The purpose of this pilot study was to examine how one primary school implements Information and ... more The purpose of this pilot study was to examine how one primary school implements Information and Communi-cation Technologies in Education (ICTE). The principal, IT coordinator and two class teachers were interviewed to determine their views of how ICTE was being implemented. Activity theory was used as a means of analysing the data. The findings suggest a range of views about ICTE existed within the school. The implications suggest it is important for schools to recognise the different views of ICTE existing in their communities and to take cogni-sance of this when, for example, planning professional development. The study also suggests that more sensitive analytical approaches need to be developed to enable more critical evaluations of ICTE’s implementation within schools to be made.
Professional development is now a recognised activity for all teachers in Australia to engage wit... more Professional development is now a recognised activity for all teachers in Australia to engage with in order to enhance pedagogy and improve student learning outcomes. For this to be achieved, teachers' professional learning needs to be at the heart of any educational program. However within the literature there appears to be a shift in the understanding and application of these key terms - professional development and professional learning. This article seeks to clarify these terms and their usage within the teacher education literature and suggests ways for authentic learning to occur in school communities that may enhance teachers' professional practice
This study field-tested four video/web conferencing technologies (Mobile phone, Pocket Camcorder,... more This study field-tested four video/web conferencing technologies (Mobile phone, Pocket Camcorder, Skype, Adobe Connect) in regional schools in Australia to determine whether the technologies are appropriate for the needs of the university supervisor, trainee teachers and supervising teachers with regard to practice teaching placements. Findings revealed that mobile phone technology was not appropriate due to many limitations. Pocket Camcorders gave good video quality and were very portable but had constraints of limited field of vision and poor sound quality. Skype and Adobe Connect are cross platform, offered good audio and video resolution and were the most appropriate technologies. However supervisors and users need to be aware of limitations. Implications are drawn for professional experience and pedagogy.
World Conference on e-Learning in Corporate, …, 2003
An improved computation of the load-displacement prediction for a coned disc spring is proposed. ... more An improved computation of the load-displacement prediction for a coned disc spring is proposed. This work is an extension work of the previous proposed energy-based computation for coned disc springs. To show the validity of the improved method, the load-displacement results using the improved computation, the previous proposed method, and the finite element analyses are compared. In this work, the improved computation and the finite element analyses have accounted for the radial deflection of the disc spring in the form of energy method. This is different in the previous work where the radial deflection of the disc spring was ignored and the comparison to the finite element analyses without accounting the radial deflection is not practical. The present work makes the comparison to the finite element analyses to be more reasonable and more practical.
InterLearn is a web-based learning tool to support collaborative learning. It is built on a data ... more InterLearn is a web-based learning tool to support collaborative learning. It is built on a data base structure that allows students ’ responses to online activities to be stored and viewed. Students ’ responses can be shared, that is, searched and viewed by their peers, or viewed only by their tutor. The prominent characteristic which makes InterLearn different to other online learning tools, is that students can edit their responses to the activities as many times as they wish within a given timeframe. This facility is to support students learning from each other and building arguments collaboratively. InterLearn was developed for institutional-wide use and is integrated to the My.Monash Portal. On-campus and off-campus students at both undergraduate and postgraduate levels are currently using it. This paper includes examples of the use of InterLearn in science, education, psychology and law programs, and concludes with some preliminary evaluation results and future directions.
The material contained on this web site constitutes Commonwealth copyright and is intended for yo... more The material contained on this web site constitutes Commonwealth copyright and is intended for your general educational use and information. You may download, display, print and reproduce this material in unaltered form only (retaining this notice, and any headers and footers) for non-commercial use or use within your organisation. You may distribute any copies of downloaded material in unaltered, complete form only (retaining this notice, and any headers and footers). All other rights are reserved. Requests for further authorisation should be directed to the:
Twenty-first century teachers need the technical, pedagogical and content skills to use informati... more Twenty-first century teachers need the technical, pedagogical and content skills to use information and communication technologies (ICT) to create meaningful learning experiences for their students. In Australia, Standards have been developed and operationalised at the national level and steps have been taken to ensure that both beginning and practising teachers demonstrate appropriate ICT competencies. Firstly, the Australian Professional Standards for Teachers (AITSL, 2011a, 2011b) describes what a teacher should know and do at four career stages: Graduate, Proficient, Highly Accomplished, and Lead. One such Standard is simply entitled ‘Information and Communication Technology’, and requires individual teachers to demonstrate increasing capacity and leadership in ICT pedagogy. Second, teacher education institutions must show national accreditation panels, through the Initial Teacher Accreditation Programme Standards (AITSL, 2012a), how preservice teachers have opportunities to gai...
This paper reports on the progress of a project being conducted by researchers in the Centre for ... more This paper reports on the progress of a project being conducted by researchers in the Centre for Educational Multimedia (CEMM) at Monash University. The aim of the project is to showcase, through the development of 'digistories', six schools that are perceived to be ...
This thesis was scanned from the print manuscript for digital preservation and is copyright the a... more This thesis was scanned from the print manuscript for digital preservation and is copyright the author. Researchers can access this thesis by asking their local university, institution or public library to make a request on their behalf. Monash staff and postgraduate students can use the link in the References field.
