ACT to improve ICT use for learning: a synthesis of studies of teacher confidence in using ICT in two Queensland schooling systems

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 difficulties; obstacles to integration such as teacher ICT confidence, expertise and beliefs about the potential for ICT to make a difference to student learning; teacher professional development; school technological infrastructure and support; and the need for ICT leadership (Jamieson-Proctor, Burnett, Finger, & Watson, 2006). This paper investigates the overarching research question - Are ICT initiatives having the desired impact on teaching and learning in schools? It provides a synthesis of the results of recent investigations by us in Queensland State and Catholic schools involving 2652 teachers from 168 schools across the two systems. Significant statistical findings that link teachers’ confidence in using ICT with students, to the quantity and quality of students’ use of ICT for learning are highlighted. The findings support the hypothesis that current ICT initiatives are having less than the desired result in both Queensland systems. The paper concludes with a call for Australia-wide research to unpack and address the factors, such as teacher confidence, that are currently constraining the use of ICT within Australian schooling systems

Measuring student use of ICT: a summary of findings of ICT use in Queensland Catholic schools

[Abstract]: The measurement of student learning outcomes as a result of the use of information and communication technologies (ICT) in the curriculum has become the focus of recent investigations with a view to improving teaching and learning. For example, a 2005 AARE Conference symposium provided insights into a range of current approaches for measuring ICT use in Australian schools (Fitzallen & Brown, 2006; Lloyd, 2006; Trinidad, Newhouse & Clarkson, 2006; Finger, Jamieson-Proctor, & Watson, 2006). These approaches stem from requirements for the measurement of student outcomes as a result of ICT integration, in line with recent priorities that emphasise outcomes (Andrich, 2002) and accountability (Gordon, 2002). However, researching and measuring the impact of ICT integration in schools has been found to be problematic (Cuttance, 2001). In Queensland, an instrument for measuring student use of ICT in the curriculum was developed, trialled and evaluated (Jamieson-Proctor, Watson, Finger, Grimbeek, & Burnett, 2007). This instrument has shown to be useful in measuring ICT use by students in Queensland State schools (Jamieson-Proctor & Finger, 2006; Jamieson-Proctor, Burnett, Finger & Watson, 2006). This paper summarises the findings obtained from the administration of the instrument in 130 Catholic schools in Queensland

Auditing the TPACK confidence of Australian pre-service teachers: the TPACK confidence survey (TCS)

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; confidence to use ICT for teaching and learning tasks (TPACK); competency with ICT; Technology Knowledge (TK); and TPACK Vocational Self-efficacy. The scale measuring TPACK confidence uses the Learning With ICTs: Measuring ICT Use in the Curriculum instrument that has been evaluated and reported previously. This paper proposes that the TCS provides a valid and reliable instrument with which to audit teachers’ TPACK confidence

Auditing the ICT experiences of teacher education undergraduates

The importance of teacher education graduates having appropriate information and communication technology OCT) for learning competencies and experiences is well documented. However, without well developed processes for auditing the ICT experiences of undergraduates it should not be assumed that teachers enter their profession with the required ICT competencies to support their students' learning. This paper reports on the first phase of a project to audit the ICT experiences of teacher education undergraduates. It finds that the individual experiences of undergraduates can vary considerably depending on their choice of majors, electives or specialist teaching areas. It further finds that high percentages of students perceive themselves to have no competency with a range of ICT applications that would support the more motivational and interesting aspects of ICT integration for student learning

Measuring the use of information and communication technologies (ICTs) in the classroom

In 2003, the ICT Curriculum Integration Performance Measurement Instrument was developed from an extensive review of the contemporary international and Australian research pertaining to the definition and measurement of ICT curriculum integration in classrooms (Proctor, Watson, & Finger, 2003). The 45-item instrument that resulted was based on theories and methodologies identified by the literature review. This paper describes psychometric results from a large-scale evaluation of the instrument subsequently conducted, as recommended by Proctor, Watson and Finger (2003). The resultant 20-item, two-factor instrument, now called Learning With ICTs: Measuring ICT Use in the Curriculum is both statistically and theoretically robust. This paper should be read in association with the original paper published in Computers in the Schools (Proctor, Watson & Finger, 2003) that described in detail the theoretical framework underpinning the development of the instrument

Conditions for successful technology enabled learning

This paper reports on the findings of a 16 month project funded by the Australian Government Office for Learning and Teaching. The project utilized an iterative mixed method design to investigate (a) what digital technologies are used and valued by students and educators for learning, and (b) the different factors within the ‘ecology’ of the university that contribute to these successful uses of digital technology. In total 2838 students and staff across two Australian universities and a further 114 leaders from all 39 Australian universities participated in the project. Through large scale surveys and in-depth case studies thirteen ‘conditions for success’ were identified that appeared to stimulate, support, and/or sustain specific success stories. These conditions relate to different aspects of the ‘ecology’ of higher education – from individual skills and attitudes through to institutional policymaking. This paper describes the conditions for success, and concludes with challenges to the higher education sector

