Using a model of technology activity in the primary classroom
- Authors: Davis, Robert
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at Technology Education: A future in technology 2005, Christchurch, New Zealand : 1st October, 2005
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003001335
- Authors: Davis, Robert
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at Technology Education: A future in technology 2005, Christchurch, New Zealand : 1st October, 2005
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003001335
Galbraith and the political economy of technological innovation : Critical perspectives and a heterodox synthesis
- Authors: Courvisanos, Jerry
- Date: 2006
- Type: Text , Book chapter
- Relation: Innovation, Evolution and Economic Change Chapter 16 p. 205-228
- Full Text:
- Reviewed:
- Description: B1
- Description: 2003001748
- Authors: Courvisanos, Jerry
- Date: 2006
- Type: Text , Book chapter
- Relation: Innovation, Evolution and Economic Change Chapter 16 p. 205-228
- Full Text:
- Reviewed:
- Description: B1
- Description: 2003001748
Narrative pedagogies in Science, Mathematics and Technology
- Authors: Hobbs, Linda , Davis, Robert
- Date: 2012
- Type: Text , Journal article
- Relation: Research in Science Education Vol. , no. (2012), p. 1-17
- Full Text:
- Reviewed:
- Description: Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students' lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience. © 2012 Springer Science+Business Media B.V.
- Authors: Hobbs, Linda , Davis, Robert
- Date: 2012
- Type: Text , Journal article
- Relation: Research in Science Education Vol. , no. (2012), p. 1-17
- Full Text:
- Reviewed:
- Description: Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students' lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience. © 2012 Springer Science+Business Media B.V.
An 'Emergent Model' for rate of change
- Herbert, Elizabeth, Pierce, Robyn
- Authors: Herbert, Elizabeth , Pierce, Robyn
- Date: 2008
- Type: Text , Journal article
- Relation: International Journal of Computers for Mathematical Learning Vol. 13, no. 3 (2008), p. 231-249
- Full Text:
- Reviewed:
- Description: Does speed provide a ‘model for’ rate of change in other contexts? Does JavaMathWorlds (JMW), animated simulation software, assist in the development of the ‘model for’ rate of change? This project investigates the transference of understandings of rate gained in a motion context to a non-motion context. Students were 27 14–15 year old students at an Australian secondary school. The instructional sequence, utilising JMW, provided rich learning experiences of rate of change in the context of a moving elevator. This context connects to students’ prior knowledge. The data taken from pre- and post-tests and student interviews revealed a wide variation in students’ understanding of rate of change. The variation was mapped on a hypothetical learning trajectory and interpreted in the terms of the ‘emergent models’ theory (Gravemeijer, Math Think Learn 1(2):155–177, 1999) and illustrated by specific examples from the data. The results demonstrate that most students were able to use the ‘model of’ rate of change developed in a vertical motion context as a ‘model for’ rate of change in a horizontal motion context. A smaller majority of students were able to use their, often incomplete, ‘model of’ rate of change as a ‘model for’ reasoning about rate of change in a non-motion context.
- Description: C1
iPod therefore I can : Enhancing the learning of children with intellectual disabilities through emerging technologies
- Authors: Marks, Genee , Milne, Jay
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at ICICTE 2008: International Conference on Information Communication Technologies in Education, Corfu, Greece : 10th-12th July 2008
- Full Text:
- Description: This paper explores the pedagogical and social potential of emerging technologies, in particular the iPod, in facilitating the learning of young Australians with severe intellectual and social disabilities. The study, which was carried out in a segregated educational setting in Victoria, Australia, sought to establish whether the intrinsic portable, multi-media capabilities of the iPod particularly lent themselves to a practical application for students with severe disabilities. It was concluded that such new technology has considerable power and potential as an emerging pedagogy with students with severe intellectual and physical disabilities.
