Garry Falloon

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Garry is presently Professor of Digital Learning and the Fairfax Foundation Chair of Teacher Education at Macquarie University in Sydney, Australia Past research activities include exploring the effect of app design on student learning pathways, technology-facilitated school-scientist partnerships, the use of synchronous virtual classrooms in supporting distance students, online learning environment design, and the design and use of digital learning objects for learning. Presently Garry is engaged in school-based research on using apps for building science procedural and conceptual knowledge, and for fostering higher-order thinking capabilities. He teaches in Macquarie University’s HDR and teacher education programs, and is engaged with the NSW Department of Education’s Hub Schools initiative.

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Adél Pásztor

Corvinus University of Budapest

Jo Tondeur

Vrije Universiteit Brussel

John R Goss

Shenandoah University

Derek Sweetman

George Mason University

Kalyan Halder

Presidency University, Kolkata, INDIA

Mridekh Aziz

Moulay Ismail University, Meknes, Morocco

David Harper

Durham University

Hui-chuan J. Huang

Academia Sinica

Adakole Ikpe

National Open University of Nigeria

Helen Sauntson

York St John University

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Papers by Garry Falloon

Advancing young students’ computational thinking: An investigation of structured curriculum in early years primary schooling

Computers and education/Computers & education, Jul 1, 2024

An Exploration of Online Technoliteracy Capability Teaching and Learning in Early Years Classrooms

Research Square (Research Square), Jun 9, 2023

The increasing use of digital devices by young children, has led to calls for earlier teaching fo... more The increasing use of digital devices by young children, has led to calls for earlier teaching for information literacy. However, some research indicates reluctance to do this, due to perceived limitations of young children and notions about what is and is not 'appropriate' for them learn. This study examines this proposition, through analysis of 6 and 7 year olds' application of 'Technoliteracy' capabilities during a unit of learning about Matariki (the Maori new year). It used an updated and expanded revision of Durrant and Green's L(IT)eracy capability model, to understand how the students applied 'Technoliteracy' capabilities to online research and production of an information artefact for an identi ed audience. Although results were mixed, data was found of students' productive engagement of 'Technoliteracy' capabilities aligned with Durrant and Green's dimensions, suggesting that with developmentally-appropriate curriculum and pedagogy they were capable of integrating these for meaning making, judging meaning quality, and meaning sharing and communication. Given increasingly ubiquitous access to devices from a young age, results indicate that serious consideration should be given to teaching basic 'Technoliteracy' capabilities in early years classrooms.

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The Search for Computer Science Concepts in Coding Animated Narratives: Tensions and Opportunities

Journal of Educational Computing Research, May 17, 2023

Makerspaces in primary school settings: advancing 21st century and STEM capabilities using 3D design and printing

The Makerspaces in Primary School Settings project sought to examine how maker activities using 3... more The Makerspaces in Primary School Settings project sought to examine how maker activities using 3D design and 3D printing technology could enhance learning and teaching outcomes. Across the 24 Kindergarten to Year 2 classes that were analysed, students developed a range of 21 st century capabilities including creativity, problem solving, critical thinking, inquiry, design thinking, collaboration, autonomy, literacy, numeracy, scientific understanding, digital literacy, communication, reflective learning capabilities and resilience. Analysis of screen recordings for 24 pairs of students revealed substantial levels of design thinking skills, prominently including discovery, interpretation and ideation, but also experimentation and evolution. Based on screen recordings, teacher journals, teacher questionnaires, student and teacher interviews, and researcher observations, learning and teaching in makerspaces was affected by the balance of explicit instruction to open-ended inquiry, the pedagogical strategies that were used, the types of tasks that were set, the effectiveness of technological resources, the sequencing of tasks, the design of the spaces being used, and students' background knowledge and collaborative capacities. Each of these factors was observed to support or constrain learning, depending on how they were configured. Maker activities using 3D technology resulted in very high levels of student engagement, as well as increased levels of student confidence (particularly for less capable students). Off-task behaviour was sometimes observed due to factors such as technology being unavailable, students' difficulties working productively in groups, and some of the gamified aspects of the software. There was very strong student demand to complete further lessons involving 3D design and printing, with many students expressing a desire to undertake 3D design activities outside school and in their future careers. Teachers indicated that the well-structured, pedagogically grounded, hands-on and situated professional learning enabled them to develop a better understanding of makerspaces, how to teach in them, the technical skills required, and 21 st century capabilities. The professional learning also significantly increased their confidence to teach in makerspaces. Teachers indicated that to develop their capabilities and effectively teach in makerspaces, they needed reliable technology, collegial support, teaching resources, appropriate makerspaces, and time to build their capabilities and create lessons. In addition, they felt they were assisted by a school culture supportive of exploration and experimentation. An unanticipated outcome of the study was the extensive teacher transformation that took place. Several teachers indicated that they had shifted to be more collaborative, flexible, and comfortable with technology. Many teachers entered learning partnerships with students, and as a result, students came to see their teachers as models of lifelong learning. Some teachers related how these changes had transcended beyond their makerspaces modules-for instance, in the form of more inquiry-based, problem-based, and collaborative units of work. All 24 teachers expressed a desire to utilise 3D designbased makerspaces in their future classes.

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What are languages worth? Community languages for the future of New South Wales

From Virtual-to-Real:: Investigating Learning Transfer in Science Education with Very Young Students

International Journal of Science and Mathematics Education, Feb 17, 2018

Assessing the impact of ICT in the classroom: Broadening our view

m-Apping’ in the junior primary school: better designs through productive partnerships

An evaluation of the first phase of the Microsoft digital learning object project

Developing exemplary practice: why are some teachers better at IT than others?

Coding Across the Curriculum: Challenges for Non-specialist Teachers

Springer eBooks, 2023

Developing social presence in the virtual classroom

Educational leaders’ perceptions of STEM education revealed by their drawings and texts

International Journal of Mathematical Education in Science and Technology, Feb 8, 2023

The problem of perception: challenging students’ views of science and scientists through school-scientist partnerships

What works and what doesn't with Digital Learning Objects (DLOs): The Microsoft Partners in Learning (N.Z.) - Project MiLO

Getting the balance right: The Community Technicians’ Project

iPads in the primary school: emerging findings from research

Challenges to establishing school-scientist partnerships in the 21st century: case studies from New Zealand

Problem solved, but how? An exploratory study into students’ problem solving processes in creative coding tasks

Thinking Skills and Creativity

Principal Leadership and Proximal Processes in Creating STEM Ecosystems: An Australian Case Study

Leadership and Policy in Schools