From Blogs to Bombs: The Future of Digital Technologies in Education, 2009
Watching young people use mobile phones in Tokyo and Helsinki at the turn of the millennium, Howa... more Watching young people use mobile phones in Tokyo and Helsinki at the turn of the millennium, Howard Rheingold sensed he'd glimpsed the future. 1 I have a similar sense that I've caught glimpses of the digital future: in the astonishing clockwork precision of Dubai and Tokyo, but equally in the breathtaking hi-tech, low-tech juxtapositions of Hong Kong and Chennai. What struck Rheingold were the synergies between Tokyo and Helsinki. They're certainly there; but I'm equally struck by the differences. It strikes me, for example, that the ...
Abstract Language teaching in the last 10–15 years has seen a shift away from the communicative a... more Abstract Language teaching in the last 10–15 years has seen a shift away from the communicative approach and towards the paradigm of intercultural (communicative) competence. It has also been influenced by a broader educational shift away from an emphasis on print literacy and towards multiliteracies. At the same time, we have witnessed the rise of interrelated sociocultural and critical discourses which have made their presence felt, somewhat belatedly, in the areas of Teaching English to Speakers of Other ...
Australasian Journal of Educational Technology, 2013
ABSTRACT This paper reports on the adoption of mobile handheld technologies in ten Western Austra... more ABSTRACT This paper reports on the adoption of mobile handheld technologies in ten Western Australian independent schools, based on interviews with staff conducted in 2011. iPads were the most popular device, followed by iPod Touches and iPhones. Class sets were common at lower levels, with 1:1 models becoming increasingly common at higher levels. Mobile learning, or m-learning, was still at an experimental stage in most schools, but common themes were already emerging around the need to integrate mobile devices into a broader learning ecology. Key discussions focused on their role in promoting consumption or production, collaboration or personalisation, and creating seamless learning spaces. Used for both organisational and pedagogical purposes, mobile devices were seen as enhancing student motivation, with empirical evidence of improved student learning also emerging in small-scale studies conducted by two schools. Challenges included the need to carefully manage the technology, ethical issues in its use, and staff roles in its deployment. Pedagogically grounded and adequately contextualised professional development (PD) was seen as vital for time-poor staff, while a desire to set up a professional community of practice was widely expressed. All the schools surveyed planned to extend their use of mobile handheld technologies in the future.
ABSTRACT E-portfolios are being introduced into initial teacher education programmes internationa... more ABSTRACT E-portfolios are being introduced into initial teacher education programmes internationally to help pre-service teachers build records of their learning journeys and develop into reflective practitioners; to allow them to assemble collections of evidence of their achievements against graduate standards, which can function as digital CVs; and to facilitate the seeding of personal learning networks that will support lifelong learning after graduation. Despite certain tensions between these aims, the potential benefits of e-portfolios make them an increasingly popular choice in teacher education. In this article, we discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. These served primarily as developmental e-portfolios, or personal learning environments (PLEs), and were designed to place particular emphasis on reflective practice. We describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered. Lessons learnt from the implementation are outlined and recommendations are proposed.
ABSTRACT This paper reports on the adoption of mobile handheld technologies in ten Western Austra... more ABSTRACT This paper reports on the adoption of mobile handheld technologies in ten Western Australian independent schools, based on interviews with staff conducted in 2011. iPads were the most popular device, followed by iPod Touches and iPhones. Class sets were common at lower levels, with 1:1 models becoming increasingly common at higher levels. Mobile learning, or m-learning, was still at an experimental stage in most schools, but common themes were already emerging around the need to integrate mobile devices into a broader learning ecology. Key discussions focused on their role in promoting consumption or production, collaboration or personalisation, and creating seamless learning spaces. Used for both organisational and pedagogical purposes, mobile devices were seen as enhancing student motivation, with empirical evidence of improved student learning also emerging in small-scale studies conducted by two schools. Challenges included the need to carefully manage the technology, ethical issues in its use, and staff roles in its deployment. Pedagogically grounded and adequately contextualised professional development (PD) was seen as vital for time-poor staff, while a desire to set up a professional community of practice was widely expressed. All the schools surveyed planned to extend their use of mobile handheld technologies in the future.
