Search results for author:"Glenn Finger"
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Journal of Information Technology for Teacher Education Vol. 9, No. 2 (2000) pp. 149–66
Investigated Australian teachers' experience with and skill in information technology. Surveys of elementary and secondary teachers from 400 schools indicated that teachers believed they had basic but not advanced computer skills. They reported low...
What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction
Computers & Education Vol. 50, No. 4 (May 2008) pp. 1183–1202
E-learning is emerging as the new paradigm of modern education. Worldwide, the e-learning market has a growth rate of 35.6%, but failures exist. Little is known about why many users stop their online learning after their initial experience. Previous ...
TPACK and Pre-Service Teacher Mathematics Education: Defining a Signature Pedagogy for Mathematics Education Using ICT and Based on the Metaphor "Mathematics Is a Language"
Computers in the Schools Vol. 29, No. 1 (January 2009) pp. 207–226
National professional standards for teachers in Australia (AITSL, 2011) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a...
Computers in the Schools Vol. 20, No. 4 (March 2004) pp. 67–87
There is currently a trend toward the development of methodologies to measure Information and Communication Technology (ICT) curriculum integration and its resultant impact on student learning outcomes. Simplistic, negative correlations between...
Students' Everyday Engagement with Digital Technology in University: Exploring Patterns of Use and "Usefulness"
Journal of Higher Education Policy and Management Vol. 37, No. 3 (2015) pp. 308–319
The much-discussed potential of "technology-enhanced learning" is not always apparent in the day-to-day use of digital technology throughout higher education. Against this background, the present paper considers the digital devices and...
Australasian Journal of Educational Technology Vol. 27, No. 3 (Jan 01, 2011)
Although one-to-one laptop programs are being introduced in many schools, minimal research has been conducted regarding their effectiveness in primary schools. Evidence-based research is needed to inform significant funding, deployment and student...
ICT integration and teachers' confidence in using ICT for teaching and learning in Queensland state schools
Australasian Journal of Educational Technology Vol. 22, No. 4 (Jan 01, 2006)
Information and communication technology (ICT) curriculum integration is the apparent goal of an extensive array of educational initiatives in all Australian states and territories. However, ICT curriculum integration is neither value neutral nor...
Australian Educational Computing Vol. 26, No. 1 (July 2011) pp. 27–34
As schools increasingly move towards 1:1 computing, research is required to inform the design and provision of this access. Utilising the Activity Theory (AT) notion of contradictions and expansion as a theoretical underpinning, this article...
Australian Educational Computing Vol. 25, No. 1 (July 2010) pp. 8–17
Teacher education graduates need appropriate levels of confidence and capabilities in relation to technological knowledge (TK) as a basis for having technological pedagogical content knowledge (TPACK) to meet the challenges of learning and teaching...
Australian Educational Computing Vol. 19, No. 1 (August 2004) pp. 3–10
The importance of teacher education graduates having appropriate information and communication technology (ICT) for learning competencies and experiences is well documented. However, without well developed processes for auditing the ICT experiences...
Mapping the Evolution of Elearning from 1977-2005 to Inform Understandings of e-Learning Historical Trends
Education Sciences Vol. 4, No. 1 (2014) pp. 155–171
While there have been very limited studies of the educational computing literature to analyze the research trends since the early emergence of educational computing technologies, the authors argue that it is important for both researchers and...
Australian Educational Computing Vol. 17, No. 2 (November 2002) pp. 3–14
This article provides an overview of Systemic Initiatives in the Australian States and Territories. This updated overview acknowledges the help and information provided by key contacts whom the authors contacted from each of the Australian State and ...
Australian Educational Computing Vol. 21, No. 2 (December 2006) pp. 25–33
ICT curriculum integration is the apparent goal of an extensive array of ICT initiatives in all Australian states and territories. However, the reported impact of ICT use by teachers on learning and teaching is by no means consistent. Explanations...
ACT to Improve ICT Use for Learning: A Synthesis of Studies of Teacher Confidence in Using ICT in Two Queensland Schooling Systems
Australian Educational Computing Vol. 23, No. 2 (December 2008) pp. 12–18
A review of the literature about student use of ICT and the impact of ICT use on learning reveals a complexity of rationales and terminology that underwrite ICT initiatives; various dimensions and stages of integration; inherent methodological...
Australian Educational Computing Vol. 20, No. 2 (December 2005) pp. 27–34
Concomitant with the many initiatives concerned with ICT curriculum integration are requirements for measurement of the student outcomes of that integration, in keeping with recent education priorities that emphasize outcomes and accountability....
Romina Jamieson-Proctor; Peter Albion; Glenn Finger; Rob Cavanagh; Robert Fitzgerald; Trevor Bond; Peter Grimbeek
Australian Educational Computing Vol. 27, No. 3 (2013) pp. 26–35
One of the major outcomes from the national Teaching Teachers for the Future (TTF) Project in 2011 was the development and statistical validation of a survey instrument to measure the Technological Pedagogical Content Knowledge (TPACK) of pre...
Glenn Finger; Romina Jamieson-Proctor; Rob Cavanagh; Peter Albion; Peter Grimbeek; Trevor Bond; Robert Fitzgerald; Geoff Romeo; Margaret Lloyd
Australian Educational Computing Vol. 27, No. 3 (2013) pp. 13–25
This paper presents a summary of the key findings of the TTF TPACK Survey developed and administered for the Teaching the Teachers for the Future (TTF) Project implemented in 2011. The TTF Project, funded by an Australian Government ICT Innovation...
What's Used and What's Useful? Exploring Digital Technology Use(s) among Taught Postgraduate Students
Active Learning in Higher Education Vol. 17, No. 3 (2016) pp. 235–247
This article explores the digital technologies that taught postgraduate students engage with during their studies, what these technologies are used for and how useful they are perceived to be. The article draws upon data gathered from a survey of...