Educational Scenarios for Digital Futures

Sandy Schuck; Peter Aubusson

Learning, Media and Technology Vol. 35, No. 3 (September 2010) pp. 293–305

This article frames and theorises the nature of adolescents' informal experiences in Web 2.0 environments to articulate their fit or misfit with current conceptions of school education and educational practices. Adolescents are increasingly active...

Web 2.0 in the classroom? Dilemmas and opportunities inherent in adolescent Web 2.0 engagement.

Sandy Schuck; Peter Aubusson; Matthew Kearney

Contemporary Issues in Technology and Teacher Education Vol. 10, No. 2 (June 2010) pp. 234–246

The paper discusses the implications of the current phenomenon of adolescent engagement in digital spaces. Young people are increasingly active Web 2.0 users, and their interactions through these technologies are altering their social identities,...

Topics: Multimedia, Networking Technologies, Research Methods, Ethical Issues, Adolescents, Schools, Secondary Education

Distributed Leadership as a Factor in and Outcome of Teacher Action Learning

Stephen Dinham; Peter Aubusson; Laurie Brady

International Electronic Journal for Leadership in Learning Vol. 12, No. 4 (2008)

This paper reports an evaluation of Quality Teaching Action Learning (QTAL) projects conducted at New South Wales (NSW), Australia public (state) primary and secondary schools and explores how distributed leadership facilitated and was an outcome of ...

Education, opportunities and challenges for Generation OurSpace: Taming the beast?

Sandy Schuck; Matthew Kearney; Peter Aubusson

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 5804–5811

The paper discusses the opportunities and challenges presented for current notions of schooling by adolescent online cultures. Young people are increasingly active Web 2.0 users and their interactions through these technologies are altering their...

Topics: Networking Technologies, Ethical Issues, Learning Outcomes, Distance Education, Educational Technology

m-Research

Kevin Burden; Sandy Schuck; Peter Aubusson

Youth Studies Australia Vol. 31, No. 3 (September 2012) pp. 17–26

A growing area of research concerns the increasing use by young people of mobile phones. Inevitably, researchers interested in exploring the lives and habitus of young people must also consider their engagement with the ubiquitous mobile. This...

Mobile Learning for Teacher Professional Learning: Benefits, Obstacles and Issues

Peter Aubusson; Sandy Schuck; Kevin Burden

Association for Learning Technology Journal Vol. 17, No. 3 (November 2009) pp. 233–247

This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-in-action and...

Teachers' Technology Adoption and Practices: Lessons Learned from the IWB Phenomenon

Matthew Kearney; Sandy Schuck; Peter Aubusson; Paul F. Burke

Teacher Development Vol. 22, No. 4 (2018) pp. 481–496

The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers' adoption and use of a popular technology that has been extensively...

Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment, and Preparation

Peter Aubusson; Paul Burke; Sandy Schuck; Matthew Kearney; Bart Frischknecht

Educational Researcher Vol. 43, No. 5 (2014) pp. 219–229

This article reports on the pioneering use in education of Discrete Choice Experiments (DCEs) to assess teachers' decisions regarding deployment of rich tasks. The incorporation of this quantitative method into what is usually considered the...

Mobilising Teacher Education: A Study of a Professional Learning Community

Sandy Schuck; Peter Aubusson; Matthew Kearney; Kevin Burden

Teacher Development Vol. 17, No. 1 (2013) pp. 1–18

This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile...

Changing Knowledge, Changing Technology: Implications for Teacher Education Futures

Kevin Burden; Peter Aubusson; Sue Brindley; Sandy Schuck

Journal of Education for Teaching: International Research and Pedagogy Vol. 42, No. 1 (2016) pp. 4–16

Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their...

Viewing Mobile Learning from a Pedagogical Perspective

Matthew Kearney; Sandra Schuck; Kevin Burden; Peter Aubusson

Research in Learning Technology Vol. 20, No. 1 (2012)

Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity,...

Mobile learning for science and mathematics school education: A systematic review of empirical evidence

Muneera Bano; Didar Zowghi; Matthew Kearney; Sandra Schuck; Peter Aubusson

Computers & Education Vol. 121, No. 1 (June 2018) pp. 30–58

The ubiquity, flexibility, ease of access and diverse capabilities of mobile technologies make them valuable and a necessity in current times. However, they are under-utilized assets in mathematics and science school education. This article analyses ...

Language: English

Exploring Teacher Pedagogy, Stages of Concern and Accessibility as Determinants of Technology Adoption

Paul F. Burke; Sandy Schuck; Peter Aubusson; Matthew Kearney; Bart Frischknecht

Technology, Pedagogy and Education Vol. 27, No. 2 (2018) pp. 149–163

This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their ...

How do early career teachers value different types of support? A scale-adjusted latent class choice model

Paul F. Burke; Peter J. Aubusson; Sandra R. Schuck; John D. Buchanan; Anne E. Prescott

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 47, No. 1 (April 2015) pp. 241–253

Using a discrete choice experimental approach and associated Scale-Adjusted Latent Class Model (SALCM), we quantify the relative value early career teachers (ECTs) place on various types of support in the form of affirmation, resources, collegial...

Language: English

Why do early career teachers choose to remain in the profession? The use of best–worst scaling to quantify key factors

Paul F. Burke; Sandy Schuck; Peter Aubusson; John Buchanan; Jordan J. Louviere; Anne Prescott

International Journal of Educational Research Vol. 62, No. 1 (2013) pp. 259–268

Many countries report high attrition rates among beginning teachers. The literature cites many factors that influence a teacher's decision to remain in the profession. These include remuneration, workload, support, administration and parents. It is...

Language: English