How does pre-service teacher preparedness to use ICTs for learning and teaching develop during the first two years of teacher training.

Lincoln Gill, Barney Dalgamo

Uses Steketee (2005) and Taylor (2004) to describe students’ progression between levels.

Mid semester 1: After 9 weeks there had been a development in their skills, but often they were accepting (uncritical) about their use of ICT.

Mid semester 2: Some students still at level 1.

Mid semester 4: Some students still reticent, others moving forward.

Sustainable Online Community Engagement

Denise Wood and Alice Dodd

This project (housed at Uni SA) puts together undergraduates with community organizations that need IT support. It is effectively an online service program. Would be perfect for our Participation unit at Macquarie.

Grant through the Office of Volunteers allows to have an officer staffing the program, act as a liaison officer, maintain relationships with partners, etc. Could apply for an equivalent NSW grant.

Benefits include:

· Improves student self esteem

· Career knowledge

· Increased social responsibility

· Improved academic performance

· Increase in level of student insight

· Ability to apply academic skills

· Understanding of social issues

· Community benefits

Challenges include:

· Conflicting aims and timelines

· Increased academic staff workload

· Increased workload for the community

· Communication issues

· Relationship is not reciprocal

· Milestones not met by client

· Milestones not met by students

· Maintenance of site by client

Changes implemented:

· Working on students’ communication skills for professional interaction

· Host two to three events every semester to bring the students and the community together, showcasing progress and work

· Redeveloped the OSCE program website as a CMS. Students can develop their site as a subsite of the OSCE.

Need to maintain contact and good relationship between student and community organizations – students and community leaders both benefit from the imposition of a contract – so that organization and students both have obligations to contribute, communicate, participate etc.

Nuturing preservice teachers to develop a better understanding of technology-enhanced pedagogy through reflection

Ping Gao et al

Extensive literature review of ICT use by teachers

Uses a model of reflection model of”

1. What?

2. So what?

3. Now what?

Method used a qualitative content analysis:

Four dimensions: Knowledge, Perception, + 2 (lookup).

Learnt a lot in terms of ICT skills, Pedagogies, Role of ICT, Perceptions of Technology

Spectrum of student views of ICT:

1. Presentation tool

2. Presentation tool to enhance teaching

3. Presentation + cognitive tools

4. Cognitive tools

Pre-service teachers who focused on student-centred learning gained most from the reflection.

Social Networking: from living technology to learning technology?

Collected data from over 800 students at Uni SA about how students are using social networking technologies, broken down by particular demographics.

Next stage of her research will look at ‘friends’ of hers on Facebook and how they have used Facebook for academic purposes.

Australian Higher Education institutions transforming the future of teaching and learning through virtual worlds

Fantastic compilation of 21 uses of virtual worlds in Australian Universities. Led by Sue Gregory – check youtube for the video coming soon.

3D Immersive virtual worlds in higher education: An Australian and New Zealand study

This is a scoping study to ascertain the state of play in Australia:

1. Literature review

2. Questionnaire

3. One on one interviews will be final stage

See their BJET paper “Model of Learning in 3D Virtual Environments” by Barney Dalgarno and Mark Lee.

Using virtual worlds to elicit differentiated responses to ethical dilemmas

Andrew Cram

Has a framework for how people make decisions in virtual worlds, based on their stance.

People’s decisions in virtual worlds are influenced by:

The virtual character, character’s goal, the player’s goal, the virtual world.

Designing virtual worlds for problem solving requires consideration of:

· Virtual world itself (layout, interactions and data)

· Narrative (character roles, history, appearance, tools)

· Educational objectives

Andrew takes a choreography approach (theoretically founded)

About matthewbower

Professor at Macquarie University.
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