DERN provides access to quality assured and current information resources around the use of digital technologies and digital media in education. These resources are annotated and linked to relevant categories to enable access to collections of similar resources under specific topics.
This study developed and pilot-tested an interview schedule that focuses on the Internet thinking and cyber-safety awareness of Australian children aged 4–5 years. The schedule shows potential to elicit children’s understandings of the Internet and cyber-safety awareness. Adjustments are required to allow more contextualised responses from children.
Through a mixed methods, collective case study approach, this research examines high school courses delivered by synchronous videoconference, and how high school students experience teacher presence in this environment. The researchers discuss the challenges of building of relationships and rapport between the teacher and students in synchronous online teaching. They focus on the skills and strategies required by a teacher to develop ‘presence’.
This report presents the findings from a project that used tablet technology with young children (aged 2 to 6 years of age) in three different early childhood settings. The project was designed to explore the possibilities for learning in each setting to determine if the use of tablets is appropriate for this age group
Evidence in the report makes clear, gender disparities in performance do not stem from innate differences in aptitude, but rather from students’ attitudes towards learning and their behaviour in school, from how they choose to spend their leisure time, and from the confidence they have – or do not have – in their own abilities as students.
Posted on 11 Aug 2016 with 0 comments
Children in rich countries are using the Internet for social networking and gaming at very high rates, particularly in Australia. This study addresses whether these activities affect educational achievement in mathematics, reading, and science using the Organization for Economic Cooperation and Development’s 2012 Program for International Student Assessment data set. The results suggest that using online social networks reduces academic achievement. Conversely, playing online games increases scores. It is argued that although both activities are associated with a high opportunity cost of study, video games potentially allow students to apply and sharpen skills learned in school. Skipping school, failing an academic year in the past, and being indigenous are also important predictors of underachievement. It is suggested that monitoring, counseling, and tutoring students who are at risk of failure may useful.
Drawing on a literature review from cognitive psychology, neuroscience and education, this research article describes a Learner Processing of Feedback in Intelligent Learning Environments model of how learners process feedback. It presents findings from a pilot study as a preliminary test of the model. Seventeen learners participated in an experiment using the intelligent learning environment known as Crystal Island. A range of data was collected, including a pre-test measuring prior knowledge, think-alouds, log data, video recordings, biometrics and post-task questionnaires. The authors discuss these findings and steps forward to further validate the model using physiological measures.
This US study by Crystal Beach from the University of Georgia, set out to ‘understand how teachers’ perceptions may impact how digital literacy practices are considered and used within their classrooms’. In other words, the study aimed to understand how perceptions of literacy education are being affected by the literacy practices of teachers and students in and out of school contexts.
A UNESCO study therefore set out to test the efficacy of an experimental course for teachers who need but do not receive high-quality continuing professional development, as a way of exploiting what MOOCs can do indirectly to serve disadvantaged students. The course was based on case studies around the world of information and communication technology (ICT) in primary education and was carried out to contribute to the UNESCO ‘‘Education For All’’ goal. It used a co-learning approach to engage the primary teaching community in exploring ways of using ICT in primary education.
In the twenty-first century, online learning has evolved as a worldwide platform to connect, collaborate and engage users in the learning process. The aim of this study was to develop a scale for determining students’ perceptions of online learning (POSTOL). This scale consists of four dimensions: instructor characteristics, social presence, instructional design, and trust.
A large number of emergent technologies have been acquiring a strong impulse in recent years. One of these emergent technologies is Augmented Reality (RA), which is likely have a high level of penetration into all educational sectors including universities, in the next 3 to 5 years, as a number of different reports have already highlighted. This paper identifies various elements which play an essential role when it comes to the incorporation of Augmented Reality into teaching, stressing the fact that this incorporation should not entail a technological problem but an educational and didactic issue.
Challenge-driven universities to solve global problems
New kinds of university will emerge mobilising some of the world's 150 million students to work on our most pressing problems
Students, computers and learning - making the connection
OECD report examines how students access to and use ICT
Mobile learning – why tablets? -- DERN's research brief looks at mobile learning and why tablets are so popular.
› 21st century skills (206)
› Assessment online (99)
› Blended learning (126)
› Collaboration (247)
› Digital literacy (237)
› Educational leadership (107)
› Engagement and performance (275)
› Evaluating ICT effects (97)
› ICT in education (473)
› Information (78)
› Information sources (106)
› Innovation (175)
› Interactive personal networking (99)
› Internet use (155)
› Learning communities (114)
› Learning environment (626)
› Learning systems (76)
› Mobile learning (213)
› Multimedia (64)
› Open scholarship (128)
› Pedagogy (441)
› Personalising learning (114)
› Social Media (174)
› Teacher capacity (140)
› Teacher education (92)
› Training (102)
› Trends (156)