Pre-service Teachers Using The Le@rning Federation\u27s Digital Resources.

This work in progress paper describes research that is investigating the use of learning objects, created by, and digital resources, negotiated by The Le@rning Federation and their use in a technology unit in pre-service teacher education as well as investigating how these learning objects are being used by the pre-service students while out in schools during their practicum. This study will have data collection in 2010 which will involve approximately 700 students across two campuses of the university which are located in Sydney and Fremantle. The study uses a qualitative research methodology and involves questionnaires as the primary data collection tool. This paper provides a literature review and describes the study as well as the research questions it hopes to address

Parent and student perceptions of the initial implementation of a 1:1 laptop program in Western Australia

This paper provides some initial findings from a current longitudinal study that examines the implementation of a student-owned 1:1 laptop program in a school for boys in Perth, Western Australia. This research tracks 196 students, their families and associated teachers for a 3-year period (2010-2012). Underpinning this research is a mixed methods approach investigating how boys use their laptops for learning, teachers’ pedagogy and use of ICT, implementation differences between a junior (primary) and middle (secondary) school, and possible impact of the laptops on learning. One theme that emerged from the first year of data collection was a decrease in parent satisfaction with the extent to which the educational objectives of the laptop initiative are being met. This paper explores possible reasons for this decline in satisfaction, focusing on parent and student perceptions of (a) the time spent on laptops and (b) the activities that students are seen to be engaging with on their laptops. These perceptions are discussed in the context of parents’ own knowledge of, and skills in, information and communications technologies (ICT) and relate to both school and home-based settings

Technofixing the Future: Ethical Side Effects of Using AI and Big Data to meet the SDGs

While the use of smart information systems (the combination of AI and Big Data) offer great potential for meeting many of the UN’s Sustainable Development Goals (SDGs), they also raise a number of ethical challenges in their implementation. Through the use of six empirical case studies, this paper will examine potential ethical issues relating to use of SIS to meet the challenges in six of the SDGs (2, 3, 7, 8, 11, and 12). The paper will show that often a simple “technofix”, such as through the use of SIS, is not sufficient and may exacerbate, or create new, issues for the development community using SIS

Managing Student Distraction: Responding To Problems of Gaming and Pornography in a Western Australian School for Boys

This paper provides some initial findings from a current longitudinal study that examines the implementation of a 1:1 laptop program in a school for boys in Perth, Western Australia. One issue that has emerged from the study is the problem of managing student distraction. The school in this study has taken a proactive approach to managing student conduct on its own network. Two student monitoring initiatives were implemented during the course of the research. The first: parental control software sought to integrate the parental control features of the laptops with the school network. The second initiative: e-safe is a web tracking service that records suspicious searches and URLs that students visit. When used in tandem, these tools were shown to have a marked impact on the conduct of students in using their laptops. This paper describes these initiatives including their effect on the broader school community, and suggests some ways in which student distraction can be best managed in future practice

The impact of mobile learning on student performance as gauged by standardised test (NAPLAN) scores

This paper discusses the National Assessment Program for Literacy and Numeracy (NAPLAN) performance of Years Five, Seven and Nine students in standardised tests prior and post the implementation of a mobile learning initiative in a Western Australian school for boys. The school sees the use of ICT as important in enhancing its potential to deliver optimal educational outcomes. However, the School is also cognisant of the shared concern of teachers and parents in the school community about an over-reliance on mobile devices for learning, to the detriment of students’ accomplishments in literacy and numeracy. The paper examines NAPLAN results from standardised test scores prior and post the mobile learning initiative at the School and in comparison to national data. Literacy and numeracy results were analysed between two periods: prior to 2010 in which the mobile learning initiative was not implemented at the School and between 2010 and 2012, in which the mobile learning initiative was implemented in Years Five, Seven and Nine. It is argued that the implementation of mobile learning has had a minimal effect on student performance as gauged by standardised testing

Academics adopting mobile devices: The zone of free movement.

This exploratory research characterised the degree of adoption of mobile learning (ML) devices among academic staff at an Australian university. It also sought to evaluate the impact of academics’ perceptions about possibilities and constraints in the adoption of these technologies. A zone of free movement (ZFM) scale was developed and validated to quantify the magnitude and direction of those perceptions. Results showed that academic staff are characteristically at the third of the Russell’s (1995) six developmental stages of technological adoption. Lack of time to integrate ML into courses, limited availability of mobile devices, little familiarity with the tools, as well as the perception that students cannot use them as a word- processor, act as inhibitors to the adoption of the technology. In turn, the perception that mobile tools enhance student-lecturer communication outside class was found to be a positive predictor of adoption

The cart before the horse? Exploring the potential of ePortfolios in a Western Australian medical school

In 2014, the School of Medicine Fremantle of the University of Notre Dame Australia initiated a study to explore the curriculum underpinning portfolios used by first-year medical students. The School had used portfolios since 2005 and judged it timely to consider digital technologies as a mechanism to enhance student learning and improve efficiencies. A qualitative approach was adopted that investigated how the curriculum intersected with two ePortfolio platforms: Blackboard and Mahara. Data pertaining to the way in which Blackboard and Mahara ePortfolio platforms supported existing curriculum were collected from students through focus groups and tutors via interviews. As a measure of comparison, data were also collected from students and tutors who used the existing paper-based portfolio system. Findings confirmed that the curriculum should shape the way in which technology solutions are interpreted and implemented. It is posited that low-tech solutions are sometimes most appropriate for the curriculum context. However, exploring the potential of digital technologies helped the School to imagine other possibilities for curriculum renewal. Indeed, one outcome of the research was the development of a plan to re-invigorate portfolios, shifting the current task-based emphasis to one which recognizes the key role of reflection. The study may be of interest to teachers and managers seeking to explore ePortfolios as part of broader curriculum renewal initiatives

Anatomy of ethylene-induced floral-organ abscission in Chamelaucium uncinatum (Myrtaceae)

Postharvest abscission of Geraldton waxflower (Chamelaucium uncinatum Schauer) flower buds and flowers is ethylene-mediated. Exposure of floral organs to exogenous ethylene (1 mu L L-1) for 6 h at 20 degrees C induced separation at a morphologically and anatomically distinct abscission zone between the pedicel and. oral tube. Flower buds with opening petals and flowers with a nectiferous hypanthium were generally more responsive to exogenous ethylene than were flower buds enclosed in shiny bracteoles and aged (senescing) flowers. The anatomy of abscission-zone cells did not change at sequential stages of floral development from immature buds to aged flowers. The zone comprised a layer of small, laterally elongated-to-rounded, closely packed and highly protoplasmic parenchyma cells. Abscission occurred at a two- to four-cell-wide separation layer within the abscission zone. The process involved degradation of the middle lamella between separation layer cells. Following abscission, cells on both the proximal and distal faces of the separation layer became spherical, loosely packed and contained degenerating protoplasm. Central vascular tissues within the surrounding band of separation layer cells became torn and fractured. For flower buds, bracteoles that enclose the immature floral tube also separated at an abscission zone. However, this secondary abscission zone appeared less sensitive to ethylene than the primary ( central). oral-tube abscission zone as bracteoles generally only completely abscised when exposed to 10 mu L L-1 ethylene for the longer period of 24 h at 20 degrees C. The smooth surfaces of abscised separation-layer cells suggest that hydrolase enzymes degrade the middle lamella between adjacent cell walls