This paper reports on a case study of university lecturers' professional learning about digital t... more This paper reports on a case study of university lecturers' professional learning about digital technologies over four years, and their development of associated innovative teaching practices. During the first year, new hardware and software, as well as planned professional development (PD) opportunities, were made available to assist lecturers involved in initial teacher education in a Faculty of Education at an Australian university to integrate digital technologies into their teaching. Over the 2011-2014 period, some transformed their teaching practices substantially. It turned out that the provision of formal PD was only a trigger – much unplanned and unanticipated professional learning occurred through informal interaction, with lecturers co-learning with colleagues, and indeed with students, in an environment of enthusiastic experimentation. Formal learning was thus complemented by a networked model of the spread of knowledge and skills among colleagues, students, and wider educational communities. This paper, which focuses on the learning of two staff members who changed their practices considerably, suggests that educators benefit from a combination of formal and informal professional learning strategies when it comes to integrating digital technologies into their practices in pedagogically innovative ways.
Abstract This paper examined the dual roles-student and teacher-played by participants in a postg... more Abstract This paper examined the dual roles-student and teacher-played by participants in a postgraduate programme for language teachers, the Master's in Teaching Modern Languages to Adults (TMLA), run in online mode at the University of Dundee, Scotland, since 2003. It was explained that in order to enrol as a student on the programme, an individual must already be a practising teacher of languages, usually at post-compulsory level.
—Summary—There is still some apprehension regarding the effects of the internet, the web, and new... more —Summary—There is still some apprehension regarding the effects of the internet, the web, and new technologies on education. Yet often the technologies associated with Web 2.0, although new in form, are in fact contributing to a resurgence of emphasis on very old values of connection, collaboration, co-operation and community.
In recent years there have been numerous discussions of key issues in CALL, but many of these dis... more In recent years there have been numerous discussions of key issues in CALL, but many of these discussions do not intersect with each other. Thus, it sometimes appears that the field of CALL–like e-learning in general–is informed by a series of essential but quite separate conversations. This paper proposes that in these conversations, e-learning is viewed through four different lenses: the technological, the pedagogical, the social, and the sociopolitical.
In his 1998 study of linguistic colonialism in ELT, Alastair Pennycook states:'if I can play any ... more In his 1998 study of linguistic colonialism in ELT, Alastair Pennycook states:'if I can play any role in helping reduce the pernicious effects of colonialism, then, as a European, I must first seek out and question the colonizer within myself'(1998: 28). Examining this text recently with participants in an online Master's course, I was struck by the strength of initial reactions from native speaker (NS) teachers of English.
Abstract This article reports on the implementation of a professional development program in emer... more Abstract This article reports on the implementation of a professional development program in emerging technologies for librarians at the University of Western Australia. Set up in 2008 to address a lack of pedagogically grounded training in this area, it has now graduated three cohorts.
Abstract This paper describes the introduction of a podcasting task into an undergraduate chemist... more Abstract This paper describes the introduction of a podcasting task into an undergraduate chemistry unit. By foregrounding student collaboration, contextualisation of content, and the use of new media, it was designed to promote a deep approach to the learning of content, as well as enhancing science communication skills, and generally improving motivation.
ABSTRACT The role of professional staff 'outside the classroom'is increasingly recognised by Aust... more ABSTRACT The role of professional staff 'outside the classroom'is increasingly recognised by Australian universities as vital for student engagement, retention and satisfaction. Staff who deliver information, programs and services at all stages of the university calendar have a relationship with students very different from that of academic staff.
Abstract Creating a three-minute podcast about a fundamental chemistry concept was set as a minor... more Abstract Creating a three-minute podcast about a fundamental chemistry concept was set as a minor assignment in a large university introductory chemistry class with an enrolment of 352. Students were divided into groups of three and assigned the topic of either acids & bases or oxidation & reduction. Students worked as teams to produce a podcast and load it onto the class's WebCT site as an attachment in a discussion thread.
In a 2006 review of knowledge and skills required for the future, the University of Western Austr... more In a 2006 review of knowledge and skills required for the future, the University of Western Australia (UWA) Library identified e-learning as a crucial area. Although the Library had previously developed online courses, these were designed for passive use, contained little interactivity, and were not grounded in any concrete way in contemporary pedagogy. Mr.
From Blogs to Bombs: The Future of Digital Technologies in Education, 2009
Watching young people use mobile phones in Tokyo and Helsinki at the turn of the millennium, Howa... more Watching young people use mobile phones in Tokyo and Helsinki at the turn of the millennium, Howard Rheingold sensed he'd glimpsed the future. 1 I have a similar sense that I've caught glimpses of the digital future: in the astonishing clockwork precision of Dubai and Tokyo, but equally in the breathtaking hi-tech, low-tech juxtapositions of Hong Kong and Chennai. What struck Rheingold were the synergies between Tokyo and Helsinki. They're certainly there; but I'm equally struck by the differences. It strikes me, for example, that the ...
