Professor Emeritus Glenn Finger is Professor of Education at Griffith University. He was the Dean (Learning and Teaching) of the Arts, Education and Law Group from 2011-2015, the Deputy Dean (Learning and Teaching) of the Faculty of Education from 2007-2010, and the Deputy Director, Centre for Learning Research from 2005-2006.He has researched and published extensively on digital technologies and learning and teaching, with more than 150 publications. For his outstanding University teaching focusing on technologies, Professor Finger has won various teaching awards and citations, including the QSITE Fuji Xerox Outstanding Leader of the Year Award in 2014, the Australian Learning and Teaching Council Award for Teaching Excellence (Social Sciences) in 2009, Australian Teacher Education Association Pearson Education Teacher Educator of the Year in 2008, and an Australian Learning and Teaching Council Citation for Outstanding Contributions to Student Learning in 2008.He has also been awarded numerous Outstanding Paper Awards at key International and national conferences, and he was the Chair of the Research and Evaluation Working Group of the Teaching Teachers for the Future Project. Prior to his appointment at Griffith University in 1999, Professor Finger had served with Education Queensland for more than 24 years as a physical education specialist, primary school teacher, Deputy Principal and Acting Principal in a wide variety of educational settings.
This paper presents a summary of the key findings of the TTF TPACK Survey developed and administe... more This paper presents a summary of the key findings of the TTF TPACK Survey developed and administered for the Teaching the Teachers for the Future (TTF) Project implemented in 2011. The TTF Project, funded by an Australian Government ICT Innovation Fund grant, involved all 39 Australian Higher Education Institutions which provide initial teacher education. TTF data collections were undertaken at the end of Semester 1 (T1) and at the end of Semester 2 (T2) in 2011. A total of 12881 participants completed the first survey (T1) and 5809 participants completed the second survey (T2). Groups of like-named items from the T1 survey were subject to a battery of complementary data analysis techniques. The psychometric properties of the four scales: Confidence - teacher items; Usefulness - teacher items; Confidence - student items; Usefulness- student items, were confirmed both at T1 and T2. Among the key findings summarised, at the national level, the scale: Confidence to use ICT as a teacher showed measurable growth across the whole scale from T1 to T2, and the scale: Confidence to facilitate student use of ICT also showed measurable growth across the whole scale from T1 to T2. Additional key TTF TPACK Survey findings are summarised.
During the past three decades, we have witnessed dynamic technological changes that have been acc... more During the past three decades, we have witnessed dynamic technological changes that have been accompanied by considerable policy developments and initiatives by governments and education systems. For the purposes of this chapter, the technological developments focused on are specifically those related to information and communication technologies (ICT). A comprehensive definition of ICT is adopted here to include not only personal computers, but also allows for consideration of a wider range of new and emerging technologies that can be used for information and communication purposes, such as the Internet, mobile phones, digital cameras, digital video recorders, learning objects, personal digital assistants (PDAs), interactive whiteboards, wireless and networking technologies, podcasts, mp3 players, virtual reality and voice over Internet protocol (VoIP).
The potential for online education for adult learning have been well argued, and in recent times ... more The potential for online education for adult learning have been well argued, and in recent times there have been eLearning initiatives to realise the potential offered by online education. Adult learning institutions, particularly Universities, have adopted and introduced infrastructure to support Learning Management Systems (LMS), Local Area Networks (LAN), Learning Management Content Systems (LMCS), and Virtual Learning Environments (VLE). Following discussion of those eLearning environ- ments, this chapter will suggest that the limitations of those digital systems is leading to the next phase with the development of digital ecosystems conceptualised as learning platforms which keeps learning central, enables interoperability, and forms a base for building upon through use of new technologies and increased capabilities of educators to use information and communication technologies (ICT) for curriculum, pedagogy and assessment (Ingvarson & Gaffney, 2008). Digital ecosystems enable the integration of student administration, LAN (requiring teacher and student logins and passwords), VLE, content repository, community links, utilise Web 2.0 (social networking) technologies, and can have the adult learner as the central focus of the design of the platform and its functionalities. Subsequently, the chapter draws upon the findings of a research project (Sun, Tsai, Finger, Chen, & Yeh, 2007) which
National professional standards for teachers in Australia (AITSL, 2011) expect teacher education ... more National professional standards for teachers in Australia (AITSL, 2011) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a new Australian mathematics curriculum. Thus, the expectation is that graduates can demonstrate the use of information and communication technologies in mathematics teaching and learning. The authors argue that “signature pedagogy” (Shulman, 2005) is the use of a key metaphor which views mathematics as a language and suggests that mathematics should be taught and learned as any other language. This article provides a summary of the findings of an action research project involving two cohorts of undergraduate mathematics education students in an Australian university. Data collected was used to inform targeted changes to improve the technological pedagogical approach employed by the course team across two offers of the course to enhance student learning and align the course with the expectations for graduate teachers. The implications of this action research are provided to inform the design and implementation of pre-service teacher education courses with respect to the development of TPACK capabilities specifically in mathematics education.
