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Advances in Information Technology (IT) and computer science have without a doubt had a significant impact on our daily lives. The past few decades have witnessed the advancement of IT enabled processes in generating actionable insights in various fields, encouraging research based applications of modern Data Science methods. Among many other fields, education research has also been adopting different analytical approaches to advance the state of education systems. Moreover, developments in software engineering and web-based applications have made collection of education data possible at large scales. This systematic review aims to explore the 21st century's state of the art applications of text mining methods used in the field of education. We analyse the metadata of all publications that use text mining or natural language processing in educational settings to report on the key themes of application of text mining methods in educational studies providing an overview of the current state of the art and the future directions for research and applications.

Little is known about the strategies elementary school students use to self-regulate their learning while in a hypermedia environment. This exploratory study investigated the self-regulatory strategies that young students (N = 48, M[subscript age] = 10.75) utilized while individually completing a 20-min online research task about space. Video data was coded using Azevedo et al.'s (2004) established coding scheme for analyzing self-regulatory behavior in hypermedia environments. Results showed that young students spent the majority of their time using cognitive strategies (M = 75.26%) to read and summarise information to complete the task. Little time was taken to plan (M = 6.99%) or monitor (M = 5.92%) their work or learning processes, which are key attributes of effective self-regulation. The study reveals the disparity between the ability to navigate within a hypermedia environment and utilizing planning and monitoring processes to enhance learning while using digital tools. This study highlights the need for the explicit teaching of planning and monitoring strategies in order for young students to develop the full range of self-regulation skills they need when using technology, for instance while learning from home during COVID-19. Implications for curriculum policy and teacher practice are discussed.

A longstanding area of disagreement among theological educators has been whether the holistic formational goals of theological education can be adequately addressed through non-face-to-face learning modes. This study explored student perceptions of how their experience of studying theology in an asynchronous online context contributed to their holistic formation. Student participants were enrolled in one or more of 22 new online units of study which were developed and offered over three cycles as part of larger design-based research project. The study, initiated and conducted prior to the COVID-19 pandemic, found a broad range of design elements contributed to five dimensions of student formation (theological understanding, personal dispositions, ministry dispositions, ministry skills, identity), suggesting that purposeful learning design can facilitate holistic student formation in online and distance learning contexts. Although this study examined learning design for holistic student formation in theological courses, the results may be of interest for other disciplines with similar holistic formational aims.

Researchers are increasingly exploring educational games in immersive virtual reality (IVR) environments to facilitate students' learning experiences. Mainly, the effect of IVR on learning outcomes has been the focus. However, far too little attention has been paid to the influence of game elements and IVR features on learners' perceived cognition. This study examined the relationship between game elements (challenge, goal clarity, and feedback) as pedagogical approach, features of IVR technology (immersion and interaction), and learners' perceived cognition (reflective thinking and comprehension). An experiment was conducted with 49 undergraduate students who played an IVR game-based application (iThinkSmart) containing mini games developed to facilitate learners' computational thinking competency. The study employed partial least squares structural equation modelling to investigate the effect of educational game elements and learning contents on learner's cognition. Findings show that goal clarity is the main predictor of learners' reflective thinking and comprehension in an educational game-based IVR application. It was also confirmed that immersion and interaction experience impact learner's comprehension. Notably, adequate learning content in terms of the organisation and relevance of the content contained in an IVR game-based application significantly moderate learners' reflective thinking and comprehension. The findings of this study have implications for educators and developers of IVR game-based intervention to facilitate learning in the higher education context. In particular, the implication of this study touches on the aspect of learners' cognitive factors that aim to produce 21st-century problem-solving skills through critical thinking.

The widespread move to online schooling during the COVID-19 crisis meant that parents played a significant role in educating their children. However, there is a paucity of research relating to parents' perceptions of online and remote learning designs. This study used multiple regression analyses and thematic analysis of parent survey responses during COVID-19 to examine which online tasks reduced parental stress and student difficulty, increased student autonomy and learning, and increased parental satisfaction. A key finding was that digital creativity tasks were related to lower levels of parental stress, lower student difficulty, greater student autonomy and greater parent satisfaction with school support. Parents also preferred more web-conferencing lessons and offline tactile activities, and less digital worksheets. These findings have implications for educator-parent collaboration and for remote learning broadly.

