Education Commons^™

Technologies, Democracy And Digital Citizenship: Examining Australian Policy Intersections And The Implications For School Leadership, Kathryn Moyle

Professor Kathryn Moyle

There are intersections that can occur between the respective peak Australian school education policy agendas. These policies include the use of technologies in classrooms to improve teaching and learning as promoted through the Melbourne Declaration on Educational Goals for Young Australians and the Australian Curriculum; and the implementation of professional standards as outlined in the Australian Professional Standard for Principals and the Australian Professional Standards for Teachers. These policies create expectations of school leaders to bring about change in classrooms and across their schools, often described as bringing about ‘quality teaching’ and ‘school improvement’. These policies indicate that Australian children …

Quality Learning With Technologies: Strategies For School Leaders To Address Challenges And Dilemmas, Kathryn Moyle

Professor Kathryn Moyle

The integration of technologies into schools is often promoted as a way to improve the quality of students’ learning, and an approach that enables teachers to be more ‘learner focused’.

Virtual learning environments, such as learning management systems, mobile technologies, online games, simulations and virtual worlds, are seen to offer teachers the ability to personalise learning for students, and as a way to enable students to be in control of the pace of their own learning. Technologies are also seen to assist in the collection and analysis of data about students’ achievements. Integrating technologies into school programs however, is not …

Using Learning Environment Attributes To Evaluate The Impact Of Ict On Learning In Schools, Christopher Newhouse, Barnard Clarkson

Barnard Clarkson

Research on Information and Communications Technologies (ICT) use in schools is increasingly finding that the impact on learning outcomes is not directly causal but depends on how the technologies are used within learning environments. This paper presents one key dimension, the ‘Learning Environment Attributes’ dimension, of a complete literature-based framework — the ‘New ICT Supporting Schooling’ (NISS) framework — designed to provide systematic rich guidance for teachers and school leaders in deciding how to facilitate ICT use. A substantial trial showed that this theory-building stage has produced an effective rubric-based tool to facilitate the measurement of this dimension. Indications are …

Transforming Learning With New Technologies (Second Edition), Robert Maloy, Ruth-Ellen Verock-O'Loughlin, Sharon Edwards, Beverly Woolf

Robert W. Maloy

Transforming Learning with New Technologies is a book about how to create dynamic learning opportunities for students in K–12 schools using computers, the Internet, interactive websites, educational software and apps, digital games, blogs, wikis, social bookmarking, podcasts, multimedia, universal design for learning, electronic portfolios, classroom response systems, and other new and emerging technologies.

Designed as a text for educational technology or introduction to instructional technology courses, the contents are organized by learning goals first, and second by computer-based technologies that can be used to achieve those goals. Each chapter focuses on a particular aspect of learning with technology crucial for …

Tag Bundles, Education Boards, And Internet Playlists: Constructing Historical Biographies Using Social Bookmarking Technologies, Robert Maloy

Robert W. Maloy

No abstract provided.

Resourcesforhistoryteachers, Robert Maloy

Robert W. Maloy

resourcesforhistoryteachers is an open content wiki organized by teachers and students from the History and Political Science Teacher Education Program in the College of Education at the University of Massachusetts Amherst.

It features primary source, multicultural, and multimedia resources for teaching history in K-12 schools based on the Massachusetts History & Social Science Curriculum Framework, the AP World History Key Concepts, and the AP U.S. History Themes

Examining Response To A One-To-One Computer Initiative: Student And Teacher Voices, Mark Storz, Amy Hoffman

Mark G. Storz

The impact of a one-to-one computing initiative at a Midwestern urban middle school was examined through phenomenological research techniques focusing on the voices of eighth grade students and their teachers. Analysis of transcripts from pre- and post-implementation interviews of 47 students and eight teachers yielded patterns of responses to illuminate how one-to-one computing changed students’ learning experiences and teachers’ instructional practices. Key themes that emerged were changes in teacher pedagogy, effect on student learning experiences, impact on classroom behavior and management, potential for improved communications, and suggestions to address professional development needs. The students demonstrated their learning in varied and …

Filtering Children’S Access To The Internet At School, Kathryn Moyle

Professor Kathryn Moyle

Countries differ in their policy responses to the question: “Should children’s access to the Internet be filtered?” Countries such as the UK, U.S. and Australia do filter online content with software on servers, and countries such as Denmark, Sweden and The Netherlands, do not. The differences between these respective countries’ school policies are philosophical and political. This paper discusses intersections between the aims and purposes of schools, the political economy and the use of electronic filters on the Internet, for educational purposes. The paper concludes with a reflection of the implications of these issues for school leaders.

Student Reactions To Learning With Technologies: Perceptions And Outcomes, Kathryn Moyle

Professor Kathryn Moyle

While the creation and adoption of new technologies has increased in recent years, the educational sector often limits technology use. Despite this, many researchers are convinced of the vital role that technologies can play in learning and teaching. Student Reactions to Learning with Technologies: Perceptions and Outcomes brings together recent research findings about the views and expectations of students when including technologies in their studies. The chapters in this book suggest that the use of technologies in teaching not only makes learning more interesting but also offers possibilities for variations in the learning processes. While this book does not offer …

Using Zing To Conduct Research About And With Emerging Technologies, Kathryn Moyle

Professor Kathryn Moyle

No abstract provided.