Multiparticle azimuthal correlations for extracting event-by-event elliptic and triangular flow in Au + Au collisions at sNN =200 GeV

We present measurements of elliptic and triangular azimuthal anisotropy of charged particles detected at forward rapidity 1<|η|<3 in Au + Au collisions at sNN=200 GeV, as a function of centrality. The multiparticle cumulant technique is used to obtain the elliptic flow coefficients v2{2},v2{4},v2{6}, and v2{8}, and triangular flow coefficients v3{2} and v3{4}. Using the small-variance limit, we estimate the mean and variance of the event-by-event v2 distribution from v2{2} and v2{4}. In a complementary analysis, we also use a folding procedure to study the distributions of v2 and v3 directly, extracting both the mean and variance. Implications for initial geometrical fluctuations and their translation into the final-state momentum distributions are discussed

Pseudorapidity Dependence of Particle Production and Elliptic Flow in Asymmetric Nuclear Collisions of p+Al, p+Au, d+Au, and ^{3}He+Au at sqrt[s_{NN}]=200 GeV.

Asymmetric nuclear collisions of p+Al, p+Au, d+Au, and ^{3}He+Au at sqrt[s_{NN}]=200  GeV provide an excellent laboratory for understanding particle production, as well as exploring interactions among these particles after their initial creation in the collision. We present measurements of charged hadron production dN_{ch}/dη in all such collision systems over a broad pseudorapidity range and as a function of collision multiplicity. A simple wounded quark model is remarkably successful at describing the full data set. We also measure the elliptic flow v_{2} over a similarly broad pseudorapidity range. These measurements provide key constraints on models of particle emission and their translation into flow

Production of π0 and η mesons in Cu+Au collisions at sNN =200 GeV

Production of π0 and η mesons has been measured at midrapidity in Cu+Au collisions at sNN=200GeV. Measurements were performed in π0(η)→γγ decay channel in the 1(2)-20GeV/c transverse momentum range. A strong suppression is observed for π0 and η meson production at high transverse momentum in central Cu+Au collisions relative to the p+p results scaled by the number of nucleon-nucleon collisions. In central collisions the suppression is similar to Au+Au with comparable nuclear overlap. The η/π0 ratio measured as a function of transverse momentum is consistent with mT-scaling parametrization down to pT=2GeV/c, its asymptotic value is constant and consistent with Au+Au and p+p and does not show any significant dependence on collision centrality. Similar results were obtained in hadron-hadron, hadron-nucleus, and nucleus-nucleus collisions as well as in e+e- collisions in a range of collision energies sNN=3-1800 GeV. This suggests that the quark-gluon-plasma medium produced in Cu+Cu collisions either does not affect the jet fragmentation into light mesons or it affects the π0 and η the same way

Measurements of double-helicity asymmetries in inclusive J/ψJ/\psi production in longitudinally polarized p+pp+p collisions at s=510\sqrt{s}=510 GeV

We report the double helicity asymmetry, $A_{LL}^{J/\psi}$, in inclusive $J/\psi$ production at forward rapidity as a function of transverse momentum $p_T$ and rapidity $|y|$. The data analyzed were taken during $\sqrt{s}=510$ GeV longitudinally polarized $p$$+$$p$ collisions at the Relativistic Heavy Ion Collider (RHIC) in the 2013 run using the PHENIX detector. At this collision energy, $J/\psi$ particles are predominantly produced through gluon-gluon scatterings, thus $A_{LL}^{J/\psi}$ is sensitive to the gluon polarization inside the proton. We measured $A_{LL}^{J/\psi}$ by detecting the decay daughter muon pairs $\mu^+ \mu^-$ within the PHENIX muon spectrometers in the rapidity range $1.2<|y|<2.2$. In this kinematic range, we measured the $A_{LL}^{J/\psi}$ to be $0.012 \pm 0.010$~(stat)~$\pm$~$0.003$(syst). The $A_{LL}^{J/\psi}$ can be expressed to be proportional to the product of the gluon polarization distributions at two distinct ranges of Bjorken $x$: one at moderate range $x \approx 0.05$ where recent RHIC data of jet and $\pi^0$ double helicity spin asymmetries have shown evidence for significant gluon polarization, and the other one covering the poorly known small-$x$ region $x \approx 2\times 10^{-3}$. Thus our new results could be used to further constrain the gluon polarization for $x< 0.05$.Comment: 335 authors, 10 pages, 4 figures, 3 tables, 2013 data. Version accepted for publication by Phys. Rev. D. Plain text data tables for the points plotted in figures for this and previous PHENIX publications are (or will be) publicly available at http://www.phenix.bnl.gov/papers.htm