Search results for author:"Lina Markauskaite"
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Australasian Journal of Educational Technology Vol. 22, No. 1 (Jan 01, 2006)
Gender differences in self reported ICT experience and ICT literacy among first year graduate trainee teachers were investigated. Using a dynamic model, three main components of aspiring teachers' ICT literacy were covered: (1) present general...
Exploring the Structure of Trainee Teachers' ICT Literacy: The Main Components of, and Relationships between, General Cognitive and Technical Capabilities
Educational Technology Research and Development Vol. 55, No. 6 (December 2007) pp. 547–572
There is growing concern over graduating trainee teachers' insufficient level of Information and Communication Technology (ICT) literacy. The main purpose of this research was to describe the nature of trainee teachers' ICT literacy at the beginning ...
Australian Educational Researcher Vol. 37, No. 4 (December 2010) pp. 79–101
This paper discusses some recent developments in digital media, research technologies and scholarly practices that are known under the umbrella term of "eResearch". Drawing on conceptual ideas of digital materialism, epistemic artefacts and...
Towards an Integrated Analytical Framework of Information and Communications Technology Literacy: From Intended to Implemented and Achieved Dimensions
Information Research: An International Electronic Journal Vol. 11, No. 3 (2006)
Introduction: Theoretical approaches and frameworks that help us to understand the contemporary notion of information and communication technology literacy (ICT literacy) in the formal education sector are reviewed and examined. Method: The analysis ...
Examining the Role of Authenticity in Supporting the Development of Professional Identity: An Example from Teacher Education
Higher Education: The International Journal of Higher Education and Educational Planning Vol. 64, No. 6 (December 2012) pp. 747–766
Learning to become a professional is a complex process as students need to not only acquire the knowledge and skills for professional practice, but also new ways of defining themselves as professionals. This article considers the role authentic...
Research students’ conceptions of the role of information and communication technologies in educational technology research
Australasian Journal of Educational Technology Vol. 31, No. 4 (Nov 01, 2015)
The emergence of big data, digital scholarship and eResearch raises the question of how these digital developments in research methods and practices affect research students. This paper presents findings from a phenomenographic study that...
How do learners experience joint writing: University students' conceptions of online collaborative writing tasks and environments
Computers & Education Vol. 82, No. 1 (2015) pp. 393–408
This paper presents a phenomenographic study investigating university students' conceptions of Online Collaborative Writing (OCW) and of an effective learning environment for OCW tasks. To date, there has been little investigation of the...
Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 26, No. 3 (April 2010) pp. 455–465
The importance of reflection in supporting the continued professional learning of preservice practitioners is well recognised. This study examines one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image ...
British Journal of Educational Technology Vol. 45, No. 3 (May 23, 2014) pp. 528–540
This paper discusses the fundamental question of how data-intensive e-research methods could contribute to the development of learning theories. Using methodological developments in research on self-regulated learning as an example, it argues that...
Researching Design Practices and Design Cognition: Contexts, Experiences and Pedagogical Knowledge-in-Pieces
Learning, Media and Technology Vol. 36, No. 2 (2011) pp. 129–149
If research and development in the field of learning design is to have a serious and sustained impact on education, then technological innovation needs to be accompanied--and probably guided--by good empirical studies of the design practices and...
Teacher Design Knowledge for Technology Enhanced Learning: An Ecological Framework for Investigating Assets and Needs
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 181–202
Despite the fact that teaching is increasingly referred to as a design science, teacher education programs devote relatively little time to developing expertise in the design of instruction, beyond lesson planning. Yet today's teachers not only ...
Learning and Instruction Vol. 52, No. 1 (December 2017) pp. 1–14
This paper reports on a study in which students used agent-based computer models to learn about complex systems ideas of relevance to understanding climate change. The experimental condition used a