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Articles 1 - 22 of 22
Full-Text Articles in Education
Developing A Model For A Self-Study Professional Learning Community, Garry Hoban, Peter Mclean, Wendy Nielsen, Amanda Berry, Christine Brown, Gordon Brown, Barbara Butterfield, Patricia Forrester, Lisa Kervin, Jessica Mantei, Jillian Trezise, Louise Rossetto, Irina Verenikina
Developing A Model For A Self-Study Professional Learning Community, Garry Hoban, Peter Mclean, Wendy Nielsen, Amanda Berry, Christine Brown, Gordon Brown, Barbara Butterfield, Patricia Forrester, Lisa Kervin, Jessica Mantei, Jillian Trezise, Louise Rossetto, Irina Verenikina
Jessica Mantei
Although the term self-study may suggest an individual teacher educator studying his or her own practice, most self-studies involve pairs or small groups of teacher educators working together in what is often called collaborative self-study. An extension of an informal collaboration is to formalize self-study as professional learning for teacher educators. This means that a group of teacher educators and other academics can study their practices over an extended period of time and share experiences as a community. This chapter identifies and explains the nature of a professional learning framework that underpins a group of academics becoming a self-study community. …
Turning Into Teachers Before Our Eyes: The Development Of Professional Identity Through Professional Dialogue, Jessica Mantei, Lisa Kervin
Turning Into Teachers Before Our Eyes: The Development Of Professional Identity Through Professional Dialogue, Jessica Mantei, Lisa Kervin
Jessica Mantei
This paper examines the development of professional identity in early career teachers enrolled in an “add-on year” of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional readings and their own understanding of the professional practice of a teacher. Dialogue was recorded and shared on a developed website. Participation in this dialogue afforded teachers opportunities to reflect on their professional identity in connection with literature, personal experiences and experiences of others. Further, uploading audio files to the site created …
Using Mobile Technologies To Develop New Ways Of Teaching And Learning, J. Herrington, A. Herrington, Jessica Mantei, I. Olney, B. Ferry
Using Mobile Technologies To Develop New Ways Of Teaching And Learning, J. Herrington, A. Herrington, Jessica Mantei, I. Olney, B. Ferry
Jessica Mantei
The chapters of this e-book comprise the pedagogical and research endeavours of a team of academics in higher education who worked with mobile learning devices over two years on a project entitled New Technologies: New Pedagogies project: Using mobile technologies to develop new ways of teaching and learning. The project endeavoured to take an innovative approach not only in the creation of new, authentic pedagogies for mobile devices but also in the action learning approach adopted for the professional development of participants. The project involved 15 people including teachers, IT and PD personnel. It was a large and ambitious project …
Using Ipods To Capture Professional Dialogue Between Early Career Teachers To Enrich Reflective Practice, Jessica Mantei, L. Kervin
Using Ipods To Capture Professional Dialogue Between Early Career Teachers To Enrich Reflective Practice, Jessica Mantei, L. Kervin
Jessica Mantei
Teachers early in their careers usually describe classroom teaching as complex and at times overwhelming as they endeavour to put into practice their beliefs and understandings about learning. For many, their university experiences seem removed from the reality of the classroom, they struggle to make strong links between theory and practice and as the collegial networks forged in the tutorial setting become less accessible, many teachers feel isolated from familiar and trusted networks. In this study, iPods were used to extend an established learning community beyond the university setting by creating audio files of professional dialogue captured during workshops and …
Collaborative Gathering, Evaluating And Communicating ‘Wisdom’ Using Ipods, L. Kervin, Jessica Mantei
Collaborative Gathering, Evaluating And Communicating ‘Wisdom’ Using Ipods, L. Kervin, Jessica Mantei
Jessica Mantei