- Description: 2003006449
- Authors: Marks, Genee , Milne, Jay
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at ICICTE 2008: International Conference on Information Communication Technologies in Education, Corfu, Greece : 10th-12th July 2008
- Full Text:
- Description: This paper explores the pedagogical and social potential of emerging technologies, in particular the iPod, in facilitating the learning of young Australians with severe intellectual and social disabilities. The study, which was carried out in a segregated educational setting in Victoria, Australia, sought to establish whether the intrinsic portable, multi-media capabilities of the iPod particularly lent themselves to a practical application for students with severe disabilities. It was concluded that such new technology has considerable power and potential as an emerging pedagogy with students with severe intellectual and physical disabilities.
- Description: 2003006449
- Authors: Thompson, Helen
- Date: 2005
- Type: Text , Journal article
- Relation: The Journal of Community Informatics Vol. 1, no. 2 (2005), p. 175-163
- Full Text:
- Reviewed:
- Description: This paper discusses the important support role that universities can play in the establishment and ongoing sustainability of regional information and communication technology (ICT) initiatives. Three case studies are presented to explore the uptake of ICT in a regional and rural context. A common element in each of these initiatives is the active participation of the University of Ballarat throughout all project phases. The resultant combination of on-the-ground leadership, infrastructure, collaboration and multi-disciplinary research has not only created benefits for the individual communities but also through the generation of consultancy income, publications and community engagement of a type which is highly consistent with the University’s vision and mission.
- Description: C1
- Description: 2003001123
Are nurse academics technology ready? A mixed methods study of Australian nurse academics’ attitudes to technologies in teaching
- Authors: Browning, Mark
- Date: 2022
- Type: Text , Thesis , PhD
- Full Text:
- Description: Technology use in higher education teaching has become widespread and ubiquitous, affecting many areas of teaching and learning (Bond et al., 2020). Nurse education has been impacted by this shift with increasing use of technologies in the classroom (Koch, 2014). Although there has been a large research focus relating to students’ elearning, there has been less focus on the academic and their elearning role, in particular, how academic attitudes influence technology use in teaching (Drysdale et al., 2013; Martin, Polly, et al., 2020). The aim of this study was to explore nurse academics’ attitudes to technology and the influence attitude has on their use of technologies in teaching. There were three objectives: 1) To investigate nurse academics’ attitudes to technology through the Technology Readiness Index 2.0 (TRI 2). 2) To develop an understanding of how and why nurse academics engage with technology through individual interviews. 3) To integrate the quantitative (Objective 1) and qualitative (Objective 2) findings in order to gain a holistic understanding of academics’ use of technologies in teaching. A mixed methods sequential explanatory design consisting of two phases was used to address the aim. The first phase was a survey based on a previously validated, 16 item questionnaire, the Technology Readiness Index 2.0 (TRI 2), which was distributed to Australian nurse academics. The second phase included semi-structured individual interviews focussed on academics’ use and attitudes to technology, incorporating elements from the survey. The Technology Readiness Index 2.0 (TRI 2) was used in this study for the first time with nurse academics. The phase one findings indicate that nurse academics were technology ready, had higher overall TRI mean score than the general population (Parasuraman & Colby, 2015), but with similar outcomes to previous nurse academic research. Of note was that TRI was significantly associated with frequency of technology use, number of technologies used and self-rated confidence to use technology. The findings revealed three main Technology Readiness groups, representing three attitudes to technology in teaching: Explorers, Sceptics and Hesitators. Explorers were found to be innovative, positive and confident in their use of technology; Sceptics showed aversion to technology, were cautious when considering the impact on pedagogy and concerned about the impact on interpersonal skills; Hesitators showed preference for traditional teaching and distrust and were anxious about technology use. Overall, attitudes were found to be complex, based on experience and the potential impact technology may have on nursing students. The groups identified in this thesis explain behaviours and enable institutes to support academics in their engagement with technology. Recommendations include flexible training to meet the needs of academics, the use of simple and reliable technology across TR groups and adjusting workloads to account for the time-consuming nature of technology. There is also a need for academics to consider their attitudes to technology and the impact this may have on their teaching. This thesis demonstrates that technology engagement is not a binary choice but a complex process based on attitudes and other factors.
