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Articles 31 - 56 of 56
Full-Text Articles in Education
Managing The Transition To Online Teaching: The Role Of Project Management Methodology In The Learning Organisation, Renata Phelps, Toni Ledgerwood, Liz Bartlett
Managing The Transition To Online Teaching: The Role Of Project Management Methodology In The Learning Organisation, Renata Phelps, Toni Ledgerwood, Liz Bartlett
Dr Renata Phelps
This paper examines the application of project management methodology to the development and delivery of online units within University environments. While project management is acknowledged as having advantages as a methodology in certain circumstances, it can be argued that it is culturally and ideologically inappropriate for managing academic development. Online development which occurs within an institution-wide context presents significant challenges in terms of cultural change and staff development. Furthermore it is argued that online units should not be viewed as a "product" - there is no beginning or end to the process of online unit development and the pedagogical and …
Developing Technology Together Together: Consolidated Report: An Investigation Of The Metacognitive Influences On Teachers' Use Of Information And Communication Technology (Ict) And The Implications For Teacher Professional Development, Renata Phelps, Anne Graham
Developing Technology Together Together: Consolidated Report: An Investigation Of The Metacognitive Influences On Teachers' Use Of Information And Communication Technology (Ict) And The Implications For Teacher Professional Development, Renata Phelps, Anne Graham
Dr Renata Phelps
No abstract provided.
Developing Technology Together, Together: Final Report On An Investigation Of The Metacognitive Influences On Teachers' Use Of Ict And The Implications For Teacher Professional Development. Lismore: Southern Cross University, Renata Phelps, Anne Graham
Developing Technology Together, Together: Final Report On An Investigation Of The Metacognitive Influences On Teachers' Use Of Ict And The Implications For Teacher Professional Development. Lismore: Southern Cross University, Renata Phelps, Anne Graham
Dr Renata Phelps
No abstract provided.
Technology Together: Getting Whole Schools Involved With Ict Through A Metacognitive Approach, Renata Phelps, Anne Graham, Paul Thornton
Technology Together: Getting Whole Schools Involved With Ict Through A Metacognitive Approach, Renata Phelps, Anne Graham, Paul Thornton
Dr Renata Phelps
Professional development of teachers in information and communication technology (ICT) is an urgent educational imperative, presenting significant financial and strategic challenges internationally. While many teachers are now integrating ICT in innovative and educationally appropriate ways, there are still a significant number of teachers who are resistant to using technology, either personally and/or in their teaching. Moving a whole school forward as a technology-embracing school can be a significant challenge, and teacher professional development is generally seen as the ‘solution’. Research, however, emphasises the importance of positive attitudes, values, beliefs and motivation, lack of anxiety and approach to learning as key …
Technology Together: Supporting Whole-Schools To Become Capable Learning Communities, Renata Phelps, Anne Graham, Elizabeth Watts, Anne O'Brien
Technology Together: Supporting Whole-Schools To Become Capable Learning Communities, Renata Phelps, Anne Graham, Elizabeth Watts, Anne O'Brien
Dr Renata Phelps
While many teachers are integrating information and communication technology (ICT) in their teaching practice, there are still a significant number of teachers who are hesitant, reluctant or resistant to using technology, either personally and/or in their teaching. Many teachers remain daunted by the rapid rate of technological change, and the inability to feel as though they ‘know enough’. While most approaches to teacher professional development concentrate on skill development of individual teachers, this paper describes an approach that focuses instead on the values, attitudes, beliefs, confidence and learning strategies of teachers, and on building a culture within a school that …
Technology Together: Getting Whole Schools Involved With Ict Through A Metacognitive Approach, Renata Phelps, Anne Graham, Paul Thornton
Technology Together: Getting Whole Schools Involved With Ict Through A Metacognitive Approach, Renata Phelps, Anne Graham, Paul Thornton
Dr Renata Phelps
Professional development of teachers in information and communication technology (ICT) is an urgent educational imperative, presenting significant financial and strategic challenges internationally. While many teachers are now integrating ICT in innovative and educationally appropriate ways, there are still a significant number of teachers who are resistant to using technology, either personally and/or in their teaching. Moving a whole school forward as a technology-embracing school can be a significant challenge, and teacher professional development is generally seen as the ‘solution’. Research, however, emphasises the importance of positive attitudes, values, beliefs and motivation, lack of anxiety and approach to learning as key …
Creating Web-Based Environmental Education Resources Through Community And University Partnerships, Renata Phelps, Carrie Maddison, Keith R. Skamp, Richard W. Bratihwaite