The potential for online education for adult learning have been well argued, and in recent times ... more The potential for online education for adult learning have been well argued, and in recent times there have been eLearning initiatives to realise the potential offered by online education. Adult learning institutions, particularly Universities, have adopted and introduced infrastructure to support Learning Management Systems (LMS), Local Area Networks (LAN), Learning Management Content Systems (LMCS), and Virtual Learning Environments (VLE). Following
ABSTRACT There is increased accountability of initial teacher education (ITE) programs in Austral... more ABSTRACT There is increased accountability of initial teacher education (ITE) programs in Australia to develop Graduate teachers who are better prepared. Most ITE programs have been designed using Pedagogical Content Knowledge. Informed by the growing Technological Pedagogical Content Knowledge (TPACK) research, this journal article suggests that ITE programs need to develop Graduate teachers who have the TPACK capabilities to use technologies to support teaching and student learning. Insights from the research and evaluation of the Teaching Teachers for the Future (TTF) Project, which was guided by the TPACK conceptualisation, are provided. The TTF Project, which involved all Higher Education Institutions providing ITE programs in Australia, drew upon the TPACK conceptualisation. The TTF Project research and evaluation included the development and administration of a TTF TPACK Survey and the implementation of the Most Significant Change Methodology. Key findings resulting from the employment of these methodologies are summarised to provide guidance to inform the improvement of ITE programs to develop Graduate TPACK capabilities.
Journal of Information Techology for Teacher Education, 2000
ABSTRACT The identification of teachers' information technology skills i... more ABSTRACT The identification of teachers' information technology skills is a prerequisite for future professional development. This article reviews results of an Australian study involving 400 schools, which aimed at establishing baseline information about teachers' experience ...
Since the emergence of computers in schools during the 1980’s, there have been considerable devel... more Since the emergence of computers in schools during the 1980’s, there have been considerable developments by education systems and schools to develop policies and expectations for the use of information and communication technologies (ICT) to enhance learning and teaching. These have not always translated into practice, which has resulted in a focus on the need for improvements in preservice teacher education programs and professional development of practising teachers. This paper starts from the premise that most teacher education have been constrained by using Pedagogical Content Knowledge (PCK) developed by Shulman [1] [2] prior to the dynamic technological changes enabled by the Internet. The authors present the case for the importance of Technological Pedagogical Content Knowledge (TPACK) [3] [4]. Subsequently, the paper provides guidance for auditing the TPACK capabilities of teacher education students through the presentation of an instrument developed, and provides a summary of some of the findings of a study undertaken using that instrument.
In Australian Higher Education, the importance of initial teacher education (ITE) programs is evi... more In Australian Higher Education, the importance of initial teacher education (ITE) programs is evident through enrolments totalling 105 858 students in the broad field of Education in 2012 (DIISRTE, 2012) which represent 9.7% of the 1 094 672 students enrolled in higher education. This paper provides insights into the Teaching Teachers for the Future (TTF) Project involving all Higher Education Institutions (HEIs) which provide ITE programs in Australia. The 15 month long, $8 million TTF Project, funded by the Australian Government's ICT Innovation Fund aimed to develop the ICT capabilities of future teachers. The design of ITE programs need to build the capabilities of future teachers to be effective within increasingly eLearning environments in schools. Central was the use of the Technological Pedagogical Content Knowledge (TPACK) conceptualisation (Mishra & Koehler, 2006) for teacher educators to build pre-service teachers' TPACK confidence and capabilities to enhance eLea...
