Teaching Teachers for the Future (TTF) Project: Development of the TTF TPACK survey instrument

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 Fund grant, involved all 39 Australian Higher Education Institutions which provide initial teacher education. TTF data collections were undertaken at the end of Semester 1 (T1) and at the end of Semester 2 (T2) in 2011. A total of 12881 participants completed the first survey (T1) and 5809 participants completed the second survey (T2). Groups of like-named items from the T1 survey were subject to a battery of complementary data analysis techniques. The psychometric properties of the four scales: Confidence - teacher items; Usefulness - teacher items; Confidence - student items; Usefulness- student items, were confirmed both at T1 and T2. Among the key findings summarised, at the national level, the scale: Confidence to use ICT as a teacher showed measurable growth across the whole scale from T1 to T2, and the scale: Confidence to facilitate student use of ICT also showed measurable growth across the whole scale from T1 to T2. Additional key TTF TPACK Survey findings are summarised

The development and initial validation of the Perinatal Mental Health Awareness scale in student midwives

Background & aim: Perinatal mental health problems have been demonstrated to impact upon maternal, and fetal/child outcomes. Despite the global evidence and a policy-driven responsibility for identification of these problems, research demonstrates that student midwives/midwives lack knowledge and confidence to assess, identify, and manage them. A similar context is evident for learning disabilities, despite the holistic care philosophy of midwifery. A brief assessment tool to identify knowledge and confidence defecits and strengths within a holistic care framework could support curriculum development. This study sought to develop a Perinatal Mental Health Awareness scale and evaluate its psychometric properties in student midwives.Methods: We employed a cross-sectional and exploratory instrument development and evaluation design to determine the measurement veracity of the new scale.Results: The scale demonstrated good psychometric properties, revealing three subscales mapping onto (i) mental health symptoms, (ii) physical/medical issues and (iii) learning disability. Results indicated a clear differentiation in scores across the subscales, indicating comparative deficits in mental health domains.Conclusion: Our findings facilitate confidence in the psychometric robustness of the measure. The scale enables student midwives to assess and compare different domains of midwifery practice, in line with a holistic model of midwifery care. A focus on physical health in midwifery education appears to disadvantage knowledge and confidence for managing mental health problems in a midwifery context. This valuable finding highlights the potential need for curriculum rebalancing. The measure offers the opportunity to assess and develop curriculum/training provision and monitor the effectiveness of subsequent curricular developments

Characteristics of Feedback that Influence Student Confidence and Performance during Mathematical Modeling

This study focuses on characteristics of written feedback that influence students’ performance and confidence in addressing the mathematical complexity embedded in a Model-Eliciting Activity (MEA). MEAs are authentic mathematical modeling problems that facilitate students’ iterative development of solutions in a realistic context. We analyzed 132 first-year engineering students’ confidence levels and mathematical model scores on aMEA(pre and post feedback), along with teaching assistant feedback given to the students. The findings show several examples of affective and cognitive feedback that students reported that they used to revise their models. Students’ performance and confidence in developing mathematical models can be increased when they are in an environment where they iteratively develop models based on effective feedback

Student Attitudes Toward Client Sponsors and Learning: An Analysis of the Effects of Incorporating a Client Sponsored Project in an Introductory Marketing Course

This study examines i) the effects of a client-sponsored project (CSP) on student attitudes toward a sponsoring client, ii) the effects of a CSP on student attitudes toward learning core marketing concepts, and iii) moderators of student attitudes toward learning core marketing concepts. Introductory marketing course students prepared marketing plans for a client-sponsor who awarded cash prizes. The CSP yielded i) positive student attitudes toward client sponsors and ii) beliefs that CSPs enhance learning of core marketing concepts and increase confidence in academic ability. Positive attitudes toward competition and instructor helpfulness strengthened student perceptions that the CSP enhanced learning

From Dynamic to Expressionism: An Arts Integration Study

The classroom based study “From Dynamic to Expressionism: An Arts Integration Study” was designed to answer the question; Will implementing an interdisciplinary art and music unit affect the level of student confidence in understanding expressionism in art? The researcher implemented an interdisciplinary art unit in two inner-city second grade classes. Throughout the study a survey was used for students to assess their confidence level and a checklist was used to observe student confidence during class time

Wikipedia editing and information literacy: A case study

Purpose: This paper aims to evaluate the success of a Wikipedia editing assessment designed to improve the information literacy skills of a cohort of first-year undergraduate health sciences students. Design/methodology/approach: In this action research case study (known hereafter as “the project” to differentiate this action research from the students’ own research), students researched, wrote and published Wikipedia articles on Australia-centric health topics. Students were given a pre- and post-test to assess levels of self-confidence in finding, evaluating and referencing information. Student work was also analysed in terms of article length and quantity and the type of information sources used. Findings: Tests revealed that students’ self-confidence in their information literacy skills improved overall. Analysis of student work revealed that students wrote longer articles and incorporated more references than expected. References used were of appropriate quality relevant to the article despite minimal instructions. Originality/value: There are few studies that investigate information literacy development through Wikipedia editing in Australian universities. This study shows that Wikipedia editing is an effective way to carry out student assessment prior to essay writing and an innovative platform to improve information literacy skills in undergraduate students

“It gave me a much more personal connection”: Student generated podcasting and assessment in teacher education

This paper reports on a qualitative case study of an online initial teacher education class in New Zealand, exploring the potential of student-generated podcasts as a form of interactive formative assessment. Findings from interviews with teaching staff indicate that podcasting was useful for supporting multimodal learning valuing student voice and reflections. Podcasting enhanced the affective and relational connections in the online class, and empowered students to develop technical skills and confidence relevant in their teaching careers. As such, this study positions educators as future makers and as leaders in a climate of change. We suggest implications for student-generated podcasts in similar contexts

Applying university strategic objectives at the school level

University Teachers at the School of Interdisciplinary Studies are working together on the Teaching, Learning and Participation Project. This project encompasses three strands: widening participation, student experience, and innovative learning and teaching; all key aspects of the University’s strategic objectives. The widening participation strand has focused primarily on partnership with local schools. This includes Campus Days whereby pupils who have the ability, but perhaps not the confidence, to enter higher education come to the University's two campuses and experience a day as a student. Additionally this strand is seeking to conduct a comparative study of assessment and feedback processes in secondary and higher education. The student experience strand has concentrated on employability and internationalisation. Examples include working with the local education authority to extend student learning and provide staff CPD opportunities via the establishment of an annual education lecture, and developing opportunities for internships overseas. Finally, the innovative learning and teaching strand has sought to review current teaching practices within the School, and to identify and trial innovative methodologies in an effort to engage learners more fully and thereby to enhance both the student and staff learning experiences