Theora (Research)

                    Putting educational theory into practice and changing student minds



 
 
 
Cognitive Visualisation  Educational Gaming     
Virtual Worlds
  Professional Associations
   
 Expertise Mobile Learning  Computing Discipline Educational Inspiration
Neural Interfaces 
Augmented Reality
 Visual Programming Technology Integration 
  
 School Home Partnerships   Arts Education  Research Data   Methodologies









Teaching and Digital Technologies: Big Issues and Critical Questions

posted 14 Jul 2016, 18:41 by Jason Zagami   [ updated 14 Jul 2016, 20:23 ]

http://www.cambridge.org/au/academic/subjects/education/education-history-theory/teaching-and-digital-technologies-big-issues-and-critical-questions
September, 2015

Teaching and Digital Technologies: Big Issues and Critical Questions

Zagami, J. (2015). Digital technologies in the curriculum: national and international. In M. Henderson & G. Romeo (Eds.), Teaching and Digital Technologies: Big Issues and Critical Questions (pp. 169–181). Boston, MA: Cambridge University Press.


To fully engage with the teaching of the digital technologies curriculum, it is helpful to undertake a critical examination of Australian national and state computing curricula within a global context. This chapter includes a commentary on 21st- century skills and digital literacy. There is a case study that looks at the way in which the computational thinking concept has grown in international markets with its own agendas and how this is now shaping the Australian computing curriculum. Confusion over terminology and challenges to teachers and curriculum developers are discussed.






A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge

posted 11 Jul 2016, 00:57 by Jason Zagami   [ updated 11 Jul 2016, 01:09 ]

https://drive.google.com/file/d/0B9Vbwc04iGqzcW0zUDFuaU83MGM/view?usp=sharing
Monday, 11 July 2016

A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge


Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 19(3), 47–57.   Retrieved from http://www.ifets.info/journals/19_3/6.pdf


Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with
educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum
based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the
curriculum. The first issue is discussed within a perspective of designing an authentic computational thinking
curriculum with a focus on real-world problems. The second issue is addressed within the framework of
technological pedagogical content knowledge explicating in detail the body of knowledge that teachers need to
have to be able to teach computational thinking in a K-6 environment. An example of how these ideas can be
applied in practice is also given. While it is recognized there is a lack of adequate empirical evidence in terms of
the effectiveness of the frameworks proposed herein, it is expected that our knowledge and research base will
dramatically increase over the next several years, as more countries around the world add computer science as a
separate school subject to their K-6 curriculum.

Keywords: Computational thinking curriculum, Pedagogical content knowledge, Technological pedagogical content knowledge,
Teacher preparation, K-6


Arguing for Computer Science in the School Curriculum

posted 11 Jul 2016, 00:52 by Jason Zagami   [ updated 11 Jul 2016, 01:10 ]

Monday, 11 July 2016

Arguing for Computer Science in the School Curriculum



Fluck, A., Webb, M., Cox, M., Angeli, C., Malyn-Smith, J., Voogt, J., & Zagami, J. (2016). Arguing for Computer Science in the School Curriculum. Educational Technology & Society, 19(3), 38–46.  Retrieved from http://www.ifets.info/journals/19_3/5.pdf


Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At EDUsummIT 2015 it was argued that the major rationales for including computer science as a subject in the K-12 curriculum are economic, social and cultural. The paper explores these three rationales and also a beneficence matrix to assist curriculum designers. It also argues computer science is rapidly becoming critical for generating new knowledge, and should be taught as a distinct subject or content area, especially in secondary schools. The paper concludes by looking at some of the key questions to be considered when implementing computer science in the school curriculum, and at ways its role might change in the future.