Creating Web-Based Environmental Education Resources Through Community And University Partnerships, Renata Phelps, Carrie Maddison, Keith R. Skamp, Richard W. Bratihwaite
Dr Renata Phelps
Community groups often seek to engage with schools in promoting environmental education goals. A collaborative initiative is described in which university pre-service teacher education students were encouraged to create Web-based teaching and learning resources, related to rainforests and world heritage areas, for use at primary and secondary levels. The partnership between Southern Cross University and the Advisory Committees of the Gondwana Rainforests of Australia World Heritage Area took the form of a voluntary competition, which was integrated with students’ university assessment requirements. The factors that influenced students’ decisions to get involved were identified through telephone interviews. Insight was also gained …
Technology Together: Getting Whole Schools Involved With Ict Through A Metacognitive Approach, Renata Phelps, Anne Graham, Paul Thornton
Technology Together: Getting Whole Schools Involved With Ict Through A Metacognitive Approach, Renata Phelps, Anne Graham, Paul Thornton
Dr Renata Phelps
Professional development of teachers in information and communication technology (ICT) is an urgent educational imperative, presenting significant financial and strategic challenges internationally. While many teachers are now integrating ICT in innovative and educationally appropriate ways, there are still a significant number of teachers who are resistant to using technology, either personally and/or in their teaching. Moving a whole school forward as a technology-embracing school can be a significant challenge, and teacher professional development is generally seen as the ‘solution’. Research, however, emphasises the importance of positive attitudes, values, beliefs and motivation, lack of anxiety and approach to learning as key …
Ict In The Secondary Visual Arts Classroom: A Study Of Teachers' Values, Attitudes And Beliefs, Renata Phelps, Carrie Maddison
Ict In The Secondary Visual Arts Classroom: A Study Of Teachers' Values, Attitudes And Beliefs, Renata Phelps, Carrie Maddison
Dr Renata Phelps
For some 20 years the literature has been highlighting a range of benefits to be gained from integrating information and communication technology (ICT) in the teaching of visual arts. However, little research has depicted the 'state of play' regarding visual arts teachers' approaches to technology within the Australian context. This paper reports on a study of 14 visual arts teachers from a rural area of Australia and reveals broad diversity in individual teachers' social, artistic and educational values, attitudes and beliefs about ICT, leading to widely diverse approaches to both their personal and professional use of technology. The paper explores …
Developing Technology Together, Together: A Whole-School Metacognitive Approach To Ict Teacher Professional Development, Renata Phelps, Anne Graham
Developing Technology Together, Together: A Whole-School Metacognitive Approach To Ict Teacher Professional Development, Renata Phelps, Anne Graham
Dr Renata Phelps
Professional development of teachers in information and communication technology (ICT) continues to be an urgent educational imperative. While many teachers are integrating ICT (with varying degrees of confidence and creativity), a significant number still remain hesitant, reluctant and daunted by the rapid rate of technological change. Far from being a simple process, ICT professional development necessitates not only personal and professional changes for individuals, but changes in school culture including institutional attitude and support for professional learning, reflection and professional discussion, readiness to embrace change, collegiality, trust and encouragement to take risks. Grounded in research about what influences teachers’ adoption …
Report On A Survey Of Professional Development Approaches And Needs Of Teachers In The Lismore Diocese, Anne Graham, Renata Phelps
Report On A Survey Of Professional Development Approaches And Needs Of Teachers In The Lismore Diocese, Anne Graham, Renata Phelps
Dr Renata Phelps
The Catholic Education Office, through Dr Berenice Kerr, approached the School of Education in June 2002 to undertake professional development in ICT with a group of 40 teachers from secondary schools in the Diocese. The research associated with this professional development initiative is the subject of a separate report recently submitted to the Director of Schools. In preparing to undertake the ICT initiative, broader discussions took place concerning the approaches to professional development preferred by teachers in the Diocese. It appeared there was little data available on teachers’ views of professional development, the types of activities they have been involved …
Developing Technology Together Together: Consolidated Report: An Investigation Of The Metacognitive Influences On Teachers' Use Of Information And Communication Technology (Ict) And The Implications For Teacher Professional Development, Renata Phelps, Anne Graham
Developing Technology Together Together: Consolidated Report: An Investigation Of The Metacognitive Influences On Teachers' Use Of Information And Communication Technology (Ict) And The Implications For Teacher Professional Development, Renata Phelps, Anne Graham
Dr Renata Phelps
No abstract provided.
