You Use! I Use! We Use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools

Kevin Larkin

Journal of Research on Technology in Education Vol. 44, No. 2 (2012) pp. 101–120

The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes,...

Netbook Computers as an Appropriate Solution for 1:1 Computer Use in Primary Schools

Kevin Larkin; Glenn Finger

Australian Educational Computing Vol. 26, No. 1 (July 2011) pp. 27–34

As schools increasingly move towards 1:1 computing, research is required to inform the design and provision of this access. Utilising the Activity Theory (AT) notion of contradictions and expansion as a theoretical underpinning, this article...

"I Hate Maths: Why Do We Need to Do Maths?" Using iPad Video Diaries to Investigate Attitudes and Emotions towards Mathematics in Year 3 and Year 6 Students

Kevin Larkin; Robyn Jorgensen

International Journal of Science and Mathematics Education Vol. 14, No. 5 (2016) pp. 925–944

Accessing children's feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This article explores a method of collecting information from young...

Informing one-to-one computing in primary schools: Student use of netbooks

Kevin Larkin; Glenn Finger; Glenn Finger

Australasian Journal of Educational Technology Vol. 27, No. 3 (Jan 01, 2011)

Although one-to-one laptop programs are being introduced in many schools, minimal research has been conducted regarding their effectiveness in primary schools. Evidence-based research is needed to inform significant funding, deployment and student...

Language: English

TPACK and Pre-Service Teacher Mathematics Education: Defining a Signature Pedagogy for Mathematics Education Using ICT and Based on the Metaphor "Mathematics Is a Language"

Kevin Larkin; Romina Jamieson-Proctor; Glenn Finger

Computers in the Schools Vol. 29, No. 1 (January 2009) pp. 207–226

National professional standards for teachers in Australia (AITSL, 2011) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a...

Creating Flickr Photo-Narratives with First-Year Teacher Education Students: The Possibilities and Pitfalls of Designing Emergent Learning Tasks

Marta Kawka; Kevin M. Larkin; Patrick Danaher

Australian Journal of Teacher Education Vol. 37, No. 11 (November 2012)

This paper explores the implementation of a Flickr (Web 2.0 photo sharing software) learning task in a first year primary education course. The context for the task was a Multiliteracies course where students designed digital media activities for...

Emergent learning and interactive media artworks: Parameters of interaction for novice groups

Marta Kawka; Kevin Larkin; Patrick Danaher

International Review of Research in Open and Distance Learning Vol. 12, No. 7 (Nov 22, 2011) pp. 40–55

Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, &...

Going mobile: Each small change requires another

Peter Albion; Romina Jamieson-Proctor; Petrea Redmond; Kevin Larkin; Andrew Maxwell

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012 (November 2012) pp. 5–15

Students are seeking flexible study opportunities. Smartphones have potential to support learning at times and places chosen by learners but their introduction presents challenges in negotiating the changes in the behaviour of learners and in the...