Search results for author:"Louise Starkey"
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Teaching and Teacher Education: An International Journal of Research and Studies Vol. 26, No. 7 (October 2010) pp. 1429–1438
This article reports on research which explored the experiences six digitally able beginning teachers during their first year in secondary schools. Using a complexity theoretical framework, the barriers and enablers that influenced the integration...
Teachers and Teaching: Theory and Practice Vol. 16, No. 2 (April 2010) pp. 233–244
Beginning teachers are entering the profession with increasing confidence in their ability to use digital technologies which has the potential to change the way teachers of the future make pedagogical decisions. This paper explores how pedagogical...
Technology, Pedagogy and Education Vol. 20, No. 1 (2011) pp. 19–39
If the purpose of secondary schooling is to educate the upcoming generation to become active participants in society, evaluation of teaching and learning in the information-rich digital age should be underpinned by relevant theories and models. This ...
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 1849–1855
Students entering the teaching profession need to develop professional digital competencies to teach in a digitally infused education system. This paper explores what student teachers self-learn and what needs to be taught in initial teacher...
The effect of netbook ownership on children's academic achievement in mathematics, reading, and writing
Journal of Computer Assisted Learning Vol. 35, No. 1 (February 2019) pp. 34–41
How computers in schools impact on children's learning has been studied through research that explores student achievement at one point in time or by comparing different classroom contexts with differing results. The introduction of an optional...
Computers & Education Vol. 128, No. 1 (January 2019) pp. 365–376
The resurgence of computer programming in the school curriculum brings a promise of preparing students for the future that goes beyond just learning how to code. This study reviewed research to analyse educational outcomes for children learning to...
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 139–142
Classrooms are being built and redesigned in new and different ways. There is limited research to inform policy and practice on how children and young people experience the physical environment, particularly in contexts where they have agency in...
Topics: Designing Learning Spaces
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 25, No. 1 (January 2009) pp. 181–189
Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher...
Jason Zagami; Stefania Bocconi; Louise Starkey; John Dewar Wilson; David Gibson; Jill Downie; Joyce Malyn-Smith; Sandra Elliott
Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 495–506
With the increasing relevance of information and communication technologies (ICT) and the global transition towards the knowledge society, school systems and higher education now face increasing challenges involved in preparing students for...
Miri Shonfeld; Gerald Knezek; Louise Starkey; Rhonda Christensen; Carolyn Y Ng; Deirdre Butler; Margaret Leahy; Peter Twinning; Michael Phillips; Melda Yildiz
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 981–984
The International Summit on Information and Communication Technology (ICT) in Education (EDUsummIT) is a global community of researchers, educational practitioners, and policy makers who discuss goals and challenges for ICT in education. EDUsummIT...
Topics: Technology Policy and Practice