Polishing The Mirror: A Multiple Methods Study Of The Relationship Between Teaching Style And The Application Of Technology In Alaska's Rural One To One Digital Classrooms

Thesis (Ph.D.) University of Alaska Fairbanks, 2012This mixed method survey study examined the inter-relationships between teaching styles and the depth of classroom-based technology applications used by teachers participating in 1:1 digitally enhanced classrooms in thirteen of Alaska's rural school districts. The promise of technology to catalyze the transformation of schools into learner centric environments preparing students to be 21st century learners has not been realized. Significant first order barriers have limited the digital learning resources necessary to systemically affect pedagogical change. During the last six years, various entities have sponsored digitally enhanced learning environments to stimulate the process of education reform. These initiatives, labeled as one-to-one (1:1), brought teachers face-to-face with the challenges related to second order education reform while creating an opportunity to study changes in instructional philosophy and practice as a result of teaching in an environment rich in technology. This study explored three questions formulated to probe the relationship between pedagogical philosophy and the application of 1:1 technology to support learning: • "What is the relationship between instructional philosophy and the way teachers use technology to support learning in Alaskan high school 1:1 laptop programs?" • "How does access to a 1:1 classroom affect a teacher's instructional philosophy or practice?" • "Does access to a 1:1 digitally enhanced teaching environment facilitate the use of instructional practices consistent with Alaska Native and 21st century learner outcomes?" Ninety-four rural high school teachers responded to a survey that assessed teaching styles on a continuum from transmission to constructivist. The level of technology adoption was examined using three indices that respectively measure the professional, personal and classroom use of technology by teachers. Information derived from open ended questions was triangulated with quantitative data to develop a meaningful understanding of the study questions. Quantitative and qualitative data suggested that the majority of responding teachers identified with constructivist beliefs over traditional transmission. Teachers noted a strong positive relationship between teaching and the application of technology, yet analysis showed that constructivist beliefs were attenuated by several challenges related to management of technology. While teachers were generally aware of the potential for digital learning technologies to support Alaska Native and 21st century methods, they were outweighed by operational concerns related to the integration of technology. These study questions are significant. Digitally enhanced instructional practices help to equip students with the skills expected of 21st century learners. Perhaps even more significant is the congruence between the teaching styles traditionally used by Alaska Natives and the digitally enhanced constructivist practices made possible when using technology to augment processes for acquiring knowledge

Digital tools disrupting tertiary students’ notions of disciplinary knowledge: Cases in history and tourism

This paper reports on the findings from a two year research project that explored the potential of digital tools in support of teaching–learning across different disciplinary areas at a New Zealand university. Two courses (in History and Tourism) are case studied using data collected through interviews with lecturers, tutors and their students, and an online student survey. Findings from the research revealed that both lecturers and students were challenged in learning about the affordances and use of the lecturer selected digital tools as a mediational means. The tools were not initially transparent to them, nor were they able to be easily deployed to undertake their primary task—teaching for the lecturers, and, learning and demonstrating learning for the students completing assigned tasks. The process of learning and using the tools disrupted participants’ prior thinking and led to new understandings of both disciplines and of effective pedagogies for the two disciplines. The findings increase our understanding of the ways digital tools can develop, challenge and expand tertiary students learning and have implications for practice

The Digitalisation of African Agriculture Report 2018-2019

An inclusive, digitally-enabled agricultural transformation could help achieve meaningful livelihood improvements for Africa’s smallholder farmers and pastoralists. It could drive greater engagement in agriculture from women and youth and create employment opportunities along the value chain. At CTA we staked a claim on this power of digitalisation to more systematically transform agriculture early on. Digitalisation, focusing on not individual ICTs but the application of these technologies to entire value chains, is a theme that cuts across all of our work. In youth entrepreneurship, we are fostering a new breed of young ICT ‘agripreneurs’. In climate-smart agriculture multiple projects provide information that can help towards building resilience for smallholder farmers. And in women empowerment we are supporting digital platforms to drive greater inclusion for women entrepreneurs in agricultural value chains

