Search results for author:"Elizabeth Hartnell"
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University of Nottingham
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 35, No. 1 (Sep 03, 2009)
This paper takes a large-scale social perspective in describing a national project in Australia that was premised on local school communities working together and contributing ideas for the benefit of their students, and potentially, the whole...
World Conference on Educational Media and Technology 2004 (2004) pp. 3243–3250
This paper explores the four roles of teachers in classrooms using computers, from the perspective of Wenger's theory of communities of practice (Wenger, 1998). It reports on an in-depth study undertaken in schools in Victoria, Australia, and shows...
Teachers Roles’ and Professional Learning in Communities of Practice Supported by Technology in Schools
Journal of Technology and Teacher Education Vol. 14, No. 3 (July 2006) pp. 461–480
** Invited as a paper from ED-MEDIA 2004 ** This article explores four roles of teachers in classrooms using computers, from the perspective of communities of practice (Wenger, 1998). It reports on an indepth study undertaken in 12 schools, and...
Technology, Pedagogy and Education Vol. 18, No. 1 (March 2009) pp. 3–17
This paper analyses the experience of a teacher and her Year 6 class (10-11 year-olds) over a school year, while participating in a pilot project introducing Personal Digital Assistants as a learning tool. The intervention was initiated and...
World Conference on Educational Media and Technology 2001 (2001) pp. 680–681
This paper reports on the progress of a research program based in Victoria, Australia, where teachers are strongly encouraged to integrate technology in their classrooms. The teachers in this study are generally positive in their view of the...
International Electronic Journal for Leadership in Learning Vol. 10, No. 3 (2006)
School classes can be conceptualized as bounded communities of practice made up of teachers and students working together to build knowledge. Teachers make design decisions about physical and virtual spaces supported by information and...
Australasian Journal of Educational Technology Vol. 26, No. 1 (Jan 01, 2010)
This paper introduces the background to the JISC work within the e-portfolio domain in the UK and presents an overview of past and current activities and the drivers for these developments. This is followed by a review of JISC's approach to drawing...
A Means of Personalising Learning: Incorporating Old and New Literacies in the Curriculum with Mobile Phones
Curriculum Journal Vol. 19, No. 4 (December 2008) pp. 283–292
This article explores a notion of "personalising learning" which puts the learner at the centre, supported by mobile technology and teacher mediation. It reports a small study in the Northern Territory of Australia, with indigenous students who were ...
World Conference on Educational Media and Technology 2001 (2001) pp. 874–876
One of the most exciting developments in the school reform movement is the use of alternative forms of assessment to evaluate student learning and teacher development. Different alternative assessment systems and forms must be judged based on the...
Empirical evaluation of different classroom spaces on students' perceptions of the use and effectiveness of 1-to-1 technology
British Journal of Educational Technology Vol. 49, No. 1 (January 2018) pp. 153–164
This study explored the effect of different classroom spatial layouts on student perceptions of digital technology in a secondary schooling environment. A quasi-experimental approach facilitated by a Single Subject research design (SSRD) isolated...
Global Learn 2011 (Mar 28, 2011) pp. 561–570
The Department of Education and Early Childhood Development in Victoria, Australia has a strong history of investment in ICT infrastructure and tools to enable improved teaching and learning. In 2009 it embarked on an ambitious project to provide a...
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 1506–1507
Learner-centered teaching and learning has an impact on the learning process as a whole. The teacher’s role changes more to guiding and supporting the learning process, instead of lecturing and supplying learners with the right answers. A variety of ...