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Technology in education has two major approaches. One is learning from technology and one is learning with technology. Learning with technology is known as [[Integrated learning systems|integrated learning system]] while learning from technology is known as [[Constructivism|constructivist]] environments. <ref>{{Cite journal|last=Moore|first=Kristen|date=2014-05-09|title=The relationship between student engagement, teacher proficiency, and technology|url=https://mrujs.mtroyal.ca/index.php/mruer/article/view/116|journal=Mount Royal Undergraduate Education Review|language=en|volume=1|issue=1|doi=10.29173/mruer116|issn=2368-0024}}</ref>
Technology in education has two major approaches. One is learning from technology and one is learning with technology. Learning with technology is known as [[Integrated learning systems|integrated learning system]] while learning from technology is known as [[Constructivism|constructivist]] environments. <ref>{{Cite journal|last=Moore|first=Kristen|date=2014-05-09|title=The relationship between student engagement, teacher proficiency, and technology|url=https://mrujs.mtroyal.ca/index.php/mruer/article/view/116|journal=Mount Royal Undergraduate Education Review|language=en|volume=1|issue=1|doi=10.29173/mruer116|issn=2368-0024}}</ref>


Traditional classroom learning is teacher-centred and technology in classroom learning is student-centred. <ref>{{Cite web|title=(PDF) E-learning environment compared to traditional classroom.|url=https://www.researchgate.net/publication/221412740_E-learning_environment_compared_to_traditional_classroom|access-date=2020-11-18|website=ResearchGate|language=en}}</ref>Traditional classroom learning focuses on mass instruction where one size fits all; technology in classroom learning focuses on mass customization to fit individual student and teacher needs. There is insufficient evidence to show that technology in the classroom learning will enable more learning compared to traditional classroom learning and alternative methods.
Traditional classroom learning is teacher-centred and technology in classroom learning is student-centred. <ref>{{Cite web|title=(PDF) E-learning environment compared to traditional classroom.|url=https://www.researchgate.net/publication/221412740_E-learning_environment_compared_to_traditional_classroom|access-date=2020-11-18|website=ResearchGate|language=en}}</ref>Traditional classroom learning focuses on mass instruction where one size fits all; technology in classroom learning focuses on mass customization to fit individual student and teacher needs. There is insufficient evidence to show that technology in the classroom learning will enable more learning compared to traditional classroom learning and alternative methods.


The common forms of technology used in classroom are projectors, desktops, laptops and mobile devices. Artificial Intelligence(AI) is the use of computers to complete the tasks that previously required mankind. AI has already been applied in education in some places and is expected to be applied on a larger scale in the future educational models to fill the gaps in education system.
The common forms of technology used in classroom are projectors, desktops, laptops and mobile devices. Artificial Intelligence(AI) is the use of computers to complete the tasks that previously required mankind.<ref>{{Cite journal|last=Zawacki-Richter|first=Olaf|last2=Marín|first2=Victoria I.|last3=Bond|first3=Melissa|last4=Gouverneur|first4=Franziska|date=2019-10-28|title=Systematic review of research on artificial intelligence applications in higher education – where are the educators?|url=https://doi.org/10.1186/s41239-019-0171-0|journal=International Journal of Educational Technology in Higher Education|volume=16|issue=1|pages=39|doi=10.1186/s41239-019-0171-0|issn=2365-9440}}</ref> AI has already been applied in education in some places and is expected to be applied on a larger scale in the future educational models to fill the gaps in education system. There are three categories of AI software applications in education that are available today: personal tutors, intelligent support for collaborative learning, and intelligent virtual reality.