Since the emergence of computers in schools during the 1980’s, there have been considerable devel... more Since the emergence of computers in schools during the 1980’s, there have been considerable developments by education systems and schools to develop policies and expectations for the use of information and communication technologies (ICT) to enhance learning and teaching. These have not always translated into practice, which has resulted in a focus on the need for improvements in preservice teacher education programs and professional development of practising teachers. This paper starts from the premise that most teacher education have been constrained by using Pedagogical Content Knowledge (PCK) developed by Shulman [1] [2] prior to the dynamic technological changes enabled by the Internet. The authors present the case for the importance of Technological Pedagogical Content Knowledge (TPACK) [3] [4]. Subsequently, the paper provides guidance for auditing the TPACK capabilities of teacher education students through the presentation of an instrument developed, and provides a summary of some of the findings of a study undertaken using that instrument.
During the past three decades, we have witnessed dynamic technological changes that have been acc... more During the past three decades, we have witnessed dynamic technological changes that have been accompanied by considerable policy developments and initiatives by governments and education systems. For the purposes of this chapter, the technological developments focused on are specifically those related to information and communication technologies (ICT). A comprehensive definition of ICT is adopted here to include not only personal computers, but also allows for consideration of a wider range of new and emerging technologies that can be used for information and communication purposes, such as the Internet, mobile phones, digital cameras, digital video recorders, learning objects, personal digital assistants (PDAs), interactive whiteboards, wireless and networking technologies, podcasts, mp3 players, virtual reality and voice over Internet protocol (VoIP).
This paper presents a summary of the key findings of the TTF TPACK Survey developed and administe... more This paper presents a summary of the key findings of the TTF TPACK Survey developed and administered for the Teaching the Teachers for the Future (TTF) Project implemented in 2011. The TTF Project, funded by an Australian Government ICT Innovation Fund grant, involved all 39 Australian Higher Education Institutions which provide initial teacher education. TTF data collections were undertaken at the end of Semester 1 (T1) and at the end of Semester 2 (T2) in 2011. A total of 12881 participants completed the first survey (T1) and 5809 participants completed the second survey (T2). Groups of like-named items from the T1 survey were subject to a battery of complementary data analysis techniques. The psychometric properties of the four scales: Confidence - teacher items; Usefulness - teacher items; Confidence - student items; Usefulness- student items, were confirmed both at T1 and T2. Among the key findings summarised, at the national level, the scale: Confidence to use ICT as a teacher showed measurable growth across the whole scale from T1 to T2, and the scale: Confidence to facilitate student use of ICT also showed measurable growth across the whole scale from T1 to T2. Additional key TTF TPACK Survey findings are summarised.
During the past three decades, we have witnessed dynamic technological changes that have been acc... more During the past three decades, we have witnessed dynamic technological changes that have been accompanied by considerable policy developments and initiatives by governments and education systems. For the purposes of this chapter, the technological developments focused on are specifically those related to information and communication technologies (ICT). A comprehensive definition of ICT is adopted here to include not only personal computers, but also allows for consideration of a wider range of new and emerging technologies that can be used for information and communication purposes, such as the Internet, mobile phones, digital cameras, digital video recorders, learning objects, personal digital assistants (PDAs), interactive whiteboards, wireless and networking technologies, podcasts, mp3 players, virtual reality and voice over Internet protocol (VoIP).