The processes of gathering and evaluating evidence are essential to inform and guide professional practice. This chapter explores the use of iPods as a tool to bring together the teaching field and the tertiary classroom. We report on two iterative cycles where we have designed and implemented a learning experience to engage our students in collecting, evaluating and reflecting upon knowledge shared by practitioners in the field. The task encourages students to consider the ‘teacher wisdom’ (Labbo, Leu, Kinzer, Teale, Cammack, Kara-Soteriou & Sanny, 2003) that can be gathered and disseminated through podcasts as they plan, record and edit an …
The Affordances And Limitations Of Computers For Play In Early Childhood, I. Verenikina, J. Herrington, R. Peterson, Jessica Mantei
The Affordances And Limitations Of Computers For Play In Early Childhood, I. Verenikina, J. Herrington, R. Peterson, Jessica Mantei
Jessica Mantei
The widespread proliferation of computer games for children as young as 6 months of age, merits a re-examination of their manner of use and their facility to provide opportunities for developmental play. This paper describes a research study conducted to explore the use of computer games by young children, specifically to investigate the affordances and limitations of such games and the features of children’s traditional play that can be supported and further enhanced by different kinds of computer play. Computer games were classified and selected according to game characteristics that support higher order thinking. Children aged 5 and 7 were …
"Virtual Writing Conferences" As A Bridge Between The University And Classroom Contexts, L. Kervin, Jessica Mantei
"Virtual Writing Conferences" As A Bridge Between The University And Classroom Contexts, L. Kervin, Jessica Mantei
Jessica Mantei
We define a “virtual writing conference” as focused, written dialogue between two writers using computer technologies. In this study, we have worked with a cohort of exit year students in a university (all completing their final year of study for a Bachelor of Education degree) and Grade Five children in an elementary school (aged 10 – 11 years) and explored their virtual interaction. The children created electronic texts in their classrooms. These were examined by the university students, who then responded to the children using the tracking tool in Microsoft Word. In this paper we present an embedded case study …
Design Principles For Mobile Learning, A. Herrington, J. Herrington, Jessica Mantei
Design Principles For Mobile Learning, A. Herrington, J. Herrington, Jessica Mantei
Jessica Mantei
The New technologies, new pedagogies project used a designbased research approach in the creation and evaluation of pedagogies and their use in a range of higher education classes. This chapter describes the findings of the project as a whole, and presents principles to inform the design of innovative learning environments employing mobile technologies in higher education learning environments.
Supporting Educators With The Inclusion Of Technology Within Literacy Classrooms: A Framework For "Action", Lisa K. Kervin, Jessica Mantei
Supporting Educators With The Inclusion Of Technology Within Literacy Classrooms: A Framework For "Action", Lisa K. Kervin, Jessica Mantei
Jessica Mantei
Educators are challenged to consider ways that Information and Communication Technologies (ICT) can be included within classroom contexts. Such challenges often require the adoption of whole school, team or individual focus as technology is examined in connection with the needs of the learners within the school and the pedagogical understandings and beliefs of the educators. Each researcher has initiated, facilitated and reflected upon school-based projects focused on ways that technology can be incorporated within classroom literacy experiences. In this paper, we describe a “framework for action” that has emerged from our analysis of these. Examples from a range of projects …
Using Technology In Pedagogically Responsive Ways To Support Literacy Learners, Lisa Kervin, Jessica Mantei, Jan Herrington
Using Technology In Pedagogically Responsive Ways To Support Literacy Learners, Lisa Kervin, Jessica Mantei, Jan Herrington
Jessica Mantei
No abstract provided.