- Description: Doctor of Philosophy
- Authors: Browning, Mark
- Date: 2022
- Type: Text , Thesis , PhD
- Full Text:
- Description: Technology use in higher education teaching has become widespread and ubiquitous, affecting many areas of teaching and learning (Bond et al., 2020). Nurse education has been impacted by this shift with increasing use of technologies in the classroom (Koch, 2014). Although there has been a large research focus relating to students’ elearning, there has been less focus on the academic and their elearning role, in particular, how academic attitudes influence technology use in teaching (Drysdale et al., 2013; Martin, Polly, et al., 2020). The aim of this study was to explore nurse academics’ attitudes to technology and the influence attitude has on their use of technologies in teaching. There were three objectives: 1) To investigate nurse academics’ attitudes to technology through the Technology Readiness Index 2.0 (TRI 2). 2) To develop an understanding of how and why nurse academics engage with technology through individual interviews. 3) To integrate the quantitative (Objective 1) and qualitative (Objective 2) findings in order to gain a holistic understanding of academics’ use of technologies in teaching. A mixed methods sequential explanatory design consisting of two phases was used to address the aim. The first phase was a survey based on a previously validated, 16 item questionnaire, the Technology Readiness Index 2.0 (TRI 2), which was distributed to Australian nurse academics. The second phase included semi-structured individual interviews focussed on academics’ use and attitudes to technology, incorporating elements from the survey. The Technology Readiness Index 2.0 (TRI 2) was used in this study for the first time with nurse academics. The phase one findings indicate that nurse academics were technology ready, had higher overall TRI mean score than the general population (Parasuraman & Colby, 2015), but with similar outcomes to previous nurse academic research. Of note was that TRI was significantly associated with frequency of technology use, number of technologies used and self-rated confidence to use technology. The findings revealed three main Technology Readiness groups, representing three attitudes to technology in teaching: Explorers, Sceptics and Hesitators. Explorers were found to be innovative, positive and confident in their use of technology; Sceptics showed aversion to technology, were cautious when considering the impact on pedagogy and concerned about the impact on interpersonal skills; Hesitators showed preference for traditional teaching and distrust and were anxious about technology use. Overall, attitudes were found to be complex, based on experience and the potential impact technology may have on nursing students. The groups identified in this thesis explain behaviours and enable institutes to support academics in their engagement with technology. Recommendations include flexible training to meet the needs of academics, the use of simple and reliable technology across TR groups and adjusting workloads to account for the time-consuming nature of technology. There is also a need for academics to consider their attitudes to technology and the impact this may have on their teaching. This thesis demonstrates that technology engagement is not a binary choice but a complex process based on attitudes and other factors.
- Description: Doctor of Philosophy
Consumer perspectives on the use of artificial intelligence technology and automation in crisis support services : mixed methods study
- Ma, Jennifer, O’Riordan, Megan, Mazzer, Kelly, Batterham, Philip, Bradford, Sally, Kõlves, Kairi, Titov, Nickolai, Klein, Britt, Rickwood, Debra
- Authors: Ma, Jennifer , O’Riordan, Megan , Mazzer, Kelly , Batterham, Philip , Bradford, Sally , Kõlves, Kairi , Titov, Nickolai , Klein, Britt , Rickwood, Debra
- Date: 2022
- Type: Text , Journal article
- Relation: JMIR Human Factors Vol. 9, no. 3 (2022), p.
