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Articles 1 - 14 of 14
Full-Text Articles in Education
How Mobile Phones Help Learning In Secondary Schools, Elizabeth Hartnell-Young, Nadja Heym
How Mobile Phones Help Learning In Secondary Schools, Elizabeth Hartnell-Young, Nadja Heym
Dr Elizabeth Hartnell-Young
This research took place in 2007-8, at a time when mobile phones had become small, personal computers, providing clock, calendar, games, music player, Bluetooth connection, Internet access, and high-quality camera functions in addition to voice calls and short messaging. The Mobile Life Youth Report (2006) found that by the time they reach secondary school, 91% of 12 year olds in the UK have a mobile phone. Even though recent phone models, sometimes called ‘smart phones’, allow users to read pdf formats, spreadsheets and word-processed files, they have been more usually seen as disruptive, rather than useful, in school education
Eportfolio Australia: Imagining New Literacies, Elizabeth Hartnell-Young
Eportfolio Australia: Imagining New Literacies, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
The second ePortfolio Australia conference is part of a Trilogy of conferences (the others are in Hong Kong and New Zealand), reflecting the growing interest around the world in recording digital evidence of achievement and stories to create and present personal and collective identities. This conference emphasises ePortfolio activity as communication, involving students, teachers, parents, employers, and reaching out into the whole community. In the 21st century there is the opportunity to use a range of literacies supported by technology, and the papers included here demonstrate how educators are taking up these opportunities. The range of presentations reflects the diversity …
Eportfolios Capturing Learning On The Move, Elizabeth Hartnell-Young, Frank Vetere
Eportfolios Capturing Learning On The Move, Elizabeth Hartnell-Young, Frank Vetere
Dr Elizabeth Hartnell-Young
The book takes a reflective critical look at the idea presented in many countries in Europe and elsewhere that electronic portfolios have the capacity to make a major contribution to supporting education and lifelong learning. The authors analyze and draw together the findings and experiences of practical and well-designed e-portfolio practices. The book’s main purpose is to give an idea of the power and range of e-portfolio applications for self-development, individual as well as collaborative learning, and their capacity to make a major contribution to organizational learning.
Reflecting On Ten Years Of Eportfolio Work: Where To Now For Professional Development?, Elizabeth Hartnell-Young
Reflecting On Ten Years Of Eportfolio Work: Where To Now For Professional Development?, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
No abstract provided.
Digital Portfolios: Powerful Tools For Promoting Professional Growth And Reflection, Elizabeth Hartnell-Young, M Morriss
Digital Portfolios: Powerful Tools For Promoting Professional Growth And Reflection, Elizabeth Hartnell-Young, M Morriss
Dr Elizabeth Hartnell-Young
Providing ten steps to develop portfolios that demonstrate professional growth, this complete resource presents tips and strategies for using digital technology and guidelines for creating portfolios
Teachers’ Roles And Professional Learning In Communities Of Practice Supported By Technology In Schools, Elizabeth Hartnell-Young
Teachers’ Roles And Professional Learning In Communities Of Practice Supported By Technology In Schools, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
This article explores four roles of teachers in classrooms using computers, from the perspective of communities of practice (Wenger, 1998). It reports on an indepth study undertaken in 12 schools, and shows that teachers appropriated technology in a range of ways to help them create classroom communities that build knowledge. Some also acted as brokers to cross classroom and school boundaries, engaging in professional learning through curriculum projects with other teachers and their students as new communities of practice formed. However, while such projects were initiated and driven by individuals and groups of teachers, their success required support through school …
The Converged Appliance: "I Llove It…But I Hate It", John Murphy, Jesper Kjeldskov, Steve Howard, Graeme Shanks, Elizabeth Hartnell-Young
The Converged Appliance: "I Llove It…But I Hate It", John Murphy, Jesper Kjeldskov, Steve Howard, Graeme Shanks, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
The last decade has seen convergence marketed as one response to the challenge of users having to juggle an increasingly wide array of digital services, technologies and media. Key to this view is the assumption that by converging computer devices, and digital media, the value of technology for end users can be maximised whilst the overheads involved in purchasing, maintaining and orchestrating a variety of different technology solutions can be minimised. In contrast however, some authors have argued that convergence creates weak-general solutions, and rather we should be aiming for strong-specific technology by means of the deliberate design of multiple …
