Classroom computer climate, teacher reflections and 're-envisioning' pedagogy in Australian schools

Abstract

<span>Considerable resources have been committed to providing information and communication technology in Australian schools. However, little is known about their effects on professional practice and student learning. This paper reports two main aspects of the data emerging from a current, ongoing three-year study (2002-04) Years 3, 5 and 7 of Government and Catholic Education Schools in Tasmania, Australia. The aim is to develop a professional learning ICT pedagogy package for teachers. Relevant quantitative information and qualitative themes arising from survey questionnaire responses and preliminary findings from more in depth classroom case studies and the implications of these for pedagogy are discussed.</span>

Conversations toward effective implementation of information communication technologies in Australian schools

“…Nominated by their respective systems -the Tasmanian Department of Education and the Catholic Education Office -the schools represented socio-economic and geographic differences and varied in size of total enrolment from "small" (less than 100 students) to "large" (more than 600 students). Reported in other publications, for example (Robertson et al, 2004), this longitudinal study targeted Years 3 and 5 classes and included systems-wide surveys of classroom computer access and usage as well as detailed case studies. For the purposes of this article, we chose to explore the interview transcripts, detailing rich conversations, with school-based practitioners from these case studies.…”

Digital Literacy Competencies for Teacher Education Students

“…With the advent of mobility, digital tools have become an integral part of human life and it also enhances three important factors such as speed, virtuality, and networks (Özdamar Keskin, Özata, Banar, & Royle, 2015). These digital products are believed to make a positive contribution to the practice of better teaching and learning (Robertson, Fluck, Webb, & Loechel, 2004;Wang, 2008)). Students use these digital technologies for learning activities such as reading and sending messages, accessing learning management systems, reading e-books and journals, participating in discussion forums, and so on (Jones, Ramanau, Cross, & Healing, 2010).…”

Why Educators Should Bring an End to Pedagogy

“…Invariably government funded agencies reduce the term to represent only the means of teaching and learning and neglect to offer any aims or purposes which are able to identify their pedagogy as being of educational value beyond simply being effective for training. For example the Curriculum Corporation (2005) defines pedagogy as "understanding teaching and learning", Victoria's Department of Education and Training (2005) as "how people learn", Education Queensland (2004) as a "framework under which teachers can choose and develop strategies" (but are not at liberty to critique the framework or choose another), Robertson et al (2008) through an ARC linkage project involving the University of Tasmania and the Tasmanian Department of Education define it as the "activities that impart knowledge" [their emphasis], and Teaching Australia (2008), who omit the term 'education' from teacher education and reduce teacher preparation specifically to 'training' are currently conducting a project to establish a National Centre for Pedagogy which will centralise "knowledge about effective [rather than educative] teaching and learning". What these organisations offer are only what Beck (2008, p. 135) describes as "'cradle-to-the-grave' framework [s] within which teachers are increasingly constrained to pursue their 'professional development' and career progression."…”