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Students’ ownership of technology devices, their access to software and Web-based utilities, and their related preferences are the subject of this ongoing research. The devices that instructors use in the classroom, how students use online learning systems as provided by the university, and students’ skill levels when using technology for learning are also included. The major objective of this research is to provide a long-term comparative analysis across one university to determine if students’ and lecturers’ use of technology for teaching-learning has changed. Such ongoing data collection and analysis will inform individual institutions about online learning and how to improve facilities for both staff and students for maximum educational success. An initial study was conducted in 2015. This paper reports on the second data collection to determine if there have been any changes over a two-year period. The findings indicate that students have intermediate skill levels when using basic software programs for their study, whereas their social media skills are advanced. Students use mobile devices (phones and tablets) to access online learning materials. Overall, most students and staff lack basic knowledge in using information technology for study purposes. It was concluded that the university should continue to conduct ongoing monitoring and evaluation of students’ and staff’s information technology competencies.

The Centre for Schooling and Learning Technologies (CSaLT) at Edith Cowan University (ECU) was asked in 2016 to be the Western Australian arm of a national e-exam project. This project used a bespoke exam system installed on a USB-drive to deliver what would have been traditional paper-based exams in an enclosed computer-based environment that was isolated from the internet and any resources other than those provided by the lecturer. This paper looks at the two exams chosen by the Western Australian group for the trial; a programming exam for pre-service computing teachers and an occupational health and safety exam for pre-service design and technology teachers. Both groups were drawn from the Graduate Diploma in Education course at ECU. The paper looks at the nature of the exam environment and the procedure for creating e-exams. It also outlines the exam procedures used and examines the feedback provided by both the lecturers and students involved. Conclusions are drawn about the suitability of the e-exam system and improvements are recommended as well as a discussion about e-exams and digital assessment more generally.

The Centre for Schooling and Learning Technologies (CSaLT) at Edith Cowan University (ECU) was asked in 2016 to be the Western Australian arm of a national e-exam project. This project used a bespoke exam system installed on a USB-drive to deliver what would have been traditional paper-based exams in an enclosed computer-based environment that was isolated from the internet and any resources other than those provided by the lecturer. This paper looks at the two exams chosen by the Western Australian group for the trial; a programming exam for pre-service computing teachers and an occupational health and safety exam for pre-service design and technology teachers. Both groups were drawn from the Graduate Diploma in Education course at ECU. The paper looks at the nature of the exam environment and the procedure for creating e-exams. It also outlines the exam procedures used and examines the feedback provided by both the lecturers and students involved. Conclusions are drawn about the suitability of the e-exam system and improvements are recommended as well as a discussion about e-exams and digital assessment more generally.

Students’ ownership of technology devices, their access to software and Web-based utilities, and their related preferences are the subject of this ongoing research. The devices that instructors use in the classroom, how students use online learning systems as provided by the university, and students’ skill levels when using technology for learning are also included. The major objective of this research is to provide a long-term comparative analysis across one university to determine if students’ and lecturers’ use of technology for teaching-learning has changed. Such ongoing data collection and analysis will inform individual institutions about online learning and how to improve facilities for both staff and students for maximum educational success. An initial study was conducted in 2015. This paper reports on the second data collection to determine if there have been any changes over a two-year period. The findings indicate that students have intermediate skill levels when using basic software programs for their study, whereas their social media skills are advanced. Students use mobile devices (phones and tablets) to access online learning materials. Overall, most students and staff lack basic knowledge in using information technology for study purposes. It was concluded that the university should continue to conduct ongoing monitoring and evaluation of students’ and staff’s information technology competencies.

This paper reports on an ongoing project being carried out at Edith Cowan University (ECU) in Western Australia examining ECU Education students’ ownership and use of Information and Communication Technology (ICT) since 2008. In particular the study to date has gathered information concerning students’ hardware ownership, self-perceived software skills, frequency of use of hardware and software, and access to Internet use. In the 2016 phase of this project, an online survey was designed and delivered via Qualtrics survey engine. 148 ECU Education students completed the survey. In comparison to the previous years results, the outcomes from the 2016 survey indicate a continuing positive trend in applying digital technology in education. The increase in the possession of laptops, smart phones and tablets and the way that devices are accessed suggests that more students are using portable devices and it is also the time for the universities to change their ICT policies and practice. This research has benefits and practical implications for lecturers and pre-service teachers through their integration of technology in their classroom teaching and learning more effectively and would have policy implications for administrators, course coordinators and future teacher education programs.

