
Publisher: Informa UK Limited
Date: 07-11-2016
Publisher: Springer Science and Business Media LLC
Date: 10-07-2011
Publisher: SAGE Publications
Date: 05-10-2021
DOI: 10.1177/20427530211048235
Abstract: Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support lack of knowledge, experience and investment in using BL lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.
Publisher: Human Kinetics
Date: 08-2022
Abstract: Background : The purpose of this study was to examine the effect of the follow-through on thrown ball velocity, potentially justifying inclusion of the follow-through in Roberton’s five critical components. Method : Seventy-eight University students participated in the overarm, dominant hand, throwing task, which involved throwing a standard tennis ball with maximum force three times. Each throw was filmed by two cameras placed behind and to the open side of the thrower to assess the throwing technique. The velocity of the throws was recorded with a radar gun. Results : Results indicated that, after accounting for the effects of gender, age, and throwing experience, there was a significant effect of follow-through level on throw velocity. Analysis of covariance also revealed a significant gender effect, with males throwing significantly faster than females. Results indicated the follow-through had the second largest impact on thrown ball velocity of all six components. Discussion : These findings provide preliminary support that the follow-through should be added to Roberton’s developmental levels. The inclusion of the follow-through component could assist teachers and coaches to facilitate learner and athlete development and could also improve the accuracy of throwing development assessment.
Publisher: Informa UK Limited
Date: 04-05-2017
Publisher: Informa UK Limited
Date: 05-2022
Publisher: Informa UK Limited
Date: 08-2013
Publisher: Routledge
Date: 20-11-2017
Start Date: 2014
End Date: 2016
Funder: Australian Research Council
View Funded ActivityStart Date: 2014
End Date: 03-2017
Amount: $325,000.00
Funder: Australian Research Council
View Funded Activity