Search results for author:"Michael Henderson"
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Relationships are more important than content: designing effective Professional Development within a Community of Practice approach
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1432–1439
Professional Development design has traditionally focused on issues of content, delivery and technology. While these foci are not discounted this research argues that designing for and investing in relationships is ultimately more important when...
Campus-Wide Information Systems Vol. 24, No. 3 (2007) pp. 162–173
Purpose: The purpose of this paper is to explore the role of community of practice in sustaining teachers' participation in a blended (face-to-face and online) professional development course. Design/methodology/approach: A longitudinal multiple...
Australian Educational Computing Vol. 21, No. 2 (December 2006) pp. 9–15
This research explores how community cohesion can sustain teacher participation in a small scale, mixed mode (face to face and online) PD course. Secondary school teachers in Queensland undertook a mixed mode PD course utilising Education Queensland'...
Sustaining the Professional Development of Teachers through a Virtual Learning Environment: Promoting Effective Teaching with ICT
World Conference on Educational Media and Technology 2004 (2004) pp. 3061–3066
Professional Development (PD) of teachers in the use of Information and Communication Technology is an international priority; however it is commonly acknowledged that traditional models of PD are not effective in engendering change. In particular,...
Australasian Journal of Educational Technology Vol. 31, No. 1 (Mar 16, 2015)
Assessment feedback is an important part of students’ learning experiences; however, text-based feedback has limitations. This article proposes an alternative in the form of individualised video recordings of the lecturer discussing each assignment. ...
Australasian Journal of Educational Technology Vol. 31, No. 1 (2015) pp. 51–66
Assessment feedback is an important part of students' learning experiences; however, text-based feedback has limitations. This article proposes an alternative in the form of individualised video recordings of the lecturer discussing each assignment. ...
Recognising the importance of identity in the development of academics' pedagogical beliefs and web-enhanced teaching practices.
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1424–1431
This paper draws on the construct of identity, grounded in the situated learning theory of community of practice, to better understand the connection between academic teachers' pedagogical beliefs and their practices in web-enhanced teaching. It is...
Ariadne's Thread: Using Social Presence Indices to Distinguish Learning Events in Face-to-Face and ICT-Rich Settings
E-Learning Vol. 2, No. 3 (2005) pp. 252–261
Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-service education students as they make the transition from a conventional face-to-face (f-2-f) learning environment to an Information and Communication...
World Conference on Educational Media and Technology 2004 (2004) pp. 1993–1999
Technological diffusion and integration in schools is a complex process that has not met expectations. The paper analyses the views of teachers in a K-10 school of distance education to their whole school emersion approach to school change and...
Campus-Wide Information Systems Vol. 25, No. 2 (2008) pp. 85–92
Purpose: This paper aims to investigate the influence of professional and academic identities in online teaching practices in higher education. Design/methodology/approach: This paper draws on data from a longitudinal study of five professional...
E-Learning Vol. 1, No. 3 (2004) pp. 383–394
It is commonly agreed that professional development of teachers in the use of information and communication technologies should be sustained over time. Most professional development, however, is delivered in single or short sequences of face-to-face ...
Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education
British Journal of Educational Technology Vol. 50, No. 3 (May 2019) pp. 1507–1523
Assessment feedback is increasingly being provided in digital modes, from electronic annotations to digital recordings. Digitally recorded feedback is generally considered to be more detailed than text‐based feedback. However, few studies have...
The impact of Chinese language lessons in a virtual world on university students' self-efficacy beliefs
Australasian Journal of Educational Technology Vol. 28, No. 3 (Jan 01, 2012) pp. 400–419
It was found in the two-year study reported in this article that a single collaborative language lesson using Second Life can result in a statistically significant increase in student self-efficacy beliefs across a range of specific and...
What are users thinking in a virtual world lesson? Using stimulated recall interviews to report student cognition, and its triggers
Journal of Virtual Worlds Research Vol. 3, No. 1 (Apr 29, 2010)
Stimulated recall is an empirically rigorous introspection data collection tool that allows the interviewer to elicit, identify and explore participants\u2019 thinking. In this study it was used to identify the types of thinking skills and...
Australian Educational Computing Vol. 28, No. 2 (2013) pp. 51–68
Social media are widely seen as having transformational potential in school education. However, there is a surprising lack of empirical research in schools about pedagogical designs using social media and particularly the factors that facilitate or...
Understanding successful and sustained technology enabled learning across institutional and cultural contexts in higher education
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 1623–1630
Large scale of binational survey with 3003 students from Monash and Tel Aviv Universities was conducted. The main aim was to better understand students’ actual experiences with digital technologies during their studies – highlighting the...
Australasian Journal of Educational Technology Vol. 34, No. 5 (Nov 25, 2018)
Educational technology research, like all education research, is dominated by explicit or implicit claims of causation. The dominance of cause-effect models in research is not surprising, and for many it is unnoticed and unquestioned. However,...
Learning, Media and Technology Vol. 38, No. 3 (2013) pp. 337–344
Academic research in the areas of educational technology and media is often portrayed to be limited in terms of its use of theory. This short paper reports on data collected from a survey of 462 "research active" academic researchers...
