Grace Oakley

Introducing e-portfolios to pre-service teachers as tools for reflection and growth: lessons learnt

E-portfolios are being introduced into initial teacher education programmes internationally to help pre-service teachers build records of their learning journeys and develop into reflective practitioners; to allow them to assemble collections of evidence of their achievements against graduate standards, which can function as digital CVs; and to facilitate the seeding of personal learning networks that will support lifelong learning after graduation. Despite certain tensions between these aims, the potential benefits of e-portfolios make them an increasingly popular choice in teacher education. In this article, we discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. These served primarily as developmental e-portfolios, or personal learning environments (PLEs), and were designed to place particular emphasis on reflective practice. We describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered. Lessons learnt from the implementation are outlined and recommendations are proposed.

Information and Communication Technologies (ICT) in Primary Education

It is increasingly recognised by researchers, governments and educators around the world that ICT presents many opportunities for teaching and learning in primary (elementary) education. A lack of ICT in the classroom may be seen as disadvantageous for children because without access to this, they are denied opportunities to acquire some of the skills and attributes they need to become full participants in an increasingly ICT mediated and globalised world (UNESCO, 2008). Even so, it needs to be acknowledged that having ICT in the primary curriculum and classroom does not guarantee enhanced learning, and may represent little more than new means of reaching pre-existing, and perhaps inappropriate or outdated, ends (Adams, 2011). Furthermore, ICT in education needs to be supported by appropriate policies (Tondeur, van Keer, van Braak & Valcke, 2008) at all levels and effective professional development for teachers (Lim, 2007).

Using CD‐ROM ‘electronic talking books’ to help children with mild reading difficulties improve their reading fluencg

Abstract This article explains how ‘electronic talking books’ might be used to help children who have mild reading difficulties improve their oral reading fluency. Observations made during a study of three middle primary students with mild reading difficulties are analysed in order to address some associated practical issues. It has been suggested that CD‐ROM ‘electronic talking books’ may be used to help children improve their oral reading fluency (Ford, Poe & Cox, 1995; Glasgow, 1996–7; Lewis, 2000). However, there has been little discussion about the issues teachers may need to consider in planning, implementing and evaluating interventions using them. The purpose of this article is to describe some facilitating factors and problems that emerged during a study into the use of electronic talking books to improve reading fluency, and to present some possible solutions to the problems. Although the participants of this study were nine‐year‐old boys who experienced mild reading difficulties, many of the issues that arose should be applicable to teaching students with a wider range of reading ability/disability.

Engaging Students in Inclusive Literacy Learning with Technology

Abstract This chapter explores how the creation of multimodal texts using digital technologies, including mobile devices, augmented reality and the World Wide Web can engage, support and reposition primary school-aged literacy learners who have diverse needs. There is emphasis on how the creation of such texts can assist literacy learners in attaining reading comprehension, fluency and motivation.

I know it is important but is it my responsibility? Embedding literacy strategies across the middle school curriculum

This article reports a study on the responses of a group of 49 Western Australian middle school teachers to a year-long professional learning experience, entitled the Making the Links Project. This project was established to help teachers of various learning areas adapt their practices to significant changes in the educational context. In accordance with imminent changes in the curriculum (the Australian Curriculum) and as a response to a national literacy testing agenda (National Assessment Program – Literacy and Numeracy [NAPLAN]), the teachers concerned have been under new pressure to teach literacy across the curriculum. Furthermore, they are now expected to teach Year 7, taught historically in primary school settings. This article presents a discussion of teachers’ perceptions of their responsibilities in terms of teaching literacy within their learning areas and how these perceptions changed over the course of the professional learning experience. It also discusses teachers’ responses to ‘trying out’ some literacy pedagogies more traditionally used in primary school settings.

Multimodal digital text creation using tablets and open-ended creative apps to improve the literacy learning of children in early childhood classrooms

This article reports on an exploratory mixed-methods study that investigated how the creation of multimodal digital texts, using tablets, and open-ended creative apps contributed to the literacy learning of five-year-old children in two schools in low socioeconomic areas in Western Australia. Participating teachers learned about seven exemplar learning activities designed to engage children in multimodal text creation using tablets, primarily to improve literacy. Teachers used exemplars to guide their literacy planning and practice over three school terms. Pre- and post-test scores suggest that aspects of participating children’s reading had improved. Teachers also reported some improvements in children’s oral language and writing, as well as reading.

A Wake-Up Call? Issues With Plagiarism in Transnational Higher Education

The views on plagiarism of 574 students at four Australian universities operating in Singapore were investigated through a survey and interviews. Analysis of students’ responses to different plagiarism scenarios revealed misconceptions and uncertainties about many aspects of plagiarism. Self-plagiarism and reuse of a friend’s work were acceptable to more than one quarter of the students, and nearly half considered collusion to be a legitimate form of collaboration. One quarter of the students also indicated that they would knowingly plagiarize. This should serve as a wake-up call regarding plagiarism in transnational higher education. Seven measures are recommended to curb plagiarism and foster academic integrity.

The changing landscape of e-portfolios: Reflections on 5 years of implementing e-portfolios in pre-service teacher education

E-portfolios are becoming an increasingly common component of higher education programmes, serving as constructivist learning spaces where students can reflect on their learning journeys, as centralised collections of work on which students can be assessed, and as integrated showcases where students can demonstrate their accomplishments to potential employers. At the same time, many working professionals are currently being required or encouraged to build e-portfolios which demonstrate continuing learning for the purposes of maintaining employment, seeking promotion, and applying for new positions. Pre-service teacher education courses are among the higher education programmes where participants are now commonly asked to build e-portfolios which they will be able to continue to expand and develop once they have obtained employment as teachers. This chapter is based on the reflections of two teacher educators in a pre-service teacher education programme in Australia, looking back on the first five years of an e-portfolio initiative, covering the period 2011–2015. They reflect on key lessons learned about engaging students, engaging staff, and integrating technology. They outline changes which have occurred in the e-portfolio space over the past half-decade, due both to the changing nature of technology users and the changing nature of technology itself. It is suggested that e-portfolios may have a role to play in supporting a shift away from today’s administratively oriented, pedagogically limited learning management systems (LMSs), and towards personal learning environments (PLEs) where students can engage in more individualised, autonomous learning practices.