Any curriculum is a construct of perceived social, political and economic needs developed at a po... more Any curriculum is a construct of perceived social, political and economic needs developed at a point in time. Given that these needs are in a constant state of flux, the curriculum is subjected to periodical renewal and development processes. Gaining more visibility in the iterations of curriculum documentation is the need for Australians to be more aware of their activities impacting on the environment. Comparable to a specific curriculum document, the content knowledge delivered through initial teacher education is specific to the conditions at a point in time, requiring teachers to adapt as the curriculum evolves. Peering through the lens of teacher content knowledge, research has shown that teachers need to efficiently adapt to these changes and effectively develop their expertise in the new content material. Those that can innovate in applying their existing knowledge to the new content are said to possess adaptive expertise. Given the breadth and diversity of school curriculum, the economisation of formalised professional learning opportunities does not address the shortfall in teacher content knowledge. As a result, qualified teachers have resorted to autonomous methods of professional learning to bridge the knowledge gap. This study examines whether autonomous professional learning approaches are an effective method for teachers to gain an understanding of new syllabus content. Using a case study of technology education teachers self-educating around the concepts of eco-friendly technology education, the study identifies the intrinsic motivation of teachers to know and understand their evolving subject, and provides a basis for self-directed and autonomous professional learning. What this results in is the successful development of a basic understanding of new information and concepts in technology education.
The functionality of web 2.0 technologies has caused academics to rethink their development of te... more The functionality of web 2.0 technologies has caused academics to rethink their development of teaching and learning methods and approaches. The editable, open access nature of web 2.0 encourages the innovative collaboration of ideas, the creation of equitable visual and tactile learning environments, and opportunity for academics to develop contemporary assessment tasks. In reviewing an example of a teaching tool based on Google SketchUp 3D Warehouse, we have had to consider social and cultural changes required by academics adopting and adapting such technology. In using open source and collaborative knowledge technology there is a risk of work – including the work of students and others – being seen to be plagiarised, and this coming into conflict with established rules of academic behaviour. We conclude that universities must not only be willing to invest in the educational infrastructure to avoid communication, ownership, and authority issues, but, more importantly, be prepared to examine cultural change regarding values and beliefs around ownership of knowledge and the roles of collaborative knowledge generation.
This review article by Dr William Boyd and Ray Norman, entitled "Introduction to Coolabah special... more This review article by Dr William Boyd and Ray Norman, entitled "Introduction to Coolabah special issue on placescape, placemaking, placemarking, placedness ... geography and cultural production" features an overview of the no. 11, 2013 issue of Coolabah, including references to Dr Jytte Holmqvist''s article on "Picnic at Hanging Rock"
This study investigates why top management teams consistently make poor strategic
decisions even ... more This study investigates why top management teams consistently make poor strategic decisions even though executives typically have access to the data and tools required to make optimal business decisions in abundance. Research shows that highperforming organisations successfully make and implement good decisions (Rogers & Blenko 2006, p. 133). This indicates that good strategic decisions and their effective implementation provide a competitive advantage that directly leads to superior organisational performance. Indeed, when top management teams (TMTs) make strategic decisions, they are potentially conducting the highest leveraged activity they can for an organisation (Harrison & Pelletier 2000, p. 462). Considering that strong strategic decision making and execution capabilities are an organisational competitive advantage and represent activities of the highest value to which TMTs can contribute, it seems counter-intuitive that only around fifteen per cent of organisations have the ability to make and implement important decisions effectively (Harrison & Pelletier 2000; Rogers & Blenko 2006). Using
Any curriculum is a construct of perceived social, political and economic needs developed at a po... more Any curriculum is a construct of perceived social, political and economic needs developed at a point in time. Given that these needs are in a constant state of flux, the curriculum is subjected to periodical renewal and development processes. Gaining more visibility in the iterations of curriculum documentation is the need for Australians to be more aware of their activities impacting on the environment. Comparable to a specific curriculum document, the content knowledge delivered through initial teacher education is specific to the conditions at a point in time, requiring teachers to adapt as the curriculum evolves. Peering through the lens of teacher content knowledge, research has shown that teachers need to efficiently adapt to these changes and effectively develop their expertise in the new content material. Those that can innovate in applying their existing knowledge to the new content are said to possess adaptive expertise. Given the breadth and diversity of school curriculum, the economisation of formalised professional learning opportunities does not address the shortfall in teacher content knowledge. As a result, qualified teachers have resorted to autonomous methods of professional learning to bridge the knowledge gap. This study examines whether autonomous professional learning approaches are an effective method for teachers to gain an understanding of new syllabus content. Using a case study of technology education teachers self-educating around the concepts of eco-friendly technology education, the study identifies the intrinsic motivation of teachers to know and understand their evolving subject, and provides a basis for self-directed and autonomous professional learning. What this results in is the successful development of a basic understanding of new information and concepts in technology education.