Three video/web conferencing technologies (Pocket Camcorder, Skype, Adobe Connect) were used in r... more Three video/web conferencing technologies (Pocket Camcorder, Skype, Adobe Connect) were used in regional schools in Australia to determine whether the technologies are appropriate for the needs of the university supervisor, trainee teachers and supervising teachers with regard to practicum teaching placements. Findings revealed that Pocket Camcorders gave good video quality and were very portable but had constraints of limited field of vision and poor sound quality. Skype and Adobe Connect are cross platform, offered good audio and video resolution and were the most appropriate technologies. However supervisors and users need to be aware of limitations. Implications are drawn for professional experience and pedagogy.
The Teaching Teachers for the Future (TTF) project is a unique nationally significant project fun... more The Teaching Teachers for the Future (TTF) project is a unique nationally significant project funded by the Australian Government through the Department of Employment, Education and Workplace Relations (DEEWR, Au$8.8 million) and the Information and Communication Technology Innovation Fund (ICTIF). This 2011-2012 project has ambitiously attempted to build the ICT education (ICTE) capacity of the next generation of Australian teachers through its focus on pre-service teachers, teacher educators and the new Australian Curriculum. This paper will provide an overview of the project including a description of its genesis in a changing educational and political landscape, its structure and operations, its grounding in contemporary theory, the research opportunities it has engendered and its tangible outcomes.
In 2011 all Australian teacher education institutions participated in the Teaching Teachers of th... more In 2011 all Australian teacher education institutions participated in the Teaching Teachers of the Future project. Each institution introduced initiatives adapted to their particular institutional context. At ACU we adopted an approach based on providing resources reflecting authentic classroom practices coupled with providing support staff to advise and guide staff on integrating ICT into their classroom practices. This paper presents a case study of one of the units which was the focus of TTF activities and outlines future directions we will pursue as a result of the lessons learnt during the TTF.
The purpose of this study was to field-test several conferencing technologies in regional schools... more The purpose of this study was to field-test several conferencing technologies in regional schools in Victoria to determine whether the technologies are appropriate for the needs of the university supervisor, trainee teachers and supervising teachers with regard to practicum placements. The study also explored the potential of technology for other related purposes. Three technologies (m-View, Skype, Adobe Connect) were trialed. Pre-service teachers reflected on the conferencing experience and university supervisors compared the remote supervision using the technologies with traditional on-site supervision. This paper describes the findings of the project and suggests implications for professional experience and pedagogy.
The purpose of this pilot study was to examine how one primary school implements Information and ... more The purpose of this pilot study was to examine how one primary school implements Information and Communi-cation Technologies in Education (ICTE). The principal, IT coordinator and two class teachers were interviewed to determine their views of how ICTE was being implemented. Activity theory was used as a means of analysing the data. The findings suggest a range of views about ICTE existed within the school. The implications suggest it is important for schools to recognise the different views of ICTE existing in their communities and to take cogni-sance of this when, for example, planning professional development. The study also suggests that more sensitive analytical approaches need to be developed to enable more critical evaluations of ICTE’s implementation within schools to be made.
Professional development is now a recognised activity for all teachers in Australia to engage wit... more Professional development is now a recognised activity for all teachers in Australia to engage with in order to enhance pedagogy and improve student learning outcomes. For this to be achieved, teachers' professional learning needs to be at the heart of any educational program. However within the literature there appears to be a shift in the understanding and application of these key terms - professional development and professional learning. This article seeks to clarify these terms and their usage within the teacher education literature and suggests ways for authentic learning to occur in school communities that may enhance teachers' professional practice
This study field-tested four video/web conferencing technologies (Mobile phone, Pocket Camcorder,... more This study field-tested four video/web conferencing technologies (Mobile phone, Pocket Camcorder, Skype, Adobe Connect) in regional schools in Australia to determine whether the technologies are appropriate for the needs of the university supervisor, trainee teachers and supervising teachers with regard to practice teaching placements. Findings revealed that mobile phone technology was not appropriate due to many limitations. Pocket Camcorders gave good video quality and were very portable but had constraints of limited field of vision and poor sound quality. Skype and Adobe Connect are cross platform, offered good audio and video resolution and were the most appropriate technologies. However supervisors and users need to be aware of limitations. Implications are drawn for professional experience and pedagogy.
World Conference on e-Learning in Corporate, …, 2003
An improved computation of the load-displacement prediction for a coned disc spring is proposed. ... more An improved computation of the load-displacement prediction for a coned disc spring is proposed. This work is an extension work of the previous proposed energy-based computation for coned disc springs. To show the validity of the improved method, the load-displacement results using the improved computation, the previous proposed method, and the finite element analyses are compared. In this work, the improved computation and the finite element analyses have accounted for the radial deflection of the disc spring in the form of energy method. This is different in the previous work where the radial deflection of the disc spring was ignored and the comparison to the finite element analyses without accounting the radial deflection is not practical. The present work makes the comparison to the finite element analyses to be more reasonable and more practical.
