School of Education

ISSN: 0155 6223 ISBN: 0 908557 78 7 This research paper was reviewed using a double blind peer review process that meets DEEWR requirements. Two reviewers were appointed on the basis of their independence, expertise and experience and received the full paper devoid of the authors' names and institutions in order to ensure objectivity and anonymity. Where substantial differences existed between the two reviewers, a third reviewer was appointed. Papers were evaluated on the basis of originality, quality of academic merit, relevance to the conference theme and the standard of writing/presentation. Following review, this full paper was presented at the international conference.

All universities in the Western world strive to attract and retain students, particularly those students who would not normally engage in tertiary studies. One way to widen access to university courses is to provide an enabling or alternative entry pathway course. The research reported in this paper was undertaken at an Australian university that has a social equity agenda to support students from diverse backgrounds to successfully engage in tertiary study. An evaluation was conducted of a particular pathway course at this university, with a view to contributing to knowledge on teaching and learning strategies in enabling courses. The research outcomes include a model of an enabling pedagogy designed to build a supportive learning community to help students’ transition into further studies.

In 1993 the first WA private school adopted a 1 to 1 computing strategy and then ten years later the first government school did so. With the advent of the Digital Education Revolution initiative many schools in WA commenced 1 to 1 strategies and it has almost become an expectation in secondary schools. Our Snapshots studies involved two new government schools and a long established elite private school that had a similar vision for learning with digital technologies. The two government schools had 1 to 1 strategies, but had found that their chosen tablet PC was not robust enough, and had concluded that the current policy was not sustainable. They were debating the merits of BYOD or BYOT strategies in the light of constraints and the nature of their clientele. The private school, unlike most of its peers, had not had a 1 to 1 strategy but was planning to do so using iPads. However, it appeared that they already had an informal BYOT strategy. In this paper we discuss the differing situations these schools have found themselves in, the vision they have for learning with digital technologies, and the issues they are debating that will allow them to implement and sustain this vision.

This paper reports how digital technologies can be successfully incorporated into traditional teaching programmes to support the learning of a new generation of learners. It describes the introduction of an innovative learning venture with preservice teachers. A web-based platform called Lessonlab was piloted with four cohorts of preservice teachers approximately 600 students, of whom 25% participated in this evaluation. A special feature of this platform is its ability to house streaming video and a range of digital video analysis functions. Research was conducted to determine the effectiveness of this use of digital technology. Quantitative and qualitative data were obtained from participants, which revealed that the majority of participants benefited from this use of technology to support their learning. The study has relevance for all educators who are keen to use technology to promote effective learning and thinking for todays` learners.

This case study documents how a group of 14 academically at risk Primary 5 students (11 year olds) were engaged in academic related tasks in an after school program mediated by a 3-D Multi-User Virtual Environment (MUVE). Although there was no significant difference in ...

Two grade five classes (11-12-year-olds) were introduced through an inquiry-based pedagogy to scientific ideas and concepts within a 3D game-like multi-user virtual environment (MUVE). This paper explores how a particular set of strategies and conditions might encourage and sustain the use of the MUVE, Quest Atlantis (QA), as a problem-based learning environment. Through commitment of the teachers, and their support through professional development, on-going technical assistance, and as they approached learning tasks students' orientation and scaffolding. Ensuring the appropriateness of the technology access, and structure of the curriculum required time-table planning. These factors predict the likely survival of an education innovation in the school and the possibility of scaled up for more widely-used pedagogical practice. 6 activity is the division of labor; that is, how the activity is distributed among the members of the community. Tasks, powers, and responsibilities are continuously negotiated among participants in the community. This relationship is important because in order for a community to achieve a common objective, the activities of the individuals in it must be organized, and the paths of communication coordinated. Communities also "specify and regulate the expected correct procedures and acceptable interactions among the participants" mediated by rules (Cole & Engeström, 1993, p.7), where rules are "the explicit and implicit regulations, norms and conventions that constrain actions and interactions within the activity system" (Engeström, 1993, p.67).

This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning with and learning from ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning with and/or from ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning from ICT pedagogy with occasional learning with ICT approach. However, English teachers facilitated the students to learn from and also with technology, with production and also with elements of collaboration. This case study illuminates the usefulness of the learning with and from ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher.

Australian universities have moved towards greater reliance on technology as a learning tool. The use of podcasts or recorded lectures (sometimes called ilectures) is now common practice in both on-campus and online modes. Using a qualitative approach to data collection which included recorded interviews, an online survey of open-ended questions and the researcher's own reflections on using ilectures, this study investigated 1) the impact of ilectures on the teaching and learning practices of both academics and students 2) student attendance in recorded lectures and 3) the responses of lecturers and students to being recorded. Findings highlighted a mix of reactions to, and experiences with, the ilecture learning tool, underscoring the need for lecturers and students to receive guidance in its use and for those driving the use of this technology to be fully mindful of the impact such a tool can have on teaching and learning.

Australian universities have moved towards greater reliance on technology as a learning tool. The use of podcasts or recorded lectures (sometimes called ilectures) is now common practice in both on-campus and online modes. Using a qualitative approach to data collection which included recorded interviews, an online survey of open-ended questions and the researcher's own reflections on using ilectures, this study investigated 1) the impact of ilectures on the teaching and learning practices of both academics and students 2) student attendance in recorded lectures and 3) the responses of lecturers and students to being recorded. Findings highlighted a mix of reactions to, and experiences with, the ilecture learning tool, underscoring the need for lecturers and students to receive guidance in its use and for those driving the use of this technology to be fully mindful of the impact such a tool can have on teaching and learning.

A great deal of research has focused on tasks, particularly for adult second language learners. In this paper we provide an account of studies that have investigated children and tasks – an age group that have received far less attention. We consider, in particular, the impact of tasks on children’s language learning, how their design features influence child interactions, and the implications and challenges surrounding task pedagogy with younger learners. We conclude with suggestions for future research. We draw extensively on the work of Rod Ellis, not only because tasks, interaction and language learning underpin his extensive body of work, but because he was one of the first to focus on children using tasks in the language learning domain.