Using Mobile Phones as Placed Resources for Literacy Learning in a Remote Indigenous Community in Australia
Language and Education Vol. 26, No. 4 (2012) pp. 279–296
Despite massive funding from the Australian government, the literacy achievement of Australian Indigenous children remains significantly lower than for non-Indigenous. With the aim of identifying innovative ways to improve Indigenous children's...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1403–1411
Creativity is often aligned, in the academic literature and in policy, with desired 21st century skills. Creativity is also positioned as a vital part of education for digital futures and for the technology-driven learning settings and work lives...
Journal of the American Association of Teacher Educators in Agriculture Vol. 28, No. 2 (1987) pp. 40–44
The authors attempted to determine what computer skills are needed by students for entry-level employment in agribusiness. Although teachers are using computers for instruction, few employers rate computer skills as important for entry-level workers....
What's Used and What's Useful? Exploring Digital Technology Use(s) among Taught Postgraduate Students
Active Learning in Higher Education Vol. 17, No. 3 (2016) pp. 235–247
This article explores the digital technologies that taught postgraduate students engage with during their studies, what these technologies are used for and how useful they are perceived to be. The article draws upon data gathered from a survey of...
Australasian Journal of Educational Technology Vol. 34, No. 4 (Sep 16, 2018)
While carrying ‘Australasia’ in its name, our journal aims to achieve a strong global presence in the English-speaking world. In this editorial we examine data collected by our journal management software OJS to ascertain the outreach of AJET beyond ...
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2495–2503
Creativity is widely viewed as pivotal to 21st Century education, and thus is frequently connected with technology. However, creativity continues to be ill defined, difficult to recognise and even harder to systematically develop in students and in ...
Australian Educational Computing Vol. 25, No. 1 (July 2010) pp. 3–7
There are significant privacy, intellectual property, copyright and disclosure risks associated with the ill-considered use of social networking sites, however, the implementation of regulatory actions may also undermine the social and emerging...
English in Australia Vol. 46, No. 3 (2011) pp. 32–40
While schools have taught media literacy for many years, new challenges are raised by the growth of digital media and the sophistication of marketing techniques aimed at children. In response to a moral panic over the dangers posed by new media,...
Methodological capacity within the field of “educational technology” research: an initial investigation
British Journal of Educational Technology Vol. 45, No. 3 (May 23, 2014) pp. 403–414
The academic study of educational technology is often characterised by critics as methodologically limited. In order to test this assumption, the present paper reports on data collected from a survey of 462 “research active” academic researchers...
Students' Everyday Engagement with Digital Technology in University: Exploring Patterns of Use and "Usefulness"
Journal of Higher Education Policy and Management Vol. 37, No. 3 (2015) pp. 308–319
The much-discussed potential of "technology-enhanced learning" is not always apparent in the day-to-day use of digital technology throughout higher education. Against this background, the present paper considers the digital devices and...
Technology, Pedagogy and Education Vol. 23, No. 4 (2014) pp. 439–454
Research into children's learning with digital technologies is represented by a growing body of literature examining the relationship between home-school technological practices. A focus of this work is on the notion of a "digital...
Australian Educational Computing Vol. 27, No. 3 (2013) pp. 69–75
As part of the Teaching Teachers for the Future (TTF) project, Monash University initiated several strategies to assist pre-service teachers' integration of ICTs in their classroom practice. These included modelling of ICT pedagogical...
Michael Henderson; Hui Huang; Scott Grant; Lyn Henderson; Michelle L.L. Honey; Scott Diener; Kelley Connor; Max Veltman; David Bodily
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2009 (2009) pp. 475–479
Young children's everyday concepts of the internet: A platform for cyber-safety education in the early years
British Journal of Educational Technology Vol. 49, No. 1 (January 2018) pp. 45–55
Young children from around the world are accessing the internet in ever increasing numbers. The rapid increase in internet activity by children aged 4–5 years in particular is due to the ease access enabled them by touchscreen internet-enabled...
Danah Henriksen; Michael Henderson; Edwin Creely; Sona Ceretkova; Miroslava Cernochová; Evgenia Sendova; Erkko T. Sointu; Christopher H. Tienken
Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 409–424
In this article, we consider the benefits and challenges of enacting creativity in the K-12 context and examine educational policy with regard to twenty-first century learning and technology. Creativity is widely considered to be a key construct for ...
Joke Voogt; Kwok Wing Lai; Gerald Knezek; Rhonda Christensen; Alona Forkosh Baruch; Vadim Grinshkun; Sergey Grigoryev; Miri Shonfeld; Anneke Smits; Danah Henrikson; Michael Henderson; Alexander Uvarov; Mike Philips; Mary Webb; Dale Niederhauser; Punya Mishra; Margaret Leahy; Deirdre Butler; Allard Strijker
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1075–1079
The International Summit on Information and Communication Technology (ICT) in Education (EDUsummIT) met in Borovets, Bulgaria in September 2017 This community of 80 leading scholars, policy makers and educators discussed the theme Rethinking...