Can the notion of affordances be of use in the design of a technology enriched mathematics curriculum
- Brown, Jill, Stillman, Gloria, Herbert, Sandra
- Authors: Brown, Jill , Stillman, Gloria , Herbert, Sandra
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at 27th Annual Conference of the Mathematics Education Research Group of Australasia, Townsville, Australia : 27th June, 2004 p. 119-126
- Full Text:
- Reviewed:
- Description: The term affordances is rising in prominence in scholarly literature in mathematics education generally and in technology in mathematics education in particular. A proliferation of different uses and meanings is evident. The roots and use of the term and some of its applications are explored in order to clarify its many meanings. Its potential usefulness for developing a framework for a new research project which aims to enhance mathematics achievement and engagement at the secondary level by using technology to support real world problem solving and lessons of high cognitive demand is investigated.
- Description: E1
- Description: 2003000839
- Authors: Brown, Jill , Stillman, Gloria , Herbert, Sandra
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at 27th Annual Conference of the Mathematics Education Research Group of Australasia, Townsville, Australia : 27th June, 2004 p. 119-126
- Full Text:
- Reviewed:
- Description: The term affordances is rising in prominence in scholarly literature in mathematics education generally and in technology in mathematics education in particular. A proliferation of different uses and meanings is evident. The roots and use of the term and some of its applications are explored in order to clarify its many meanings. Its potential usefulness for developing a framework for a new research project which aims to enhance mathematics achievement and engagement at the secondary level by using technology to support real world problem solving and lessons of high cognitive demand is investigated.
- Description: E1
- Description: 2003000839
Designing a research agenda to examine the implementation of the health and physical education curriculum & standards framework II
- Authors: O'Meara, James , Swan, Peter
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at Association for Research in Education, Brisbane : 1st December, 2002
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003000073
- Authors: O'Meara, James , Swan, Peter
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at Association for Research in Education, Brisbane : 1st December, 2002
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003000073
Changes of names, contents and attitudes to mathematical units
- Turville, Christopher, Pierce, Robyn, Barker, Ewan, Giri, Jason
- Authors: Turville, Christopher , Pierce, Robyn , Barker, Ewan , Giri, Jason
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at the 2nd International Conference on the Teaching of Mathematics, Crete, Greece : 1st June, 2003
- Full Text:
- Reviewed:
- Description: Will this material be on the exam? Why do I need to know this stuff? These are the sorts of questions that have been regularly asked by our mathematics students. Pre-service mathematics teachers often suggest that they do not need to learn anything that they do not have to teach. Generally, these students appear to have very little aesthetic appreciation for mathematics and its applications. Currently, we teach five traditional mathematical content units that are provided mainly for pre-service mathematics teachers. These units have been adapted and modified over the years from units that were designed primarily for science students. They contained a heavy focus on calculus with a limited breadth of mathematical experience. After consulting widely on the best mathematical practices throughout Australia and internationally, it was decided to reform all of the mathematics units to make them more attractive to a wider audience. The units that are currently being developed are: Profit, Loss and Gambling; Upon the Shoulders of Giants; Logic and Imagination; Modelling and Change; Algorithms, Bits and Bytes; Space, Shape, and Design; and Modelling Reality. The overall goal of this redevelopment is to improve student attitudes and motivation by exposing them to a wide range of topics in mathematics that are usable and relevant. All of these units will incorporate current technology, contain realistic problems, and include visiting speakers. Student assessment in these units will consist of portfolios, projects and examinations. The introduction of these new units will result in students having a greater choice of the units they wish to study. In order to overcome potential logistical problems of a small mathematics department, innovative changes to the structure of the units will also be examined. This paper will provide the details of the establishment and content of these units.
