Search results for author:"Glenn Russell"
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Australian Journal of Education Vol. 50, No. 2 (August 2006) pp. 140–154
The intersection of globalisation and information technology influences ethical positions and notions of responsibility within businesses and in distance education for school students. As the spatial and temporal distance between student and teacher ...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3917–3924
Abstract: Multimedia increasingly serves the needs of the state and individuals at the expense of more social and ethical purposes. This process, involving the foregrounding of instrumental aims, has coalesced into a paradigm. An alternative...
Australasian Journal of Educational Technology Vol. 10, No. 1 (Jan 01, 1994) pp. 41–54
CD-ROMs have been heralded as providing an opportunity for great advances in educational technology and learning. However, little attention has been given to date to the notion that, without an appropriate pedagogy, this new technology may fall...
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...
Electronic nomads? Implications of trends in adolescents' use of communication and information technology
Australasian Journal of Educational Technology Vol. 12, No. 2 (Jan 01, 1996)
Adolescents' increased use of electronic over print-based information technologies is radically accelerated today by the rapid development and convergence of interactive technologies. Enhanced interactivity via communication technologies or...
Journal of Asynchronous Learning Networks Vol. 13, No. 2 (August 2009) pp. 71–87
The study compared the effects of a professional development course delivered in an online and a face-to-face format. The effects examined included changes in teachers' pedagogical beliefs, instructional practices, and understanding of teaching...
Journal of Research on Technology in Education Vol. 41, No. 4 (2009) pp. 443–466
The study investigated whether online professional development courses with different levels of support have different impacts on teacher outcomes. Variations of an online course for middle school algebra teachers were created for four experimental...
Journal of Technology, Learning, and Assessment Vol. 7, No. 3 (December 2008)
This study investigated whether two different versions of an online professional development course produced different impacts on the intended outcomes of the course. Variations of an online course for middle school algebra teachers were created for ...