The functionality of web 2.0 technologies has caused academics to rethink their development of te... more The functionality of web 2.0 technologies has caused academics to rethink their development of teaching and learning methods and approaches. The editable, open access nature of web 2.0 encourages the innovative collaboration of ideas, the creation of equitable visual and tactile learning environments, and opportunity for academics to develop contemporary assessment tasks. In reviewing an example of a teaching tool based on Google SketchUp 3D Warehouse, we have had to consider social and cultural changes required by academics adopting and adapting such technology. In using open source and collaborative knowledge technology there is a risk of work – including the work of students and others – being seen to be plagiarised, and this coming into conflict with established rules of academic behaviour. We conclude that universities must not only be willing to invest in the educational infrastructure to avoid communication, ownership, and authority issues, but, more importantly, be prepared to examine cultural change regarding values and beliefs around ownership of knowledge and the roles of collaborative knowledge generation.
This review article by Dr William Boyd and Ray Norman, entitled "Introduction to Coolabah special... more This review article by Dr William Boyd and Ray Norman, entitled "Introduction to Coolabah special issue on placescape, placemaking, placemarking, placedness ... geography and cultural production" features an overview of the no. 11, 2013 issue of Coolabah, including references to Dr Jytte Holmqvist''s article on "Picnic at Hanging Rock"
This study investigates why top management teams consistently make poor strategic
decisions even ... more This study investigates why top management teams consistently make poor strategic decisions even though executives typically have access to the data and tools required to make optimal business decisions in abundance. Research shows that highperforming organisations successfully make and implement good decisions (Rogers & Blenko 2006, p. 133). This indicates that good strategic decisions and their effective implementation provide a competitive advantage that directly leads to superior organisational performance. Indeed, when top management teams (TMTs) make strategic decisions, they are potentially conducting the highest leveraged activity they can for an organisation (Harrison & Pelletier 2000, p. 462). Considering that strong strategic decision making and execution capabilities are an organisational competitive advantage and represent activities of the highest value to which TMTs can contribute, it seems counter-intuitive that only around fifteen per cent of organisations have the ability to make and implement important decisions effectively (Harrison & Pelletier 2000; Rogers & Blenko 2006). Using
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decisions even though executives typically have access to the data and tools required
to make optimal business decisions in abundance. Research shows that highperforming
organisations successfully make and implement good decisions (Rogers
& Blenko 2006, p. 133). This indicates that good strategic decisions and their
effective implementation provide a competitive advantage that directly leads to
superior organisational performance. Indeed, when top management teams (TMTs)
make strategic decisions, they are potentially conducting the highest leveraged
activity they can for an organisation (Harrison & Pelletier 2000, p. 462). Considering
that strong strategic decision making and execution capabilities are an organisational
competitive advantage and represent activities of the highest value to which TMTs
can contribute, it seems counter-intuitive that only around fifteen per cent of
organisations have the ability to make and implement important decisions effectively
(Harrison & Pelletier 2000; Rogers & Blenko 2006).
Using
decisions even though executives typically have access to the data and tools required
to make optimal business decisions in abundance. Research shows that highperforming
organisations successfully make and implement good decisions (Rogers
& Blenko 2006, p. 133). This indicates that good strategic decisions and their
effective implementation provide a competitive advantage that directly leads to
superior organisational performance. Indeed, when top management teams (TMTs)
make strategic decisions, they are potentially conducting the highest leveraged
activity they can for an organisation (Harrison & Pelletier 2000, p. 462). Considering
that strong strategic decision making and execution capabilities are an organisational
competitive advantage and represent activities of the highest value to which TMTs
can contribute, it seems counter-intuitive that only around fifteen per cent of
organisations have the ability to make and implement important decisions effectively
(Harrison & Pelletier 2000; Rogers & Blenko 2006).
Using