"Authentic" Learning Experiences: What Does This Mean And Where Is The Literacy Learning?, Jessica Mantei, Lisa Kervin
"Authentic" Learning Experiences: What Does This Mean And Where Is The Literacy Learning?, Jessica Mantei, Lisa Kervin
Jessica Mantei
Teachers are challenged to adopt practices that facilitate the development of “necessary” skills and strategies for learners. For many, however, what is required in policy and curricula is increasingly obscured and even confusing as teachers are bombarded with jargon prescribing seemingly similar (yet apparently different) approaches such as “rich tasks”, “big questions” and “fertile questions” that are to be “relevant”, “authentic” and “engaging” for the learner. Barton and Hamilton (2000) argue that literacy learning should take the learner beyond the transmission of technical skills in the classroom to an understanding of its role within a community’s cultural practices. These literacy …
Raising Our Voices And Sharing Our Vision: How We Support Literacy Learners Within Our Stage Context, Maria Turner, Robyn Menghi, Leah Galea, Jessica Mantei, Lisa Kervin
Raising Our Voices And Sharing Our Vision: How We Support Literacy Learners Within Our Stage Context, Maria Turner, Robyn Menghi, Leah Galea, Jessica Mantei, Lisa Kervin
Jessica Mantei
No abstract provided.
Blogs As A Social Networking Tool To Build Community, Lisa Kervin, Jessica Mantei, Anthony Herrington
Blogs As A Social Networking Tool To Build Community, Lisa Kervin, Jessica Mantei, Anthony Herrington
Jessica Mantei
This chapter examines blogging as a social networking tool to engage final year preservice teachers in reflective processes. Using a developed Web site, the students post their own blogs and comment upon those of others. The authors argue that opportunity to engage with this networking experience provides avenue for the students to consider their emerging professional identity as teachers. The blogging mechanism brought together the physical university context and virtual online environment as students identified, examined and reflected upon the intricacies of what it means to be a teacher. The authors hope that examining the findings that emerged from this …
Looking For Clarity Amongst The Challenges Faced By Teachers As They Consider The Role Of Ict In Classroom Literacy Learning Experiences, Jessica Mantei, Lisa K. Kervin
Looking For Clarity Amongst The Challenges Faced By Teachers As They Consider The Role Of Ict In Classroom Literacy Learning Experiences, Jessica Mantei, Lisa K. Kervin
Jessica Mantei
Primary school teachers today operate within a climate of great change with the rapid infusion of Information and Communication Technologies (ICT) into schools with the expectation that these be included within classroom experiences. Many schools purchased computer hardware and software and have provided professional development for teachers with the expectation that the technology will be put to use. Studies show, however, that many teachers continue to feel ill-equipped to use technology to support learning in spite of these in-service opportunities. Further studies identify the classroom teacher as the major factor in determining whether ICT are an important component of daily …
Incorporating Technology Within Classroom Literacy Experiences, Lisa Kervin, Jessica Mantei
Incorporating Technology Within Classroom Literacy Experiences, Lisa Kervin, Jessica Mantei
Jessica Mantei
Educators are challenged to consider ways that Information and Communication Technologies (ICT) can be included within classroom contexts. Such challenges often require the adoption of whole school, team and individual focus as technology is examined in connection with the needs of the learners within the school and the pedagogical understandings and beliefs of the educators. In this paper we describe an elementary school-based project that focuses on ways that computer-based technology and associated peripherals can be incorporated within classroom literacy experiences. As we examine the planning, implementation and our reflections upon this process some key findings emerged. The need for …
Visions For Literacy Learning: The Quest For Meaningful Use Of Computer-Based Technology In Reading And Writing Experiences, Lisa Kervin, Jessica Mantei
Visions For Literacy Learning: The Quest For Meaningful Use Of Computer-Based Technology In Reading And Writing Experiences, Lisa Kervin, Jessica Mantei
Jessica Mantei
No abstract provided.