The potential for online education for adult learning have been well argued, and in recent times ... more The potential for online education for adult learning have been well argued, and in recent times there have been eLearning initiatives to realise the potential offered by online education. Adult learning institutions, particularly Universities, have adopted and introduced infrastructure to support Learning Management Systems (LMS), Local Area Networks (LAN), Learning Management Content Systems (LMCS), and Virtual Learning Environments (VLE). Following discussion of those eLearning environ- ments, this chapter will suggest that the limitations of those digital systems is leading to the next phase with the development of digital ecosystems conceptualised as learning platforms which keeps learning central, enables interoperability, and forms a base for building upon through use of new technologies and increased capabilities of educators to use information and communication technologies (ICT) for curriculum, pedagogy and assessment (Ingvarson & Gaffney, 2008). Digital ecosystems enable the integration of student administration, LAN (requiring teacher and student logins and passwords), VLE, content repository, community links, utilise Web 2.0 (social networking) technologies, and can have the adult learner as the central focus of the design of the platform and its functionalities. Subsequently, the chapter draws upon the findings of a research project (Sun, Tsai, Finger, Chen, & Yeh, 2007) which
National professional standards for teachers in Australia (AITSL, 2011) expect teacher education ... more National professional standards for teachers in Australia (AITSL, 2011) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a new Australian mathematics curriculum. Thus, the expectation is that graduates can demonstrate the use of information and communication technologies in mathematics teaching and learning. The authors argue that “signature pedagogy” (Shulman, 2005) is the use of a key metaphor which views mathematics as a language and suggests that mathematics should be taught and learned as any other language. This article provides a summary of the findings of an action research project involving two cohorts of undergraduate mathematics education students in an Australian university. Data collected was used to inform targeted changes to improve the technological pedagogical approach employed by the course team across two offers of the course to enhance student learning and align the course with the expectations for graduate teachers. The implications of this action research are provided to inform the design and implementation of pre-service teacher education courses with respect to the development of TPACK capabilities specifically in mathematics education.
The potential for online education for adult learning have been well argued, and in recent times ... more The potential for online education for adult learning have been well argued, and in recent times there have been eLearning initiatives to realise the potential offered by online education. Adult learning institutions, particularly Universities, have adopted and introduced infrastructure to support Learning Management Systems (LMS), Local Area Networks (LAN), Learning Management Content Systems (LMCS), and Virtual Learning Environments (VLE). Following
ABSTRACT There is increased accountability of initial teacher education (ITE) programs in Austral... more ABSTRACT There is increased accountability of initial teacher education (ITE) programs in Australia to develop Graduate teachers who are better prepared. Most ITE programs have been designed using Pedagogical Content Knowledge. Informed by the growing Technological Pedagogical Content Knowledge (TPACK) research, this journal article suggests that ITE programs need to develop Graduate teachers who have the TPACK capabilities to use technologies to support teaching and student learning. Insights from the research and evaluation of the Teaching Teachers for the Future (TTF) Project, which was guided by the TPACK conceptualisation, are provided. The TTF Project, which involved all Higher Education Institutions providing ITE programs in Australia, drew upon the TPACK conceptualisation. The TTF Project research and evaluation included the development and administration of a TTF TPACK Survey and the implementation of the Most Significant Change Methodology. Key findings resulting from the employment of these methodologies are summarised to provide guidance to inform the improvement of ITE programs to develop Graduate TPACK capabilities.
Journal of Information Techology for Teacher Education, 2000
ABSTRACT The identification of teachers' information technology skills i... more ABSTRACT The identification of teachers' information technology skills is a prerequisite for future professional development. This article reviews results of an Australian study involving 400 schools, which aimed at establishing baseline information about teachers' experience ...
Since the emergence of computers in schools during the 1980’s, there have been considerable devel... more Since the emergence of computers in schools during the 1980’s, there have been considerable developments by education systems and schools to develop policies and expectations for the use of information and communication technologies (ICT) to enhance learning and teaching. These have not always translated into practice, which has resulted in a focus on the need for improvements in preservice teacher education programs and professional development of practising teachers. This paper starts from the premise that most teacher education have been constrained by using Pedagogical Content Knowledge (PCK) developed by Shulman [1] [2] prior to the dynamic technological changes enabled by the Internet. The authors present the case for the importance of Technological Pedagogical Content Knowledge (TPACK) [3] [4]. Subsequently, the paper provides guidance for auditing the TPACK capabilities of teacher education students through the presentation of an instrument developed, and provides a summary of some of the findings of a study undertaken using that instrument.