The importance of Design and Technology (D&T) in the new Australian national curriculum is great and covers all year levels from k-10. So while previously the area could be given lip service by teachers this is no longer the case. In the context of this, the researchers set out to examine the perceptions of existing Edith Cowan University School of Education primary and early childhood student teachers towards the teaching of D&T to determine the nature of any preconceived views relating to the area of D&T and how well their university course has prepared them to teach D&T. An online survey was developed and delivered in 2016 via a Qualtrics (Qualtrics, Provo, UT) commercial survey engine. The survey was voluntary and was administered to School of Education primary and early childhood students via the university's learning management system. A sample of students across all years and courses responded, 95% of whom were female giving a sample that roughly paralleled the School's male/female population in those courses. Amongst the findings is a clear indication that before entering university many students’ views towards D&T were biased and stereotyped based upon school experiences, which supports the researchers' previous findings (Pagram & Cooper, 2015). Just over half of respondents felt comfortable teaching D&T and most had either no formal training in D&, or half an online unit during their course. This paper discusses these findings and their implications for the School of Education at Edith Cowan University and primary and secondary schools in general.

The importance of Design and Technology (D&T) in the new Australian national curriculum is great and covers all year levels from k-10. So while previously the area could be given lip service by teachers this is no longer the case. In the context of this, the researchers set out to examine the perceptions of existing Edith Cowan University School of Education primary and early childhood student teachers towards the teaching of D&T to determine the nature of any preconceived views relating to the area of D&T and how well their university course has prepared them to teach D&T. An online survey was developed and delivered in 2016 via a Qualtrics (Qualtrics, Provo, UT) commercial survey engine. The survey was voluntary and was administered to School of Education primary and early childhood students via the university's learning management system. A sample of students across all years and courses responded, 95% of whom were female giving a sample that roughly paralleled the School's male/female population in those courses. Amongst the findings is a clear indication that before entering university many students’ views towards D&T were biased and stereotyped based upon school experiences, which supports the researchers' previous findings (Pagram & Cooper, 2015). Just over half of respondents felt comfortable teaching D&T and most had either no formal training in D&, or half an online unit during their course. This paper discusses these findings and their implications for the School of Education at Edith Cowan University and primary and secondary schools in general.

This paper reports on an ongoing project being carried out at Edith Cowan University (ECU) in Western Australia examining ECU Education students’ ownership and use of Information and Communication Technology (ICT) since 2008. In particular the study to date has gathered information concerning students’ hardware ownership, self-perceived software skills, frequency of use of hardware and software, and access to Internet use. In the 2016 phase of this project, an online survey was designed and delivered via Qualtrics survey engine. 148 ECU Education students completed the survey. In comparison to the previous years results, the outcomes from the 2016 survey indicate a continuing positive trend in applying digital technology in education. The increase in the possession of laptops, smart phones and tablets and the way that devices are accessed suggests that more students are using portable devices and it is also the time for the universities to change their ICT policies and practice. This research has benefits and practical implications for lecturers and pre-service teachers through their integration of technology in their classroom teaching and learning more effectively and would have policy implications for administrators, course coordinators and future teacher education programs.

Most universities are embracing Computer Managed Learning (CML) systems such as WebCT and & blackboard as their preferred mode of distance education and, in many cases, their preferred mode of distributing course materials to on campus students. Thus, paperless modes of document and content delivery such as Microsoft Word documents, podcasts, and video lectures are becoming the norm. The authors wondered how students made use of these materials, Are they being used in the ways that the providers imagined and are they the resources that the students want to use? This paper reports on a study that examined how and where some students at Edith Cowan University use the electronic documents distributed to them through the university CML system.