Mapping The Complexity Of Computer Learning: Journeying Beyond Teaching For Computer Competency To Facilitating Computer, Renata Phelps
Mapping The Complexity Of Computer Learning: Journeying Beyond Teaching For Computer Competency To Facilitating Computer, Renata Phelps
Dr Renata Phelps
For future generations to maximise their capability to operate within technologically driven economies, it is critical to foster computer abilities at every level of the schooling process. Teachers are central to this process. Yet, for many teachers, the need to integrate computer use in their teaching is threatening and overwhelming. This thesis argues that, given the rapid rate of technological change, skills-based approaches to computer education inadequately prepare teachers for a career of continued technological change. Effective computer education for teachers requires more than skills training. It involves changes in attitudes, values and beliefs that provide confidence for ongoing learning. …
Developing Technology Together, Together: A Whole-School Metacognitive Approach To Ict Teacher Professional Development, Renata Phelps, Anne Graham
Developing Technology Together, Together: A Whole-School Metacognitive Approach To Ict Teacher Professional Development, Renata Phelps, Anne Graham
Dr Renata Phelps
Professional development of teachers in information and communication technology (ICT) continues to be an urgent educational imperative. While many teachers are integrating ICT (with varying degrees of confidence and creativity), a significant number still remain hesitant, reluctant and daunted by the rapid rate of technological change. Far from being a simple process, ICT professional development necessitates not only personal and professional changes for individuals, but changes in school culture including institutional attitude and support for professional learning, reflection and professional discussion, readiness to embrace change, collegiality, trust and encouragement to take risks. Grounded in research about what influences teachers’ adoption …
Attracting The Bright And Committed Into Teaching: Political Rhetoric Or Practical Reality?, Anne Graham, Renata Phelps, Berenice Kerr, Lee Macmaster
Attracting The Bright And Committed Into Teaching: Political Rhetoric Or Practical Reality?, Anne Graham, Renata Phelps, Berenice Kerr, Lee Macmaster
Dr Renata Phelps
This article reports on a university developed board endorsed course (UDBEC), which allows higher school certificate (HSC) students to undertake two units of an undergraduate teaching degree as part of their final year of schooling. The course, Springboard into teaching, is a collaborative initiative of the School of Education at Southern Cross University (SCU) and the Catholic education office (CEO) in Lismore, New South Wales (NSW). The course aimed to attract students to the teaching profession, and targeted motivated and high achieving students with an interest in studying teaching at the local university. This article describes Springboard into teaching, and …
Report On A Survey Of Professional Development Approaches And Needs Of Teachers In The Lismore Diocese, Anne Graham, Renata Phelps
Report On A Survey Of Professional Development Approaches And Needs Of Teachers In The Lismore Diocese, Anne Graham, Renata Phelps
Dr Renata Phelps
The Catholic Education Office, through Dr Berenice Kerr, approached the School of Education in June 2002 to undertake professional development in ICT with a group of 40 teachers from secondary schools in the Diocese. The research associated with this professional development initiative is the subject of a separate report recently submitted to the Director of Schools. In preparing to undertake the ICT initiative, broader discussions took place concerning the approaches to professional development preferred by teachers in the Diocese. It appeared there was little data available on teachers’ views of professional development, the types of activities they have been involved …
Being A Teacher: Developing Teacher Identity And Enhancing Practice Through Metacognitive And Reflective Learning Processes, Anne Graham, Renata Phelps
Being A Teacher: Developing Teacher Identity And Enhancing Practice Through Metacognitive And Reflective Learning Processes, Anne Graham, Renata Phelps
Dr Renata Phelps