- Full Text:
- Reviewed:
- Description: Background: Emerging technologies, such as artificial intelligence (AI), have the potential to enhance service responsiveness and quality, improve reach to underserved groups, and help address the lack of workforce capacity in health and mental health care. However, little research has been conducted on the acceptability of AI, particularly in mental health and crisis support, and how this may inform the development of responsible and responsive innovation in the area. Objective: This study aims to explore the level of support for the use of technology and automation, such as AI, in Lifeline’s crisis support services in Australia; the likelihood of service use if technology and automation were implemented; the impact of demographic characteristics on the level of support and likelihood of service use; and reasons for not using Lifeline’s crisis support services if technology and automation were implemented in the future. Methods: A mixed methods study involving a computer-assisted telephone interview and a web-based survey was undertaken from 2019 to 2020 to explore expectations and anticipated outcomes of Lifeline’s crisis support services in a nationally representative community sample (n=1300) and a Lifeline help-seeker sample (n=553). Participants were aged between 18 and 93 years. Quantitative descriptive analysis, binary logistic regression models, and qualitative thematic analysis were conducted to address the research objectives. Results: One-third of the community and help-seeker participants did not support the collection of information about service users through technology and automation (ie, via AI), and approximately half of the participants reported that they would be less likely to use the service if automation was introduced. Significant demographic differences were observed between the community and help-seeker samples. Of the demographics, only older age predicted being less likely to endorse technology and automation to tailor Lifeline’s crisis support service and use such services (odds ratio 1.48-1.66, 99% CI 1.03-2.38; P<.001 to P=.005). The most common reason for reluctance, reported by both samples, was that respondents wanted to speak to a real person, assuming that human counselors would be replaced by automated robots or machine services. Conclusions: Although Lifeline plans to always have a real person providing crisis support, help-seekers automatically fear this will not be the case if new technology and automation such as AI are introduced. Consequently, incorporating innovative use of technology to improve help-seeker outcomes in such services will require careful messaging and assurance that the human connection will continue. © Jennifer S Ma, Megan O’Riordan, Kelly Mazzer, Philip J Batterham, Sally Bradford, Kairi Kõlves, Nickolai Titov, Britt Klein, Debra J Rickwood.
- Authors: Ma, Jennifer , O’Riordan, Megan , Mazzer, Kelly , Batterham, Philip , Bradford, Sally , Kõlves, Kairi , Titov, Nickolai , Klein, Britt , Rickwood, Debra
- Date: 2022
- Type: Text , Journal article
- Relation: JMIR Human Factors Vol. 9, no. 3 (2022), p.
- Full Text:
- Reviewed:
- Description: Background: Emerging technologies, such as artificial intelligence (AI), have the potential to enhance service responsiveness and quality, improve reach to underserved groups, and help address the lack of workforce capacity in health and mental health care. However, little research has been conducted on the acceptability of AI, particularly in mental health and crisis support, and how this may inform the development of responsible and responsive innovation in the area. Objective: This study aims to explore the level of support for the use of technology and automation, such as AI, in Lifeline’s crisis support services in Australia; the likelihood of service use if technology and automation were implemented; the impact of demographic characteristics on the level of support and likelihood of service use; and reasons for not using Lifeline’s crisis support services if technology and automation were implemented in the future. Methods: A mixed methods study involving a computer-assisted telephone interview and a web-based survey was undertaken from 2019 to 2020 to explore expectations and anticipated outcomes of Lifeline’s crisis support services in a nationally representative community sample (n=1300) and a Lifeline help-seeker sample (n=553). Participants were aged between 18 and 93 years. Quantitative descriptive analysis, binary logistic regression models, and qualitative thematic analysis were conducted to address the research objectives. Results: One-third of the community and help-seeker participants did not support the collection of information about service users through technology and automation (ie, via AI), and approximately half of the participants reported that they would be less likely to use the service if automation was introduced. Significant demographic differences were observed between the community and help-seeker samples. Of the demographics, only older age predicted being less likely to endorse technology and automation to tailor Lifeline’s crisis support service and use such services (odds ratio 1.48-1.66, 99% CI 1.03-2.38; P<.001 to P=.005). The most common reason for reluctance, reported by both samples, was that respondents wanted to speak to a real person, assuming that human counselors would be replaced by automated robots or machine services. Conclusions: Although Lifeline plans to always have a real person providing crisis support, help-seekers automatically fear this will not be the case if new technology and automation such as AI are introduced. Consequently, incorporating innovative use of technology to improve help-seeker outcomes in such services will require careful messaging and assurance that the human connection will continue. © Jennifer S Ma, Megan O’Riordan, Kelly Mazzer, Philip J Batterham, Sally Bradford, Kairi Kõlves, Nickolai Titov, Britt Klein, Debra J Rickwood.