- Description: E1
- Description: 2003000085
- Authors: Turville, Christopher , Pierce, Robyn , Barker, Ewan , Giri, Jason
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at the 2nd International Conference on the Teaching of Mathematics, Crete, Greece : 1st June, 2003
- Full Text:
- Reviewed:
- Description: Will this material be on the exam? Why do I need to know this stuff? These are the sorts of questions that have been regularly asked by our mathematics students. Pre-service mathematics teachers often suggest that they do not need to learn anything that they do not have to teach. Generally, these students appear to have very little aesthetic appreciation for mathematics and its applications. Currently, we teach five traditional mathematical content units that are provided mainly for pre-service mathematics teachers. These units have been adapted and modified over the years from units that were designed primarily for science students. They contained a heavy focus on calculus with a limited breadth of mathematical experience. After consulting widely on the best mathematical practices throughout Australia and internationally, it was decided to reform all of the mathematics units to make them more attractive to a wider audience. The units that are currently being developed are: Profit, Loss and Gambling; Upon the Shoulders of Giants; Logic and Imagination; Modelling and Change; Algorithms, Bits and Bytes; Space, Shape, and Design; and Modelling Reality. The overall goal of this redevelopment is to improve student attitudes and motivation by exposing them to a wide range of topics in mathematics that are usable and relevant. All of these units will incorporate current technology, contain realistic problems, and include visiting speakers. Student assessment in these units will consist of portfolios, projects and examinations. The introduction of these new units will result in students having a greater choice of the units they wish to study. In order to overcome potential logistical problems of a small mathematics department, innovative changes to the structure of the units will also be examined. This paper will provide the details of the establishment and content of these units.
- Description: E1
- Description: 2003000085
Integrated project-based curriculum: A case study in a Victorian School.
- Authors: Bendall, Derek
- Date: 2015
- Type: Text , Thesis , Masters
- Full Text:
- Description: Leaders of research in the field of effective education have recognised that in the late twentieth century traditional styles of teaching were no longer sustaining student interest, nor helping students achieve their fullest potential. Sir Ken Robinson, a leading commentator, has spoken about the problems with the current Western educational system that was designed during the Industrial Revolution to accommodate the needs of that time. Education reform has been broadly researched and discussed and a wide range of strategies and theories have been developed, including integrated Project-Based Curriculum. This study investigates the development of an integrated Project-Based Curriculum program, what this type of program involves, the implementation of the program and an analysis of qualitative and quantitative data collected throughout the program highlighting its potential benefits. Making use of a mixed method approach, this project examined the outcomes of an integrated Project-Based Curriculum program case study consisting of six teachers and fifty Year 7 students. The context of the study involves a private Christian school located in a suburban outer fringe area of Melbourne, Victoria, Australia. The study investigated the overarching question of whether integrated Project-Based Curriculum programs are constructive and beneficial to today’s schools. The research showed three key findings: that integrated Project-Based Curriculum programs are set up to allow students to make choices in their own education, which creates an appreciation of each discipline and a connection to the ‘real world’; that integrated Project- Based Curriculum involves a great deal of group work which develops a number of ‘lifelong’ 21st century work related skills, including collaboration, communication and creative and critical thinking; and most significantly, that integrated Project-Based Curriculum programs engage students to self-learn and come to class with a greater prior knowledge, enabling teachers to teach a more in-depth content that creates a deeper learning.
- Description: Masters in Education
- Authors: Bendall, Derek
- Date: 2015
- Type: Text , Thesis , Masters
- Full Text:
- Description: Leaders of research in the field of effective education have recognised that in the late twentieth century traditional styles of teaching were no longer sustaining student interest, nor helping students achieve their fullest potential. Sir Ken Robinson, a leading commentator, has spoken about the problems with the current Western educational system that was designed during the Industrial Revolution to accommodate the needs of that time. Education reform has been broadly researched and discussed and a wide range of strategies and theories have been developed, including integrated Project-Based Curriculum. This study investigates the development of an integrated Project-Based Curriculum program, what this type of program involves, the implementation of the program and an analysis of qualitative and quantitative data collected throughout the program highlighting its potential benefits. Making use of a mixed method approach, this project examined the outcomes of an integrated Project-Based Curriculum program case study consisting of six teachers and fifty Year 7 students. The context of the study involves a private Christian school located in a suburban outer fringe area of Melbourne, Victoria, Australia. The study investigated the overarching question of whether integrated Project-Based Curriculum programs are constructive and beneficial to today’s schools. The research showed three key findings: that integrated Project-Based Curriculum programs are set up to allow students to make choices in their own education, which creates an appreciation of each discipline and a connection to the ‘real world’; that integrated Project- Based Curriculum involves a great deal of group work which develops a number of ‘lifelong’ 21st century work related skills, including collaboration, communication and creative and critical thinking; and most significantly, that integrated Project-Based Curriculum programs engage students to self-learn and come to class with a greater prior knowledge, enabling teachers to teach a more in-depth content that creates a deeper learning.