The discourse of reflection is now firmly embedded in a range of teacher education programs in Australia and overseas. Reflective frameworks have been used by teacher educators to offset the perennial emphasis on technically prescriptive interpretations of ‘being a teacher’. Whilst these undoubtedly contribute to the personal ‘meaning making’ of neophyte teachers, particularly in relation to practical classroom experiences, there remains significant scope to integrate a more concerted reflective approach throughout other elements of the teacher education endeavour. When the language of reflection is applied only in a cursory or superficial way in the teacher education context the opportunity to …
A Constructivist Approach To Professional Development In Ict Leadership: Creating A Learning Community, Renata Phelps
A Constructivist Approach To Professional Development In Ict Leadership: Creating A Learning Community, Renata Phelps
Dr Renata Phelps
Management of ICT has emerged as a critical issue for schools and one which is impacting significantly on the work of principals and other senior staff. Theory, knowledge, information and even ideas relating specifically to ICT management in school contexts is not yet readily available. Much of the most valuable knowledge and information can be found in the day-to-day experiences and theorising of practitioners. This paper describes the constructivist approach being taken to ICT management through a particular unit in a postgraduate level professional development course at Southern Cross University. It is argued that engaging educational leaders in constructivist learning …
Technology Together: Getting Whole Schools Involved With Ict Through A Metacognitive Approach, Renata Phelps, Anne Graham, Paul Thornton
Technology Together: Getting Whole Schools Involved With Ict Through A Metacognitive Approach, Renata Phelps, Anne Graham, Paul Thornton
Dr Renata Phelps
Professional development of teachers in information and communication technology (ICT) is an urgent educational imperative, presenting significant financial and strategic challenges internationally. While many teachers are now integrating ICT in innovative and educationally appropriate ways, there are still a significant number of teachers who are resistant to using technology, either personally and/or in their teaching. Moving a whole school forward as a technology-embracing school can be a significant challenge, and teacher professional development is generally seen as the ‘solution’. Research, however, emphasises the importance of positive attitudes, values, beliefs and motivation, lack of anxiety and approach to learning as key …
The Potential Of Reflective Journals In Studying Complexity In Action, Renata Phelps
The Potential Of Reflective Journals In Studying Complexity In Action, Renata Phelps
Dr Renata Phelps
As educators embrace theories of complexity to inform their teaching and research practice, theoretically relevant methods will be required to appropriately conduct and study complexity-based approaches to education. Action research has been identified as offering significant potential for studying complexity, acting as a form of ‘real life modeling’ for learning and teaching. In this paper it is argued that reflection, a key aspect of action research, can be a productive method for both studying and working with complexity in educational contexts. Reflective journals, more specifically, provide scope not only for gathering research data but also for promoting learning and change. …
Helping Students To Help Themselves: Case Studies From A Metacognitive Approach To Computer Learning And Teaching, Renata Phelps, Allan Ellis
Helping Students To Help Themselves: Case Studies From A Metacognitive Approach To Computer Learning And Teaching, Renata Phelps, Allan Ellis
Dr Renata Phelps
End-user training in the use of computer software and hardware has become a significant area of professional development in a range of educational, organisational and community contexts. However, technology is developing at such a rapid rate that, if an individual undertakes training in how to use a particular piece of software, that knowledge is likely to be inadequate or out-of-date in a very short period of time. Training contexts that emphasise the centrality of the ‘trainer’ or teacher inevitably foster learner dependency. Although such learning contexts may be ‘comfortable’ and ‘familiar’ for some students they do not accord with the …
The Role Of Metacognitive And Reflective Learning Processes In Developing Capable Computer Users, Renata Phelps, Allan Ellis, Stewart Hase
The Role Of Metacognitive And Reflective Learning Processes In Developing Capable Computer Users, Renata Phelps, Allan Ellis, Stewart Hase
Dr Renata Phelps
