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.
A study of the use of recorded lecture videos (RLVs) in mathematics instruction in Australia and the UK found similar outcomes in both contexts: a reduction in live lecture attendance coupled with a dependence on RLVs was associated with an increase in surface approaches to learning.
This study tested the psychometric properties of a tablet-based app designed to measure early literacy skills, and were also compared with paper-based tests. Agreement between scores for the tablet and traditional tests was high indicating tablet tests provide valid and reliable measures of children’s early literacy skills.
This study sought to identify the extent to which schools made public their goals with regard to the place of coding in the curriculum. This was achieved by examining the websites of a sample of schools from each state and territory
Results of a large-scale study of course-level faculty adoption of Open Educational Resources (OER). Results indicate OER adoption does much more than simply save students money. OER improve end-of-course grades and decrease D, F, and Withdrawal letter grade rates for all students.
Content analysis of popular Apple and Android math and literacy preschool apps using a developmental framework to code and analyze apps’ educational features.
This systematic review identified evidence that different learning environments (blended, innovative learning environment (ILE), open-plan and traditional) have an impact on student learning outcomes.
This paper explores a proposal for an off-line e-learning platform that will provide a bridge for digitally unconnected students and educators to join the contemporary information and communications technology (ICT) intensive world. Individual remote and unconnected learners face a chicken and egg problem for engagement with contemporary e-learning offerings. Without connectivity, remote learners have no way of engaging with now common ICT intensified learning materials that are intended to teach them how to engage in an ICT intensive world.
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
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.
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.
Australian Educational Technologies Trends (AETT) report
Over 100 leading Australian and international educators and experts concerned with Australian education contributed to this report on how Educational Technologies and the computing curriculum is currently being implemented in Australian schools, and the changes that may occur in the near future (5 years).
Students, computers and learning - making the connection
OECD report examines how students access to and use ICT
Mobile learning – why tablets? -- DERN's research brief looks at mobile learning and why tablets are so popular.
› 21st century skills (206)
› Assessment online (101)
› Blended learning (128)
› Collaboration (247)
› Digital literacy (238)
› Educational leadership (107)
› Engagement and performance (278)
› Evaluating ICT effects (98)
› ICT in education (473)
› Information (78)
› Information sources (107)
› Innovation (175)
› Interactive personal networking (99)
› Internet use (157)
› Learning communities (114)
› Learning environment (632)
› Learning systems (76)
› Mobile learning (217)
› Multimedia (65)
› Open scholarship (129)
› Pedagogy (441)
› Personalising learning (114)
› Social Media (175)
› Teacher capacity (142)
› Teacher education (94)
› Training (102)
› Trends (159)