Papers by Matthew Kearney
Australasian Journal of Educational Technology, 2001
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Australasian Journal of Educational Technology, 2006
... HS) liked learning about technology, learning for the future, interacting with friends and le... more ... HS) liked learning about technology, learning for the future, interacting with friends and learning to ... feedback, and this awareness acted as a catalyst for the critical analyses of ... Authors: Dr Matthew Kearney and Associate Professor Sandy Schuck Faculty of Education, Kuring-gai ...
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Australasian Journal of Educational Technology, 2006
... own multimedia supported POE tasks (at university) before using them in a school based teachi... more ... own multimedia supported POE tasks (at university) before using them in a school based teaching setting: To what extent does pre-service teachers' authoring and ... Reviewing their personal science views Teachers became aware of their own personal science views and ...
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Http Dx Doi Org 10 1080 13664530 2012 752671, Feb 1, 2013
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Http Dx Doi Org 10 1080 17439884 2011 553623, Apr 14, 2011
... 17439884.2011.553623 Matthew Kearney a * pages 169-188. ... Deconstruction activities include... more ... 17439884.2011.553623 Matthew Kearney a * pages 169-188. ... Deconstruction activities include presentations to the class and comparison of students' new items. More recently, Hoban (200918. Hoban, G. 2009. Facilitating learner‐generated animations with slowmation. ...
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ABSTRACT This paper focuses on the use of multimedia-based predict–observe–explain (POE) tasks to... more ABSTRACT This paper focuses on the use of multimedia-based predict–observe–explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity for students. The study adopted a social constructivist perspective to analyse and interpret the students conversations, focussing on students articulation and justification of their own science conceptions, clarification of and critical reflection on their partners views, and negotiation of new, shared meanings. Two senior science classes participated in this interpretive study. Data sources were mainly qualitative and included audio and video recordings of students small group discussions at the computer, interviews with selected students and their teachers, classroom observations, and student surveys. Findings indicate that the computer-based POE tasks supported students peer learning conversations, particularly during the prediction, reasoning and observation stages of the POE strategy. The increased level of student control of the POE tasks, combined with the multimedia nature of the program, initiated quality peer discussions. The findings have implications for authentic, technology-mediated learning in science.
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Abstract The Teaching Teachers for the Future (TTF) project is funded by the Australian Governmen... more Abstract The Teaching Teachers for the Future (TTF) project is funded by the Australian Government's Department of Education, Employment and Workplace Relations (DEEWR) through the ICT Innovation Fund and is an $8.8 million project involving all 39 universities that are involved in teacher education. This symposium involves presenters from four of these universities who are working in various ways in the project. The first paper involves an overview of the project and a summary of some of the projects currently being conducted ...
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Contemporary Issues in Technology and Teacher Education, 2008
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Alt J Association For Learning Technology Journal, Feb 3, 2012
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Journal of Educational Multimedia and Hypermedia, 2006
... Finally, the findings of the study were illustrated clearly by sequences from the vid-eo foot... more ... Finally, the findings of the study were illustrated clearly by sequences from the vid-eo footage collected and this footage greatly enhanced the ... As the research team worked with digital video as a research tool, it be-came apparent that there were a number of areas in which ...
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Lecture Notes in Educational Technology, 2015
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... Schuck and Kearney (2006) identify two main modes in which school students generated digitalv... more ... Schuck and Kearney (2006) identify two main modes in which school students generated digitalvideo in their projects. DV tasks are often used as a communication tool (mode 1) to facilitate students' communication of messages, ideas, information and emotions; and also used ...
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Australian Educational Computing, Jun 1, 2006
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Abstract The Teaching Teachers for the Future (TTF) project is funded by the Australian Governmen... more Abstract The Teaching Teachers for the Future (TTF) project is funded by the Australian Government's Department of Education, Employment and Workplace Relations (DEEWR) through the ICT Innovation Fund and is an $8.8 million project involving all 39 universities that are involved in teacher education. This symposium involves presenters from four of these universities who are working in various ways in the project. The first paper involves an overview of the project and a summary of some of the projects currently being conducted ...
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Papers by Matthew Kearney
previously possible. The ways that portable, multi-functional mobile devices can untether the learner from formal institutional learning give scope for learning to be conceptualised in an expanded variety of places, times and ways. In this conceptual
article the authors articulate this notion by using the metaphor of the
Third Space to envision what can be achieved with mobile learning. They outline their use of the metaphor, consider how it extends notions of twenty-first century learning and use a previously established Mobile Pedagogical Framework to provide a context for the discussion. They conclude with implications of learning in the Third Space for teachers and students. These implications suggest that roles of teachers and students and structure of the curriculum need to change to ensure we leverage the potential of mobile learning.