Developing digital competencies is a critical component of preservice teacher training. However, ... more Developing digital competencies is a critical component of preservice teacher training. However, this is a complex process which includes a range of different strategies. Moreover, little is known about how they come together as an integrated approach to prepare future teachers for educational technology use. Therefore, the aim of this study is to examine relationships among strategies to develop digital competence in preservice teacher training. Association rules analysis was conducted on a questionnaire dataset of 931 preservice teachers' experiences in their training, representing the six strategies. Results showed four distinct clusters of associated strategies, revealing a new integrated approach for the development of digital competence in teacher training. Specifically, multi-directional and dynamic relationships in strategies are needed to improve preservice teachers' experiences developing digital competencies. Future directions for research are discussed.
This article identifies the apps that are most frequently used in 148 Australian primary schools ... more This article identifies the apps that are most frequently used in 148 Australian primary schools and categorises them by their stated treatment of identifiable information. Rather than providing a legal analysis, we use this as evidence of Internet governance insofar as it illuminates the influence of the education sector on the behaviour of technology companies. Teachers’ decision-making in the selection of apps is far from uniform, making individual guardian consent an inadequate approach to the protection of children. The failure of consent leads to other legal and self-regulatory approaches through which the state and technology companies together recreate the school’s role as administrator over the conduct and formation of future digital citizens.
Page 1. AERA 2010 Commentary paper SIG-Computer and Internet Applications in Education 1 What mak... more Page 1. AERA 2010 Commentary paper SIG-Computer and Internet Applications in Education 1 What makes technology risky?: An exploration of teachers' perceived risk in the context of technology integration Sarah K. Howard ...
This paper presents the domains of control framework, which conceptualizes teachers’ risk percept... more This paper presents the domains of control framework, which conceptualizes teachers’ risk perceptions in the context of technology integration and educational change. This framework provides a holistic view of teachers’ risk perceptions drawn from educational, sociological, and anthropological approaches and theories. Risk perceptions are understood as part of a reflexive relationship between individual teachers and their school culture, and how interactions between the two domains influence the choice to use technology in the classroom. Through gaining an understanding of individuals’ risk perceptions associated with technology use and changing teaching practices, school leadership can better support teachers’ change processes and their engagement in school change initiatives.
Http Dx Doi Org 10 1080 07380569 2013 847316, Dec 11, 2013
ABSTRACT Despite significant investment in school one-to-one device programs, little is known abo... more ABSTRACT Despite significant investment in school one-to-one device programs, little is known about which aspects of program implementation work and why. Through a comparison of two implementation models, adopter-diffusion and saturation, and using existing data from the One Laptop per Child Australia laptop program, we explored how factors of implementation may affect device diffusion, learning and educational outcomes, and program sustainability in schools. In this article we argue that more focused research into implementation of one-to-one device programs, moving beyond comparisons of “devices versus without devices,” is needed to provide reliable data to inform future program funding and advance this area of research.
Developing digital competencies is a critical component of preservice teacher training. However, ... more Developing digital competencies is a critical component of preservice teacher training. However, this is a complex process which includes a range of different strategies. Moreover, little is known about how they come together as an integrated approach to prepare future teachers for educational technology use. Therefore, the aim of this study is to examine relationships among strategies to develop digital competence in preservice teacher training. Association rules analysis was conducted on a questionnaire dataset of 931 preservice teachers' experiences in their training, representing the six strategies. Results showed four distinct clusters of associated strategies, revealing a new integrated approach for the development of digital competence in teacher training. Specifically, multi-directional and dynamic relationships in strategies are needed to improve preservice teachers' experiences developing digital competencies. Future directions for research are discussed.
This article identifies the apps that are most frequently used in 148 Australian primary schools ... more This article identifies the apps that are most frequently used in 148 Australian primary schools and categorises them by their stated treatment of identifiable information. Rather than providing a legal analysis, we use this as evidence of Internet governance insofar as it illuminates the influence of the education sector on the behaviour of technology companies. Teachers’ decision-making in the selection of apps is far from uniform, making individual guardian consent an inadequate approach to the protection of children. The failure of consent leads to other legal and self-regulatory approaches through which the state and technology companies together recreate the school’s role as administrator over the conduct and formation of future digital citizens.
Page 1. AERA 2010 Commentary paper SIG-Computer and Internet Applications in Education 1 What mak... more Page 1. AERA 2010 Commentary paper SIG-Computer and Internet Applications in Education 1 What makes technology risky?: An exploration of teachers' perceived risk in the context of technology integration Sarah K. Howard ...
This paper presents the domains of control framework, which conceptualizes teachers’ risk percept... more This paper presents the domains of control framework, which conceptualizes teachers’ risk perceptions in the context of technology integration and educational change. This framework provides a holistic view of teachers’ risk perceptions drawn from educational, sociological, and anthropological approaches and theories. Risk perceptions are understood as part of a reflexive relationship between individual teachers and their school culture, and how interactions between the two domains influence the choice to use technology in the classroom. Through gaining an understanding of individuals’ risk perceptions associated with technology use and changing teaching practices, school leadership can better support teachers’ change processes and their engagement in school change initiatives.
Http Dx Doi Org 10 1080 07380569 2013 847316, Dec 11, 2013
ABSTRACT Despite significant investment in school one-to-one device programs, little is known abo... more ABSTRACT Despite significant investment in school one-to-one device programs, little is known about which aspects of program implementation work and why. Through a comparison of two implementation models, adopter-diffusion and saturation, and using existing data from the One Laptop per Child Australia laptop program, we explored how factors of implementation may affect device diffusion, learning and educational outcomes, and program sustainability in schools. In this article we argue that more focused research into implementation of one-to-one device programs, moving beyond comparisons of “devices versus without devices,” is needed to provide reliable data to inform future program funding and advance this area of research.
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Papers by Sarah K Howard