When The Whole Is Less Than The Sum Of The Parts: Humanising Convergence In Iinteractive Systems Design, Steve Howard, Elizabeth Hartnell-Young, Graeme Shanks, John Murphy, Jennie Carroll
When The Whole Is Less Than The Sum Of The Parts: Humanising Convergence In Iinteractive Systems Design, Steve Howard, Elizabeth Hartnell-Young, Graeme Shanks, John Murphy, Jennie Carroll
Dr Elizabeth Hartnell-Young
Convergence, viewed as the union of disparate technical solutions, is frequently proposed as a way of maximising value for end users: reducing the number of distinct technologies users have to purchase, learn and use. Yet few empirical studies of use and convergent technology have been reported. Though convergence as a catchphrase has had currency for over a decade now, a tension remains between those who argue for strong-specific solutions, i.e. carefully targeted ‘information appliances’, and those who prefer weak-general approaches, the ICT equivalent of the Swiss army knife. We describe the dynamic nature of the trade-off between usability and functional …
Innovation In Practice : From Consumption To Creation, Elizabeth Hartnell-Young
Innovation In Practice : From Consumption To Creation, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
This paper focuses on three aspects of innovation: its purpose of supporting lifelong learning during and after schooling, the ways that information and communications technology (ICT) supports learning and knowledge creation, and digital portfolios as an example of learning and innovation. Digital portfolios, containers of multimedia forms of evidence of activities, achievements and reflections, are just one way in which technology can support lifelong learning and the creation and sharing of knowledge.
New Roles For Knowledge Builders : What Teachers Tell Us About Working In The 21st Century., Elizabeth Hartnell-Young
New Roles For Knowledge Builders : What Teachers Tell Us About Working In The 21st Century., Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
The author explores the current roles of teachers in classrooms using computers, and identifies ways in which anticipated changes in practice are actually occurring.
Digital Professional Portfolios For Change, Elizabeth Hartnell-Young, M Morriss
Digital Professional Portfolios For Change, Elizabeth Hartnell-Young, M Morriss
Dr Elizabeth Hartnell-Young
Whether you are an administrator or a teacher, this book provides you with the conceptual framework and tools needed to effectively utilise the potential of digital portfolios. As CD-ROM and internet technology become more accessible, teachers are in a unique position to use multimedia to describe their experiences and reflect on their growth and professional development. This book shows how to construct a portfolio in the traditional sense and demonstrates the feasibility and effectiveness of digital interactivity
School Focused Professional Development And The Interaction Of Teachers, Elizabeth Hartnell-Young
School Focused Professional Development And The Interaction Of Teachers, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
This study is concerned with school focused professional development in Fairhills High School. Data from teachers in the school has been analysed in order to provide a basis for planning a professional development program in the light of government initiatives. In particular, the study analyses the communication patterns within the school in an attempt to ascertain the extent of collaboration which occurs between teachers, and the factors which influence professional interaction. Recommendations for professional development at Fairhills High School are based on discussion of the data. In addition, the study suggests implications for all schools. The results reported in this …
Assessment At Fairhills High School: A Case Study Of The Process Of Change, Marilyn Huber, Elizabeth Hartnell-Young
Assessment At Fairhills High School: A Case Study Of The Process Of Change, Marilyn Huber, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
Like many schools Fairhills High School uses reports to parents which indicate achievement grades as well as providing a written comment. In 184 discussions began in the English faculty about ways of improving report-writing. Teachers wrote discussion papers and awareness was raised. This was one step on the road to change.
Affirmative Action: A Case Study, Elizabeth Hartnell-Young
Affirmative Action: A Case Study, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
This paper explores what is a timely and overdue issue in educational administration: women's access to positions of responibility. Through a case study the author provides us with some insights on how the issues were played out in one school.