Search results for author:"Glenn Finger"
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Glenn Finger
Griffith University
Professor Glenn Finger is the Dean (Learning and Teaching) of the Arts, Education and Law Group and provides leadership in learning and teaching, and develops strategies to implement Group plans and achieve Group targets. In this role, he reports to the Pro Vice Chancellor of the Group and works closely with the Dean (Academic), the Dean (Research) and the Arts, Education and Law schools to integrate learning, research and staffing strategies in the Group and to develop Group operational plans.
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Understanding TPACK in Practice: Praxis through Technological Pedagogical Reasoning
Glenn Finger; Paul Finger
International Conference on Educational Technologies (ICEduTech) 2013 (2013)
Reflective, intelligent, professional teachers research their own practice to inform future improvements. However, the demands upon teacher graduates and early career teachers do not enable the space and time to engage effectively in "praxis...
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Informing one-to-one computing in primary schools: Student use of netbooks
Kevin Larkin; Glenn Finger; Glenn Finger
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...
Language: English
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Telephone Teaching: Towards Constructivist Teaching for Rural and Remote Students
Glenn Finger; Carolyn Rotolo
Annual Meeting of the Australian Association for Research in Education 2001 (December 2001)
In 1998 the Charleville School of Distance Education (SDE) in Queensland, Australia, began using telephone teaching to replace high frequency radio as its means of communicating with rural and remote students. A study investigated the extent to...
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Netbook Computers as an Appropriate Solution for 1:1 Computer Use in Primary Schools
Kevin Larkin; Glenn Finger
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...
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Future university students' expectations about their technology requirements for learning
Vicky Smart; Glenn Finger
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) p. 3628
This paper is a report on the findings of a study conducted with students aged 10-14 who could attend university 2020. The aim of the study was to determine their thoughts about their technological requirements when they attend university in 2020. ...
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ICTs for Learning: An Overview of Systemic Initiatives in the Australian States and Territories
Glenn Finger; Sue Trinidad
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 ...
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ELearning Strategic Planning 2020: The Voice of Future Students as Stakeholders in Higher Education
Glenn Finger; Vicky Smart
International Conference on Educational Technologies (ICEduTech) 2013 (2013)
Most universities are undertaking information technology (IT) strategic planning. The development of those plans often includes the voices of academics and sometimes engages alumni and current students. However, few engage and acknowledge the voice...
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Relationship between Pre-Service and Practising Teachers' Confidence and Beliefs about Using ICT
Romina Jamieson-Proctor; Glenn Finger
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...
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Information Technology Skills of Australian Teachers: Implications for Teacher Education
Glenn Russell; Glenn Finger; Neil Russell
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...
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ACT to Improve ICT Use for Learning: A Synthesis of Studies of Teacher Confidence in Using ICT in Two Queensland Schooling Systems
Romina Jamieson-Proctor; Glenn Finger
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...
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eLearning and Initial Teacher Education Programs: Insights from the Teaching Teachers for the Future Project
Glenn Finger; Romina Jamieson-Proctor; Peter Grimbeek
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1882–1891
This paper argues that initial teacher education programs (ITE) which build the Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006) confidence and capabilities of future teachers is critical in enabling effective design and...
Topics: research
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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"
Kevin Larkin; Romina Jamieson-Proctor; Glenn Finger
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...
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Professional standards based digital portfolios vs. evidence based digital portfolios: Recommendations for creative, interesting and long-lasting digital portfolios
Vicky Smart; Cheryl Sim; Glenn Finger
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1875–1882
Digital portfolios have become a standardized tool for the collection and presentation of evidence of a teacher’s knowledge, skills and practice. This doctoral research project has used two types of digital portfolios to understand how teachers...
Topics: Standards, Portfolios, Assessment and E-Folios
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Teaching Teachers for the Future Project: Building TPACK Confidence and Capabilities for Elearning
Glenn Finger; Romina Jamieson-Proctor; Peter Grimbeek
International Conference on Educational Technologies (ICEduTech) 2013 (2013)
In Australian Higher Education, the importance of initial teacher education (ITE) programs is evident through enrolments totalling 105 858 students in the broad field of Education in 2012 (DIISRTE, 2012) which represent 9.7% of the 1 094 672...