Information and communications technologies (ICT) are seen as crucial in improving educational opportunities and outcomes for children in remote communities. Yet these technologies are often viewed with suspicion by Indigenous communities in allowing access to material seen as potentially damaging to local culture such as gambling and pornography. This paper will discuss a project that attempted to forge strong links between community and school by engaging Indigenous children in literacy learning activities aimed at preserving local Indigenous culture through the use of mobile technologies. The results indicated that to achieve these aims the key school personnel were the Aboriginal Education Workers as they form the link between the school and the local community.

The objectives of this research were 1) to find students’ ownership of technology devices, ownership, soft-ware facility, and preferences, 2) to find out what devices instructors use in the classroom, 3) to find out how the students use the online learning that the university provided for them, and 4) to examine students’ software skills. The questionnaire and the interview instruments were designed to clarify participants’ attitudes, and used a Likert scale. Surveys and qualitative research design were developed using Qualtrics software, which is an online research survey tool that can be used for a whole range of data gathering purposes applicable to Higher Degree Research. The samples were the students in both universities (Nakhon Phanom University and Sakon Nakhon Rajabhat University), a total of 977 people. A statistical computer program was employed.

The objectives of this research were 1) to find students’ ownership of technology devices, ownership, soft-ware facility, and preferences, 2) to find out what devices instructors use in the classroom, 3) to find out how the students use the online learning that the university provided for them, and 4) to examine students’ software skills. The questionnaire and the interview instruments were designed to clarify participants’ attitudes, and used a Likert scale. Surveys and qualitative research design were developed using Qualtrics software, which is an online research survey tool that can be used for a whole range of data gathering purposes applicable to Higher Degree Research. The samples were the students in both universities (Nakhon Phanom University and Sakon Nakhon Rajabhat University), a total of 977 people. A statistical computer program was employed.

Globally education has become just another product. Through elearning it is possible to live in Bangkok or Chiang Mai and study online for a Degree or Doctorate from Australia or the US. Universities and schools in Thailand are responding to this global trend and moving ahead with e-learning plans of their own. With this change to education come issues like how the culture and learning style of the intended learner are accommodated and what is gained and lost when we move learning from the classroom to cyberspace This paper looks at these issues from a Thai perspective through the eyes of its authors, one of whom is Thai and one is Australian. It examines the way Thai students are taught to learn and how this learned behaviour supports and protects traditional Thai culture. The tradition that clashes with the pedagogy of elearning materials intended for a world audience.

As we move into the 21st century, higher education institutions in Australia and around the world are undergoing a transition. The trend is to move away from traditional methods of course presentation towards online methodologies. In theory, students within isolated and remote areas of Australia and around the world no longer need to relocate to major cities and educational institutions as they have access to learning opportunities online. This paper describes initial research findings undertaken at two isolated and remote schools in the far north of Western Australia. The schools were visited in order to determine how practical this approach to education is in the ?real? world. Early results suggest that in many parts of northern Australia access to these new courses is limited by the telecommunications infrastructure in place. It is evident that in the bush, some Australians are in danger of plummeting into the widening ?digital chasm?.

As we move into the 21st century, higher education institutions in Australia and around the world are undergoing a transition. The trend is to move away from traditional methods of course presentation towards online methodologies. In theory, students within isolated and remote areas of Australia and around the world no longer need to relocate to major cities and educational institutions as they have access to learning opportunities online. This paper describes initial research findings undertaken at two isolated and remote schools in the far north of Western Australia. The schools were visited in order to determine how practical this approach to education is in the ?real? world. Early results suggest that in many parts of northern Australia access to these new courses is limited by the telecommunications infrastructure in place. It is evident that in the bush, some Australians are in danger of plummeting into the widening ?digital chasm?.

