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This article develops four school education scenarios to help educators consider the role of digital technologies in future teaching and to provoke discussion of how education might be done differently. The context for these scenarios is a world shaped by the COVID19 pandemic. The development of education scenarios is a useful device for thinking about the future and is often used as a methodology to stimulate discussion about possible variations in education. We use our empirical data from a recent study of Australian schools illustrating exemplary remote-teaching, to generate four alternative scenarios for future school education, with a particular focus on learning agency, and the level of educational technology use. We show how different contexts and different student needs are supported by each of the four scenarios. This set of scenarios challenges the common perception that remote learning is only effective through high end use of online technologies, and suggests there is a role for both student-led and teacher-led approaches, depending on the particular contexts. The article discusses the place of innovation in disadvantaged and technology-restricted contexts. It concludes with an analysis of the ways in which school education might respond to future challenges and opportunities.

Career change student teachers enter teacher education programmes with different needs, capabilities and aspirations from those of their school-leaver counterparts. These differences come into stark contrast during professional experience, when student teachers spend extensive periods in schools as part of their teacher education programme. This article reports on the findings of an Australia-wide survey of 508 career change student teachers from 29 Australian universities. The respondents commented in particular on the struggles of juggling financial, family-related and study demands during their professional experience and raised some particular concerns for women. The article proposes recommendations for schools, supervising teachers and teacher education institutions that might improve this cohort’s school experiences.

Background Mobile learning studies often focus on teachers' perspectives. This study instead considers students' experiences of learning with mobile devices (i.e., m-learning) in secondary school mathematics and science. Objectives The research aims to describe the m-learning experiences of secondary mathematics and science students, and to determine the extent to which distinctive pedagogical dimensions impact students' perceived learning. Methods A survey instrument using the iPAC mobile pedagogical framework as a theoretical lens is developed and validated. This framework highlights three pedagogical dimensions: personalization, authenticity, and collaboration. Structural equation modelling is used to investigate how each dimension predicts students' perceived improvement in learning, whilst accounting for usage context, among a sample of students in schools where mobile devices are used extensively. Results and Conclusions Students were in agreement that personalization was a characteristic of their m-learning experiences, but authentic and collaborative learning were not as strongly featured. M-learning activities fostering personalization were most important for improving perceived learning; authenticity and collaboration were also significant, but no differences in perceived learning improvement due to location were found. Authentic m-learning and perceived improvement in learning with mobile devices were significantly higher in science than mathematics subjects. Implications When teachers design m-learning tasks that enhance personalization, collaboration, and authenticity, students are predicted to perceive improvements in their learning. The findings suggest that teachers should consider designing technology-enhanced tasks that improve students' experiences of collaborative and authentic learning, particularly in mathematics for greatest gains in students' perceived improvement in learning.

Contains fulltext : 218860.pdf (Publisher’s version ) (Closed access), BACKGROUND: In asthma, short- and long-acting beta-agonists (SABAs and LABAs) should be used together with inhaled corticosteroids (ICS), and regular use is inappropriate. OBJECTIVE: To assess the relationship between patterns of use of therapy and asthma exacerbations (AEx). METHODS: Patients with asthma (6-40 years) were enrolled in France and the United Kingdom. Prescribing data, computer-assisted telephone interviews (CATIs), and text messages assessed medication use and AEx over a maximum period of 24 months. Generalized linear mixed models provided AEx risks associated with therapy. RESULTS: Among the 908 patients (median age: 20.0 years, 46.6% women, 24.5% children) answering a total of 4248 CATIs over 486 (+/-235) days, regular (ie, daily) use was more frequent for single LABAs and fixed dose combinations (FDCs) than for single ICS (75.6%, 70.1%, and 65.4% of investigated periods of use, respectively). Regular (ie, daily or almost daily) SABA use was observed for 21.1% of periods of use. Altogether, 265 patients (29.2%) experienced 1 or more AEx. The ORs for AEx risk related to regular vs no use of FDCs, single ICS, and single LABAs were 0.98 (95% CI = [0.73-1.33]), 0.90 (95% CI = [0.61-1.33]), and 1.29 (95% CI = [0.76-2.17]), respectively, after adjustment for cotherapy, sociodemographic, and disease characteristics. The OR was 2.09 (95% CI = [1.36-3.21]) in regular SABA users. CONCLUSION: Inhaled corticosteroids and FDCs were often used intermittently, whereas SABAs and LABAs could be used regularly, and exacerbations were frequent. Compared with non-users, the risk of exacerbation increased moderately under regular use of single LABAs, whereas it doubled, significantly, in regular SABA users, likely in relationship with poor overall asthma control.

