"But It Doesn't Count, Sir"--A Conversation about Using Electronic Discussion in VCE English

Kathy Jordan

English in Australia Vol. 43, No. 2 (2008) pp. 59–62

For some time now, English teachers have used electronic discussion in their classrooms. There is also a considerable literature suggesting benefits to student learning in doing so. However this research often downplays the context in which the...

The Influence of Gender on Beginning Teachers' Perceptions of Their Technological Pedagogical Content Knowledge (TPACK)

Kathy Jordan

Australian Educational Computing Vol. 28, No. 2 (2013) pp. 32–50

TPACK is emerging as an influential framework for conceptualising teacher knowledge in regards to integrating ICT and is generating considerable international research interest. To date, the question of whether gender plays a role in how teachers...

Beginning Teacher Knowledge: Results from a Self-Assessed TPACK Survey

Kathy Jordan

Australian Educational Computing Vol. 26, No. 1 (July 2011) pp. 16–26

For over twenty years teachers in Australia and internationally have been encouraged to use ICT in their practice. Various government policies have been implemented to provide the technical means for teachers to do so as well as numerous teacher...

Framing ICT, Teachers and Learners in Australian School Education ICT Policy

Kathy Jordan

Australian Educational Researcher Vol. 38, No. 4 (November 2011) pp. 417–431

It is well over 20 years since information and communication technologies (ICT) was first included as part of a future vision for Australia's schools. Since this time numerous national policies have been developed, which collectively articulate an...

Do beginning teachers know how to participate and interact in online discussion? Outcomes from a Victorian case study

Kathy Jordan

Australasian Journal of Educational Technology Vol. 27, No. 7 (Jan 01, 2011) pp. 1247–1262

The use of online discussion has a long history in distance education and higher education generally, and has recently been proposed as a means of supporting beginning teachers as they face the challenge of being new to the profession. Often using...

Pre-service teacher ICT skill-set: Not a simple issue

Kathy Jordan; Leanne Compton

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 799–806

For some time, a consistent theme in Teacher Education has been that graduates lack the necessary skill-set to use ICT in their practice. In Australia, the recent implementation of national accreditation processes for Teacher Education, now make...

Topics: research, Teachers, Schools, Secondary Education

Not as easy as ICT: A case study about the roles of the teacher mentor

Leanne Compton; Kathy Jordan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2019 (Nov 04, 2019) pp. 262–265

This virtual presentation refers to a case study of a teacher mentor based in metropolitan Melbourne, Australia, and examines the types of knowledge required by teacher mentors to support pre-service teachers to use information and communication...

Topics: Mentorship, Teacher education and technology integration

Enhanced ICT Practicum Partnership: Improving pre-service teachers’ ICT toolkit

Kathy Jordan; Jennifer Elsden-Clifton

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3191–3196

Abstract: Pre-service teacher education programs have a responsibility to prepare graduates to use ICT in their practice, yet here in Australia as in the United States they are often accused of failing to do so (Doering, Hughes, and Huffman 2003,...

The Pre-Service Teachers’ ICT toolkit: Expertise and Expectations

Jennifer Elsden-Clifton; Kathy Jordan

World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 1743–1748

In Australia as in the United States, being able to use ICT is now a common feature of a teacher’s toolkit, with government policy mandating that all teachers use ICT in their practice (ACARA 2012; MCEETYA 2008). This has major implications for...

To come online or not: Factors influencing beginning teachers participation in a blended professional learning program

Kathy Jordan; Jennifer Elsden-Clifton

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 487–492

This paper reports on the factors that influence beginning teachers’ participation in and perceived valuing of a blended learning program. The Supporting New Teacher’s Practice professional learning program uses a blended learning environment which ...

Measuring TPACK in Vietnam: Issues still remain

Kathy Jordan; Huong Dinh; Jennifer Elsden-Clifton

EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 851–856

Abstract: In recent times, there has been a lot of research interest in the TPACK framework particularly in the United States and Australia, which seeks to explain the knowledge that teachers need to integrate ICT into practice (Abbitt 2011....

Topics: Implementation Experiences, improving classroom teaching

Gendered emotion management and teacher outcomes in secondary school teaching: A review

Rebecca E. Olson; Jordan McKenzie; Kathy A. Mills; Roger Patulny; Alberto Bellocchi; Fiona Caristo

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 80, No. 1 (April 2019) pp. 128–144

This systematic search and review of international literature (1979–2017) finds links between emotion management and gender (in 1/2 the studies), and teaching attrition outcomes (1/3). Results contextualise these connections, suggesting female...

Language: English