Keywords: Computer science, Curriculum, K-12, Rationale, Primary school, Secondary school



Girls and Computing: Female participation in computing in Schools

posted 14 Dec 2015, 02:00 by Jason Zagami   [ updated 14 Jul 2016, 20:29 ]

http://acce.edu.au/journal/30/2
Monday, 30 November 2015

Girls and Computing: Female participation in computing in Schools



Zagami, J., Boden, M., Keane, T., Moreton, B., & Schulz, K. (2015). Girls and computing: Female participation in computing in schools. Australian Educational Computing, 30(2), 1–14. Retrieved from http://journal.acce.edu.au/index.php/AEC/article/view/79


Computer education, with a focus on computer science, has become a core subject in the Australian Curriculum and the focus of national innovation initiatives. Equal participation by girls, however, remains unlikely based on their engagement with computing in recent decades. In seeking to understand why this may be the case, a Delphi consensus process was conducted using a wide range of experts from industry and academia to explore existing research and interventions, recommending four key approaches: engaging girls in the Digital Technologies curriculum; addressing parental preconceptions and influences; providing positive role models and mentors; and supporting code clubs for girls. Unfortunately, all of these approaches have been widely implemented, and while individually successful at the scale of their implementation, have failed to systemically improve female participation in computing. The only discernable difference between initiatives to improve female participation in computing and the successful approaches in other fields such as science, has been the availability of a compulsory developmental curriculum beginning from the start of school, that may provide a scaffold that sustain female engagement over critical periods such as adolescence, when participation in computing begins to dramatically decline.




An analysis of 27 years of research into computer education published in Australian Educational Computing

posted 11 Nov 2015, 22:13 by Jason Zagami   [ updated 11 Nov 2015, 22:18 ]

Monday, 20 July 2015

An analysis of 27 years of research into computer education published in Australian Educational Computing



Zagami, J. (2015, July).An analysis of 27 years of research into computer education published in Australian Educational Computing. Australian Educational Computing, 30(1). Retrieved from http://journal.acce.edu.au/index.php/AEC/article/view/63


Analysis of three decades of publications in Australian Educational Computing (AEC) provides insight into the historical trends in Australian educational computing, highlighting an emphasis on pedagogy, comparatively few articles on educational technologies, and strong research topic alignment with similar international journals. Analysis confirms the cyclical nature of educational research, and the topics of study that have waxed and waned in research popularity, with author contributions and citation rates providing an acknowledgement of the key contributors to computer education research over the past 27 years.






Rhetoric and Reality: Critical perspectives on education in a 3D virtual world

posted 10 Feb 2015, 22:49 by Jason Zagami   [ updated 10 Feb 2015, 23:31 ]

https://drive.google.com/file/d/0B9Vbwc04iGqzV2dUc243VXBmZUU/preview
Monday, 2 December 2014

Rhetoric and Reality: Critical perspectives on education in a 3D virtual world



Sue Gregory, Brent Gregory,  . (2014, December).Rhetoric and Reality: Critical perspectives on education in a 3D virtual world. Paper presented at the ascilite2014 Conference, Duneden, New Zealand. Retrieved from http://ascilite2014.otago.ac.nz/files/fullpapers/231-Gregory.pdf


The emergence of any new educational technology is often accompanied by inflated expectations about its potential for transforming pedagogical practice and improving student learning outcomes. A critique of the rhetoric accompanying the evolution of 3D virtual world education reveals a similar pattern, with the initial hype based more on rhetoric than research demonstrating the extent to which rhetoric matches reality. Addressed are the perceived gaps in the literature through a critique of the rhetoric evident throughout the evolution of the application of virtual worlds in education and the reality based on the reported experiences of experts in the field of educational technology, who are all members of the Australian and New Zealand Virtual Worlds Working Group. The experiences reported highlight a range of effective virtual world collaborative and communicative teaching experiences conducted in members’ institutions. Perspectives vary from those whose reality is the actuation of the initial rhetoric in the early years of virtual world education, to those whose reality is fraught with challenges that belie the rhetoric. Although there are concerns over institutional resistance, restrictions, and outdated processes on the one-hand, and excitement over the rapid emergence of innovation on the other, the prevailing reality seems to be that virtual world education is both persistent and sustainable. Explored are critical perspectives on the rhetoric and reality on the educational uptake and use of virtual worlds in higher education, virtual worlds.