Career changers form a substantial proportion of teacher education (TE) students. They bring a broader set of life and work experiences than do their younger, school-leaving counterparts. This paper investigates the needs and concerns of career change student teachers (CCSTs) in Australia. The study on which this article reports analysed survey data from 508 CCSTs enrolled in 29 of Australia’s 34 universities. The article explores what this group brings to their TE courses, and how their needs and contributions may differ from those of younger students. The data confirmed career changers’ reasons for choosing teaching are primarily driven by intrinsic and altruistic motivations. Concerns regarding flexibility in course offerings was expressed. We advise that attracting and retaining career change teachers is likely to become increasingly important in the context of rising school student numbers, teacher attrition, and the impending departure from the profession of many ‘baby boomers’.

© 2020, The Australian Association for Research in Education, Inc. Career change student teachers enter teacher education programmes with different needs, capabilities and aspirations from those of their school-leaver counterparts. These differences come into stark contrast during professional experience, when student teachers spend extensive periods in schools as part of their teacher education programme. This article reports on the findings of an Australia-wide survey of 508 career change student teachers from 29 Australian universities. The respondents commented in particular on the struggles of juggling financial, family-related and study demands during their professional experience and raised some particular concerns for women. The article proposes recommendations for schools, supervising teachers and teacher education institutions that might improve this cohort’s school experiences.

Self-study of teacher education practices is aimed at improvement of teacher education. Given the need identified in the literature for reform in mathematics education, self-study serves an important role in supporting teacher educators to reflect on and enhance their practice. This chapter analyzes the literature concerning self-study in this area. It identifies and discusses the range of articles, chapters, and conference proceedings that consider the self-study of teacher education practices in mathematics education. The chapter begins with an overview of existing issues discussed in mathematics education research and then moves to an examination of the contributions of self-study to resolving such issues. The chapter provides an analysis of the processes used to identify self-studies in this area. The value of self-study in mathematics teacher education is articulated. Four themes are considered: challenging beliefs, pedagogical approaches and methods, collaboration, and mathematics educators’ journeys. Studies are grouped under these themes, and their contributions to the themes are identified. Approaches used by authors are discussed, and limitations of the studies are noted. Suggestions for future self-study research in mathematics teacher education are suggested.

Purpose This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning. Findings A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles un

© 2020 Teacher Development. The rate of change in the use of digital technologies in schools means that professional learning regarding technology-enhanced learning is constantly required for school teachers. The focus of this article is on how an action learning (AL) approach supported the professional learning of teachers regarding adoption of mobile technologies in their teaching. In particular, the article investigates the role of facilitation in the action learning process and explores an AL process implemented at two schools, one a primary school and the other a secondary school. Drawing on qualitative methodology, a multi-site case study using observations, field notes and interviews was implemented to investigate the effectiveness of the AL approach. It was found that different kinds of facilitation were central to the success of the process, and that facilitation impacted on teacher agency. The article concludes with recommendations for action learning projects.

This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices.

© 2019, Association for Educational Communications & Technology. This article discusses the results of a survey that measured school teachers’ and mobile learning (m-learning) experts’ perceptions of the relative importance and effectiveness of various pedagogical principles underpinning m-learning designs. A scan of relevant literature produced a set of articles describing effective innovative m-learning. Principles underpinning the learning activities in these articles were identified. These principles were then provided to respondents so that they could identify the most important ones relative to the others for designing effective and innovative m-learning tasks. A rigorous Best/Worst Scaling (BWS) survey was used to collect these data. This is the first time that a BWS has been conducted with regard to mobile pedagogical principles. Findings showed that principles related to authenticity were rated most important relative to other principles by the m-learning experts and principles related to personalisation and customisation were rated most important by practising teachers. Other principles that have been used in innovative m-learning designs, such as gamification and intergenerational learning, were seen as least important by all respondents. The findings will inform design of professional development activities, in particular, those pertaining to an app being developed in an Erasmus + project, Developing and Evaluating Innovative Mobile Pedagogies (DEIMP).