What Do Students Say About Learning With Technologies?, Kathryn Moyle

Professor Kathryn Moyle

This paper outlines some of the findings from Australian research which listened to and analysed the views and expectations of students within Australian education and training institutions about learning with technologies. Students in primary and secondary schools, vocational education and training (VET) institutions, international students studying education in universities, pre-service teacher education students and teachers in their first five years of teaching contributed to a national 'student voice' research project based upon their current experiences and views. Data was collected through online surveys and focus groups. The research shows that students and early career educators have access to and use …

Listening To Students' And Educators' Voices : The Views Of Students And Early Career Educators About Learning With Technologies In Australian Education And Training : Research Findings, Kathryn Moyle, Susanne Owen

Professor Kathryn Moyle

This report outlines findings collected from listening to and analysing the views and expectations of students within Australian education and training institutions about learning with technologies. The overarching question for this research was: 'what are the views of students and early career educators, about learning with technologies in Australian education and training?' In 2008, students in primary and secondary schools, vocational education and training (VET) institutions, international students studying education in universities and pre-service teacher education students contributed to the research based upon their current experiences and views. Early career teachers were asked to reflect on their experiences as pre-service …

The Case For Collaborative Tools: Long Distance Teamwork On A Shoestring Budget, Jessica De Perio Wittman, Lucie Olejnikova

Jessica de Perio Wittman

An article written on how to create podcasts using readily-available technology, and how to use these podcasts in legal education.

Total Cost Of Ownership & Total Value Of Ownership, Kathryn Moyle

Professor Kathryn Moyle

School leaders are regularly required to make decisions concerning the effective integration of ICT into their schools’ teaching and learning programs. School leaders however, face challenges about the processes to use to inform their decision-making. These challenges include knowing which data to draw upon; how to collect the data and how to analyze it so that meaningful decisions can emerge. As such, this chapter examines some recent activities aimed at using data to inform leadership and management strategies in schools as they pertain to teaching and learning with educational technologies, and focuses in particular on total cost of ownership and …

Education Research With Electronic Focus Groups, Kathryn Moyle, R Fitzgerald

Professor Kathryn Moyle

An emerging trend in education research methods is to integrate digital technologies into the research process. Electronic focus groups represent one such innovation. Drawing on four examples of research and practice undertaken using a synchronous, digital system, this chapter reflects on how an innovative tool can assist in focus group research in the fields of school and higher education. The examples presented illustrate how some of the theoretical, practical and ethical problems that have arisen with traditional approaches to focus groups research can be overcome. It is anticipated that reflecting on such experiences and building upon the findings of these …

Selecting Open Source Software For Use In Schools, Kathryn Moyle

Professor Kathryn Moyle

Schools are places where the choices made about computing technologies not only reflect their technical requirements but also reflect the philosophical priorities directing those choices. Schools can deploy a startling range of software (i.e., operating systems, databases, office productivity software, and applications software) for specifc teaching and learning purposes. Applications software deployed in schools must be suitable for use by students who are young and often have limited reading and fine motor skills. Back-end software must be robust enough to handle hundreds and sometimes thousands of users concurrently. One issue that faces schools interested in deploying open source software is …

Building Sustainable Networks For Young Women And Icts Throughout Australia, Kathryn Moyle

Professor Kathryn Moyle

No abstract provided.

Leadership And Learning With Ict : Voices From The Profession, Kathryn Moyle

Professor Kathryn Moyle (consultant)

Leadership matters’ and ‘start with the pedagogies, not the technologies’, say Australian educators. Voices from the profession provides an overview of what a cross-section of over 400 of Australia’s educational leaders saw in 2005 as factors that contribute to how leadership supports learning with information and communication technologies (ICT) in Australian schools. It presents some of the issues raised and solutions proposed by the educational leaders who participated in this research. This paper draws on the words of the participants throughout, to illustrate findings and to give the report authenticity. This research shows that integrating ICT into teaching and learning …

Transforming Learning/Transforming Schools: Do Models Of Deployment Of Digital Technologies Support Transformative Teaching And Learning And School Leadership?, Kathryn Moyle

Professor Kathryn Moyle

Government primary and secondary schools across Australia are introducing digital technologies to support teaching and learning. Systemic models of deploying the information technology (IT) infrastructure to support this use of digital technologies however, can be at odds both with organisational models of school leadership and management, and with approaches used to support teaching and learning. Efficient IT deployment strategies drawn from the private sector are being applied within the school sector. These IT deployment approaches tend to be based upon centralised and standardised management models where the amount and nature of the software is limited and controlled. At the same …

Technology, The Pleasures Of The Interface & The Psychology Of Motivation, David Shutkin

David S. Shutkin

No abstract provided.

Learning Technologies Project 2000 Student Data : Executive Report, Katherine Dix

Dr Katherine Dix

Enhanced Mathematics Learning: Does Technology Make A Difference?, Katherine Dix

Dr Katherine Dix

Cybernetics, Cyberpedagogy & Post-Industrial Society, David Shutkin

David S. Shutkin

The writer considers cybernetics, cyperpedagogy, and postindustrial society. Systemic endeavors to restructure schooling are seeing the reemergence of functionalist models of education systems. This “cybernetics” of education is informed by the rhetoric of a postindustrial society and casts the education of children as a rational feedback model of purpose, content, and input/output processes. Postindustrial society requires that schools supply individuals who can work productively in a range of state-sponsored corporate institutions. Therefore, education is reduced to instrumental and economic concerns and the student becomes a human resource. The writer reflects on pedagogic strategies that he has adopted in order to …

Science And Technology Studies And Education: An Introduction To The Special Issue, David Shutkin, Hank Bromley

David S. Shutkin

To introduce this special issue, the guest editors present an overview of the articles within the context of an introduction to science and technology studies (STS). STS scholarship addresses social, historical, and philosophical issues concerning the practices of science and technology, and the articles illustrate the emergence of STS ideas in the fields of educational technology and science education. The editors discuss different approaches within STS and situate the entire field within post-Enlightenment modernity. The representation of scientific and technological knowledge is a central concern in STS, and the editors critically examine efforts to fix the meaning of such knowledge.