Relationships are more important than content: designing effective Professional Development within a Community of Practice approach

Michael Henderson

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1432–1439

Professional Development design has traditionally focused on issues of content, delivery and technology. While these foci are not discounted this research argues that designing for and investing in relationships is ultimately more important when...

Sustaining Online Teacher Professional Development through Community Design

Michael Henderson

Campus-Wide Information Systems Vol. 24, No. 3 (2007) pp. 162–173

Purpose: The purpose of this paper is to explore the role of community of practice in sustaining teachers' participation in a blended (face-to-face and online) professional development course. Design/methodology/approach: A longitudinal multiple...

Fostering Community Cohesion to Sustain Small Scale Online Professional Development Courses

Michael Henderson

Australian Educational Computing Vol. 21, No. 2 (December 2006) pp. 9–15

This research explores how community cohesion can sustain teacher participation in a small scale, mixed mode (face to face and online) PD course. Secondary school teachers in Queensland undertook a mixed mode PD course utilising Education Queensland'...

Sustaining the Professional Development of Teachers through a Virtual Learning Environment: Promoting Effective Teaching with ICT

Michael Henderson

World Conference on Educational Media and Technology 2004 (2004) pp. 3061–3066

Professional Development (PD) of teachers in the use of Information and Communication Technology is an international priority; however it is commonly acknowledged that traditional models of PD are not effective in engendering change. In particular,...

Topics: Community, Professional Development, Communication, Information Communication Technologies, Virtual Environments

Video-based feedback on student assessment: scarily personal

Michael Henderson; Michael Phillips

Australasian Journal of Educational Technology Vol. 31, No. 1 (Mar 16, 2015)

Assessment feedback is an important part of students’ learning experiences; however, text-based feedback has limitations. This article proposes an alternative in the form of individualised video recordings of the lecturer discussing each assignment. ...

Language: English

Video-Based Feedback on Student Assessment: Scarily Personal

Michael Henderson; Michael Phillips

Australasian Journal of Educational Technology Vol. 31, No. 1 (2015) pp. 51–66

Assessment feedback is an important part of students' learning experiences; however, text-based feedback has limitations. This article proposes an alternative in the form of individualised video recordings of the lecturer discussing each assignment. ...

Recognising the importance of identity in the development of academics' pedagogical beliefs and web-enhanced teaching practices.

Michael Henderson; Scott Bradey

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1424–1431

This paper draws on the construct of identity, grounded in the situated learning theory of community of practice, to better understand the connection between academic teachers' pedagogical beliefs and their practices in web-enhanced teaching. It is...

Ariadne's Thread: Using Social Presence Indices to Distinguish Learning Events in Face-to-Face and ICT-Rich Settings

Colin Baskin; Michael Henderson

E-Learning Vol. 2, No. 3 (2005) pp. 252–261

Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-service education students as they make the transition from a conventional face-to-face (f-2-f) learning environment to an Information and Communication...

Teachers as change agents in information technology diffusion

Lyn Henderson; Scott Bradey; Michael Henderson

World Conference on Educational Media and Technology 2004 (2004) pp. 1993–1999

Technological diffusion and integration in schools is a complex process that has not met expectations. The paper analyses the views of teachers in a K-10 school of distance education to their whole school emersion approach to school change and...

Topics: Distance Education, Teachers, Educational Technology, Evaluation, Information Communication Technologies

Shaping Online Teaching Practices: The Influence of Professional and Academic Identities

Michael Henderson; Scott Bradey

Campus-Wide Information Systems Vol. 25, No. 2 (2008) pp. 85–92

Purpose: This paper aims to investigate the influence of professional and academic identities in online teaching practices in higher education. Design/methodology/approach: This paper draws on data from a longitudinal study of five professional...

e-PD: Blended Models of Sustaining Teacher Professional Development in Digital Literacies

Neil Anderson; Michael Henderson

E-Learning Vol. 1, No. 3 (2004) pp. 383–394

It is commonly agreed that professional development of teachers in the use of information and communication technologies should be sustained over time. Most professional development, however, is delivered in single or short sequences of face-to-face ...

Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education

Tracii Ryan; Michael Henderson; Michael Phillips

British Journal of Educational Technology Vol. 50, No. 3 (May 2019) pp. 1507–1523

Assessment feedback is increasingly being provided in digital modes, from electronic annotations to digital recordings. Digitally recorded feedback is generally considered to be more detailed than text‐based feedback. However, few studies have...