- Description: Masters in Education
Teaching science content in nursing programs in Australia: a cross-sectional survey of academics
- Birks, Melanie, Ralph, Nicholas, Cant, Robyn, Hillman, Elspeth, Ylona Chun, Tie
- Authors: Birks, Melanie , Ralph, Nicholas , Cant, Robyn , Hillman, Elspeth , Ylona Chun, Tie
- Date: 2015
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 14, no. 1 (2015), p. 1-9
- Full Text:
- Reviewed:
- Description: Background: Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. Method: This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Results: Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. Conclusion: While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of nursing curricula are encouraged to review the content of current programs in light of the findings of this research.
- Authors: Birks, Melanie , Ralph, Nicholas , Cant, Robyn , Hillman, Elspeth , Ylona Chun, Tie
- Date: 2015
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 14, no. 1 (2015), p. 1-9
- Full Text:
- Reviewed:
- Description: Background: Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. Method: This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Results: Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. Conclusion: While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of nursing curricula are encouraged to review the content of current programs in light of the findings of this research.
Efficacy of a compulsory homework programme for increasing physical activity and improving nutrition in children: A cluster randomised controlled trial
- Duncan, Scott, Stewart, Tom, McPhee, Julia, Borotkanics, Robert, Prendergast, Kate, Zinn, Caryn, Meredith-Jones, Kim, Taylor, Rachael, McLachlan, Claire, Schofield, Grant
- Authors: Duncan, Scott , Stewart, Tom , McPhee, Julia , Borotkanics, Robert , Prendergast, Kate , Zinn, Caryn , Meredith-Jones, Kim , Taylor, Rachael , McLachlan, Claire , Schofield, Grant
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 16, no. 1 (2019), p.
- Full Text:
- Reviewed:
- Description: Background: Most physical activity interventions in children focus on the school setting; however, children typically engage in more sedentary activities and spend more time eating when at home. The primary aim of this cluster randomised controlled trial was to investigate the effects of a compulsory, health-related homework programme on physical activity, dietary patterns, and body size in primary school-aged children. Methods: A total of 675 children aged 7-10 years from 16 New Zealand primary schools participated in the Healthy Homework study. Schools were randomised into intervention and control groups (1:1 allocation). Intervention schools implemented an 8-week applied homework and in-class teaching module designed to increase physical activity and improve dietary patterns. Physical activity was the primary outcome measure, and was assessed using two sealed pedometers that monitored school- and home-based activity separately. Secondary outcome measures included screen-based sedentary time and selected dietary patterns assessed via parental proxy questionnaire. In addition, height, weight, and waist circumference were measured to obtain body mass index (BMI) and waist-to-height ratio (WHtR). All measurements were taken at baseline (T0), immediately post-intervention (T1), and 6-months post-intervention (T2). Changes in outcome measures over time were estimated using generalised linear mixed models (GLMMs) that adjusted for fixed (group, age, sex, group x time) and random (subjects nested within schools) effects. Intervention effects were also quantified using GLMMs adjusted for baseline values. Results: Significant intervention effects were observed for weekday physical activity at home (T1 [P < 0.001] and T2 [P = 0.019]), weekend physical activity (T1 [P < 0.001] and T2 [P < 0.001]), BMI (T2 only [P = 0.020]) and fruit consumption (T1 only [P = 0.036]). Additional analyses revealed that the greatest improvements in physical activity occurred in children from the most socioeconomically deprived schools. No consistent effects on sedentary time, WHtR, or other dietary patterns were observed. Conclusions: A compulsory health-related homework programme resulted in substantial and consistent increases in children's physical activity - particularly outside of school and on weekends - with limited effects on body size and fruit consumption. Overall, our findings support the integration of compulsory home-focused strategies for improving health behaviours into primary education curricula. Trial registration: Australian New Zealand Clinical Trials Registry, ACTRN12618000590268. Registered 17 April 2018. © 2019 The Author(s).