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A view into teachers digital pedagogical portfolios showing evidence of their Technological Pedagogical Reasoning
Vicky Smart; Cheryl Sim; Glenn Finger
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3380–3387
This paper is a report on the findings of a study undertaken with a number of teachers who have completed their SMART Classrooms Professional Development Framework - Digital Pedagogical License (SCPDF-DPL). These SCPDF-DPL’s provide rich...
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What's Used and What's Useful? Exploring Digital Technology Use(s) among Taught Postgraduate Students
Michael Henderson; Glenn Finger; Neil Selwyn
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...
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Auditing the TK and TPACK Confidence of Pre-Service Teachers: Are They Ready for the Profession?
Romina Jamieson-Proctor; Glenn Finger; Peter Albion
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...
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Auditing the TPACK Confidence of Australian Pre-Service Teachers: The TPACK Confidence Survey (TCS)
Peter Albion; Romina Jamieson-Proctor; Glenn Finger
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3772–3779
This chapter describes the construction and validation of an instrument to measure teachers’ Technological Pedagogical Content Knowledge (TPACK). The TPACK Confidence Survey (TCS) contains scales that measure teachers’ attitudes toward using ICT;...
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Are teachers lost in thought with technology? Moving from Pedagogical Reasoning to Technological Pedagogical Reasoning
Vicky Smart; Cheryl Sim; Glenn Finger
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3418–3425
Has Mishra and Koehler’s (2007) wicked problem of teaching with technology caused teachers to be lost in thinking about technology? To help with moving knowledge into action Shulman (Shulman, 1987; Wilson, Shulman, & Richert, 1987) in his wisdom...
Topics: Technological, Pedagogical Content Knowledge (TPACK), Portfolios
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Auditing the ICT Experiences of Teacher Education Undergraduates
Glenice Watson; Romina M. J. Proctor; Glenn Finger; Wayne Lang
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...
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Age-related differences in ICT access and confidence among pre-service teachers
Peter R Albion; Romina Jamieson-Proctor; Glenn Finger
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (2011) pp. 21–32
The Australian Government’s Digital Education Revolution is directed at school education but, because teacher preparation is a significant factor in its success, there are implications for teacher education in Australian higher education. A national ...
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Students' Everyday Engagement with Digital Technology in University: Exploring Patterns of Use and "Usefulness"
Michael Henderson; Neil Selwyn; Glenn Finger; Rachel Aston
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...
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Measuring Information and Communication Technology (ICT) Curriculum Integration
Romina M. J. Proctor; Glenice Watson; Glenn Finger
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...
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Teachers Talk about Measuring ICT Curriculum Integration
Glenice Watson; Romina M. J. Proctor; Glenn Finger
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....
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Mapping the Evolution of Elearning from 1977-2005 to Inform Understandings of e-Learning Historical Trends
Pei Chen Sun; Glenn Finger; Zhen Lan Liu
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...
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ICT integration and teachers' confidence in using ICT for teaching and learning in Queensland state schools
Romina Jamieson-Proctor; Paul Burnett; Glenn Finger; Glenice Watson; Glenice Watson
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...
Language: English
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Development of the TTF TPACK Survey Instrument
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...
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What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction
Pei-Chen Sun; Ray J. Tsai; Glenn Finger; Yueh-Yang Chen; Dowming Yeh
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 ...
Language: English
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Teaching Teachers for the Future (TTF) Project TPACK Survey: Summary of the Key Findings
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...
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Technological Pedagogical Content Knowledge (TPACK): Revision and Rethinking
Petra Fisser; Joshua Rosenberg; Jolene Teske; Matthew Koehler; Punya Mishra; Joke Voogt; Jo Tondeur; Johan van Braak; Judi Harris; Charoula Angeli; Nicos Valanides; Andri Christodoulou; Karin Forssell; Leanna Archambault; Vicky Smart; Glenn Finger; Denise Schmidt-Crawford; Shu-ju Diana Tai; Wei Wang; Mary Herring
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 907–911
The Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators was critical to the development of the field of educational technology research and practice, but much has changed since its publication. The Handbook of Technological...