The impact of Chinese language lessons in a virtual world on university students' self-efficacy beliefs

Michael Henderson; Hui Huang; Scott Grant; Lyn Henderson

Australasian Journal of Educational Technology Vol. 28, No. 3 (Jan 01, 2012) pp. 400–419

It was found in the two-year study reported in this article that a single collaborative language lesson using Second Life can result in a statistically significant increase in student self-efficacy beliefs across a range of specific and...

What are users thinking in a virtual world lesson? Using stimulated recall interviews to report student cognition, and its triggers

Lyn Henderson; Michael Henderson; Scott Grant; Hui Huang

Journal of Virtual Worlds Research Vol. 3, No. 1 (Apr 29, 2010)

Stimulated recall is an empirically rigorous introspection data collection tool that allows the interviewer to elicit, identify and explore participants\u2019 thinking. In this study it was used to identify the types of thinking skills and...

Social Media for Collaborative Learning: A Review of School Literature

Michael Henderson; Ilana Snyder; Denise Beale

Australian Educational Computing Vol. 28, No. 2 (2013) pp. 51–68

Social media are widely seen as having transformational potential in school education. However, there is a surprising lack of empirical research in schools about pedagogical designs using social media and particularly the factors that facilitate or...

Understanding successful and sustained technology enabled learning across institutional and cultural contexts in higher education

Anat Cohen; Tal Soffer; Michael Henderson

EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 1623–1630

Large scale of binational survey with 3003 students from Monash and Tel Aviv Universities was conducted. The main aim was to better understand students’ actual experiences with digital technologies during their studies – highlighting the...

Topics: Learning management systems and environments, Technology uses in cross-cultural and multicultural contexts

A caution about causation

Michael Henderson; Petrea Redmond; Eva Heinrich

Australasian Journal of Educational Technology Vol. 34, No. 5 (Nov 25, 2018)

Educational technology research, like all education research, is dominated by explicit or implicit claims of causation. The dominance of cause-effect models in research is not surprising, and for many it is unnoticed and unquestioned. However,...

Language: English

Examining the Use of Theory within Educational Technology and Media Research

Scott Bulfin; Michael Henderson; Nicola Johnson

Learning, Media and Technology Vol. 38, No. 3 (2013) pp. 337–344

Academic research in the areas of educational technology and media is often portrayed to be limited in terms of its use of theory. This short paper reports on data collected from a survey of 462 "research active" academic researchers...

Using Mobile Phones as Placed Resources for Literacy Learning in a Remote Indigenous Community in Australia

Glenn Auld; Ilana Snyder; Michael Henderson

Language and Education Vol. 26, No. 4 (2012) pp. 279–296

Despite massive funding from the Australian government, the literacy achievement of Australian Indigenous children remains significantly lower than for non-Indigenous. With the aim of identifying innovative ways to improve Indigenous children's...

Failing to succeed: The value of failure in creativity

Edwin Creely; Michael Henderson; Danah Henriksen

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1403–1411

Creativity is often aligned, in the academic literature and in policy, with desired 21st century skills. Creativity is also positioned as a vital part of education for digital futures and for the technology-driven learning settings and work lives...

Topics: Teaching and Learning with Emerging Technologies, New Possibilities with Information Technologies, Creativity

Teacher and Employer Perceptions of Computer Skills Needed by Secondary Agribusiness Students

Michael E. Newman; Janet L. Henderson

Journal of the American Association of Teacher Educators in Agriculture Vol. 28, No. 2 (1987) pp. 40–44

The authors attempted to determine what computer skills are needed by students for entry-level employment in agribusiness. Although teachers are using computers for instruction, few employers rate computer skills as important for entry-level workers....

What's Used and What's Useful? Exploring Digital Technology Use(s) among Taught Postgraduate Students

Michael Henderson; Glenn Finger; Neil Selwyn

Active Learning in Higher Education Vol. 17, No. 3 (2016) pp. 235–247

This article explores the digital technologies that taught postgraduate students engage with during their studies, what these technologies are used for and how useful they are perceived to be. The article draws upon data gathered from a survey of...

How international is AJET?

Eva Heinrich; Michael Henderson; Petrea Redmond

Australasian Journal of Educational Technology Vol. 34, No. 4 (Sep 16, 2018)

While carrying ‘Australasia’ in its name, our journal aims to achieve a strong global presence in the English-speaking world. In this editorial we examine data collected by our journal management software OJS to ascertain the outreach of AJET beyond ...

Understanding creativity and the role of technology in education: a tri-modal approach

Edwin Arthur Creely; Danah Henriksen; Michael Henderson

Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2495–2503

Creativity is widely viewed as pivotal to 21st Century education, and thus is frequently connected with technology. However, creativity continues to be ill defined, difficult to recognise and even harder to systematically develop in students and in ...