- Authors: Duncan, Scott , Stewart, Tom , McPhee, Julia , Borotkanics, Robert , Prendergast, Kate , Zinn, Caryn , Meredith-Jones, Kim , Taylor, Rachael , McLachlan, Claire , Schofield, Grant
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 16, no. 1 (2019), p.
- Full Text:
- Reviewed:
- Description: Background: Most physical activity interventions in children focus on the school setting; however, children typically engage in more sedentary activities and spend more time eating when at home. The primary aim of this cluster randomised controlled trial was to investigate the effects of a compulsory, health-related homework programme on physical activity, dietary patterns, and body size in primary school-aged children. Methods: A total of 675 children aged 7-10 years from 16 New Zealand primary schools participated in the Healthy Homework study. Schools were randomised into intervention and control groups (1:1 allocation). Intervention schools implemented an 8-week applied homework and in-class teaching module designed to increase physical activity and improve dietary patterns. Physical activity was the primary outcome measure, and was assessed using two sealed pedometers that monitored school- and home-based activity separately. Secondary outcome measures included screen-based sedentary time and selected dietary patterns assessed via parental proxy questionnaire. In addition, height, weight, and waist circumference were measured to obtain body mass index (BMI) and waist-to-height ratio (WHtR). All measurements were taken at baseline (T0), immediately post-intervention (T1), and 6-months post-intervention (T2). Changes in outcome measures over time were estimated using generalised linear mixed models (GLMMs) that adjusted for fixed (group, age, sex, group x time) and random (subjects nested within schools) effects. Intervention effects were also quantified using GLMMs adjusted for baseline values. Results: Significant intervention effects were observed for weekday physical activity at home (T1 [P < 0.001] and T2 [P = 0.019]), weekend physical activity (T1 [P < 0.001] and T2 [P < 0.001]), BMI (T2 only [P = 0.020]) and fruit consumption (T1 only [P = 0.036]). Additional analyses revealed that the greatest improvements in physical activity occurred in children from the most socioeconomically deprived schools. No consistent effects on sedentary time, WHtR, or other dietary patterns were observed. Conclusions: A compulsory health-related homework programme resulted in substantial and consistent increases in children's physical activity - particularly outside of school and on weekends - with limited effects on body size and fruit consumption. Overall, our findings support the integration of compulsory home-focused strategies for improving health behaviours into primary education curricula. Trial registration: Australian New Zealand Clinical Trials Registry, ACTRN12618000590268. Registered 17 April 2018. © 2019 The Author(s).
The development of a competency assessment standard for general practitioners in China
- Rao, Xin, Lai, Jinming, Wu, Hua, Li, Yang, Xu, Xingzhi, Browning, Colette, Thomas, Shane
- Authors: Rao, Xin , Lai, Jinming , Wu, Hua , Li, Yang , Xu, Xingzhi , Browning, Colette , Thomas, Shane
- Date: 2020
- Type: Text , Journal article
- Relation: Frontiers in Public Health Vol. 8, no. (2020), p.
- Full Text:
- Reviewed:
- Description: This paper describes the development of a competency assessment standard for General Practitioners in Shenzhen, China. The standard is to be used for developing and delivering the training curriculum for General Practitioners and to enable rigorous assessment of the mastery of the standards by GP trainees. The requirement for the training of General Practitioners in China is mandated by government policy requires an international standard curriculum to meet the needs of patients and the community. A modified Delphi process was employed to arrive at a curriculum consensus. An expert panel and 14 expert working groups derived from the expert panel were established to review and evaluate national and international competency standards for General Practice and develop a set of standards, through a modified Delphi methodology. Forty three experts were involved in the project. The project resulted in a detailed curriculum statement. The curriculum was then used in 2017 and 2018 where pilot examinations of GP trainees (n = 298 and n = 315, respectively) were conducted to assess the trainee's competencies against the Standards. The examination included two modules, a written test (Module A) and a practical test (Module B). The success rate for participants was relatively low with the majority not successfully completing the assessments. The assessments will be further refined in subsequent work. The project achieved its goal of developing a rigorously evaluated standard to support clinical practice and the training and assessment of GPs. © Copyright © 2020 Rao, Lai, Wu, Li, Xu, Browning and Thomas.