Coaches’ use of remote coaching : experiences from paralympic sport
- Taylor, Sarah, Renshaw, Ian, Pinder, Ross, Polman, Remco, Russell, Scott
- Authors: Taylor, Sarah , Renshaw, Ian , Pinder, Ross , Polman, Remco , Russell, Scott
- Date: 2023
- Type: Text , Journal article
- Relation: International Sport Coaching Journal Vol. 10, no. 3 special issue (2023), p. 316-327
- Full Text:
- Reviewed:
- Description: Remote coaching via the use of digital technologies has been utilized within Paralympic Sports since 2015 to address challenges experienced by coaches. These technologies have connected coaches and athletes in real time, alleviating time and travel costs. However, very little is known about the experience of coaching in these environments. Therefore, the aim of this study was to explore the experiences of coaches’ use of remote coaching technologies. Seven coaches from five Paralympic Sports were recruited for this study and participated in semistructured interviews. Additionally, observations were conducted of remote coaching sessions that were part of their regular training schedules. Coaches’ insights highlight that remote technologies created opportunities to increase coach–athlete interactions and positively impact the development of interpersonal relationships. This allowed coaches to explore and exploit newly discovered information from within training environments to aid athletes in skill development. Additionally, remote coaching provided unexpected opportunities for coach development. However, coaches also reported new environmental and logistical challenges which disrupted their usual coaching approach. Overall, remote coaching technologies were perceived as being beneficial despite the challenges experienced. However, future research that looks to understand how to impact coach and athlete development through the online environment is encouraged. © 2023 Human Kinetics, Inc.
- Authors: Taylor, Sarah , Renshaw, Ian , Pinder, Ross , Polman, Remco , Russell, Scott
- Date: 2023
- Type: Text , Journal article
- Relation: International Sport Coaching Journal Vol. 10, no. 3 special issue (2023), p. 316-327
- Full Text:
- Reviewed:
- Description: Remote coaching via the use of digital technologies has been utilized within Paralympic Sports since 2015 to address challenges experienced by coaches. These technologies have connected coaches and athletes in real time, alleviating time and travel costs. However, very little is known about the experience of coaching in these environments. Therefore, the aim of this study was to explore the experiences of coaches’ use of remote coaching technologies. Seven coaches from five Paralympic Sports were recruited for this study and participated in semistructured interviews. Additionally, observations were conducted of remote coaching sessions that were part of their regular training schedules. Coaches’ insights highlight that remote technologies created opportunities to increase coach–athlete interactions and positively impact the development of interpersonal relationships. This allowed coaches to explore and exploit newly discovered information from within training environments to aid athletes in skill development. Additionally, remote coaching provided unexpected opportunities for coach development. However, coaches also reported new environmental and logistical challenges which disrupted their usual coaching approach. Overall, remote coaching technologies were perceived as being beneficial despite the challenges experienced. However, future research that looks to understand how to impact coach and athlete development through the online environment is encouraged. © 2023 Human Kinetics, Inc.
Researching students across spaces and places : capturing digital data ‘on the go’
- Authors: Falloon, Garry
- Date: 2018
- Type: Text , Journal article
- Relation: International Journal of Research and Method in Education Vol. 41, no. 1 (2018), p. 53-68
- Full Text:
- Reviewed:
- Description: Criticisms have been levelled at e-research that limited knowledge has been produced helpful for guiding educators in using digital tools more effectively for teaching and learning. This issue has become more acute with the emergence of mobile devices that enable learners to transition across different learning spaces and times. Traditional data methods are challenged to adequately capture the dynamic and collaborative exchanges occurring in flexible, technology-saturated environments, such as Bring Your Own Device or innovative learning environments (ILEs). This article details the development and use of an innovative digital data system in a series of studies exploring elementary students' learning using iPads in two ILEs in a New Zealand school. It explains the system, and evaluates its efficacy for capturing data representing use of the devices across learning spaces and tasks. While the system was highly effective, a number of barriers to its use existed. Ethical challenges were also encountered, and difficulties experienced managing and working with the volume of data produced. Although yielding high-quality data, it is up to individual researchers to assess for themselves the pros and cons of using a system such as described in this article, given the resources and time at their disposal. © 2016 Informa UK Limited, trading as Taylor & Francis Group.