Post-graduate teacher recruitment schemes are designed to fulfil ongoing teaching shortages. However, despite the emphasis of technology integration in educational contexts, little research has examined the knowledge, skills and attitudes post-graduate pre-service teachers bring to teaching from a technology perspective. This paper presents findings from the final phase of an explanatory case study exploring the development of post-graduate pre-service teachers' technology integration beliefs and practice during a teacher education program at an Australian university. Semi-structured interviews were conducted with 17 post-graduate pre-service teachers after two professional (field) experiences. A social cognitive lens was applied to understand how technology integration beliefs and practice developed during this time. Results showed occupation-specific technology experience provided this group with a diversity of technology expertise, confidence using technology, resilience to overcome technical issues, and self-regulatory traits to learn new technology tools. Contributing personal factors influencing beliefs and practice included age, professional background, technology skills and technology self-efficacy beliefs. Initial practice revealed a predilection to integrate technology to supplement teacher-directed pedagogy. The shift towards technology integration to support student-centred pedagogy was dependent upon modelling and mentoring provisions offered by both teacher-educators and teacher-mentors during professional (field) experience placements. Other extrinsic factors, such as hardware provisions, Information Technology infrastructure, and school culture, were also instrumental in the conceptualization and realization of technology pedagogy. Recommendations include the necessity for post-graduate teacher education programs to recognise the untapped technology expertise this group may bring to teaching, and practical suggestions to support the development of meaningful technology integration epistemologies.

Although a large variety of methodologies, contexts and perspectives have been used to examine educational application of technology, there is a paucity of instruments that are designed to comprehensively evaluate the use of technology in education. This paper presents a Confirmatory Factor Analysis (CFA) of an instrument that incorporates eight key dimensions: learning, affective, behavioral, technology, design, pedagogy, presence/community, and institutional environment. These dimensions were derived from rigorous systematic literature review and field specialist validation processes. The model was then refined and empirically confirmed in this study by 1,352 participants undertaking a Coursera open online course. The results of applying the instrument, as well as qualitative feedback from participants, are shared to illustrate its breadth and utility. The final 28 item "Comprehensive Evaluation of Use of Technology in Education" instrument is provided in full to support consistent, holistic and robust evaluation and comparison of technology use across educational contexts.

Analysing pre-service teachers' learning design conversations in relation to Technological Pedagogical and Content Knowledge (TPACK) framework to understand their learning design practices has remained unexplored. This paper presents findings from a study of pre-service teachers' design discourses that identified how TPACK elements were used during their collaborative design of technology-enhanced lessons. Through thematic analysis of 81 design conversations in two cycles, it was found that pre-service teachers discussed design related issues, TPACK elements, and context in their design conversations with dominant references to design-related issues, substantial occurrences of single TPACK elements, and lower frequencies of integrated TPACK elements and context. Practical recommendations and a Design-TPACK or 'D-TPACK' framework were proposed to support pre-service teachers' learning design practices.

Computational thinking -- the ability to reformulate and solve problems in ways that can be undertaken by computers -- has been heralded as a foundational capability for the 21st Century. However, there are potentially different ways to conceptualise and measure computational thinking, for instance, as generalized problem solving capabilities or as applied practice during computer programming tasks, and there is little evidence to substantiate whether higher computational thinking capabilities using either of these measures result in better quality computer programs. This study examines the relationship between different forms of computational thinking and two different measures of programming quality for a group of 37 pairs of pre-service teachers. General computational thinking capabilities were measured using Bebras tests, while applied computational thinking processes were measured using a Computational Thinking Behavioural Scheme. The quality of computer programs was measured using a qualitative rubric, and programs were also assessed using the "Dr Scratch" auto-grading platform. The Test of Nonverbal Intelligence (3rd edition, TONI-3) was used to test for confounding effects. While significant correlations between both measures of computational thinking and program quality were detected, regression analysis revealed that only applied computational thinking processes significantly predicted program quality (general computational thinking capability and non-verbal intelligence were not significant predictors). The results highlight the importance of students developing applied computational thinking procedural capabilities more than generalized computational thinking capabilities in order to improve the quality of their computer programs.