There is continued pressure for the application, and integration, of computer technologies into learning and teaching. For such innovations to be successfully implemented, students themselves must have the confidence, ability and willingness to engage with computer technology. In some disciplinary and professional contexts such as arts, humanities, social studies and education many adult learners are insecure and anxious regarding their ability to use, or to learn about, computer technology. Traditionally, competency-based, or skills-focussed training approaches have been utilised to assist inexperienced students to gain confidence with using computers. This paper argues that such approaches do not promote the development of …
Overcoming Computer Anxiety Through Reflection On Attribution, Renata Phelps, Allan Ellis
Overcoming Computer Anxiety Through Reflection On Attribution, Renata Phelps, Allan Ellis
Dr Renata Phelps
Computer anxiety continues to be a significant issue for many students. While ever learners experience such anxiety, the use of computers in tertiary education will continue to present significant issues for students and teachers alike. A proliferation of adult education and training initiatives have emerged to assist computer novices to gain the skills needed to operate in the computer domain. However, studies have highlighted that increased exposure can exacerbate rather than ‘cure’ the problem of computer anxiety, potentially strengthening negative affective reactions and promoting further computer avoidance. One approach to countering computer anxiety is to involve learners themselves in confronting …
Being A Teacher: Developing Teacher Identity And Enhancing Practice Through Metacognitive And Reflective Learning Processes, Anne Graham, Renata Phelps
Being A Teacher: Developing Teacher Identity And Enhancing Practice Through Metacognitive And Reflective Learning Processes, Anne Graham, Renata Phelps
Dr Renata Phelps
The discourse of reflection is now firmly embedded in a range of teacher education programs in Australia and overseas. Reflective frameworks have been used by teacher educators to offset the perennial emphasis on technically prescriptive interpretations of ‘being a teacher’. Whilst these undoubtedly contribute to the personal ‘meaning making’ of neophyte teachers, particularly in relation to practical classroom experiences, there remains significant scope to integrate a more concerted reflective approach throughout other elements of the teacher education endeavour. When the language of reflection is applied only in a cursory or superficial way in the teacher education context the opportunity to …
Capability Versus Competency In Information Technology Education: Challenging The Learning Context For Lifelong Technological Literacy, Renata Phelps
Capability Versus Competency In Information Technology Education: Challenging The Learning Context For Lifelong Technological Literacy, Renata Phelps
Dr Renata Phelps
As Information Technology (IT) gains greater integration into the teaching and learning processes within all levels of education the capability of both teachers and students to embrace this ever-changing technology becomes essential. Traditional "training" approaches in relation to IT have tended to emphasise competency in specific computer skills. It is argued that a capability-based, rather than competency-based, approach to computer education may provide more significant and empowering learning outcomes for students. An action research project is reported which is investigating the effect of a metacognitive approach to learning and teaching on the self-efficacy and learning capability of students. Several cohorts …
The Role Of Metacognitive And Reflective Learning Processes In Developing Capable Computer Users, Renata Phelps, Allan Ellis, Stewart Hase
The Role Of Metacognitive And Reflective Learning Processes In Developing Capable Computer Users, Renata Phelps, Allan Ellis, Stewart Hase
Dr Renata Phelps
There is continued pressure for the application, and integration, of computer technologies into learning and teaching. For such innovations to be successfully implemented, students themselves must have the confidence, ability and willingness to engage with computer technology. In some disciplinary and professional contexts such as arts, humanities, social studies and education many adult learners are insecure and anxious regarding their ability to use, or to learn about, computer technology. Traditionally, competency-based, or skills-focussed training approaches have been utilised to assist inexperienced students to gain confidence with using computers. This paper argues that such approaches do not promote the development of …