Abstract Language teaching in the last 10–15 years has seen a shift away from the communicative a... more Abstract Language teaching in the last 10–15 years has seen a shift away from the communicative approach and towards the paradigm of intercultural (communicative) competence. It has also been influenced by a broader educational shift away from an emphasis on print literacy and towards multiliteracies. At the same time, we have witnessed the rise of interrelated sociocultural and critical discourses which have made their presence felt, somewhat belatedly, in the areas of Teaching English to Speakers of Other ...
Australasian Journal of Educational Technology, 2013
ABSTRACT This paper reports on the adoption of mobile handheld technologies in ten Western Austra... more ABSTRACT This paper reports on the adoption of mobile handheld technologies in ten Western Australian independent schools, based on interviews with staff conducted in 2011. iPads were the most popular device, followed by iPod Touches and iPhones. Class sets were common at lower levels, with 1:1 models becoming increasingly common at higher levels. Mobile learning, or m-learning, was still at an experimental stage in most schools, but common themes were already emerging around the need to integrate mobile devices into a broader learning ecology. Key discussions focused on their role in promoting consumption or production, collaboration or personalisation, and creating seamless learning spaces. Used for both organisational and pedagogical purposes, mobile devices were seen as enhancing student motivation, with empirical evidence of improved student learning also emerging in small-scale studies conducted by two schools. Challenges included the need to carefully manage the technology, ethical issues in its use, and staff roles in its deployment. Pedagogically grounded and adequately contextualised professional development (PD) was seen as vital for time-poor staff, while a desire to set up a professional community of practice was widely expressed. All the schools surveyed planned to extend their use of mobile handheld technologies in the future.
ABSTRACT E-portfolios are being introduced into initial teacher education programmes internationa... more ABSTRACT E-portfolios are being introduced into initial teacher education programmes internationally to help pre-service teachers build records of their learning journeys and develop into reflective practitioners; to allow them to assemble collections of evidence of their achievements against graduate standards, which can function as digital CVs; and to facilitate the seeding of personal learning networks that will support lifelong learning after graduation. Despite certain tensions between these aims, the potential benefits of e-portfolios make them an increasingly popular choice in teacher education. In this article, we discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. These served primarily as developmental e-portfolios, or personal learning environments (PLEs), and were designed to place particular emphasis on reflective practice. We describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered. Lessons learnt from the implementation are outlined and recommendations are proposed.
ABSTRACT This paper reports on the adoption of mobile handheld technologies in ten Western Austra... more ABSTRACT This paper reports on the adoption of mobile handheld technologies in ten Western Australian independent schools, based on interviews with staff conducted in 2011. iPads were the most popular device, followed by iPod Touches and iPhones. Class sets were common at lower levels, with 1:1 models becoming increasingly common at higher levels. Mobile learning, or m-learning, was still at an experimental stage in most schools, but common themes were already emerging around the need to integrate mobile devices into a broader learning ecology. Key discussions focused on their role in promoting consumption or production, collaboration or personalisation, and creating seamless learning spaces. Used for both organisational and pedagogical purposes, mobile devices were seen as enhancing student motivation, with empirical evidence of improved student learning also emerging in small-scale studies conducted by two schools. Challenges included the need to carefully manage the technology, ethical issues in its use, and staff roles in its deployment. Pedagogically grounded and adequately contextualised professional development (PD) was seen as vital for time-poor staff, while a desire to set up a professional community of practice was widely expressed. All the schools surveyed planned to extend their use of mobile handheld technologies in the future.
This paper reports on a case study of university lecturers' professional learning about digital t... more This paper reports on a case study of university lecturers' professional learning about digital technologies over four years, and their development of associated innovative teaching practices. During the first year, new hardware and software, as well as planned professional development (PD) opportunities, were made available to assist lecturers involved in initial teacher education in a Faculty of Education at an Australian university to integrate digital technologies into their teaching. Over the 2011-2014 period, some transformed their teaching practices substantially. It turned out that the provision of formal PD was only a trigger – much unplanned and unanticipated professional learning occurred through informal interaction, with lecturers co-learning with colleagues, and indeed with students, in an environment of enthusiastic experimentation. Formal learning was thus complemented by a networked model of the spread of knowledge and skills among colleagues, students, and wider educational communities. This paper, which focuses on the learning of two staff members who changed their practices considerably, suggests that educators benefit from a combination of formal and informal professional learning strategies when it comes to integrating digital technologies into their practices in pedagogically innovative ways.
