Paper - Refereed

The notion of reusable, flexible, learning resources delivered digitally has for some years held appeal for educators and those involved in the design of learning environments (Ip & Morrison, 2001). The capacity to organise and structure learning materials in a manner which targets the specific learning needs of groups and individuals has been shown to optimise learning potential (BECTA, 2005), and increasingly the digital medium is being used to achieve this, through the development of niche software applications known as digital learning objects (DLOs).
A search of book publications revealed that few refer to Australian and New Zealand ICT initiatives in schools. Consequently, pre-service teachers and practising teachers in Australian Universities and schools are largely restricted to the study of initiatives undertaken elsewhere. Apart from some presence in Journals and Conference Proceedings, there is a silence in terms of telling Australian ICT stories in book publications.
Access to digital technologies and the World Wide Web is changing some learning activities that occur in classrooms. In a doctoral study of five beginning teachers in secondary schools it was found that the purpose and the learning that was occurring while using the digital technologies varied. A matrix was designed and applied to evaluate learning activities that use digital technologies. It was developed through consideration of current thinking about the nature of knowledge, creativity, learning theories for the digital age, and existing taxonomies.
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