Education Commons^™

Springboard To Teaching: A Partnership In Practice, Anne Graham, Renata Phelps, Berenice Kerr, Lee Macmaster

Dr Renata Phelps

No abstract provided.

Staff Development For Online Delivery: A Collaborative Team-Based Action Learning Model, Allan Ellis, Renata Phelps

Dr Renata Phelps

For academics to successfully make the transition to online teachers or learning facilitators, they must do more than develop new technical skills. Online development and delivery requires new pedagogical approaches, challenging previous practices with regards to assessment, group interaction and student/teacher dialogue. Furthermore, it necessitates attention to issues concerning academic work practices. Online delivery challenges traditional notions of academics working in isolation and instead brings together teams of people each with unique skills, into a course design and development team. This paper describes the early phases of a systems change approach being implemented in the School of Social and Workplace …

The Role Of Reflection And Mentoring In Ict Teacher Professional Development: Dialogue And Learning Across The Hemispheres, Grete Jamissen, Renata Phelps

Dr Renata Phelps

As school systems internationally seek to improve the models of professional development they are providing for their teachers to support them in integrating information and communication technology (ICT) in their teaching practice, growing opportunities emerge to compare and contrast approaches employed in different cultural contexts and to learn from each other. This paper arose from dialogue between the two authors about ICT professional development approaches being implemented in Norway and one regional area in Australia. Three programs of professional development which the authors had been involved with are described and these are compared and contrasted to reveal significant similarities and …

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 …

Competency, Capability, Complexity And Computers: Exploring A New Model For Conceptualising End-User Computer Education, Renata Phelps, Stewart Hase, Allan Ellis

Dr Renata Phelps

Notions of competency have dominated the computer education literature, and have underpinned Competency-Based Training (CBT) in information technology at all levels of education and training. The emergence of counter-narratives underpinned by the capability movement, have as yet had minimal impact on practice in computer education. New discourses in educational theory and practice which are founded on non-linear approaches to learning and teaching provide added impetus to engage in the competency/capability debate, and re-examine our approaches to computer education. This paper explores complexity theories and demonstrates how complexity's pedagogical implications can lead to new models for understanding computer learning and teaching. …

Recipe Or Performing Art?: Challenging Conventions For Writing Action Research Theses, Kath Fisher, Renata Phelps

Dr Renata Phelps

This article explores the tensions and incongruities between conventional thesis presentation and the principles of action research. Through the experiences of the authors alternative approaches to thesis structure are proposed which are argued to be more congruent with the epistemological, methodological and ethical aspects of action research. Consistent with our arguments, the article is presented as a play. Act I considers the tensions facing research students wishing to write up their action research in the context of conventional thesis writing requirements; Act II consists of four ‘scenes’, each of which illustrates a key learning arising from our own stories: writing …

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 …

The Metacognitive Approach To Computer Education: Making Explicit The Learning Journey, Renata Phelps

Dr Renata Phelps

This paper presents a theoretical and practical exploration of a metacognitive approach to computer education, developed through a three-year action research project. It is argued that the approach contrasts significantly with often-employed directive and competency-based approaches to computer education and is more appropriate in addressing the longer-term learning needs of professionals such as teachers. The metacognitive approach focuses on beliefs, attitudes and learning strategies and assists learners to come to terms with the nature of technological change and their own ability to confront this change by embracing life-long computer learning. In this paper, the metacognitive approach is presented through a …

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.

The Changing Landscape Of Family Law: Exploring The Promises And Possibilities For Children’S Participation In Australian Family Relationship Centres, Anne Graham, Robyn Margaret Fitzgerald, Renata Phelps

Dr Renata Phelps

No abstract provided.

Feeling Glad And Proud: Children In Rural Vietnam Have A Say About Learning, Renata Phelps, Nhung Ha Thi Tuyet

Dr Renata Phelps

This book is the result of a collaborative research project between ChildFund Australia and the Centre for Children and Young People, Southern Cross University, Australia. The research aimed to better understand:

1.Vietnamese children's views and experiences of learning and primary schooling in rural and remote communities (within the district of Na Ri, Bac Kan province);

2.how their views about learning and education might inform the development of future quality, basic education provided in a safe and stimulating environment; and

3.the ethical and methodological issues involved in undertaking culturally appropriate research in Vietnam that incorporates children's views and voices. The research …

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 …

Teachers And Ict: Exploring A Metacognitive Approach To Professional Development, Renata Phelps, Anne Graham, Berenice Kerr

Dr Renata Phelps

Professional development for teachers in information and communication technology (ICT) is currently a major priority for school systems in Australia and internationally. The metacognitive and reflective approach to professional development described in this paper is a response to the limitations of directive approaches to ICT learning within a context of rapid technological change. It proposes a capability based approach which strives to develop lifelong computer learning strategies. An important characteristic of the metacognitive approach is that, rather than specific objectives or outcomes being 'imposed' on learners, participants are encouraged to identify, articulate and pursue personally relevant goals, including those related …

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 …

Quan Điểm Của Trẻ Em Việt Nam Về Việc Học Và Giáo Dục Tiểu Học Ở Huyện Miền Núi Na Rì, Việt Nam: Báo Cáo Tóm Tắt Của Một Dự Án Thí Điểm, Renata Phelps, Anne Graham

Dr Renata Phelps

Giới thiệu về dự án nghiên cứu Nghiên cứu này được ChildFund Australia khởi xướng để thực hiện cam kết của tổ chức là tham gia vào các nghiên cứu nhằm tăng cường hiểu biết về trải nghiệm của trẻ, xây dựng năng lực của tổ chức và nâng cao tính hiệu quả của các hoạt động hỗ trợ phát triển. Nghiên cứu là sự hợp tác giữa ChildFund Australia và Trung tâm Nghiên cứu Trẻ em và Thanh thiếu niên (CCYP) của trường Đại học tổng hợp Southern Cross, Australia.