The number of students studying Design and Technology (D&T) education at Edith Cowan University (ECU) in Western Australia (WA) has fallen over the past few years. This is despite an increasing shortfall in the workplace leading to many graduate job opportunities. In addition to this the demographics of the student population in D&T varied greatly from that of education students more generally with a very high male proportion. In the context of this the researchers set out to examine the perceptions of existing school of education students towards D&T to determine if preconceived views relating to the area of D&T were discouraging study in the area. An online survey was developed and delivered in 2014 via a Qualtrics (Qualtrics, Provo, UT) commercial survey engine, with questions influenced by a paper survey used at the University of Waikato in New Zealand. The voluntary participation survey was administered to School of Education students via the universities learning management system. A total of 173 student responded 72% of whom were female giving a sample that roughly parallels the schools male/female population. Amongst the findings is a clear indication that before entering university many students’ views towards design and technology are biased and stereotyped based upon school experiences. In particular the perception is that, while seen as creative, design and technology is about men making things. This paper discusses these findings and their implications for the School of Education.

The number of students studying Design and Technology (D&T) education at Edith Cowan University (ECU) in Western Australia (WA) has fallen over the past few years. This is despite an increasing shortfall in the workplace leading to many graduate job opportunities. In addition to this the demographics of the student population in D&T varied greatly from that of education students more generally with a very high male proportion. In the context of this the researchers set out to examine the perceptions of existing school of education students towards D&T to determine if preconceived views relating to the area of D&T were discouraging study in the area. An online survey was developed and delivered in 2014 via a Qualtrics (Qualtrics, Provo, UT) commercial survey engine, with questions influenced by a paper survey used at the University of Waikato in New Zealand. The voluntary participation survey was administered to School of Education students via the universities learning management system. A total of 173 student responded 72% of whom were female giving a sample that roughly parallels the schools male/female population. Amongst the findings is a clear indication that before entering university many students’ views towards design and technology are biased and stereotyped based upon school experiences. In particular the perception is that, while seen as creative, design and technology is about men making things. This paper discusses these findings and their implications for the School of Education.

This study aimed to explore the impact of a professional development program on the teachers’ pedagogical beliefs and practices. More specifically, the program endeavoured to design a prototype for teacher professional development in Indonesia that was sustainable and scalable. This one-year program built upon the participating teachers’ existing practices, reinforced with the concept of reflection as a tool for ongoing inquiry of their own practices. The three major components of this program were: action research, peer-coaching and leadership support. By using a mixed method of quantitative and qualitative data collection, this study examined the changes in the participating teachers’ beliefs and practices, and how these changes may be related to the professional development program. The key findings in this paper have highlighted the importance of (1) the clarity of both the content and the outline of the program, (2) applicable and suitable professional learning methods, (3) modelling , and (4) collaboration among teachers. The findings have also identified teachers’ (limited) resources, such as time and access to facilities, to be taken into account when planning for professional development programs. The discussion focuses on the challenge to design professional development programs based on a belief-action relationship.

This study aimed to explore the impact of a professional development program on the teachers’ pedagogical beliefs and practices. More specifically, the program endeavoured to design a prototype for teacher professional development in Indonesia that was sustainable and scalable. This one-year program built upon the participating teachers’ existing practices, reinforced with the concept of reflection as a tool for ongoing inquiry of their own practices. The three major components of this program were: action research, peer-coaching and leadership support. By using a mixed method of quantitative and qualitative data collection, this study examined the changes in the participating teachers’ beliefs and practices, and how these changes may be related to the professional development program. The key findings in this paper have highlighted the importance of (1) the clarity of both the content and the outline of the program, (2) applicable and suitable professional learning methods, (3) modelling , and (4) collaboration among teachers. The findings have also identified teachers’ (limited) resources, such as time and access to facilities, to be taken into account when planning for professional development programs. The discussion focuses on the challenge to design professional development programs based on a belief-action relationship.

This paper reports on the 2012 phase of an ongoing project being carried out at Edith Cowan University (ECU) in Western Australia examining ECU Education students’ ownership and use of information and communication technologies (ICT). Using the latest data the authors posed the question, ‘Is ECU’s School of Education ready to institute a Bring Your Own Digital Device (BYOD) Policy?’ Data was collected though surveying Education students of all levels. The survey, which was voluntary, has been run biannually at the university commencing in 2007. The results show that after a slow start in the early years, technology has now largely reached a saturation point with most students having access to multiple devices. The use of these devices in student-study is somewhat less satisfactory. The paper concludes with recommendations for education at ECU to leverage off of this technology ownership, adapting both pedagogy and support to the BYOD model.