Topics: Creativity, Technology Leadership, Teaching and Learning with Emerging Technologies

Legal Risks for Students Using Social Networking Sites

Michael Henderson; Melissa de Zwart; David Lindsay; Michael Phillips

Australian Educational Computing Vol. 25, No. 1 (July 2010) pp. 3–7

There are significant privacy, intellectual property, copyright and disclosure risks associated with the ill-considered use of social networking sites, however, the implementation of regulatory actions may also undermine the social and emerging...

More than Chatting Online: Children, Marketing and the Use of Digital Media

Ilana Snyder; Colin Jevons; Michael Henderson; Mark Gabbott; Denise Beale

English in Australia Vol. 46, No. 3 (2011) pp. 32–40

While schools have taught media literacy for many years, new challenges are raised by the growth of digital media and the sophistication of marketing techniques aimed at children. In response to a moral panic over the dangers posed by new media,...

Methodological capacity within the field of “educational technology” research: an initial investigation

Scott Bulfin; Michael Henderson; Nicola F. Johnson; Neil Selwyn

British Journal of Educational Technology Vol. 45, No. 3 (May 23, 2014) pp. 403–414

The academic study of educational technology is often characterised by critics as methodologically limited. In order to test this assumption, the present paper reports on data collected from a survey of 462 “research active” academic researchers...

Students' Everyday Engagement with Digital Technology in University: Exploring Patterns of Use and "Usefulness"

Michael Henderson; Neil Selwyn; Glenn Finger; Rachel Aston

Journal of Higher Education Policy and Management Vol. 37, No. 3 (2015) pp. 308–319

The much-discussed potential of "technology-enhanced learning" is not always apparent in the day-to-day use of digital technology throughout higher education. Against this background, the present paper considers the digital devices and...

"Technological Me": Young Children's Use of Technology across Their Home and School Contexts

Donna Gronn; Anne Scott; Susan Edwards; Michael Henderson

Technology, Pedagogy and Education Vol. 23, No. 4 (2014) pp. 439–454

Research into children's learning with digital technologies is represented by a growing body of literature examining the relationship between home-school technological practices. A focus of this work is on the notion of a "digital...

Collaborative Inquiry: Building Pre-Service Teachers' Capacity for ICT Pedagogical Integration

Michael Henderson; Milorad Cerovac; Natalie Bellis; Greg Lancaster

Australian Educational Computing Vol. 27, No. 3 (2013) pp. 69–75

As part of the Teaching Teachers for the Future (TTF) project, Monash University initiated several strategies to assist pre-service teachers' integration of ICTs in their classroom practice. These included modelling of ICT pedagogical...

Supporting the co-generation of work-based learning designs

Michael Henderson; Hui Huang; Scott Grant; Lyn Henderson; Michelle L.L. Honey; Scott Diener; Kelley Connor; Max Veltman; David Bodily

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2009 (2009) pp. 475–479

Young children's everyday concepts of the internet: A platform for cyber-safety education in the early years

Susan Edwards; Andrea Nolan; Michael Henderson; Ana Mantilla; Lydia Plowman; Helen Skouteris

British Journal of Educational Technology Vol. 49, No. 1 (January 2018) pp. 45–55

Young children from around the world are accessing the internet in ever increasing numbers. The rapid increase in internet activity by children aged 4–5 years in particular is due to the ease access enabled them by touchscreen internet-enabled...

Creativity and Technology in Education: An International Perspective

Danah Henriksen; Michael Henderson; Edwin Creely; Sona Ceretkova; Miroslava Cernochová; Evgenia Sendova; Erkko T. Sointu; Christopher H. Tienken

Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 409–424

In this article, we consider the benefits and challenges of enacting creativity in the K-12 context and examine educational policy with regard to twenty-first century learning and technology. Creativity is widely considered to be a key construct for ...

Part 1: Rethinking Learning in the Digital Age – Implications for Teacher Education

Joke Voogt; Kwok Wing Lai; Gerald Knezek; Rhonda Christensen; Alona Forkosh Baruch; Vadim Grinshkun; Sergey Grigoryev; Miri Shonfeld; Anneke Smits; Danah Henrikson; Michael Henderson; Alexander Uvarov; Mike Philips; Mary Webb; Dale Niederhauser; Punya Mishra; Margaret Leahy; Deirdre Butler; Allard Strijker

Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1075–1079

The International Summit on Information and Communication Technology (ICT) in Education (EDUsummIT) met in Borovets, Bulgaria in September 2017 This community of 80 leading scholars, policy makers and educators discussed the theme Rethinking...

Topics: Technology Leadership, Research & Evaluation