The development of technology has displayed various advantages of integrating technology in education such as increased equity of access, repeatability and transportability. <ref name=":4">{{Cite journal|last=Delgado|first=Adolph|last2=Wardlow|first2=Liane|last3=O’Malley|first3=Kimberly|last4=McKnight|first4=Katherine|date=2015-09-02|title=Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms|url=https://www.informingscience.org/Publications/2298|journal=Journal of Information Technology Education: Research|language=en|volume=14|pages=397–416|doi=10.28945/2298}}</ref> Previous empirical studies have revealed a total of 123 technology integration barriers in education. There are 6 main categories that hinder technology integration: resources, knowledge and skills, institutions, attitudes and beliefs, assessment, and subject culture. Of the six main barriers, 40% of the studies have identified resources as the primary barrier. <ref>{{Cite journal|last=İZMİRLİ|first=Özden ŞAHİN|last2=KIRMACI|first2=Ömer|date=2017-11-30|title=New Barriers to Technology Integration|url=http://dx.doi.org/10.14689/ejer.2017.72.8|journal=Eurasian Journal of Educational Research|volume=17|issue=72|pages=1–1|doi=10.14689/ejer.2017.72.8|issn=1302-597X}}</ref>


There are four types of computer education in classrooms.
The development of technology has displayed various advantages of integrating technology in education such as increased equity of access, repeatability and transportability. (K12 reference)


⚫
=== Bring your own device ===
In the BYOD environment, students bring their own digital device for educational purposes. BYOD allows school to reduce costs of supplying digital devices and allows students to use devices in which they are familiar with. <ref>{{Citation|last=Kohne|first=Andreas|title=Bring Your Own Device|date=2015|url=http://dx.doi.org/10.1007/978-3-658-03717-8_2|work=Bring your own Device|pages=7–23|place=Wiesbaden|publisher=Springer Fachmedien Wiesbaden|isbn=978-3-658-03716-1|access-date=2020-11-18|last2=Ringleb|first2=Sonja|last3=Yücel|first3=Cengizhan}}</ref>


=== Blended learning ===
Previous empirical studies have revealed a total of 123 technology integration barriers in education. Hew and Brush conducted a study on the previous studies to conclude 6 main categories that hindered technology integration: resources, knowledge and skills, institutions, attitudes and beliefs, assessment, and subject culture. (K12 reference) (graph can be included) Of the six main barriers, 40% of the studies have identified resources as the primary barrier.
[[Blended learning]] is “an education environment where teachers use digital technology in traditional or flipped classrooms on a regular basis”. It combines face-to-face learning environment with online learning environment. Blended learning is utilized to eliminate the weakness of fully online learning environment such as isolation.<ref>{{Cite journal|last=Rasheed|first=Rasheed Abubakar|last2=Kamsin|first2=Amirrudin|last3=Abdullah|first3=Nor Aniza|date=2020-01|title=Challenges in the online component of blended learning: A systematic review|url=http://dx.doi.org/10.1016/j.compedu.2019.103701|journal=Computers & Education|volume=144|pages=103701|doi=10.1016/j.compedu.2019.103701|issn=0360-1315}}</ref> There are a number of variables and aspects involved in determining the structure of a blended learning environment. Decisions made pertaining to the structure are made with respect to the goals and capabilities of the instructor, the students and the learning environment. <ref>https://www.researchgate.net/publication/267978240_Blended_Course_Design_A_Synthesis_of_Best_Practices</ref>


=== Online learning ===
[[Online learning]] refers to distant education. The majority or all of the course content is delivered by the instructor to students online with no or limited face-to-face interaction and teaching.  <ref>https://www.researchgate.net/profile/Randall_Osborne/publication/265292895_Journal_of_Online_Learning_and_Teaching/links/540764460cf2c48563b31563/Journal-of-Online-Learning-and-Teaching.pdf?origin=publication_detail</ref>


=== Flipped learning ===
⚫
Bring your own device (BYOD)


===== Flipped learning is a pedagogical model in which direct instruction moves from group learning space to individual learning space to allow instructors to focus on student engagement and active learning. <ref name=":4" /> =====
In the BYOD environment, students bring their own digital device for educational purposes. BYOD allows school to reduce costs of supplying digital devices and allows students to use device


== See also ==
== See also ==

Revision as of 18:26, 18 November 2020

Trade show at ACEC 2008

This National Conference is the biennial conference of the Australian Council for Computers in Education (ACCE). The first conference took place in Melbourne, 1983. From 1983, the conference has been held across Australia every two years. A series of frameworks were launched in Australia to integrate Information and Communication Technology(ICT) in education. Western Australia’s 2001 Competency framework for Teachers identified teachers as an important component in developing computer education.[1] In 2010, Education Minister Julia Gillard , proposed an education agenda to provide Australia a better education system. Technology in education consists of two major approaches: Learning with technology and learning from technology. Technology in education and traditional classroom learning have distinct features.

