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Research Reports

DERN provides access to quality assured and current information resources around the use of digital technologies and digital media in education. These resources are annotated and linked to relevant categories to enable access to collections of similar resources under specific topics.


Programmable toys and free play in early childhood classrooms

Posted on 22 May 2018 with 0 comments
Early childhood

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Newhouse, Cooper and Codery (2017) investigated ways young children interact with discrete programmable digital toys in a free play setting. Researchers worked with teachers to provide children with two types of digital toys, the Sphero and the Beebot. It was found that without some explicit scaffolding the children did not tend to demonstrate any actions that could be associated with an understanding of ‘algorithms’. However, they did demonstrate motivation, engagement, and increased proficiency and recognition with using the hardware and software


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Working Group on Education: Digital skills for life and work

Posted on 19 Feb 2018 with 0 comments
Broadband Digital literacy ICT in developing countries Internet use

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What are the educational implications of the ‘broadband society’ for the development of digital skills for life and work? The UNESCO Broadband Commission Working Group on Education asks what are the educational implications of the ‘broadband society’ for the development of digital skills for life and work? Their publication includes case studies from Africa, France, Malaysia, and Myanmar that address digital skills and competencies and future challenges.


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Building and sustaining national educational technology agencies: Lessons, models and case studies from around the world

Posted on 19 Feb 2018 with 0 comments
ICT in developing countries Research agenda Trends

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Emerging lessons from the histories of national educational technology agencies to inform perspectives of decision makers considering how to create and support such an institution. Case studies include KERIS, Smart Schools, Becta, Enlaces, NaCET, Plan Ceiba); PUSTEKKOM, Omar Dengo Foundation, Schoolnet Thailand, and EdNA.


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From good intentions to real outcomes: Equity by design in learning technologies

Posted on 02 Jan 2018 with 0 comments
Equity

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Evidence is mounting that new forms of technology-enhanced learning and instruction, such as personalised learning, open online courses, educational games and apps, and tools for learning analytics, tend to be used and accessed in unequal ways, and they may even exacerbate inequality. In February and May 2017, a group of researchers, educators, and technologists from the Digital Media and Learning Research Hub convened for in-depth working sessions to share challenges and solutions for how learning technologies can provide the greatest benefits for our most vulnerable learners.


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Social media and student outcomes: teacher, student and employer views

Posted on 01 Dec 2017 with 0 comments
Social Media

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Accessing and posting on social media has become a daily habit for many Australians. Social media is used by individuals to keep in touch with friends and family, by groups to inform their members of relevant information and by organisations to market their services and products. However, is there a role for social media in vocational education and training (VET)? This report looks at how social media is being used within the VET sector as a tool in teaching and learning. The researchers conducted interviews with teachers, students and employers across three different registered training organisations (RTOs) to determine the types of social media most useful in teaching and learning, how they are being used, and whether the outcomes for students are being improved.


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Digital rights in Australia

Posted on 30 Nov 2017 with 0 comments
Internet use Privacy Safe use Trends

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Digital Rights in Australia explores questions about the nature of our rights now and into the future. The analysis covers rights issues in four areas: privacy, profiling and analytics; government data matching and surveillance; workplace change; and freedom of expression and speech regulation. It explores the ethical and legal challenges faced in using digital, networked technologies and debates about how to best manage their transformative impacts. 


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Screen time, all the time: Do smart devices in classrooms help kids learn?

Posted on 30 Nov 2017 with 0 comments
Early childhood Safe use

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Australian parents are anxious about screens in their children’s lives. In December 2015, the Australian Child Health Poll, a quarterly survey run by the Royal Children’s Hospital in Melbourne, listed excessive screen time as Australians’ number one concern affecting the health of children and teenagers. The author cites interviews with parents and concludes with a question as to "whether what schools need to be doing is teaching kids how to not use screens all the time". 


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Developing a measure to understand young children’s Internet cognition and cyber-safety awareness: a pilot test

Posted on 17 Jul 2017 with 0 comments
Early childhood Safe use

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Early Years journal cover

This study developed and pilot-tested an interview schedule that focuses on the Internet thinking and cyber-safety awareness of Australian children aged 4–5 years. The schedule shows potential to elicit children’s understandings of the Internet and cyber-safety awareness. Adjustments are required to allow more contextualised responses from children.


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Investigating teacher presence in courses using synchronous videoconferencing

Posted on 02 Nov 2016 with 0 comments
Learning environment Pedagogy Teacher capacity Virtual classrooms

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Through a mixed methods, collective case study approach, this research examines high school courses delivered by synchronous videoconference, and how high school students experience teacher presence in this environment. The researchers discuss the challenges of building of relationships and rapport between the teacher and students in synchronous online teaching. They focus on the skills and strategies required by a teacher to develop ‘presence’. 


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iPlay, iLearn, iGrow

Posted on 03 Sep 2016 with 0 comments
Early childhood Mobile learning

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This report presents the findings from a project that used tablet technology with young children (aged 2 to 6 years of age) in three different early childhood settings. The project was designed to explore the possibilities for learning in each setting to determine if the use of tablets is appropriate for this age group


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