- Authors: Rao, Xin , Lai, Jinming , Wu, Hua , Li, Yang , Xu, Xingzhi , Browning, Colette , Thomas, Shane
- Date: 2020
- Type: Text , Journal article
- Relation: Frontiers in Public Health Vol. 8, no. (2020), p.
- Full Text:
- Reviewed:
- Description: This paper describes the development of a competency assessment standard for General Practitioners in Shenzhen, China. The standard is to be used for developing and delivering the training curriculum for General Practitioners and to enable rigorous assessment of the mastery of the standards by GP trainees. The requirement for the training of General Practitioners in China is mandated by government policy requires an international standard curriculum to meet the needs of patients and the community. A modified Delphi process was employed to arrive at a curriculum consensus. An expert panel and 14 expert working groups derived from the expert panel were established to review and evaluate national and international competency standards for General Practice and develop a set of standards, through a modified Delphi methodology. Forty three experts were involved in the project. The project resulted in a detailed curriculum statement. The curriculum was then used in 2017 and 2018 where pilot examinations of GP trainees (n = 298 and n = 315, respectively) were conducted to assess the trainee's competencies against the Standards. The examination included two modules, a written test (Module A) and a practical test (Module B). The success rate for participants was relatively low with the majority not successfully completing the assessments. The assessments will be further refined in subsequent work. The project achieved its goal of developing a rigorously evaluated standard to support clinical practice and the training and assessment of GPs. © Copyright © 2020 Rao, Lai, Wu, Li, Xu, Browning and Thomas.
Motivations of nursing students regarding their educational preparation for mental health nursing in Australia and the United Kingdom: a survey evaluation
- Edward, Karen-Leigh, Warelow, Philip, Hemingway, Stephen, Hercelinskyj, Gylo, Welch, Anthony, McAndrew, Sue, Stephenson, John
- Authors: Edward, Karen-Leigh , Warelow, Philip , Hemingway, Stephen , Hercelinskyj, Gylo , Welch, Anthony , McAndrew, Sue , Stephenson, John
- Date: 2015
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 14, no. 1 (2015), p. 29
- Full Text:
- Reviewed:
- Description: There has been much debate by both academics and clinical agencies about the motivations and abilities of nurse graduates to work in mental health nursing. The aim of this study was to recruit student nurses from a dedicated mental health nursing program in the United Kingdom (UK) and a comprehensive nursing program in Australia and illuminate their motivations towards considering mental health nursing as a career choice.
- Authors: Edward, Karen-Leigh , Warelow, Philip , Hemingway, Stephen , Hercelinskyj, Gylo , Welch, Anthony , McAndrew, Sue , Stephenson, John
- Date: 2015
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 14, no. 1 (2015), p. 29
- Full Text:
- Reviewed:
- Description: There has been much debate by both academics and clinical agencies about the motivations and abilities of nurse graduates to work in mental health nursing. The aim of this study was to recruit student nurses from a dedicated mental health nursing program in the United Kingdom (UK) and a comprehensive nursing program in Australia and illuminate their motivations towards considering mental health nursing as a career choice.
Challenges facing Chinese PE curriculum reform : Teachers’ talk
- Authors: Jin, Aijing
- Date: 2009
- Type: Text , Conference paper
- Relation: Paper presented at ATEA 2009 Conference : Teacher Education Crossing Borders, Albury, New South Wales : 28th June-1st July, 2009
- Full Text:
- Description: China has attracted a huge amount of interest from around the world over the last two decades because of its rapid and vigorous development. Rapid economic growth has brought with it significant structural reforms in all trades and professions across China. Within this context of rapid social change, the Chinese basic education system has been subject to considerable reforms. Foremost has been the introduction of a new National Curriculum Standard comprising 18 learning areas in which Physical Education and Health was included in order to better accommodate the contemporary needs of (post)modern China. This study focuses upon the ways physical education teachers interpret and engage with the curriculum reforms advanced in the new National Physical Education and Health Curriculum. Through interviews with 18 practicing physical education teachers, the paper seeks to address some challenge issues facing Chinese physical education reform, especially the factors resisting implementation of the new curriculum. Among the core themes to be discussed in this paper will be the personal, structural and cultural factors that work against teachers taking up the change opportunities.