Purpose

The ACEC is a conference on research, teaching and innovation in computer education at all levels of education. It is also the only conference in Australia that is entirely devoted to computer education.[2]

The conference is open to anyone in the education field that wishes to share their digital experiences and is interested in using ICT to promote and enhance classroom learning. The conference aims to oversee the global trends and activities and compare them to the work accomplished by the Australian Computers in Education groups.[2]

Past conferences

The 5th conference was held in Adelaide in September 1987.[3] It was hosted by the Conference in Education Group of South Australia. The major theme of the conference was Tomorrow’s Technology Today. Within the major theme, there were a number of strands being addressed: Special Education, computer graphics, computer and equity, and staff development and teacher training.

The 11th conference was held in Brisbane in July 1993.[2] It was hosted by the Computers in Education Group of New South Wales. 43 papers were presented at the conference, focusing on “research and scholarship in the use of computers in elementary, secondary and higher education level.

ACEC 2012 was held in Perth. The theme of the conference was It’s Time. The conference addressed the role of community is teachers’ knowledge development and the role of teachers in technological development in education. Teachers were identified as both knowledge providers and facilitators of learning and e-learning process.[4]

ACEC 2014 was held in Adelaide. The theme of the conference was Now It’s Personal. Papers presented at the conference focused on the positive and negative impacts of ICT projects on student attitudes and capabilities, students’ conceptual understanding of digital devices, and the importance of harmonizing pedagogy with technology.[5][6][7]

History

The first conference (labelled as ACEC) took place in Melbourne in 1983. Since that time it has continued to provide teachers around the country a forum to exchange information on classroom activity, make connections with each other, and learn from experts in the field.[8] The conference proceedings provide an insight into the nature of educational computing practice since the early 1980s and the papers are widely cited in the research field literature.[9]

In 2008 the conference was held in Canberra and the Education Minister Julia Gillard delivered the opening Keynote Address, highlighting the importance of digital technologies in her education reform agenda.[10]

Conference locations

  • 2016: Brisbane, theme: IF
  • 2014: Adelaide, theme: Now ITs Personal. Venue: Adelaide Convention Centre
  • 2012: Perth, theme: ITs Time. Venue: Wesley College, South Perth.
  • 2010: Melbourne, theme: Digital Diversity. Venue: Melbourne Convention and Exhibition Centre
  • 2008: Canberra, theme: "ACT on IcT" Venue: National Convention Centre
  • 2006: Cairns, theme: IT's up here for Thinking. Venue: Cairns Convention Centre
  • 2004: Adelaide
  • 2002: Sandy Bay, Tasmania, theme: "Linking Learners"
  • 2000: Melbourne, theme: Learning Technologies, Teaching and the Future of Schools. Venue: Carlton Crest Hotel. Website: conference website
  • 1998: Adelaide
  • 1996: Canberra
  • 1995: Perth, theme: Learning without limits.

Frameworks

Australia has six states and two territories. Each of them has a certain degree of independence. Constitutionally, each state has an independent education system and the government has a limited role in coordinating and funding specific projects.[11]

ICT and Learning Technologies(LT) in Australia are referred to the use of technologies in teaching and learning activities. ​Western Australia uses LT to refer to ICT as tools to improve the quality of teaching and learning. In Victoria, LT is referred to as different forms of ICT to support classroom learning.[1]

In the past twenty years, computers have become commonly used in Australian schools.[12] The 1994 Statement on Technology for Australian schools outlined four strands for ICT in education: Designing, Making and Appraising; Information; Material; and Systems.[13][14]“The statement also included the place of technology in society, the need of students to experience technology education and the form in which it should appear in the school curriculum.”