- Authors: Falloon, Garry
- Date: 2018
- Type: Text , Journal article
- Relation: International Journal of Research and Method in Education Vol. 41, no. 1 (2018), p. 53-68
- Full Text:
- Reviewed:
- Description: Criticisms have been levelled at e-research that limited knowledge has been produced helpful for guiding educators in using digital tools more effectively for teaching and learning. This issue has become more acute with the emergence of mobile devices that enable learners to transition across different learning spaces and times. Traditional data methods are challenged to adequately capture the dynamic and collaborative exchanges occurring in flexible, technology-saturated environments, such as Bring Your Own Device or innovative learning environments (ILEs). This article details the development and use of an innovative digital data system in a series of studies exploring elementary students' learning using iPads in two ILEs in a New Zealand school. It explains the system, and evaluates its efficacy for capturing data representing use of the devices across learning spaces and tasks. While the system was highly effective, a number of barriers to its use existed. Ethical challenges were also encountered, and difficulties experienced managing and working with the volume of data produced. Although yielding high-quality data, it is up to individual researchers to assess for themselves the pros and cons of using a system such as described in this article, given the resources and time at their disposal. © 2016 Informa UK Limited, trading as Taylor & Francis Group.
Mathematics from still and moving images
- Pierce, Robyn, Stacey, Kaye, Ball, Lynda
- Authors: Pierce, Robyn , Stacey, Kaye , Ball, Lynda
- Date: 2005
- Type: Text , Journal article
- Relation: AMT: The Australian Mathematics Teacher Vol. 61, no. 3 (2005), p. 26-31
- Full Text:
- Reviewed:
- Description: Digital photos and digital movies offer an excellent way of bringing real world situations into the mathematics classroom. The technologies surveyed here are feasible for everyday classroom use and inexpensive. Examples are drawn from the teaching of Cartesian coordinates, linear functions, ratio and Pythagoras' theorem using still images, and quadratic functions using moving images. Resources and tips for creating suitable images for analysis are given. (Contains 6 figures.)
- Description: C1
- Description: 2003001446
- Authors: Pierce, Robyn , Stacey, Kaye , Ball, Lynda
- Date: 2005
- Type: Text , Journal article
- Relation: AMT: The Australian Mathematics Teacher Vol. 61, no. 3 (2005), p. 26-31
- Full Text:
- Reviewed:
- Description: Digital photos and digital movies offer an excellent way of bringing real world situations into the mathematics classroom. The technologies surveyed here are feasible for everyday classroom use and inexpensive. Examples are drawn from the teaching of Cartesian coordinates, linear functions, ratio and Pythagoras' theorem using still images, and quadratic functions using moving images. Resources and tips for creating suitable images for analysis are given. (Contains 6 figures.)
- Description: C1
- Description: 2003001446
The impact of COVID 19 restrictions on Australian nurse academics attitudes to technology : a survey of technology readiness index 2.0
- Browning, Mark, Banik, Biswajit, Bourke, Sharon, Abdelkader, Amany, Anish, Ligi, Muduwa, Miriam
- Authors: Browning, Mark , Banik, Biswajit , Bourke, Sharon , Abdelkader, Amany , Anish, Ligi , Muduwa, Miriam
- Date: 2023
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 71, no. (2023), p.
- Full Text:
- Reviewed:
- Description: Aim: This study aimed to determine the attitude of Australian nursing lecturers to the use of technology applied to the teaching and learning of nursing students. Background: The use of technology in teaching was accelerated in reaction to the COVID-19 restrictions whereby measures, including social distancing and lockdowns, forced many higher education courses to transition online. Lecturers play a key role in the integration of technology in teaching, as it is the lecturer, not the technology, who facilitates the students’ learning experience. Design: A cross sectional survey design was used for this study, distributed from April to June of 2022. The purpose of the survey was to gather technology readiness data (via the TRI 2 questions) and descriptive data representative of the nursing academic population in Australia. Results: There was no statistically significant differences between participants based on demographic data (such as gender or age). There was an association between TRI 2 score and: the sum of elearning technologies engaged with; the frequency of engagement with technology and self-rated confidence with elearning. Of note were statistically significant differences of TRI between states/territories. Finally, there was an inverse relationship between the impact of COVID-19 restrictions and TRI 2 score. Conclusion: The study found that there was significant variation between states/territories and self-reported impact of TRI. Given that increased frequency and increased number of technologies engaged with are associated with technology readiness the variation between states/territories lockdowns which required engagement with technology, may have had an impact on the nursing academics attitude to technology. Importantly, this study found those who were highly technology ready found COVID-19 restrictions had less impact on them, suggesting that technology readiness may have assisted their transition to online learning. © 2023 The Authors
- Authors: Browning, Mark , Banik, Biswajit , Bourke, Sharon , Abdelkader, Amany , Anish, Ligi , Muduwa, Miriam
- Date: 2023
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 71, no. (2023), p.