In Australian Higher Education, the importance of initial teacher education (ITE) programs is evi... more In Australian Higher Education, the importance of initial teacher education (ITE) programs is evident through enrolments totalling 105 858 students in the broad field of Education in 2012 (DIISRTE, 2012) which represent 9.7% of the 1 094 672 students enrolled in higher education. This paper provides insights into the Teaching Teachers for the Future (TTF) Project involving all Higher Education Institutions (HEIs) which provide ITE programs in Australia. The 15 month long, $8 million TTF Project, funded by the Australian Government's ICT Innovation Fund aimed to develop the ICT capabilities of future teachers. The design of ITE programs need to build the capabilities of future teachers to be effective within increasingly eLearning environments in schools. Central was the use of the Technological Pedagogical Content Knowledge (TPACK) conceptualisation (Mishra & Koehler, 2006) for teacher educators to build pre-service teachers' TPACK confidence and capabilities to enhance eLea...
Since the emergence of computers in schools during the 1980’s, there have been considerable devel... more Since the emergence of computers in schools during the 1980’s, there have been considerable developments by education systems and schools to develop policies and expectations for the use of information and communication technologies (ICT) to enhance learning and teaching. These have not always translated into practice, which has resulted in a focus on the need for improvements in preservice teacher education programs and professional development of practising teachers. This paper starts from the premise that most teacher education have been constrained by using Pedagogical Content Knowledge (PCK) developed by Shulman [1] [2] prior to the dynamic technological changes enabled by the Internet. The authors present the case for the importance of Technological Pedagogical Content Knowledge (TPACK) [3] [4]. Subsequently, the paper provides guidance for auditing the TPACK capabilities of teacher education students through the presentation of an instrument developed, and provides a summary of some of the findings of a study undertaken using that instrument.
During the past three decades, we have witnessed dynamic technological changes that have been acc... more During the past three decades, we have witnessed dynamic technological changes that have been accompanied by considerable policy developments and initiatives by governments and education systems. For the purposes of this chapter, the technological developments focused on are specifically those related to information and communication technologies (ICT). A comprehensive definition of ICT is adopted here to include not only personal computers, but also allows for consideration of a wider range of new and emerging technologies that can be used for information and communication purposes, such as the Internet, mobile phones, digital cameras, digital video recorders, learning objects, personal digital assistants (PDAs), interactive whiteboards, wireless and networking technologies, podcasts, mp3 players, virtual reality and voice over Internet protocol (VoIP).
As schools increasingly move towards 1:1 computing, research is required to inform the design and... more As schools increasingly move towards 1:1 computing, research is required to inform the design and provision of this access. Utilising the Activity Theory (AT) notion of contradictions and expansion as a theoretical underpinning, this article suggests netbooks as a viable option to provide 1:1 computing for primary school students. Decisions regarding the appropriateness of the netbooks were made using a modified version of Keegan’s (2005) functionality / mobility and eLearning / mLearning continuum which categories mobile computing devices. Based on data collected from 119 Year Seven students and their four classroom teachers, the study revealed that the netbooks were considered an appropriate computing device providing an ideal balance between functionality and mobility in meeting the computing needs of primary school students.
Although one-to-one laptop programs are being introduced in many schools, minimal research has be... more Although one-to-one laptop programs are being introduced in many schools, minimal research has been conducted regarding their effectiveness in primary schools. Evidence-based research is needed to inform significant funding, deployment and student use of computers. This article analyses key findings from a study conducted in four Year 7 classrooms in which students were provided with netbook computers as an alternative to more expensive laptop computers. Variable access was provided to students including computer to student ratios of one-to-one and one-to-two. Findings indicated that increased access to the netbook computers resulted in increases in computer usage by these students, compared with their minimal use of computers before the study. However, despite the increased access, actual computer usage remained limited. The article reports that factors contributing to the minimal use of computers included individual teacher agency, a crowded curriculum, and the historical use of computers. Implications for policy and practice are suggested.
