Home Opinion or editorial blog entries from members and other scholars
The literature is filled with claims about what makes for effective feedback, for example, feedback that focuses on student self-regulation; feedback designs that require students to act on the comments they receive; and feedback that is timed so students can act on it. But what about what makes for ineffective feedback?
As educational researchers, we ought to take seriously growing concerns about the deployment of autonomous robots into public spaces, focusing on their effects on the school as a social institution.
Author: Luci Pangrazio The call for new frameworks to understand the increasing complexities of the contemporary digital context is not new. Innovative approaches to the digital...
Pasi Sahlberg - the Finnish education policy advisor, researcher and author - was recently in Australia and, as always, had plenty of interesting things to say. Aside from the usual concerns around PISA and the straight-jacket of standardized international benchmarking, he expressed some troubling thoughts about digital technology and education research ...
Dr Renée Crawford writes on technological initiatives using virtual reality to provide an immersive musical experience and identifies that more collaborative efforts with the industry and further research is required to better understand what this might mean for the music industry and education.
Facebook is increasingly used by teachers as a user-friendly, student-centred, collaborative online learning environment. However, there also exists a paradox in Facebook use; some of the more frequently promoted advantages can actually lead to problematic outcomes.
Julie Faulker and David Elliott question the hyper virality of Pokèmon Go in relation to the rapid circulation of popular digital texts. Why this game, now, when (arguably better) augmented reality games have been around for ten years?
Neil Selwyn writes on how digital technologies are altering the nature of education work … not always for the best.
Dr Edwin Creely, LNM graduate researcher, writes about the encroachment of digital technologies into the pedagogy of literacy educators and the materiality of writing practice: "...the pen and the pencil appear to evoke memories of another time and another world: the analogue world where the art of writing was visceral and haptic and where the skill of producing a script was venerated."
Digital technology use in schools is clearly not working, at least not in the way that we are led to believe. In October this year, the fourth ICT national assessment program (NAP) data will be released by ACARA. Since ICT NAP testing began a decade ago, no more than 66% of students at Year 6 or Year 10 across the country have achieved national minimum standards – a far cry from the 90% of students meeting similar standards for NAPLAN testing.