Teachers’ Beliefs about the Possibilities and Limitations of Digital Games in Classrooms

posted 18 Nov 2014, 19:31 by Jason Zagami   [ updated 18 Dec 2015, 03:10 ]

Tuesday, 18 November 2014

Teachers’ Beliefs about the Possibilities and Limitations of Digital Games in Classrooms

Beavis, C., Rowan, L., Dezuanni, M., McGillivray, C., O’Mara, J., Prestridge, P., Stieler-Hunt, C., Thompson, R. & Zagami, J. (2014). Teachers’ Beliefs about the Possibilities and Limitations of Digital Games in Classrooms. E-Learning and Digital Media, 11(6), 569-581. doi 2014.11.6.569. Retrieved from http://ldm.sagepub.com/content/11/6/569

Teachers’ beliefs about what it is (or is not) possible to achieve with digital games in educational contexts will inevitably influence the decisions that they make about how, when, and for what specific purposes they will bring these games into their classrooms. They play a crucial role in both shaping and responding to the complex contextual factors which influence how games are understood and experienced in educational settings. Throughout this article the authors draw upon data collected for a large-scale, mixed-methods research project focusing on literacy, learning and teaching with digital games in Australian classrooms, to focus explicitly on the attitudes, understandings and expectations held about digital games by diverse teachers at the beginning of the project. They seek to identify the beliefs about games that motivated teachers’ participation in a digital games research project while focusing, as well, on concerns that teachers express about risks or limitations of such a project. The authors’ aim is to develop a detailed picture of the mindsets that teachers bring to games-based learning environments, and the relevance of these mindsets to broader debates about the relationship between games, learning and school.




Secondary Worlds and computer gaming in Education

posted 21 Oct 2014, 16:59 by Jason Zagami   [ updated 10 Feb 2015, 22:18 ]

Friday, 3 October 2014

Secondary Worlds and computer gaming in Education


Zagami, J. (2014, October). Secondary Worlds and computer gaming in Education. Paper presented at the Australian Council for Computers in Education Conference, Adelaide, Australia. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/

ACEC2014%20Secondary%20Worlds%20and%20computer%20gaming%20in%20Education.docx


Zagami, J. (2014
Secondary Worlds and computer gaming in Education [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/secondary-worlds-and-computer-gaming-in-education



Fantasy worlds have long enthralled and engaged our imaginations with Tolkien defining those of sufficient detail as Secondary Worlds, distinct from the Primary World of our everyday experience. Within such worlds we can imaginatively explore beyond the narratives provided us and by combining such worlds with the interactivity of games, particularly computer games, extending this ability to explore persistent Secondary Worlds that we can influence and change, share experiences with others, and contribute to the mythologies of these worlds. This rich exploration provides opportunities to learn by enhancing the mental models constructed by our explorations of Secondary Worlds and transferring this learning to the mental models held of similar concepts in the Primary World. Two case studies are briefly detailed to clarify the concepts presented, firstly the use of a Year 8 Social Studies simulation of the world of StatecraftX in which empire building, resource management, and refugee dilemmas provided a context for student engagement with a Secondary World and transfer concepts developed in world to those under study; and secondly, the use of the Secondary world of the Simpsons, particularly the Springfield Primary School, as a familiar Secondary World setting in which to explore teacher education situations and transfer learning to real world practice.


https://drive.google.com/file/d/0B9Vbwc04iGqzUzBESnNQNi1CSDA/view?usp=sharing


http://www.slideshare.net/j.zagami/secondary-worlds-and-computer-gaming-in-education

Is computer gaming the new ICT to be integrated into school curriculum?

posted 21 Oct 2014, 06:15 by Jason Zagami   [ updated 10 Feb 2015, 22:17 ]

Thursday, 2 October 2014

Is computer gaming the new ICT to be integrated into school curriculum?