© 2019, The Author(s). This paper develops and examines a scale to capture teachers’ views of the mobile pedagogies they are adopting. Mobile pedagogies refer to the practices and approaches teachers use that involve mobile technologies to support learning. A mobile technology is any portable, handheld technology that potentially supports learning and includes laptops, tablets and smartphones. This study develops a rigorous scale to capture mobile pedagogies adopted in mobile learning tasks designed by teachers. In particular, the scale focuses on measuring pedagogies related to the iPAC framework which comprises three overarching dimensions of m-learning: personalisation, authenticity and collaboration (PAC). Each dimension has a pair of sub-components associated with it (for personalisation: agency and customisation; for authenticity: context and task; for collaboration: conversation and co-creation). The reliability and validity of a 20-item scale is assessed. A measure of overall m-learning experiences was also established and found to be significantly predicted by m-learning pedagogy. We also report on differences between teachers in m-learning practice with respect to subject area and year of schooling.

© 2019 IADIS Press. All rights reserved. This paper summarises findings from an initial study completed as the first phase of the Erasmus+ KA2 research project: Designing and Evaluating Innovative Mobile Pedagogies (DEIMP). The purpose of the scoping study was to inform the design and development of a multi-purpose mobile app that will support educators and pre-service teachers in designing and evaluating creative and innovative mobile learning episodes for their students. This first component of the DEIMP study involved the conduct of a Systematic Literature Review to identify innovative and effective practices in m-Learning. A set of 57 articles were identified as reporting on innovative mobile practices and these were further assessed for their level of innovation. The study showed that innovation lies on a continuum from sustaining innovation to disruptive innovation and that disruptive innovation is infrequent.

© 2019 The empirical evidence surrounding innovative technology-enhanced-learning practices in K-12 education is at best patchy. This study seeks to address this problem by investigating innovative mobile learning pedagogies for school-aged learners, including the extent to which these approaches may be disruptive to traditional school structures and practices. It adopts a rigorous Systematic Literature Review (SLR)methodology to interrogate this phenomenon, with fifty-seven high quality articles published between 2010 and 2017 meeting the stringent selection criteria. Content and thematic analysis showed low to medium degrees of innovation in most studies, with only 3 articles showing radically innovative, disruptive mobile learning practices. Illustrative examples are discussed across this ‘innovation spectrum’ and the notion of feasible innovation is proposed in the context of mobile learning in schools. The findings have implications for educators interested in designing and enacting effective innovative mobile learning practices, and researchers interested in the nature of innovation in mobile pedagogies.

© 2019, © 2019 Australian Teacher Education Association. Career changers form a substantial proportion of teacher education (TE) students. They bring a broader set of life and work experiences than do their younger, school-leaving counterparts. This paper investigates the needs and concerns of career change student teachers (CCSTs) in Australia. The study on which this article reports analysed survey data from 508 CCSTs enrolled in 29 of Australia’s 34 universities. The article explores what this group brings to their TE courses, and how their needs and contributions may differ from those of younger students. The data confirmed career changers’ reasons for choosing teaching are primarily driven by intrinsic and altruistic motivations. Concerns regarding flexibility in course offerings was expressed. We advise that attracting and retaining career change teachers is likely to become increasingly important in the context of rising school student numbers, teacher attrition, and the impending departure from the profession of many ‘baby boomers’.

The article reports on career change student-teachers’ (CCSTs) views and experiences regarding their teacher education programs in Australia. Data were collected through an online survey distributed to universities for dissemination to enrolled CCSTs in teacher education programs. The responses from over 500 CCSTs were analysed using an interpretive lens of inquiry and analysis. Over 80% of the responses indicated tensions and paradoxes that exist in CCSTs’ lives as they come to terms with being students again. The article explores the impact on their student lives of the characteristics, experiences and expectations they bring to their studies, mediated by their previous careers and current circumstances. The findings discuss their perceptions of their teacher education programs and consider implications for CCSTs’ professional learning needs in the light of the paradoxes that emerge from the data.

The task of supporting beginning teachers has received considerable attention in recent years, and numerous initiatives have been implemented. In this article we investigate the experiences of early career teachers (ECTs) in New South Wales, Australia, at a time when their employing authority mandated the provision of mentors and a reduction in face-to-face teaching for ECTs. The article draws on ECTs’ responses to survey items asking about their experiences as an ECT. It emerged that many of the issues of the early years that have caused problems for ECTs remain intractable, or at least unresolved for some. The research indicates that despite support that has been mandated by some employers, we cannot be complacent about the transition of ECTs into the profession. There remains a need to address the elements of school environments that impact on ECTs’ experiences.

