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Articles 1 - 5 of 5
Full-Text Articles in Educational Assessment, Evaluation, and Research
Students' Voices : Learning With Technologies : Students' Expectations About Learning With Technologies : A Literature Review, Kathryn Moyle, Susanne Owen
Students' Voices : Learning With Technologies : Students' Expectations About Learning With Technologies : A Literature Review, Kathryn Moyle, Susanne Owen
Professor Kathryn Moyle
This literature review is concerned with studies published since 2002 that take the perspectives of students in relation to learning with information and communication technologies. Students in schools, vocational education and training and in preservice teacher education, as well as early career teachers and other higher education students are included. The review examines published literature to: ascertain what recent research has already been undertaken in the field within Australia and overseas; ascertain the research methods used to underpin existing research; determine the gaps in existing knowledge; and consider the implications for determining what next steps could be undertaken. [Executive summary, …
Total Cost Of Ownership & Total Value Of Ownership, Kathryn Moyle
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 …
What Is The Value Of Educational Technologies In Schools?: Initial Findings From The International Research Project ‘Measuring The Value Of Educational Technologies In Schools’, Kathryn Moyle
Professor Kathryn Moyle
Understanding the costs as well as the value of educational technologies in schools is important for school leaders to be able to strategically lead school development processes. This paper outlines some of the findings from the first case studies emerging from the international project, Measuring the value of educational technologies in schools, involving a school in each of USA, UK and Australia. The Measuring the value of educational technologies in schools research project is examining the relationships that exist in schools between educational technologies or ‘tangible information technology (IT) assets’, and ‘intangible assets’ such as the capabilities of teachers and …
What Does 'Public School Education' In Australia Mean In The 21st Century, Kathryn Moyle
What Does 'Public School Education' In Australia Mean In The 21st Century, Kathryn Moyle
Professor Kathryn Moyle
What does 'public school education' mean in Australia in the 21st century, with its past tradition of free, compulsory and secular schooling, and the present school sector policies urging the widespread use of digital technologies? This paper starts from the premise that histories and traditions underpin the provision of public school education in Australia. The author argues that the recognition of the nature of these histories and traditions is important to acknowledge for their sustainability: so they are not taken for granted; are subjected to investigation and are debated; and where appropriate can be maintained. In addition, acknowledging the role …
Education Research With Electronic Focus Groups, Kathryn Moyle, R Fitzgerald
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 …