Addressing the cyber safety challenge: from risk to resilience

Addressing the cyber safety challenge: from risk to resilience describes the cyber safety issues emerging from a range of technology trends, how different populations are using technologies and the risks they face, and how we can effectively respond to each group’s unique cyber safety needs. Written by the University of Western Sydney for Telstra Corporation Ltd, the report advocates for continuing to move cyber safety from a ‘risk and protection’ framework to one that focuses on building digital resilience, as well as fostering trust and confidence in the online environment. To do this we need to: Address the needs of populations often neglected by current policies and programs – including adults, seniors, parents, and small to medium enterprises Continue to build the digital literacy skills of all populations, because digital literacy strongly influences users’ ability to engage safely online – this is best achieved by a hands-on learning approach Keep risk in perspective – the risks and benefits of digital participation go hand in hand Broaden the focus from awareness-raising to long-term behaviour change. As digital technologies become further integrated into the everyday lives of Australians, users are potentially exposed to greater risks. However, the risks and benefits of digital participation go hand in hand. The challenge, therefore, is to support users to minimise the risks without limiting their digital participation and their capacity to derive the full benefits of connectivity. If Australians are to benefit as either consumers or providers of online services and products in the e-commerce environment, consumer safety and trust need to be improved. Cyber safety needs to be considered against a transforming backdrop of technology trends, products and practices. While the rise of social media has tended to dominate recent debate and developments in cyber safety, particularly in relation to young people, a range of other trends is also shaping how users engage online, the risks they potentially face in the new media landscape, and the strategies used to address them. These trends include the rise of user generated content and content sharing platforms; the uptake of mobile technologies and, in particular, the adoption of smartphones; cloud computing; platform integration and single sign-on mechanisms; and the rise of GPS and location based services

Digital enhancement of senior secondary dance assessment

This research examined the use and effects of digital technology in supporting and enhancing practical high stakes assessments in a senior secondary dance course in Western Australia (WA). The participants comprised twenty students from one school who were enrolled in ATAR Dance for 2016/17 and ten WA secondary dance education experts. A mixed method embedded design allowed for the analysis of both qualitative and quantitative results to gain perspective and understanding of using digital technology to facilitate the current Western Australia Certificate of Education (WACE)/Australia Tertiary Admissions Rank (ATAR) dance examination as well as the preparation for it and marking of it. An existing assessment application prototype from Edith Cowan University was used and further developed into the dance assessment application (the DAapp) in the study. Student participants were asked to perform their usual school based practical dance assessment, whilst the markers were asked to assess the performances in either live (traditional format of examination) or digital (using the application to view the captured performances) contexts. An alternate interview was also administered to the students as part of a workshop where they (and their classroom teacher) explored the ways in which the technology might be used to support the examination, the preparation for it and marking of it. The study was enriched by a survey and focus group interviews. Amongst the participants was a shared desire to use technology where possible to support and enhance learning as well as increase a shared understanding of the assessment challenges. While the teachers and markers were bound by historical practices, viewpoints, and the dominant summative model, they were willing to explore new possibilities. Not only does this research contribute to an under researched area of assessment, it provides strategies to enhance the preparation of and enactment of assessment in dance performance

Digitally enhancing tasting experiences

Our experience of food and drink depends on more than merely the ingredients that have been combined in a dish or drink and the way in which it has been prepared. There is growing interest in the question of whether digital technologies/solutions can be used to enhance consumers’ multisensory tasting experiences. Projection mapping and sonic seasoning have been incorporated onto the menu in a number of world-leading restaurants for several years now. However, there has, as yet, been relatively little uptake of such digital technologies in the home environment. And while a wide (and growing) range of food and beverage brands have come out with sensory apps and sonic seasoning playlists in recent years, they do not tend to be present in the marketplace for very long. In fact, it would appear that the majority of augmented and virtual reality solutions have more relevance to the world of consumer/food science research than necessarily to enhancing the tasting experience for those in the home environment. Looking to the future, the widespread societal uptake of digitally-enhanced tasting experiences will likely only occur when such solutions provide an obvious, and demonstrable, benefit to the intended users