Search results for author:"Peter Aubusson"
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Learning, Media and Technology Vol. 35, No. 3 (September 2010) pp. 293–305
This article frames and theorises the nature of adolescents' informal experiences in Web 2.0 environments to articulate their fit or misfit with current conceptions of school education and educational practices. Adolescents are increasingly active...
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 2 (June 2010) pp. 234–246
The paper discusses the implications of the current phenomenon of adolescent engagement in digital spaces. Young people are increasingly active Web 2.0 users, and their interactions through these technologies are altering their social identities,...
International Electronic Journal for Leadership in Learning Vol. 12, No. 4 (2008)
This paper reports an evaluation of Quality Teaching Action Learning (QTAL) projects conducted at New South Wales (NSW), Australia public (state) primary and secondary schools and explores how distributed leadership facilitated and was an outcome of ...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 5804–5811
The paper discusses the opportunities and challenges presented for current notions of schooling by adolescent online cultures. Young people are increasingly active Web 2.0 users and their interactions through these technologies are altering their...
Youth Studies Australia Vol. 31, No. 3 (September 2012) pp. 17–26
A growing area of research concerns the increasing use by young people of mobile phones. Inevitably, researchers interested in exploring the lives and habitus of young people must also consider their engagement with the ubiquitous mobile. This...
Association for Learning Technology Journal Vol. 17, No. 3 (November 2009) pp. 233–247
This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-in-action and...
Teacher Development Vol. 22, No. 4 (2018) pp. 481–496
The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers' adoption and use of a popular technology that has been extensively...
Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment, and Preparation
Educational Researcher Vol. 43, No. 5 (2014) pp. 219–229
This article reports on the pioneering use in education of Discrete Choice Experiments (DCEs) to assess teachers' decisions regarding deployment of rich tasks. The incorporation of this quantitative method into what is usually considered the...
Teacher Development Vol. 17, No. 1 (2013) pp. 1–18
This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile...
Journal of Education for Teaching: International Research and Pedagogy Vol. 42, No. 1 (2016) pp. 4–16
Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their...
Research in Learning Technology Vol. 20, No. 1 (2012)
Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity,...
Mobile learning for science and mathematics school education: A systematic review of empirical evidence
Computers & Education Vol. 121, No. 1 (June 2018) pp. 30–58
The ubiquity, flexibility, ease of access and diverse capabilities of mobile technologies make them valuable and a necessity in current times. However, they are under-utilized assets in mathematics and science school education. This article analyses ...
Exploring Teacher Pedagogy, Stages of Concern and Accessibility as Determinants of Technology Adoption
Technology, Pedagogy and Education Vol. 27, No. 2 (2018) pp. 149–163
This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their ...
How do early career teachers value different types of support? A scale-adjusted latent class choice model
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 47, No. 1 (April 2015) pp. 241–253
Using a discrete choice experimental approach and associated Scale-Adjusted Latent Class Model (SALCM), we quantify the relative value early career teachers (ECTs) place on various types of support in the form of affirmation, resources, collegial...
Why do early career teachers choose to remain in the profession? The use of best–worst scaling to quantify key factors
International Journal of Educational Research Vol. 62, No. 1 (2013) pp. 259–268
Many countries report high attrition rates among beginning teachers. The literature cites many factors that influence a teacher's decision to remain in the profession. These include remuneration, workload, support, administration and parents. It is...