Vietnamese Children’S Perspectives On Learning And The Provision Of Primary School Education Within The Rural Na Ri District In Vietnam: Pilot Project Report, Renata Phelps, Anne Graham

Dr Renata Phelps

Developing countries face an urgent imperative to improve the equity, quality, relevance and authenticity of their education provision. This is critical if they are to develop a literate but also creative and innovative population to support their continued economic development. In recent years, Vietnam has been making remarkable progress in alleviating poverty and inequality. However, with 41% of its population under the age of 18, Vietnam faces considerable challenges in educating its children. Vietnam’s traditional educational practices, like those of other Asian countries, are curriculum driven and focus predominantly on rote memorisation, passive learning approaches and print-based knowledge from text …

Vietnamese Children’S Perspectives On Learning And The Provision Of Primary School Education Within The Rural Na Ri District In Vietnam: Consolidated Report On A Pilot Project, Renata Phelps, Anne Graham

Dr Renata Phelps

Background to the research This research was initiated by ChildFund Australia as part of its increased commitment to research that enhances knowledge of children’s experience, builds organisational expertise and contributes to improved effectiveness in aid operations. The research is a collaboration between ChildFund Australia and the Centre for Children and Young People (CCYP) at Southern Cross University, Australia.

Exploring The Complementarities Between Complexity And Action Research: The Story Of Technology Together, Renata Phelps, Anne Graham

Dr Renata Phelps

This paper takes up an ongoing dialogue in the educational literature regarding the relationship between complexity theories and action research. Recognising the contributions of other writers in this field and building on arguments made previously by the authors, this paper argues that there are multiple synergies between complexity and action research, and that action research can be a valuable and congruent meta-methodology for those researching from complexity-based perspectives. The paper illustrates these arguments through the example of a large action research initiative, Technology Together, which aimed to investigate the metacognitive influences on teachers' use of information and communications technology (ICT) …

Pathways To Teaching: A Curriculum Innovation Enhancing Recognition Of Students’ Career Aspirations And Expectations: Redesigning Curriculum To Acknowledge Diversity, Tess Boyle, Renata Phelps

Dr Renata Phelps

Teacher education courses have traditionally focused on preparing students for a career of full-time permanent employment. While this is in some ways a necessary assumption, it also overlooks the employment realities of many future graduates who do not move into such positions. Though teacher accreditation processes in Australia have, to some degree, acknowledged the need for alternative pathways into the profession for those who do not find themselves with full time appointments, more can be done within teacher education to prepare students for alternative careers in the profession. The paper suggests that better understanding the career aspirations and expectations of …

Group Processes Online: Teaching Collaboration Through Collaborative Processes, Kath Fisher, Renata Phelps, Allan Ellis

Dr Renata Phelps

While many subject areas lend themselves well to off-campus distance education delivery, there have always been some which do not necessarily adapt well to non face-to-face provision, in particular, those subjects where interpersonal interaction is integral. This paper discusses a course teaching group processes which had been previously offered on- and off-campus, and its subsequent redesign for online delivery. The online design of the unit is shown to have enabled many of the on-campus, face-to-face features integral to the teaching of this subject matter to be incorporated for online students. The experience provided an excellent opportunity for students to learn …

Staff Development For Online Delivery: A Collaborative, Team Based Action Learning Model, Allan Ellis, Renata Phelps

Dr Renata Phelps

For academics to successfully make the transition to online teachers or learning facilitators, they must do more than develop new technical skills. Online development and delivery requires new pedagogical approaches, challenging previous practices with regards to assessment, group interaction and student/teacher dialogue. Furthermore, it necessitates attention to issues concerning academic work practices. Online delivery challenges traditional notions of academics working in isolation and instead brings together teams of people each with unique skills, into a course design and development team. This paper describes the early phases of a systems change approach being implemented in the School of Social and Workplace …

Organisational And Technological Skills: The Overlooked Dimension Of Research Training, Renata Phelps, Kath Fisher, Allan Ellis

Dr Renata Phelps

Over the last three decades new technologies have emerged which have the capacity to considerably streamline the research and publication process and enhance the efficiency and effectiveness of research. This paper argues that to achieve high quality research training in the context of today’s government and industry priorities, there must be a renewed focus on the organisational and technological skills that are appropriate to research. It reports on a survey of both researchers-in-training (higher research degree students) and early career researchers across a number of Australian institutions. The study revealed moderate levels of confidence in these areas but also found …