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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.
Addressing The Education Of Boys: A Community Of Practice Approach, Elizabeth Hartnell-Young, Greg Neal
Addressing The Education Of Boys: A Community Of Practice Approach, Elizabeth Hartnell-Young, Greg Neal
Dr Elizabeth Hartnell-Young
The Boys’ Education Lighthouse Project (BELS) has enabled clusters of schools throughout Australia to identify, intervene, research, and report on initiatives to improve boys’ learning outcomes. In this paper we apply a community of practice model to analyse the BELS Project and consider knowledge building through student and teacher learning as the practice of the community in question. Clusters have focused on initiating new literacy programs, modifying teaching practice, introducing male role models or using ICT to improve learning outcomes. The four clusters considered in this paper show differing levels of development as communities of practice on a national scale, …
What's In A Name? Why We Can't Learn With Mobile Phones, Elizabeth Hartnell-Young
What's In A Name? Why We Can't Learn With Mobile Phones, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
A team from the University of Melbourne is exploring the potential of mobile camera phones to support learning in schools and TAFE colleges. This article discusses some of the findings of the study.
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.
Towards Knowledge Building : Reflecting On Teachers' Roles And Professional Learning In Communities Of Practice, Elizabeth Hartnell-Young
Towards Knowledge Building : Reflecting On Teachers' Roles And Professional Learning In Communities Of Practice, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
This study was undertaken in conjunction with the Successful Integration of Learning Technologies (SILT) Project in Victorian state schools, and its purpose was to identify the forms of teachers' professional practice that enhance knowledge building, in order to inform teacher development policy and pre-service education. Knowledge building is based on a constructivist approach to learning and teaching, and this, in conjunction with the spread of learning technologies, is said to have greatly changed the role of the teacher in the classroom: from the expert dispensing knowledge to the facilitator of student learning. Using an ethnographic approach based particularly on observation …