[No abstract available]

This paper reports on the results of a three-year study conducted at the Centre for Schooling and Learning Technologies (CSaLT) at Edith Cowan University in collaboration with the Curriculum Council of Western Australia which concerns the potential to use digital technologies to represent the output from assessment tasks in four senior secondary courses: Applied Information Technology, Engineering Studies, Italian and Physical Education Studies. This paper focuses on Engineering Studies. The general aim of this study is to explore the potential of various digitally-based forms for external assessment for senior secondary courses in terms of manageability, cost, validity and reliability.

This paper describes how Online Learning Community (OLC) has been developed to address some common challenges of the current in-service teacher professional development practice in Indonesia. Some of the challenges discussed in this study include geographical, time and human resources constraints that often hinder the participation of the in-service teachers in the teacher professional development activities. This paper is a part of an on-going project that investigates how the OLCbased model of teacher professional development supports the co-construction of knowledge among in-service teachers in Indonesia. A number of teachers and teacher educators from different geographical locations in Indonesia have been involved in different stages of the project, i.e. the design, development and testing of the concept, which is so called OLC4TPD (Online Learning Community for Teacher Professional Development). OLC4TPD is an OLC-based model of the teacher professional development built on synchronous and asynchronous online learning platforms to conduct social learning activities focusing on school teaching and learning. As the research methodology, this study has applied Design-based Research as the formative methodology to iteratively examine the OLC platforms, learning activities, strategies and approaches. This paper reports the exploration and preliminary findings on the OLC implementation for the in-service teacher professional development activities in Indonesia.

This paper discusses a number of elements of the knowledge building process that were evident amongst educators in Indonesia. These educators took part in the discussion board of an online learning community, called OLC4TPD (Online Learning Community for Teacher Professional Development). OLC4TPD is an OLC-based professional learning case study developed at Edith Cowan University to investigate the feasibility of an OLC-based model to support ongoing professional training of educators in Indonesia. Starting by examining the current professional challenges faced by the teachers in their professional work, the paper talks about the potential of the OLC-based model to provide ongoing support for teachers. It examines in detail one particular aspect of the learning interactions amongst the main stakeholders of the project that is that between teachers and teacher educators. Inspired by Scardamalia’s Twelve Socio-Cognitive Determinants of Knowledge, the authors examined the discourses generated on the Discussion board during the period of 2009 – 2010 using qualitative and quantitative analyses. The paper reports the preliminary findings of the study, including the challenges and future works to be done on this project.

This paper discusses a number of elements of the knowledge building process that were evident amongst educators in Indonesia. These educators took part in the discussion board of an online learning community, called OLC4TPD (Online Learning Community for Teacher Professional Development). OLC4TPD is an OLC-based professional learning case study developed at Edith Cowan University to investigate the feasibility of an OLC-based model to support ongoing professional training of educators in Indonesia. Starting by examining the current professional challenges faced by the teachers in their professional work, the paper talks about the potential of the OLC-based model to provide ongoing support for teachers. It examines in detail one particular aspect of the learning interactions amongst the main stakeholders of the project that is that between teachers and teacher educators. Inspired by Scardamalia’s Twelve Socio-Cognitive Determinants of Knowledge, the authors examined the discourses generated on the Discussion board during the period of 2009 – 2010 using qualitative and quantitative analyses. The paper reports the preliminary findings of the study, including the challenges and future works to be done on this project.

In a modern, information rich, economically driven society, Western universities as well as Thai Universities are turning towards the Web to disseminate and retrieve information. Integration of computers to support the learning environment in teaching language is still in its infancy in Thailand. Its implementation changes both the instructional strategy and also the teaching and learning environment. This paper examines how a web-based course was used as a tool to support English as a Foreign Language (EFL) teaching and learning for pre-service teachers at a Rajabhat University in Thailand.

Edith Cowan University (ECU) is embracing e-learning as its preferred mode of distance education. E-learning has changed the mode, pedagogy and style of learning for distance education students. The convenience of studying online has provided numerous opportunities for remote learners but what is the reality of their educational experience via e-learning? This paper reports on a smallscale research project that examined e-learning from the student‘s perspective. The views of ECU distance education students in Singapore, Thailand, and remote parts of Australia were analysed in order to learn how to better support their needs.