- Full Text:
- Reviewed:
- Description: Aim: This study aimed to determine the attitude of Australian nursing lecturers to the use of technology applied to the teaching and learning of nursing students. Background: The use of technology in teaching was accelerated in reaction to the COVID-19 restrictions whereby measures, including social distancing and lockdowns, forced many higher education courses to transition online. Lecturers play a key role in the integration of technology in teaching, as it is the lecturer, not the technology, who facilitates the students’ learning experience. Design: A cross sectional survey design was used for this study, distributed from April to June of 2022. The purpose of the survey was to gather technology readiness data (via the TRI 2 questions) and descriptive data representative of the nursing academic population in Australia. Results: There was no statistically significant differences between participants based on demographic data (such as gender or age). There was an association between TRI 2 score and: the sum of elearning technologies engaged with; the frequency of engagement with technology and self-rated confidence with elearning. Of note were statistically significant differences of TRI between states/territories. Finally, there was an inverse relationship between the impact of COVID-19 restrictions and TRI 2 score. Conclusion: The study found that there was significant variation between states/territories and self-reported impact of TRI. Given that increased frequency and increased number of technologies engaged with are associated with technology readiness the variation between states/territories lockdowns which required engagement with technology, may have had an impact on the nursing academics attitude to technology. Importantly, this study found those who were highly technology ready found COVID-19 restrictions had less impact on them, suggesting that technology readiness may have assisted their transition to online learning. © 2023 The Authors
Understanding the translingual practices among international students in multilingual cities
- Yin, Yijun, Chik, Alice, Falloon, Garry
- Authors: Yin, Yijun , Chik, Alice , Falloon, Garry
- Date: 2023
- Type: Text , Journal article
- Relation: Australian review of applied linguistics Vol. 46, no. 1 (2023), p. 54-75
- Full Text:
- Reviewed:
- Description: The impact of global mobility and technology innovations on urban linguistic diversity poses a key challenge to understand how and to what extent international students are immersed in the target language. Such diversity of languages and modes of communication has pointed to a fundamental transformation in the way that international students interact with both online and offline resources. The translingual practices of Chinese international students presented in this study suggest that, instead of being a language learner in an English-dominant country, these students make use of but go beyond their full repertoires to conduct various online and offline activities when living in a translanguaging space. An evaluation of both online and offline practices demonstrates how their online translingual practices were merged into offline contexts, to create opportunities for learning and social engagement. Understanding international students’ experience with both online and offline resources provides useful insights into the translingual practices and processes adopted by them when living and studying in a multilingual city.
- Authors: Yin, Yijun , Chik, Alice , Falloon, Garry
- Date: 2023
- Type: Text , Journal article
- Relation: Australian review of applied linguistics Vol. 46, no. 1 (2023), p. 54-75
- Full Text:
- Reviewed:
- Description: The impact of global mobility and technology innovations on urban linguistic diversity poses a key challenge to understand how and to what extent international students are immersed in the target language. Such diversity of languages and modes of communication has pointed to a fundamental transformation in the way that international students interact with both online and offline resources. The translingual practices of Chinese international students presented in this study suggest that, instead of being a language learner in an English-dominant country, these students make use of but go beyond their full repertoires to conduct various online and offline activities when living in a translanguaging space. An evaluation of both online and offline practices demonstrates how their online translingual practices were merged into offline contexts, to create opportunities for learning and social engagement. Understanding international students’ experience with both online and offline resources provides useful insights into the translingual practices and processes adopted by them when living and studying in a multilingual city.
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