- Description: 2003007967
- Authors: Jin, Aijing
- Date: 2009
- Type: Text , Conference paper
- Relation: Paper presented at ATEA 2009 Conference : Teacher Education Crossing Borders, Albury, New South Wales : 28th June-1st July, 2009
- Full Text:
- Description: China has attracted a huge amount of interest from around the world over the last two decades because of its rapid and vigorous development. Rapid economic growth has brought with it significant structural reforms in all trades and professions across China. Within this context of rapid social change, the Chinese basic education system has been subject to considerable reforms. Foremost has been the introduction of a new National Curriculum Standard comprising 18 learning areas in which Physical Education and Health was included in order to better accommodate the contemporary needs of (post)modern China. This study focuses upon the ways physical education teachers interpret and engage with the curriculum reforms advanced in the new National Physical Education and Health Curriculum. Through interviews with 18 practicing physical education teachers, the paper seeks to address some challenge issues facing Chinese physical education reform, especially the factors resisting implementation of the new curriculum. Among the core themes to be discussed in this paper will be the personal, structural and cultural factors that work against teachers taking up the change opportunities.
- Description: 2003007967
Information communication technology in schools : students exercise ‘Digital Agency’ to engage with learning
- Goriss-Hunter, Anitra, Sellings, Peter, Echter, Adele
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Echter, Adele
- Date: 2022
- Type: Text , Journal article
- Relation: Technology, Knowledge and Learning Vol. 27, no. 3 (2022), p. 785-800
- Full Text:
- Reviewed:
- Description: In contemporary society nationally and internationally, the use of Information Communication Technologies (ICTs) has become a vitally important component in the workforce, recreationally, and in schools. In Australia, as in many countries, there is a nation-wide priority within education systems that endeavours to ensure that in an increasingly digital world, students possess the ICT skills to participate fully in their schooling and, later in contemporary society. While progress has been made towards achieving these goals, research demonstrates that there is a general loss of engagement and confidence in ICT tasks as student progress through school systems. In order to explore what students currently in secondary schools think and feel about their use and engagement levels regarding ICTs, this paper draws on a pilot project conducted in Australian schools. This pilot study found that agency and design-based pedagogy concerning the use of ICTs were key factors in engaging students and promoting learning. To further explore the findings of the project, the authors have formulated a model of Digital Agency. This term, ‘Digital Agency’ is defined as the students’ experience of autonomous technology learning in the classroom. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.
- Authors: Goriss-Hunter, Anitra , Sellings, Peter , Echter, Adele
- Date: 2022
- Type: Text , Journal article
- Relation: Technology, Knowledge and Learning Vol. 27, no. 3 (2022), p. 785-800
- Full Text:
- Reviewed:
- Description: In contemporary society nationally and internationally, the use of Information Communication Technologies (ICTs) has become a vitally important component in the workforce, recreationally, and in schools. In Australia, as in many countries, there is a nation-wide priority within education systems that endeavours to ensure that in an increasingly digital world, students possess the ICT skills to participate fully in their schooling and, later in contemporary society. While progress has been made towards achieving these goals, research demonstrates that there is a general loss of engagement and confidence in ICT tasks as student progress through school systems. In order to explore what students currently in secondary schools think and feel about their use and engagement levels regarding ICTs, this paper draws on a pilot project conducted in Australian schools. This pilot study found that agency and design-based pedagogy concerning the use of ICTs were key factors in engaging students and promoting learning. To further explore the findings of the project, the authors have formulated a model of Digital Agency. This term, ‘Digital Agency’ is defined as the students’ experience of autonomous technology learning in the classroom. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.
A creative approach for undergraduate nursing students to learn anatomy and physiology : a qualitative exploratory study
- Barbagallo, Michael, Porter, Joanne, Abdelkader, Amany, James, Ainsley
- Authors: Barbagallo, Michael , Porter, Joanne , Abdelkader, Amany , James, Ainsley
- Date: 2022
- Type: Text , Journal article
- Relation: International Journal of Nursing Education Scholarship Vol. 19, no. 1 (2022), p.
