ORCID Profile
0000-0003-3720-1888
Current Organisations
Macquarie University
,
Universidad de Granada
,
NSW Department of Education and Communities
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Publisher: Informa UK Limited
Date: 06-07-2022
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: Informa UK Limited
Date: 06-2013
Publisher: Springer Science and Business Media LLC
Date: 11-08-2022
Publisher: Informa UK Limited
Date: 03-07-2015
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: Informa UK Limited
Date: 24-08-2016
Publisher: Informa UK Limited
Date: 03-03-2020
Publisher: Informa UK Limited
Date: 02-02-2016
Publisher: Elsevier BV
Date: 11-2023
Publisher: Routledge
Date: 02-01-2018
Publisher: Informa UK Limited
Date: 12-2011
Publisher: Emerald
Date: 19-06-2017
DOI: 10.1108/ITSE-02-2017-0017
Abstract: This paper presents a thematic review of app-enabled learning in the context of recent developments in mobile technology and m-learning. Three key themes are presented that reflect the issues that teachers, school leaders and systems have grappled with in recent years. Drawing on findings from a range of case studies and literature reviews, the present time is examined as an opportunity to explore more pedagogically informed uses of mobile devices, and “app smashing” is suggested as an approach that moves the learner beyond the underlying limitations of constraining the learning to in idual apps. Findings include the benefits and limitations of mobile devices for learning in current education institutions. The paper also highlights several contexts where “app smashing” has been achieved and identifies the implications for educators across all educational contexts moving forward. While educators and learners alike continue to wrestle with understanding and meaningfully using a growing number of tools, platforms and ecosystems, more recent paradigms such as cloud computing now point to “device agnosticism” and “convergence” as the new normal (Garner et al. , 2005 Prince, 2011). At the same time, there is the emergence of what Rideout et al. (2013) refer to as the “app gap”, in which “lower-income children (ages 0-8) have more than 50 per cent less experience using mobile devices than higher-income children in the same age group” (p. 10). Combined with the problems of app overload, the lack of institutional support, insufficient guidance and unclear policy, there remain some pressing issues that need to be addressed. By designing the learning task as independent of the technology, the teacher is arguably better equipped to carefully and purposefully select apps as cognitive steppingstones within the learning task, resulting in tasks that more consistently challenge students to develop a wide range of digital skills. As Berson et al. (2012) note, through the use of carefully selected apps, students “learn a new form of literacy as they move between apps and engage in both personalized and collaborative learning experiences” (p. 89). The paper sheds light on the areas where mobile devices are most likely to benefit learning in the coming years.
Publisher: Informa UK Limited
Date: 09-07-2021
Publisher: Modestum Ltd
Date: 09-01-2023
Abstract: This paper reports on teachers’ experiences of a 10-week, wiki-based, predominantly mobile science education intervention for secondary school students. It was designed to shift traditional pedagogical approaches towards more inquiry-based approaches by combining the strengths of wikis and mobile smart devices. The four participating Macau science teachers, with shared responsibility for 250 students, noted greater student engagement and reported some shifts towards more constructivist pedagogy and more active student learning. Evidence emerged of the value of personalization, collaboration, online feedback, and authentic learning, but the lack of mobile optimization of the wiki platform negatively impacted the degree of personalization, collaboration and authenticity. Lessons were learned about the need for educational technology interventions to carefully consider the intersection between software and hardware the reasons for the recent decline of wikis as educational tools and the ongoing educational value of web 2.0-style collaboration in our increasingly mobile era.
Publisher: Springer Science and Business Media LLC
Date: 26-03-2020
Publisher: Springer Science and Business Media LLC
Date: 03-03-2022
Publisher: Wiley
Date: 08-02-2022
DOI: 10.1111/JCAL.12647
Abstract: Screen‐sharing technologies enable applications such as screen mirroring, video streaming and instant messaging across multiple device screens. Despite their increasing use in many contemporary classrooms, there is a paucity of research directly examining pedagogical benefits and issues of these technologies. This study investigated the influence of screen‐sharing technologies on teachers' practices, highlighting pedagogical benefits and issues encountered. The paper drew on a s le of 321 K‐12 teachers and utilised principal components analysis, descriptive statistics and inductive coding. Teachers reported greater mobility, increased ease of content sharing and deeper learner cognition as attributes of improved learning and teaching with the technologies. However, a minority highlighted technical issues such as network and hardware problems affecting their confidence. Despite increased mobility as an affordance, teachers' perceptions about mobility largely appeared to be predicated on assumptions that the technologies were intended for didactic instruction. The study contributes to a more nuanced understanding of screen‐sharing affordances while underscoring learner‐led screensharing as a focus for future research and practice.
Publisher: Elsevier BV
Date: 07-2015
DOI: 10.1016/J.MSARD.2015.06.011
Abstract: Telerehabilitation, a service delivery model using telecommunications technology to provide therapy at a distance, is used in persons with multiple sclerosis (pwMS), but evidence for their effectiveness is yet to be determined. To investigate the effectiveness and safety of telerehabilitation intervention pwMS. A comprehensive literature search was conducted using medical and health science electronic databases. Three reviewers selected potential studies and independently assessed the methodological quality. A meta-analysis was not possible due to heterogeneity amongst included trials, and a qualitative analysis was performed for best evidence synthesis. Ten RCTs and 2 observational studies (n=564 participants) investigated a wide variety of telerehabilitation intervention in pwMS, which included: physical activity educational, behavioural and symptom management programmes. All studies scored "low to moderate" on the methodological quality assessment implying high risk of bias. Overall, the review found low level evidence for the effectiveness of telerehabilitation on reducing short-term disability and reducing and/or improving symptoms, such as fatigue. There was low level evidence suggesting some benefit of telerehabilitation in improving functional activities improving symptoms in the longer-term and psychological outcomes and quality of life. There is limited data on safety, process evaluation and no data on cost-effectiveness of telerehabilitation. A wide range of telerehabilitation is used in pwMS, however, the quality of evidence on these interventions was low. More robust trials are needed to build evidence about these interventions.
Publisher: Elsevier BV
Date: 03-2021
Location: Germany
Start Date: 2012
End Date: 2016
Funder: Macquarie University
View Funded ActivityStart Date: 2011
End Date: 2013
Funder: Australian Research Council
View Funded ActivityStart Date: 2012
End Date: 2014
Funder: NSW Department of Education and Communities
View Funded Activity