‘Steering at a distance’, Australian school principals’ understandings of digital technologies policies during the Digital Education Revolution

Brown, Bernard

doi:10.1080/00220620.2020.1856796

Cited by 11 publications

(5 citation statements)

References 22 publications

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“…Reading community is also influenced by inherent knowledge and intrinsic motivation (Nevo & Vaknin-Nusbaum, 2020). Other research also explains the importance of reading for a prospective school principal, which relates to theoretical and historical understanding by the principal as a policy actor that can inform the chronological analysis and structure of school policies, where the aim of these policies can be accepted by members in the school (Brown, 2021). As a result, it can be inferred that reading has an effect on how a policy is viewed.…”

Section: Discussionmentioning

confidence: 99%

Identifying School Principal Candidates’ Perception on Teacher’s Appointment as School Principal

Hariyati

Tarma

Fajarwati³

et al. 2021

JPP

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In order to establish a successful school, prospective school principals' perceptions are crucial. Perception has an effect on school quality because it impacts reaction and decision-making. The aim of this study was to understand prospective school principals' perceptions of the Ministry of Education and Culture Regulation Number 6 of 2018 concerning the Appointment of Teachers as School Principals, which was conducted using a quantitative approach through a survey of 77 prospective school principals from Central and East Java Provinces. The findings revealed that: the age of the prospective school principal does not have a significant effect on policy perceptions; the length of work as a prospective school principal teacher has no significant effect on policy perceptions; there is a significant difference between the principal candidates for primary school, junior high school and senior high school/vocational high school in perceiving policies; there is no significant difference between male and female principal candidates in their perception of the policy; there is no significant difference between prospective school principals based on tank (from III b to IV b) in perceiving policies; there is a significant difference between prospective school principals with bachelor's and master's degrees in perceiving policies; there is no significant difference between prospective school principals who have not and have read Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy; and that there is no significant difference between prospective school principals who have not and have specifically reviewed Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy.

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Section: Discussionmentioning

confidence: 99%

Identifying School Principal Candidates’ Perception on Teacher’s Appointment as School Principal

Hariyati

Tarma

Fajarwati³

et al. 2021

JPP

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“…It is an integral part of the framework of security policies, where new users gain access to the resources by signing the policy. Theoretical and historical understanding of the policies on educational contents is evaluated in [174] for steering distance education. An online consent maturity model developed in [175], with a socio-technical context, argued the legalistic adoption of ethics in the paradigm for informed consent in online education.…”

Section: E Ethical Considerations and Potential Pitfallsmentioning

confidence: 99%

Advancing Education Through Extended Reality and Internet of Everything Enabled Metaverses: Applications, Challenges, and Open Issues

Jagatheesaperumal,

Ahmad,

Al-Fuqaha

et al. 2024

IEEE Trans. Learning Technol.

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Metaverse has evolved as one of the popular research agendas that let users learn, socialize, and collaborate in a networked three-dimensional (3D) immersive virtual world. Due to the rich multimedia streaming capability and immersive user experience with high-speed communication, the metaverse is an ideal model for education, training, and skill development tasks. To facilitate research in this area, we provide a comprehensive review of the various educational use cases and explore how enabling technologies such as Extended reality (XR) and the Internet of Everything (IoE) will play a major role in educational services in future metaverses. Secondly, we provide an overview of metaverse-based educational applications focusing on education, training, and skill development and analyze the technologies they are built upon. We identify common research problems and future research directions in the domain. The paper also identifies core ethical considerations of metaverse for education and potential pitfalls. We believe this survey can fully demonstrate the versatility of metaverse-driven education, which could serve as a potential guideline for the researchers.

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“…ICT can complement, enrich, and transform education for the better (Garzón & Acevedo, 2019). Countries that have initiated ICT integration programs in the education system are Portugal -a program of one-to-one laptop schools (Lucas, 2018) in the Magellan project (Piper et al, 2017); South Korea -smart education program (Leem & Sung, 2019); Australia -digital education revolution program (Brown, 2021); Turkey -FATIH program (İra et al, 2021); one laptop per child program in Peru and Uruguay (Hennessy et al, 2021); and the O-OLS program in Latin America (Capota & Severin, 2011). Thus, the discovery of a AR-based learning approach demands further research in different countries around the world (Cahyono et al, 2020).…”

Section: Distribution Of Research Study By Publication Year and Countrymentioning

confidence: 99%

Assessing the Influence of Augmented Reality in Mathematics Education: A Systematic Literature Review

Pahmi

Hendriyanto

Sahara

et al. 2023

IJLTER

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One of the promising technologies to support the application of mathematics learning is augmented reality (AR). It is considered an important pedagogical tool that allows an increasing understanding of challenging ideas at most levels of education. This article presents the approach and concept of a systematic literature review (SLR) for reviewing the effects of AR in mathematics education. Filtering relevant material on AR and mathematics education from two databases (Scopus and Eric) to answer research questions is part of the review study. In the investigation, a total of 23 publications from 2018 to 2022 were systematically selected based on the PRISMA protocol. A review of the literature shows that interest in AR research has grown over time and is evenly distributed across different countries. The use of AR in mathematics education has been adopted and used as a supporting medium for interactive learning at various levels, from elementary school to college, that appears on the topics of geometry, algebra, basic mathematics, statistics and probability, and other mathematical topics. The effectiveness of AR, which is widely developed by researchers, is its ability to overcome existing problems, such as learning barriers, mathematical anxiety, and other cognitive problems. This review has filled and amplified the literature on AR on the effectiveness of AR in school mathematics learning. We recommend that in the future research on AR should focus on exploring the broad uses and long-term impacts of AR development and implementation on mathematics learning.

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‘Steering at a distance’, Australian school principals’ understandings of digital technologies policies during the Digital Education Revolution

Cited by 11 publications

References 22 publications

Identifying School Principal Candidates’ Perception on Teacher’s Appointment as School Principal

Identifying School Principal Candidates’ Perception on Teacher’s Appointment as School Principal

Advancing Education Through Extended Reality and Internet of Everything Enabled Metaverses: Applications, Challenges, and Open Issues

Assessing the Influence of Augmented Reality in Mathematics Education: A Systematic Literature Review

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