E-learning is a very topical and much misused term. Nevertheless, many countries both developed and developing, are rushing to embrace this new educational technology. Perceived benefits in both cost of delivery and educational outcomes are often the driving force. This has led to a new phase in the globalisation of education, with education being sold on the world market like any other product. With this global trend come issues that go beyond those of content, delivery and even language. E-Learning materials are very expensive to produce so its success largely depends upon economies of scale, often this leads to a one-size-fits-all pedagogy. Even locally produced e-learning materials can suffer in this way as often the content is local but the instructional model is international. The result is that often local content is plugged into overseas e-learning templates, without the model of instruction being modified to suit the learning style or the culture into which it is being delivered. Thailand is a country with very unique, strong cultural traditions and her peoples have largely Buddhist religious beliefs. These two factors are interlocked and affect all aspects of Thai life, including education. Traditional Thai education has evolved to complement and sustain this unique and diverse culture. Copying e-learning styles from overseas countries may not be suited to Thai students and more importantly, inappropriate e-learning styles may affect Thai culture through influencing the values of the new generation. This paper looks at this subject from a Thai perspective. Through the eyes of its authors, one of whom is who is Thai, it examines the links between culture and education in Thailand and looks at the way Thai students are taught to learn. The paper reports on one of the author's research into this area and concludes with suggestions for designers of Thai e-learning.

Edith Cowan University (ECU) is embracing e-learning as its preferred mode of distance education. E-learning has changed the mode, pedagogy and style of learning for distance education students. The convenience of studying online has provided numerous opportunities for remote learners but what is the reality of their educational experience via e-learning? This paper reports on a smallscale research project that examined e-learning from the student‘s perspective. The views of ECU distance education students in Singapore, Thailand, and remote parts of Australia were analysed in order to learn how to better support their needs.

This paper is the first in a two part series, this first part describes the findings from visits to two isolated and remote schools in the far north of Western Australia in 2001, the second part to be published in the next issue of AEC will describe a visit to the same schools in late 2003 to see what has changed. Parts of this first paper were originally published as Online or Out of Reach, (Rabbitt E. and Pagram J., 2001). As we move into the 21st century, higher education institutions in Australia and around the world are undergoing a transition. The trend is to move away from traditional methods of course presentation towards online methodologies. In theory, students within isolated and remote areas of Australia and around the world no longer need to relocate to major cities and educational institutions as they have access to learning opportunities online. The schools were visited in order to determine how practical this approach to education is in the "real" world. The results from 2001 suggested that in many parts of northern Australia access to these new courses was limited by the telecommunications infrastructure in place.

This paper is the first in a two part series, this first part describes the findings from visits to two isolated and remote schools in the far north of Western Australia in 2001, the second part to be published in the next issue of AEC will describe a visit to the same schools in late 2003 to see what has changed. Parts of this first paper were originally published as Online or Out of Reach, (Rabbitt E. and Pagram J., 2001). As we move into the 21st century, higher education institutions in Australia and around the world are undergoing a transition. The trend is to move away from traditional methods of course presentation towards online methodologies. In theory, students within isolated and remote areas of Australia and around the world no longer need to relocate to major cities and educational institutions as they have access to learning opportunities online. The schools were visited in order to determine how practical this approach to education is in the "real" world. The results from 2001 suggested that in many parts of northern Australia access to these new courses was limited by the telecommunications infrastructure in place.

This research focused on the prediction that children in their school setting would learn more from educational multimedia when critical information was presented as spoken instead of textual cues. Analyses of a study (n = 42) showed that 12-year-olds did not learn any more from temporal speech cueing than from temporal text cueing. The findings suggest that multimedia learning for children is a different kind of learning experience than for adults or older adolescents. The results indicate underdeveloped executive control of the referential connections in the children's working memory between reading screen text while listening to spoken cues, and between watching on-screen animations play while listening to spoken cues. Further study is warranted. Implications may be derived for educational multimedia research in school settings.