Advertising In "Tween" Magazines: Exploring The Considerations And Opportunities, Lisa K. Kervin, Jessica Mantei
Advertising In "Tween" Magazines: Exploring The Considerations And Opportunities, Lisa K. Kervin, Jessica Mantei
Jessica Mantei
Many children in our classrooms have competence when interacting with visual and print based texts. While the familiarity may well exist, there is a need to examine children’s ability to sort through and make meaning from the myriad of messages, commercial and otherwise, which they encounter. While some argue that children are empowered by the ability to use and manipulate popular culture for their own purposes (Harding, 2004), others voice concern that this market is vulnerable to negative effects of media. In Australia both the number of magazines targeting children, and the readership of these magazines, is high and increasing. …
Engaging Early Career Teachers In 'Virtual Writing Conferences' With Grade Five Students, Lisa K. Kervin, Jessica Mantei
Engaging Early Career Teachers In 'Virtual Writing Conferences' With Grade Five Students, Lisa K. Kervin, Jessica Mantei
Jessica Mantei
The changing definition of what it means to be literate is well documented within the literature. The familiarity of many students with screen-based texts and their ability to manipulate computer-based technologies, in particular Information and Communication Technologies (ICT), is well understood. There are examples within the literature of how technology can be used to support the writing process (Turbill & Murray, 2006), provide students with control over the phases of text production (Novinger & Smith, 2003) and the need for teachers to create authentic and engaging experiences (Kervin & Mantei, 2006; Peterson, 2005). Taking such perspectives into consideration, we worked …
New Technologies, New Pedagogies: Mobile Technologies And New Ways Of Teaching And Learning, Janice Herrington, Jessica Mantei, Anthony Herrington, Ian W. Olney, Brian Ferry
New Technologies, New Pedagogies: Mobile Technologies And New Ways Of Teaching And Learning, Janice Herrington, Jessica Mantei, Anthony Herrington, Ian W. Olney, Brian Ferry
Jessica Mantei
This paper describes a major development and research study that investigated the use of mobile technologies in higher education. The project investigated the educational potential of two ubiquitous mobile devices: Palm smart phones and iPod digital audio players (mp3 players). An action learning framework for professional development was designed and implemented with a group of teachers from a Faculty of Education. Each teacher or team created pedagogies to implement appropriate use of a mobile device in different subject areas in higher education. This paper describes the project aims, design and implementation in four phases, together with a description of the …
Taking Ipods Into The Field To Capture And Share Teacher Wisdom Stories, Lisa K. Kervin, Jessica Mantei
Taking Ipods Into The Field To Capture And Share Teacher Wisdom Stories, Lisa K. Kervin, Jessica Mantei
Jessica Mantei
Mobile technologies offer significant possibilities for educators. This paper explores the use of iPods as a tool to bring together the teaching field and the tertiary classroom. We have designed a learning experience to engage our students in collecting and reflecting upon knowledge shared by practitioners in the field. It builds upon the premise that educators need to consistently gather and evaluate evidence to inform their professional practice. The task encourages students to consider the ‘teacher wisdom’ (Labbo, Leu, Kinzer, Teale, Cammack, Kara-Soteriou, & Sanny, 2003) that can be gathered and disseminated through ‘new literacies’ (such as podcasts) as they …
This Is Me! Empowering Children To Talk About Their Learning Through Digital Story, Jessica Mantei, Lisa K. Kervin
This Is Me! Empowering Children To Talk About Their Learning Through Digital Story, Jessica Mantei, Lisa K. Kervin
Jessica Mantei
The transition from pre-school to Kindergarten is an important part of a child’s learning journey. In the early childhood setting children develop interests, knowledge and learning preferences that often remain unknown in the early days of Kindergarten. We argue that from this young age children can identify and articulate learning preferences as they use their literate practices to communicate their preferences, aspirations and reflections. Digital Stories are short, personal, multimedia presentations created through image (from still and/or video cameras), which are then edited on a computer with video editing software to include a spoken narrative. In this paper we share …
Turning Into Teachers Before Our Eyes: The Development Of Professional Identity Through Professional Dialogue, Jessica Mantei, Lisa Kervin
Turning Into Teachers Before Our Eyes: The Development Of Professional Identity Through Professional Dialogue, Jessica Mantei, Lisa Kervin
Jessica Mantei
This paper examines the development of professional identity in early career teachers enrolled in an “add-on year” of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional readings and their own understanding of the professional practice of a teacher. Dialogue was recorded and shared on a developed website. Participation in this dialogue afforded teachers opportunities to reflect on their professional identity in connection with literature, personal experiences and experiences of others. Further, uploading audio files to the site created …