In 1995, each state of Australia implemented its own strategic plan for using technology to support the library system, school administration and classroom learning.[12] Each state also had their own emphasis in the use of technology in education: Queensland focused on databases, Tasmania focused on desktop publishing and Western Australia focused on tutorial packaging.

In 1997, Queensland set up the minimum professional standards for teachers in LT.[15] Teachers were expected to understand the needs of students relative to the use of ICT, select relevant teaching strategies with the use of ICT to cater the needs of students, and create learning experiences where students can use ICT to interpret, analyze and represent knowledge.[1]

In August 1999, all Australian states adopted the national goals to transform students into “confident, creative and productive users of new technologies”.[16]

In Western Australia, the 2001 Competency Framework for Teachers outlined the need of teachers to evaluate LT through the application of personal knowledge and encourage students to select appropriate LT to enhance their learning experiences.[1]

In 2008, the Council of Australian Governments (COAG) released the Melbourne Declaration on Education Goals for Young Australians. The Declaration asked all Australian governments to commit in the pursuit of equal education opportunities and outcomes, relative to the goals of 1999 to transform students into creative and confident users of technology and informed citizens.[17]

Education Minister Julia Gillard‘a 2008 reform agenda highlighted the importance of ICT in education.[18] The agenda aimed to improve the quality of education through recruitment of high-performing graduates into teaching and recognition of the top teachers. The vision of the agenda was to create a better education system in Australia.[19]

In 2011, the Digital Education Advisory Group (DEAG) was established. The group consists of experts from the government, education, academia and industry field. Their task was to assess the achievements of computer education, analyze what still remained to be achieved, set up new priorities and implement strategies for future developments. The assessment required examinations of outcomes and published data of Australian and global initiatives.

Other supporting organizations

ACCE has affiliates in each state. An example is the New South Wales Computer Education Group and Victoria Computer Education Group. The ACCE publishes Australian Educational Computing. The state affiliates take turns to host the ACEC and publish newsletters. Australian Computer Society (ACS) also gives support to computer education and is linked to the International Federation of Information Processing (IFIP). [20]

There is cooperation between organizations and sectors to accelerate the development of computer technology. An example is the creation of Asia-Pacific Information Technology in Training and Education (APITITE), consists of ACCEM ASCILITE, ACS and Technology for Training and Education (ITTE). Decision has been made by APITITE to combine conferences of the major conferences. The first conference of APITITE was held in June and July in 1994. [20]

There are several organizations that support the development of computer education of Australian higher education. Two organizations that are primarily focusing on the promotion of computer technology are the Australian Society for Educational Technology (ASET) and the Australian Society for Computers in Learning in Tertiary Education (ASCILITE). These two organizations host annual and biennial conferences which have attracted both local and international delegates. [20]

Technology in education

Technology in education has two major approaches. One is learning from technology and one is learning with technology. Learning with technology is known as integrated learning system while learning from technology is known as constructivist environments. [21]

Traditional classroom learning is teacher-centred and technology in classroom learning is student-centred. [22]Traditional classroom learning focuses on mass instruction where one size fits all; technology in classroom learning focuses on mass customization to fit individual student and teacher needs. There is insufficient evidence to show that technology in the classroom learning will enable more learning compared to traditional classroom learning and alternative methods.

The common forms of technology used in classroom are projectors, desktops, laptops and mobile devices. Artificial Intelligence(AI) is the use of computers to complete the tasks that previously required mankind.[23] AI has already been applied in education in some places and is expected to be applied on a larger scale in the future educational models to fill the gaps in education system. There are three categories of AI software applications in education that are available today: personal tutors, intelligent support for collaborative learning, and intelligent virtual reality.