Gulateee, Y., Pagram, J., & Combes, B. (2018). Which tech will I use? Trends in students’ use and ownership of oechnology in a Thai university, an ongoing study. Journal of ICT Research and Applications, 12(2), 138-153. Available here.

Williams, P. J., Pagram, J. (2019) Technology teacher education in Australia. In M. Peters (Ed.), Encyclopedia of teacher education. Singapore: Springer. Available here

Pagram, J., Cooper, M., Jin, H., & Campbell, A. (2018). Tales from the exam room: Trialing an E-exam system for computer education and design and technology students. Education Sciences, 8(4), 188. Available here.

Newhouse, C. P., Cooper, M., & Pagram, J. (2015). Bring Your Own Digital Device in Teacher Education. Journal of Digital Learning in Teacher Education, 31(2), 64-72. Available here

Gulatee, Y., Pagram, J., & Combes, B. (2018). Using tech at Uni: students report on their technology use at university. In The Asian Conference on Education ACE2018: Official Conference Proceedings. Tokyo, Japan: Toshi Center Hotel. https://papers.iafor.org/proceedings/conference-proceedings-ace2018/

Newhouse, C. P., Pagram, J., Paris, L., Hackling, M., & Ure, C. (2014). Authentic digital representation of creative works in education: Addressing the challenges of digitisation and assessment: Final Report. Perth, Western Australia: School of Education, Edith Cowan University.

Pagram, J., Cooper, M., Vonganusith, V., & Gulatee, Y. (2015). Tom yum tech: An international examination of university student ICT ownership and use for study in both Thailand and Australia. Paper presented at International Conference on Education Innovation ICEI 2015, Chiang Mai, Thailand.

Gulatee, Y., Vonganusith, V., Pagram, J. E., & Cooper, M. G. (2016). Examining student ICT ownership, use and preferences towards electronically delivered learning resources in Nakhon Phanom University and Sakon Nakhon Rajabhat University. Nakhon Phanom University Journal, (6)2, 7-15. Available here

Pagram, J., & Cooper, M. (2017). Education student perceptions and primary teacher preparedness to teach design and technology in a Western Australian context. In Proceedings of the PATT 34 conference: Technology & Engineering Education – Fostering the Creativity of Youth Around The Globe. Available here

Newhouse, C.P., Cooper, M., & Pagram, J. (2016). What if pre-service teacher education had a BYODD policy? In Australian Councils for Computers in Education, 2016 Conference. (pp.147- 153). Brisbane, Queensland: Australian Council for Computers in Education. Conference website Available here.

Pagram, J., Campbell, A., & Cooper, M. (2017). CulturePad: Connecting Aboriginal children and school to Aboriginal language and culture through the use of technology. EDULEARN17 Proceedings, 9119-9126. Available here

Campbell, A., Pagram, J., & Cooper, M. (2016). CulturePad: Linking indigenous communities to schools and education through the use of mobile technologies. In Proceedings of the Australian Council for Computers in Education Conference. Available here

This is an Author's Accepted Manuscript of: Lim, C., Tondeur, J., Nastiti, H. , & Pagram, J. E. (2014). Educational Innovations and Pedagogical Beliefs: The case of a Professional Development Program for Indonesian Teachers. Journal of Applied Research in Education, 18(1), 1-14. Available here

Pagram, J. & Cooper, M. (2015). The Shop is Open but the Customers are Staying Away: Student Perceptions towards Design and Technology in a Western Australian Context. In 20/20 Vision: Learning from the last 20 years and looking forward to the next 20 (pp. 62-73). Perth, Australia: Edith Cowan University. Available here

Pagram, J., Jin, H., & Cooper, M. (2016). Pre-service primary teachers’ preparedness to teach design and technology: a Western Australian perspective. In Proceedings of the TENZ – ICTE Conference Technology: An holistic approach to education (pp. 244-253). Available here

Pagram, J., Jin, H., & Cooper, M. (2016). Pre-service primary teachers’ preparedness to teach design and technology: a Western Australian perspective. In Proceedings of the TENZ – ICTE Conference Technology: An holistic approach to education (pp. 244-253). Available here