InterLearn is a web-based learning tool to support collaborative learning. It is built on a data ... more InterLearn is a web-based learning tool to support collaborative learning. It is built on a data base structure that allows students ’ responses to online activities to be stored and viewed. Students ’ responses can be shared, that is, searched and viewed by their peers, or viewed only by their tutor. The prominent characteristic which makes InterLearn different to other online learning tools, is that students can edit their responses to the activities as many times as they wish within a given timeframe. This facility is to support students learning from each other and building arguments collaboratively. InterLearn was developed for institutional-wide use and is integrated to the My.Monash Portal. On-campus and off-campus students at both undergraduate and postgraduate levels are currently using it. This paper includes examples of the use of InterLearn in science, education, psychology and law programs, and concludes with some preliminary evaluation results and future directions.
The material contained on this web site constitutes Commonwealth copyright and is intended for yo... more The material contained on this web site constitutes Commonwealth copyright and is intended for your general educational use and information. You may download, display, print and reproduce this material in unaltered form only (retaining this notice, and any headers and footers) for non-commercial use or use within your organisation. You may distribute any copies of downloaded material in unaltered, complete form only (retaining this notice, and any headers and footers). All other rights are reserved. Requests for further authorisation should be directed to the:
Twenty-first century teachers need the technical, pedagogical and content skills to use informati... more Twenty-first century teachers need the technical, pedagogical and content skills to use information and communication technologies (ICT) to create meaningful learning experiences for their students. In Australia, Standards have been developed and operationalised at the national level and steps have been taken to ensure that both beginning and practising teachers demonstrate appropriate ICT competencies. Firstly, the Australian Professional Standards for Teachers (AITSL, 2011a, 2011b) describes what a teacher should know and do at four career stages: Graduate, Proficient, Highly Accomplished, and Lead. One such Standard is simply entitled ‘Information and Communication Technology’, and requires individual teachers to demonstrate increasing capacity and leadership in ICT pedagogy. Second, teacher education institutions must show national accreditation panels, through the Initial Teacher Accreditation Programme Standards (AITSL, 2012a), how preservice teachers have opportunities to gai...
This paper reports on the progress of a project being conducted by researchers in the Centre for ... more This paper reports on the progress of a project being conducted by researchers in the Centre for Educational Multimedia (CEMM) at Monash University. The aim of the project is to showcase, through the development of 'digistories', six schools that are perceived to be ...
This thesis was scanned from the print manuscript for digital preservation and is copyright the a... more This thesis was scanned from the print manuscript for digital preservation and is copyright the author. Researchers can access this thesis by asking their local university, institution or public library to make a request on their behalf. Monash staff and postgraduate students can use the link in the References field.
Three video/web conferencing technologies (Pocket Camcorder, Skype, Adobe Connect) were used in r... more Three video/web conferencing technologies (Pocket Camcorder, Skype, Adobe Connect) were used in regional schools in Australia to determine whether the technologies are appropriate for the needs of the university supervisor, trainee teachers and supervising teachers with regard to practicum teaching placements. Findings revealed that Pocket Camcorders gave good video quality and were very portable but had constraints of limited field of vision and poor sound quality. Skype and Adobe Connect are cross platform, offered good audio and video resolution and were the most appropriate technologies. However supervisors and users need to be aware of limitations. Implications are drawn for professional experience and pedagogy.
The Teaching Teachers for the Future (TTF) project is a unique nationally significant project fun... more The Teaching Teachers for the Future (TTF) project is a unique nationally significant project funded by the Australian Government through the Department of Employment, Education and Workplace Relations (DEEWR, Au$8.8 million) and the Information and Communication Technology Innovation Fund (ICTIF). This 2011-2012 project has ambitiously attempted to build the ICT education (ICTE) capacity of the next generation of Australian teachers through its focus on pre-service teachers, teacher educators and the new Australian Curriculum. This paper will provide an overview of the project including a description of its genesis in a changing educational and political landscape, its structure and operations, its grounding in contemporary theory, the research opportunities it has engendered and its tangible outcomes.
In 2011 all Australian teacher education institutions participated in the Teaching Teachers of th... more In 2011 all Australian teacher education institutions participated in the Teaching Teachers of the Future project. Each institution introduced initiatives adapted to their particular institutional context. At ACU we adopted an approach based on providing resources reflecting authentic classroom practices coupled with providing support staff to advise and guide staff on integrating ICT into their classroom practices. This paper presents a case study of one of the units which was the focus of TTF activities and outlines future directions we will pursue as a result of the lessons learnt during the TTF.
The purpose of this study was to field-test several conferencing technologies in regional schools... more The purpose of this study was to field-test several conferencing technologies in regional schools in Victoria to determine whether the technologies are appropriate for the needs of the university supervisor, trainee teachers and supervising teachers with regard to practicum placements. The study also explored the potential of technology for other related purposes. Three technologies (m-View, Skype, Adobe Connect) were trialed. Pre-service teachers reflected on the conferencing experience and university supervisors compared the remote supervision using the technologies with traditional on-site supervision. This paper describes the findings of the project and suggests implications for professional experience and pedagogy.
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