National professional standards for teachers in Australia (AITSL, 2011) expect teacher education ... more National professional standards for teachers in Australia (AITSL, 2011) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a new Australian mathematics curriculum. Thus, the expectation is that graduates can demonstrate the use of information and communication technologies in mathematics teaching and learning. The authors argue that “signature pedagogy” (Shulman, 2005) is the use of a key metaphor which views mathematics as a language and suggests that mathematics should be taught and learned as any other language. This article provides a summary of the findings of an action research project involving two cohorts of undergraduate mathematics education students in an Australian university. Data collected was used to inform targeted changes to improve the technological pedagogical approach employed by the course team across two offers of the course to enhance student learning and align the course with the expectations for graduate teachers. The implications of this action research are provided to inform the design and implementation of pre-service teacher education courses with respect to the development of TPACK capabilities specifically in mathematics education.
Access to information and communication technologies (ICT) by students for learning has been ackn... more Access to information and communication technologies (ICT) by students for learning has been acknowledged as being important in the 21st Century. Governments, education systems and schools have been moving to greater levels of access, including students having 1:1 computing access, referred to as ubiquitous or uLearning. As schools move to 1:1 computing, research is required to inform the design and provision of access and usage by students.
This study sought to determine whether or not ubiquitous access to netbook computers equated to ubiquitous usage of the devices and whether or not varying the pattern and ratio of access affected the uptake and impact of netbook usage. It also sought to determine whether or not netbooks were an appropriate computing device for early adolescent learners, and whether or not the use of the netbooks affected the classroom environment. Specifically, it examined the impact of the netbooks on student productivity, social activity, teacher control and individual learning. It also sought to further establish whether or not Activity Theory (AT) was an appropriate methodological and conceptual framework for classroom based research. Four classrooms received the netbooks in one of the following four patterns:
1:1 student to netbook access - 5 days per week for 6 weeks;
1:1 student to netbook access - 3 days per week for 10 weeks;
1:2 student to netbook access - 5 days per week for 6 weeks; and,
1:2 student to netbook access - 3 days per week for 10 weeks.
The study drew upon AT as the conceptual framework and employed a mixed method methodology.
The study, conducted in a South East Queensland Catholic Primary School, involved 120 Year 7 students and four classroom teachers. Throughout the 2009 school year data were collected about the students, the teachers, and the classroom environments via interviews, student forums, surveys, questionnaires, data logging software, researcher diary and classroom observations. Questionnaire data relating to classroom environments were analysed using SPSS and statistical significance determined using t-tests and correlational analysis. Interview, survey and observational data were initially coded using six Activity Theory nodes (Subject, Object, Tools, Division of Labour, Community and Rules and the eight NCEI sub-scales (Involvement, Innovation, Teacher Control, Teacher Support, Order and Organisation, Competition, Affiliation and Group Work. As analysis continued, further nodes emerged including student productivity, Technological Pedagogical Content Knowledge (TPACK) and the crowded curriculum. NVivo was utilised to assist in this analysis.
The study found that ubiquitous access did not equate to ubiquitous use with average daily use of the netbooks of between 60 – 90 minutes. The netbooks were considered as an appropriate computing device by the students and teachers in this study and provided a balance between mobility and functionality. Statistically significant changes occurred in three classrooms. These changes related to Order and Organisation in one classroom and Teacher Control and Involvement in two classrooms. The use of the netbooks had significant impact on student productivity and social activity but no impact on individualised learning. Minor changes occurred to teacher pedagogy in two of the classrooms. Varying the pattern and ratio of use was a significant factor in the findings noted above and the study recommends the allocation of computers in a 1:2 rather that 1:1 ratio.
This research is significant as it can inform other primary schools as they determine the most effective means in which to utilise new mobile technologies. It is also relevant to informing secondary schools as they consider the implementation of the Digital Education Revolution (DER). This research also informs the broader debate as to whether or not 1:1 distribution of computers is most efficacious in terms of student outcomes and whether or not netbooks are an appropriate computing solution for early adolescent students.
