Technology and education - implementation in an Australian context
Jean Macnish, Sue Trinidad, Curtin University of Technology, Australia
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
What are the key elements needed for introducing technology in a school or college? What are the perceptions of introducing online learning in a vocational education and training or secondary education system? What needs to take place in your institution to help transform education? There are many factors that can influence the learning experience such as the infrastructure, the quality of content and assessment, the quality of learner support systems, the assumptions made by learners and facilitators about the learning experience itself, the educational design and peer support networks for learners and facilitators. Long-term studies demonstrate how the use of technology in classrooms can change teaching and learning. This paper looks at a 3 year case study of an innovative new school located in a lower socio-economic suburb of Perth, Western Australia together with quantitative research that included 884 respondents with 103 teacher/manager and 50 student interviews undertaken.
Macnish, J. & Trinidad, S. (2005). Technology and education - implementation in an Australian context. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2282-2285). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)