The development of technology has displayed various advantages of integrating technology in education such as increased equity of access, repeatability and transportability. [24] Previous empirical studies have revealed a total of 123 technology integration barriers in education. There are 6 main categories that hinder technology integration: resources, knowledge and skills, institutions, attitudes and beliefs, assessment, and subject culture. Of the six main barriers, 40% of the studies have identified resources as the primary barrier. [25]

There are four types of computer education in classrooms.

Bring your own device

In the BYOD environment, students bring their own digital device for educational purposes. BYOD allows school to reduce costs of supplying digital devices and allows students to use devices in which they are familiar with. [26]

Blended learning

Blended learning is “an education environment where teachers use digital technology in traditional or flipped classrooms on a regular basis”. It combines face-to-face learning environment with online learning environment. Blended learning is utilized to eliminate the weakness of fully online learning environment such as isolation.[27] There are a number of variables and aspects involved in determining the structure of a blended learning environment. Decisions made pertaining to the structure are made with respect to the goals and capabilities of the instructor, the students and the learning environment. [28]

Online learning

Online learning refers to distant education. The majority or all of the course content is delivered by the instructor to students online with no or limited face-to-face interaction and teaching.  [29]

Flipped learning

Flipped learning is a pedagogical model in which direct instruction moves from group learning space to individual learning space to allow instructors to focus on student engagement and active learning. [24]