Abstract This paper examined the dual roles-student and teacher-played by participants in a postg... more Abstract This paper examined the dual roles-student and teacher-played by participants in a postgraduate programme for language teachers, the Master's in Teaching Modern Languages to Adults (TMLA), run in online mode at the University of Dundee, Scotland, since 2003. It was explained that in order to enrol as a student on the programme, an individual must already be a practising teacher of languages, usually at post-compulsory level.
—Summary—There is still some apprehension regarding the effects of the internet, the web, and new... more —Summary—There is still some apprehension regarding the effects of the internet, the web, and new technologies on education. Yet often the technologies associated with Web 2.0, although new in form, are in fact contributing to a resurgence of emphasis on very old values of connection, collaboration, co-operation and community.
In recent years there have been numerous discussions of key issues in CALL, but many of these dis... more In recent years there have been numerous discussions of key issues in CALL, but many of these discussions do not intersect with each other. Thus, it sometimes appears that the field of CALL–like e-learning in general–is informed by a series of essential but quite separate conversations. This paper proposes that in these conversations, e-learning is viewed through four different lenses: the technological, the pedagogical, the social, and the sociopolitical.
In his 1998 study of linguistic colonialism in ELT, Alastair Pennycook states:'if I can play any ... more In his 1998 study of linguistic colonialism in ELT, Alastair Pennycook states:'if I can play any role in helping reduce the pernicious effects of colonialism, then, as a European, I must first seek out and question the colonizer within myself'(1998: 28). Examining this text recently with participants in an online Master's course, I was struck by the strength of initial reactions from native speaker (NS) teachers of English.
Abstract This article reports on the implementation of a professional development program in emer... more Abstract This article reports on the implementation of a professional development program in emerging technologies for librarians at the University of Western Australia. Set up in 2008 to address a lack of pedagogically grounded training in this area, it has now graduated three cohorts.
Abstract This paper describes the introduction of a podcasting task into an undergraduate chemist... more Abstract This paper describes the introduction of a podcasting task into an undergraduate chemistry unit. By foregrounding student collaboration, contextualisation of content, and the use of new media, it was designed to promote a deep approach to the learning of content, as well as enhancing science communication skills, and generally improving motivation.
ABSTRACT The role of professional staff 'outside the classroom'is increasingly recognised by Aust... more ABSTRACT The role of professional staff 'outside the classroom'is increasingly recognised by Australian universities as vital for student engagement, retention and satisfaction. Staff who deliver information, programs and services at all stages of the university calendar have a relationship with students very different from that of academic staff.
Abstract Creating a three-minute podcast about a fundamental chemistry concept was set as a minor... more Abstract Creating a three-minute podcast about a fundamental chemistry concept was set as a minor assignment in a large university introductory chemistry class with an enrolment of 352. Students were divided into groups of three and assigned the topic of either acids & bases or oxidation & reduction. Students worked as teams to produce a podcast and load it onto the class's WebCT site as an attachment in a discussion thread.
In a 2006 review of knowledge and skills required for the future, the University of Western Austr... more In a 2006 review of knowledge and skills required for the future, the University of Western Australia (UWA) Library identified e-learning as a crucial area. Although the Library had previously developed online courses, these were designed for passive use, contained little interactivity, and were not grounded in any concrete way in contemporary pedagogy. Mr.
This paper reflects on a 2013-2014 Australia-China Council project in which school students in Au... more This paper reflects on a 2013-2014 Australia-China Council project in which school students in Australia and China produced and shared digital stories about their everyday lives and local cultures, with students being invited to give feedback on the language and content of the stories produced by their overseas peers. The main lessons learned during the project involved the need to seek common ground between the expectations of the Chinese and Australian partners. These pertained to five main categories: motivation, educational culture, organisation, technology, and pedagogy. Despite the challenges, students engaged in some valuable language and cultural learning, teachers developed some insights into the learning possibilities at the intersection of pedagogy and technology, and the researchers are beginning to develop a list of key recommendations to consider when setting up such cross-cultural, technology-supported projects.
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produced and shared digital stories about their everyday lives and local cultures, with students being invited to give
feedback on the language and content of the stories produced by their overseas peers. The main lessons learned during the
project involved the need to seek common ground between the expectations of the Chinese and Australian partners. These
pertained to five main categories: motivation, educational culture, organisation, technology, and pedagogy. Despite the
challenges, students engaged in some valuable language and cultural learning, teachers developed some insights into the
learning possibilities at the intersection of pedagogy and technology, and the researchers are beginning to develop a list
of key recommendations to consider when setting up such cross-cultural, technology-supported projects.