- Full Text:
- Reviewed:
- Description: Anatomy and Physiology (A&P) courses in undergraduate nursing programs are often considered challenging for students. Typically, a wide variety of teaching strategies, including dissection, experiments, illustrations and photographs are used to engage students. This study aimed to explore and describe the learning experiences of an open creative assessment task on undergraduate nursing students of learning A&P. A total of eight students participated in semi-structured interviews. Two major themes emerged from the data, this included 'Bringing A&P to life' which included two sub-themes of 'Learning through peer teaching' and 'An easy way to learn', with the second major theme, 'Custom made learning' which included four sub-themes, 'To grade or not to grade', 'Catering for different learning styles', 'Logistics of group work', and 'Effect of group dynamics'. This qualitative exploratory study contributes to further pedagogical insights into art and/or creative approaches to teaching. © 2022 Walter de Gruyter GmbH, Berlin/Boston.
- Authors: Barbagallo, Michael , Porter, Joanne , Abdelkader, Amany , James, Ainsley
- Date: 2022
- Type: Text , Journal article
- Relation: International Journal of Nursing Education Scholarship Vol. 19, no. 1 (2022), p.
- Full Text:
- Reviewed:
- Description: Anatomy and Physiology (A&P) courses in undergraduate nursing programs are often considered challenging for students. Typically, a wide variety of teaching strategies, including dissection, experiments, illustrations and photographs are used to engage students. This study aimed to explore and describe the learning experiences of an open creative assessment task on undergraduate nursing students of learning A&P. A total of eight students participated in semi-structured interviews. Two major themes emerged from the data, this included 'Bringing A&P to life' which included two sub-themes of 'Learning through peer teaching' and 'An easy way to learn', with the second major theme, 'Custom made learning' which included four sub-themes, 'To grade or not to grade', 'Catering for different learning styles', 'Logistics of group work', and 'Effect of group dynamics'. This qualitative exploratory study contributes to further pedagogical insights into art and/or creative approaches to teaching. © 2022 Walter de Gruyter GmbH, Berlin/Boston.
Twelve years of iPads and apps in schools : what conditions support effective practices in K-6 classrooms?
- Authors: Falloon, Garry
- Date: 2023
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 8, no. (2023), p.
- Full Text:
- Reviewed:
- Description: Since their release in 2010, iPads and their associated apps have been touted as ‘game changers’ for schools struggling with technology provisioning issues, that limited their ability to fully leverage the educational potential of digital devices on a ‘whole class’ basis. Since then, a variety of schemes have been implemented such as ‘Bring Your Own Device’ (BYOD) and portable ‘device pods’, as systems for improving access to, and utilisation of, mobile technologies in classroom curriculum. In many schools, concurrent to these initiatives have been improvements in technology infrastructure, including upgrades to external connectivity via the advent of high-speed fibre-based broadband, and internally through the establishment of school wifi networks and associated online security systems. Aligned with these developments has been a growing body of research exploring how teachers at all levels of education systems have incorporated these new resources into their curriculum, and examining what, if any, benefits have resulted. This article is an analysis of key findings from four published studies undertaken by the author between 2015 and 2021 in New Zealand K-6 schools, to build understanding of factors that contributed to the effective practices with mobile devices witnessed in the research classrooms. While numerous separate studies have been undertaken exploring specific outcomes from the use of iPads and other mobile technologies in different educational contexts, the analysis presented in this article attempts to identify common factors existing across four purposively selected studies, that contributed to their success. The studies were deliberately chosen to provide a broad overview of applications of this technology in different K-6 classrooms for different purposes, supporting deeper understanding of the factors that underpin effective teaching and learning with and through mobile devices, in schools. This is important, as it builds knowledge of the fundamental foundations to effective educational use of mobile devices, regardless of the learning context in which they are used, and could assist teachers in designing, implementing and assessing curricular that optimises the learning potential of these devices. Copyright © 2023 Falloon.
- Authors: Falloon, Garry
- Date: 2023
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 8, no. (2023), p.