See also

References

  1. ^ a b c d Pearson, John (2003-03-01). "Information and Communications Technologies and Teacher Education in Australia". Technology, Pedagogy and Education. 12 (1): 39–58. doi:10.1080/14759390300200145. ISSN 1475-939X.
  2. ^ a b c "https://sydney.primo.exlibrisgroup.com/discovery/fulldisplay?&context=L&vid=61USYD_INST:sydney&search_scope=MyInst_and_CI&tab=Everything&docid=alma991027972809705106". sydney.primo.exlibrisgroup.com. Retrieved 2020-11-18. {{cite web}}: External link in |title= (help)
  3. ^ "https://sydney.primo.exlibrisgroup.com/discovery/fulldisplay?&context=PC&vid=61USYD_INST:sydney&search_scope=MyInst_and_CI&tab=Everything&docid=informit872754833700468". sydney.primo.exlibrisgroup.com. Retrieved 2020-11-18. {{cite web}}: External link in |title= (help)
  4. ^ Sari, Eunice. "Go online and have a chat with your colleagues: a new image of teacher professional learning in Indonesia". Proceedings of Australian Computers in Education Conference (ACEC) 2012.
  5. ^ Chandler, Paul. "The impact of long-term ICT projects on student attitudes and capabilities". Australian Computers in Education Conference.
  6. ^ Gesthuizen, Roland; Chandler, Paul. "Conceptual Understandings of Novice Programmers". Australian Computers in Education Conference.
  7. ^ Redmond, Petrea. "Redefining education for the digital age: A snapshot of the state of play in three Queensland schools". 2014 Australian Computers in Education Conference.
  8. ^ McDougall, Anne; Barry McCrae. "From CEGV 1979 to ACEC2000: Australian computers in education conferences come of age". Australian Educational Computing. 15 (1): 3–6. Retrieved 11 April 2012.
  9. ^ Google Scholar. "Australian Computers in Education". Google. {{cite web}}: |last= has generic name (help)
  10. ^ Gillard, Julia. "Address To The Australian Computers In Education Conference". Dept of Education, Employment and Workplace Relations. Retrieved 11 April 2012.
  11. ^ Tatnall, Arthur; Davey, Bill (2004). Impagliazzo, John; Lee, John A. N. (eds.). "Streams in the History of Computer Education in Australia". History of Computing in Education. IFIP Advances in Information and Communication Technology. New York, NY: Springer US: 83–90. doi:10.1007/1-4020-8136-7_9. ISBN 978-1-4020-8136-1.
  12. ^ a b Fluck, Andrew E. (2001). "Some national and regional frameworks for integrating information and communication technology into school education". Journal of Educational Technology & Society. 4 (3): 145–152. ISSN 1176-3647.
  13. ^ "Technology education in Australia: Twenty years in retrospect", International Handbook of Technology Education, Brill | Sense, pp. 183–196, 2006-01-01, ISBN 978-90-8790-104-2, retrieved 2020-11-18
  14. ^ Williams, P. John (2000-05-01). "Design: The Only Methodology of Technology". Journal of Technology Education. 11 (2). doi:10.21061/jte.v11i2.a.4. ISSN 1045-1064.
  15. ^ Call, Kairen (2018-01-01). "Professional Teaching Standards: A Comparative Analysis of Their History, Implementation and Efficacy". Australian Journal of Teacher Education. 43 (3). doi:10.14221/ajte.2018v43n3.6. ISSN 1835-517X.
  16. ^ Leu, Jr., Donald J.; Kinzer, Charles K.; Coiro, Julie; Cammack, Dana W., "Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies", Theoretical Models and Processes of Reading, DE: International Reading Association, pp. 1570–1613, ISBN 0-87207-502-8, retrieved 2020-11-18
  17. ^ https://www.researchgate.net/publication/259338986_Utopia_or_Dystopia_-_A_critical_examination_of_the_Melbourne_Declaration
  18. ^ "Gillard reveals details of Gonski school funding". abc.net.au. 2013-04-14. Retrieved 2020-11-18.
  19. ^ "To lift Australian education, focus on teachers". The Sydney Morning Herald. 2013-01-20. Retrieved 2020-11-18.
  20. ^ a b c Sims, Roderick C. H. (1993). "Computer-Based Training and Education: An Australian Perspective". Educational Technology. 33 (9): 11–15. ISSN 0013-1962.
  21. ^ Moore, Kristen (2014-05-09). "The relationship between student engagement, teacher proficiency, and technology". Mount Royal Undergraduate Education Review. 1 (1). doi:10.29173/mruer116. ISSN 2368-0024.
  22. ^ "(PDF) E-learning environment compared to traditional classroom". ResearchGate. Retrieved 2020-11-18.
  23. ^ Zawacki-Richter, Olaf; Marín, Victoria I.; Bond, Melissa; Gouverneur, Franziska (2019-10-28). "Systematic review of research on artificial intelligence applications in higher education – where are the educators?". International Journal of Educational Technology in Higher Education. 16 (1): 39. doi:10.1186/s41239-019-0171-0. ISSN 2365-9440.{{cite journal}}: CS1 maint: unflagged free DOI (link)
  24. ^ a b Delgado, Adolph; Wardlow, Liane; O’Malley, Kimberly; McKnight, Katherine (2015-09-02). "Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms". Journal of Information Technology Education: Research. 14: 397–416. doi:10.28945/2298.
  25. ^ İZMİRLİ, Özden ŞAHİN; KIRMACI, Ömer (2017-11-30). "New Barriers to Technology Integration". Eurasian Journal of Educational Research. 17 (72): 1–1. doi:10.14689/ejer.2017.72.8. ISSN 1302-597X.
  26. ^ Kohne, Andreas; Ringleb, Sonja; Yücel, Cengizhan (2015), "Bring Your Own Device", Bring your own Device, Wiesbaden: Springer Fachmedien Wiesbaden, pp. 7–23, ISBN 978-3-658-03716-1, retrieved 2020-11-18
  27. ^ Rasheed, Rasheed Abubakar; Kamsin, Amirrudin; Abdullah, Nor Aniza (2020-01). "Challenges in the online component of blended learning: A systematic review". Computers & Education. 144: 103701. doi:10.1016/j.compedu.2019.103701. ISSN 0360-1315. {{cite journal}}: Check date values in: |date= (help)
  28. ^ https://www.researchgate.net/publication/267978240_Blended_Course_Design_A_Synthesis_of_Best_Practices
  29. ^ https://www.researchgate.net/profile/Randall_Osborne/publication/265292895_Journal_of_Online_Learning_and_Teaching/links/540764460cf2c48563b31563/Journal-of-Online-Learning-and-Teaching.pdf?origin=publication_detail

External links

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