"As schools move to 1:1 computing, research is required to inform the design and provision of acc... more "As schools move to 1:1 computing, research is required to inform the design and provision of access and usage by students. Drawing upon Activity Theory as the conceptual framework, and through employing a mixed method methodology, this study seeks to determine whether or not netbooks are an appropriate computing device for Year Seven students. Specifically, it investigated whether or not the ratio or quantum of access to the devices was a significant factor in these effects in the following variations of student access to netbooks:
• 1:1 student to netbook access - five days per week for six weeks;
• 1:1 student to netbook access - three days per week for ten weeks;
• 2:1 student to netbook access - five days per week for six weeks; and,
• 2:1 student to netbook access - three days per week for ten weeks.
This paper reports early findings of that study designed to investigate four patterns of access and usage in four Year 7 classes in a Non-Government Primary School in Queensland.
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This study sought to determine whether or not ubiquitous access to netbook computers equated to ubiquitous usage of the devices and whether or not varying the pattern and ratio of access affected the uptake and impact of netbook usage. It also sought to determine whether or not netbooks were an appropriate computing device for early adolescent learners, and whether or not the use of the netbooks affected the classroom environment. Specifically, it examined the impact of the netbooks on student productivity, social activity, teacher control and individual learning. It also sought to further establish whether or not Activity Theory (AT) was an appropriate methodological and conceptual framework for classroom based research. Four classrooms received the netbooks in one of the following four patterns:
1:1 student to netbook access - 5 days per week for 6 weeks;
1:1 student to netbook access - 3 days per week for 10 weeks;
1:2 student to netbook access - 5 days per week for 6 weeks; and,
1:2 student to netbook access - 3 days per week for 10 weeks.
The study drew upon AT as the conceptual framework and employed a mixed method methodology.
The study, conducted in a South East Queensland Catholic Primary School, involved 120 Year 7 students and four classroom teachers. Throughout the 2009 school year data were collected about the students, the teachers, and the classroom environments via interviews, student forums, surveys, questionnaires, data logging software, researcher diary and classroom observations. Questionnaire data relating to classroom environments were analysed using SPSS and statistical significance determined using t-tests and correlational analysis. Interview, survey and observational data were initially coded using six Activity Theory nodes (Subject, Object, Tools, Division of Labour, Community and Rules and the eight NCEI sub-scales (Involvement, Innovation, Teacher Control, Teacher Support, Order and Organisation, Competition, Affiliation and Group Work. As analysis continued, further nodes emerged including student productivity, Technological Pedagogical Content Knowledge (TPACK) and the crowded curriculum. NVivo was utilised to assist in this analysis.
The study found that ubiquitous access did not equate to ubiquitous use with average daily use of the netbooks of between 60 – 90 minutes. The netbooks were considered as an appropriate computing device by the students and teachers in this study and provided a balance between mobility and functionality. Statistically significant changes occurred in three classrooms. These changes related to Order and Organisation in one classroom and Teacher Control and Involvement in two classrooms. The use of the netbooks had significant impact on student productivity and social activity but no impact on individualised learning. Minor changes occurred to teacher pedagogy in two of the classrooms. Varying the pattern and ratio of use was a significant factor in the findings noted above and the study recommends the allocation of computers in a 1:2 rather that 1:1 ratio.
This research is significant as it can inform other primary schools as they determine the most effective means in which to utilise new mobile technologies. It is also relevant to informing secondary schools as they consider the implementation of the Digital Education Revolution (DER). This research also informs the broader debate as to whether or not 1:1 distribution of computers is most efficacious in terms of student outcomes and whether or not netbooks are an appropriate computing solution for early adolescent students.
• 1:1 student to netbook access - five days per week for six weeks;
• 1:1 student to netbook access - three days per week for ten weeks;
• 2:1 student to netbook access - five days per week for six weeks; and,
• 2:1 student to netbook access - three days per week for ten weeks.
This paper reports early findings of that study designed to investigate four patterns of access and usage in four Year 7 classes in a Non-Government Primary School in Queensland.
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