- Full Text:
- Reviewed:
- Description: Since their release in 2010, iPads and their associated apps have been touted as ‘game changers’ for schools struggling with technology provisioning issues, that limited their ability to fully leverage the educational potential of digital devices on a ‘whole class’ basis. Since then, a variety of schemes have been implemented such as ‘Bring Your Own Device’ (BYOD) and portable ‘device pods’, as systems for improving access to, and utilisation of, mobile technologies in classroom curriculum. In many schools, concurrent to these initiatives have been improvements in technology infrastructure, including upgrades to external connectivity via the advent of high-speed fibre-based broadband, and internally through the establishment of school wifi networks and associated online security systems. Aligned with these developments has been a growing body of research exploring how teachers at all levels of education systems have incorporated these new resources into their curriculum, and examining what, if any, benefits have resulted. This article is an analysis of key findings from four published studies undertaken by the author between 2015 and 2021 in New Zealand K-6 schools, to build understanding of factors that contributed to the effective practices with mobile devices witnessed in the research classrooms. While numerous separate studies have been undertaken exploring specific outcomes from the use of iPads and other mobile technologies in different educational contexts, the analysis presented in this article attempts to identify common factors existing across four purposively selected studies, that contributed to their success. The studies were deliberately chosen to provide a broad overview of applications of this technology in different K-6 classrooms for different purposes, supporting deeper understanding of the factors that underpin effective teaching and learning with and through mobile devices, in schools. This is important, as it builds knowledge of the fundamental foundations to effective educational use of mobile devices, regardless of the learning context in which they are used, and could assist teachers in designing, implementing and assessing curricular that optimises the learning potential of these devices. Copyright © 2023 Falloon.
An overview of Australian exercise and sport science degrees
- Kittel, Aden, Stevens, Christopher, Lindsay, Riki, Spittle, Sharna, Spittle, Michael
- Authors: Kittel, Aden , Stevens, Christopher , Lindsay, Riki , Spittle, Sharna , Spittle, Michael
- Date: 2023
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 8, no. (2023), p.
- Full Text:
- Reviewed:
- Description: Exercise and Sport Science (EXSS) is a common degree offered at Australian universities, yet there is no systematic overview of this multidisciplinary field of study. This study aimed to determine the broad curriculum content of Australian EXSS degrees by summarizing the units offered, identify most commonly delivered content areas, and capture course information such as work-integrated learning (WIL) requirements and majors offered. Data were gathered through publicly available university course pages, with 30 EXSS courses included and only core units identified. The most common Australian EXSS units were “Exercise Physiology,” “Biomechanics,” “Research Methods and Data Analysis,” “Exercise Prescription and Delivery,” and “Exercise and Sport Psychology.” WIL requirements ranged from 140 to 300 h per course, and five courses offered majors. This study provides an overview of Australian EXSS courses, with the focus on exercise-related components reflecting accreditation requirements. Future research should examine how these courses equip students for the multidisciplinary EXSS industry. Copyright © 2023 Kittel, Stevens, Lindsay, Spittle and Spittle.
- Authors: Kittel, Aden , Stevens, Christopher , Lindsay, Riki , Spittle, Sharna , Spittle, Michael
- Date: 2023
- Type: Text , Journal article
- Relation: Frontiers in Education Vol. 8, no. (2023), p.
- Full Text:
- Reviewed:
- Description: Exercise and Sport Science (EXSS) is a common degree offered at Australian universities, yet there is no systematic overview of this multidisciplinary field of study. This study aimed to determine the broad curriculum content of Australian EXSS degrees by summarizing the units offered, identify most commonly delivered content areas, and capture course information such as work-integrated learning (WIL) requirements and majors offered. Data were gathered through publicly available university course pages, with 30 EXSS courses included and only core units identified. The most common Australian EXSS units were “Exercise Physiology,” “Biomechanics,” “Research Methods and Data Analysis,” “Exercise Prescription and Delivery,” and “Exercise and Sport Psychology.” WIL requirements ranged from 140 to 300 h per course, and five courses offered majors. This study provides an overview of Australian EXSS courses, with the focus on exercise-related components reflecting accreditation requirements. Future research should examine how these courses equip students for the multidisciplinary EXSS industry. Copyright © 2023 Kittel, Stevens, Lindsay, Spittle and Spittle.
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