Paper - Refereed

This paper describes a developmental model that can be used to evaluate and guide teacher reflection and progress along a continuum in order to maximise the potential learning benefits afforded by interactive whiteboards. The model was developed using classroom observations and semi-structured interviews with eight teachers over a period of eighteen months in one South Australian primary school.
Social computing tools can allow students at a distance to interact more easily, this paper reports on a research project which evaluated the use of social computing tools, to facilitate the teaching of senior years Physics in a South Australian regional school. This case study was part of SiMERR National sponsored project promoting the use of social computing in schools. The tools used in this case study were shared interactive whiteboards and voice conferencing. The paper first describes the school context, the process used and the challenges that the teacher and students faced.
It has often been argued that the use of ICTs in schools will lead to change in the learning environment. This paper reports on a case study in a remote geographically dispersed multi-campus South Australian R-12 school where teachers were provided with laptops to use in their professional practice. The laptop project was one element in a whole school restructure. The case study revealed that there were other critical factors in the ICT school environment which, when combined with the laptops resulted in significant change.
What does it take to successfully implement web 2.0 activities in the classroom? What are the benefits of doing so? This paper reports on a project where pre-service teachers, with skills using web 2.0 technologies, researched the impact and effectiveness of blogging and podcasting the classroom. Blogging has gained much attention in popular, professional and academic publications. This project investigated the effects that a teacher initiated blog had on the competition rate and quality of set homework tasks.
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