Zagami, J. (2014, October). Is computer gaming the new ICT to be integrated into school curriculum?. Paper presented at the Australian Council for Computers in Education Conference, Adelaide, Australia. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/

ACEC2014%20Is%20Computer%20Gaming%20the%20new%20ICT

%20to%20be%20integrated%20into%20school%20curriculum.docx



Zagami, J. (2014). 
Is computer gaming the new ICT to be integrated into school curriculum? [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/is-computer-gaming-the-new-ict-to-be-integrated-into-school-curriculum



Just as the integration of ICT into the curriculum took time and faced initial obstacles, so too does the integration of computer games into the curriculum. Emerging from a mixed methods research project focusing on learning and teaching with digital games in Australian classrooms, four distinct approaches to educational games are developed: Game Play as a process, Game Building as a process, Game Play as a context, and Game Building as a context. The SAMR model was applied to consider these as progressive adoptions of computer gaming that achieve increasingly transformative learning processes. Then within the use of games as contexts for learning, a Secondary Worlds model was used to then consider these contexts at Philosophic, Epic and Naïve levels. Finally, the TPACK model was extended to include computer games as a GPACKS evaluation model of the appropriate use of computer games for various curriculum content, pedagogical approaches, and student gaming preferences.



https://drive.google.com/file/d/0B9Vbwc04iGqzejVFOTNnQk1oVE0/view?usp=sharing

Redefining Education for the Digital Age: A Snapshot of the State of Play in three Queensland Schools.

posted 20 Oct 2014, 18:44 by Jason Zagami   [ updated 10 Feb 2015, 22:19 ]

Thursday, 2 October 2014

Redefining Education for the Digital Age: A Snapshot of the State of Play in three Queensland Schools.



Jamieson-Proctor, R., Redmond, P., Zagami, J., Albion, P., & Twining, P. (2014, October). Redefining Education for the Digital Age: A Snapshot of the State of Play in three Queensland Schools. Paper presented at the Australian Council for Computers in Education Conference, Adelaide, Australia. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/ACEC14_QLD%20paper_final.pdf


Jamieson-Proctor, R., Redmond, P., Zagami, J., Albion, P., & Twining, P. (2014). Redefining Education for the Digital Age: A Snapshot of the State of Play in three Queensland Schools [Presentation slides]. Retrieved from https://drive.google.com/file/d/0B9Vbwc04iGqzQ0pqX1RaSTZuNUk/view?usp=sharing



As curricula change, so must the tools used by learners and teachers and the plethora of mobile digital devices will likely play a major role in redefining education. The Digital Education Revolution (DER), with funding of more than $2 billion, was intended to provide Australian students with a world-class education system underpinned by the effective use of Information and Communication Technologies (ICT). In Queensland, DER funding provided 141 000 laptops to students in Years 9-12. However, now that DER funding has ended, the Queensland government and schools are considering BYOD options, in order to maintain a 1:1 ratio of computers to students. This paper reports the progress made by three Queensland schools with the use of mobile digital devices, whether supplied by the schools or the students themselves, and outlines significant positive outcomes and challenges experienced by these schools as a guide to other schools when embarking on mobile digital initiatives. Further, the study is framed within the methodological context of the Vital Case Studies undertaken in England (http://edfutures.net/Research_Strategy) and draws comparisons between the results of those studies and other schools across Australia involved in the Australian Snapshot Studies.


https://drive.google.com/file/d/0B9Vbwc04iGqzUzQ2OXE5NUt5TXc/view?usp=sharing


https://drive.google.com/file/d/0B9Vbwc04iGqzQ0pqX1RaSTZuNUk/view?usp=sharing


1-10 of 66