© Springer Nature Switzerland AG 2019. As mobile technologies become more multifaceted and ubiquitous in society, educational researchers are investigating the use of these technologies in education. A growing body of evidence shows that traditional pedagogies still dominate the educational field and are misaligned with the diverse learning opportunities offered by the use of mobile technologies. There is an imperative to question those traditional notions of education, including how, where and when teaching and learning are enacted, and to explore the possible mediating roles of new mobile technologies. New smart pedagogies, which embrace the affordances offered by mobile technologies, have the potential to disrupt notions of schooling. In this chapter, we examine the nature of smart pedagogies and their intersection with mobile pedagogies. We unpack notions of innovation and disruption. We then discuss smart mobile learning activities for school students identified from a Systematic Literature Review, together with the pedagogical principles underpinning them. We argue to encourage smart pedagogies, teacher educators should support teachers to implement ‘feasible disruptions’. Consequently, implications for teacher education are explored.

© 2017, © 2017 Teacher Development. The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers’ adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a number of the barriers identified in the early days of adoption and use of this technology, such as professional support and access, still remain for many teachers, thereby impeding effective practices. The research also found that primary school teachers were using the technology in diverse ways, in contrast to secondary teachers who were using the IWB mainly for instructionist, presentational purposes. We conclude by considering various ways of reducing the effect of the identified barriers to support implementation of educational technologies in the classroom, especially the next generation of technologies promoted by governments and systems.

© 2017 Association for Information Technology in Teacher Education. This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors’ investigation of these factors occurs in the context of a contemporary technology, the interactive whiteboard (IWB), in Australian schools. A structural equation model was estimated using a reflective measure of technology usage with antecedents in the form of pedagogical-oriented beliefs and best–worst scaling derived scores for a teacher’s stage of concern regarding IWBs. Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible or not.

© 2018 Elsevier Ltd The ubiquity, flexibility, ease of access and diverse capabilities of mobile technologies make them valuable and a necessity in current times. However, they are under-utilized assets in mathematics and science school education. This article analyses the high quality empirical evidence on mobile learning in secondary school science and mathematics education. Our study employed a Systematic Literature Review (SLR) using well-accepted and robust guidelines. The SLR resulted in the detailed analysis of 49 studies (60 papers) published during 2003–2016. Content and thematic analyses were used to ascertain pedagogical approaches, methodological designs, foci, and intended and achieved outcomes of the studies. The apps and technologies used in these studies were further classified for domain, type and context of use. The review has highlighted gaps in existing literature on the topic and has provided insights that have implications for future research.

© 2018, © 2018 Association for Information Technology in Teacher Education. This article discusses the use of mobile devices by teachers in two Australian schools. It builds on a theoretical framework which considers the location of mobile learning with respect to time and space. The research used a qualitative methodology in which observations, interviews and document analysis were conducted. The study found that the physical and virtual spaces that were used were different from those used in other lessons. Mobile learning facilitated autonomous learning by students, collaboration with their peers and engagement in topics of interest to them. The study found that students and teachers adopted new roles when using the devices, and were untethered from their conventional learning spaces of the classroom. Learning changed in nature and was aligned with contemporary practices in education.

In this paper, we provide an overview of the “Maths Inside” project, funded by the Australian Maths and Science Partnership Program (AMSPP). The overall aim of the AMSPP is to improve uptake and participation of students in mathematics and science at secondary and tertiary levels. In this research project, we aim to improve student interest in mathematics and support mathematics teachers in their professional learning, through provision of rich and investigative learning resources, including video case studies of CSIRO scientists and mathematicians. Data collection on the outcomes of the project is ongoing and will be reported in subsequent papers

© Australasian Journal of Educational Technology 2018. Much of the literature on university learning spaces focuses on the undergraduate student experience, neglecting experiences of research students in new spaces. This article is concerned with research students' needs and expectations of a learning space. It focuses on a recently opened shared activity-based learning space that was specifically built for research students. The methodological focus draws on case study methods and hermeneutic phenomenology to observe students' lived experience in the new space and how they make sense of it. Twenty-six data sets, involving interviews, surveys and feedback, were collected from research students. The findings were analysed across three themes: physical, virtual, and hybrid space; a space free of distractions; and belonging to, and interaction with, university community. The article indicates the benefits of the new space for research students and articulates the particular needs of research students in such spaces.