Background: There is a lack of critical or empirical work interrogating the nature and purpose of evaluating technology use in education. Objectives: In this study, we examine the values underpinning the evaluation of technology use in education through field specialist perceptions. The study also poses critical reflections about the rigour of evaluation instruments development in the educational technology field. Method: A total of 48 domain specialists were surveyed to investigate the face and content validity of 39 items under eight constructs, with both qualitative and quantitative data from the survey analysed. Results: There was an alignment between the constructs that the specialists felt were important and the constructs that have typically been the focus of empirical studies, with field specialists indicating high relevance scores for technology (M = 3.24/4), learning outcomes (M = 3.20/4), affective elements (M = 3.19/4), behaviour (M = 3.15/4), presence/community (M = 3.07/4), teaching/pedagogy (M = 3.01/4), design (M = 2.96/4), and institutional environment (M = 2.86/4). Only a minority of other studies were found to perform face and content validity checks and even then only with small samples of respondents (usually n [less than or equal to] 5). Implications: Specialists in educational technology research confirm that all eight dimensions are important to consider when evaluating the use of technology in education. Thorough face and content validity processes should be adopted when developing educational technology evaluation instruments. Further work has validated an eight factor 28 item instrument for evaluating the use of technology in education using a large sample of students from a global open learning online course.

Background: Screen-sharing technologies enable applications such as screen mirroring, video streaming and instant messaging across multiple device screens. Despite their increasing use in many contemporary classrooms, there is a paucity of research directly examining pedagogical benefits and issues of these technologies. Objectives: This study investigated the influence of screen-sharing technologies on teachers' practices, highlighting pedagogical benefits and issues encountered. Methods: The paper drew on a sample of 321 K-12 teachers and utilised principal components analysis, descriptive statistics and inductive coding. Results and Conclusions: Teachers reported greater mobility, increased ease of content sharing and deeper learner cognition as attributes of improved learning and teaching with the technologies. However, a minority highlighted technical issues such as network and hardware problems affecting their confidence. Despite increased mobility as an affordance, teachers' perceptions about mobility largely appeared to be predicated on assumptions that the technologies were intended for didactic instruction. Takeaways: The study contributes to a more nuanced understanding of screen-sharing affordances while underscoring learner-led screensharing as a focus for future research and practice.

Makerspaces are recent additions to schools and have been promoted as a means of developing STEM knowledge and skills. According to literature, the practical nature of making supports deeper engagement with STEM concepts and enhances development of STEM capabilities such as creativity, critical thinking, problem solving and collaboration. However, to date, limited empirical work has been completed investigating STEM learning in school makerspaces. This article reports outcomes from a study of 24 classroom makerspaces, where 5-8-year olds used 3D printing technology to design and develop artefacts responding to different problems, needs and opportunities. Findings were mixed, with evidence supporting makerspaces as effective for STEM skill and disposition development but more limited in their capacity to build STEM knowledge, unless this was explicitly identified and targeted by teachers. This paper questions assumptions about makerspaces as implicitly effective for STEM knowledge-building, arguing that teachers must specifically target conceptual outcomes in planning and teaching if makerspaces are to be effective for this purpose. Also, findings suggest the need to rethink how makerspaces contribute to holistic STEM literacy development, moving beyond current perspectives focused on learning "about" STEM, to one where makerspaces are viewed as "epistemic environments" beneficial to knowledge-building, "of" STEM. Findings will be of value to educators considering makerspaces as a component of STEM curriculum and infrastructure development.

Despite the proliferation of multimedia devices in elementary classrooms, there is limited research examining teacher-created video instruction, particularly regarding its effect on academic growth and engagement. This study investigated the effect of teacher-created computer-based video instruction (CBVI) using iPads on students' academic, behavioural and affective learning in elementary classrooms. The study used a repeated-measures design with counterbalancing to measure the effects of CBVI during mathematics lessons on student achievement scores, time on-task and attitudes towards learning. Three year three classes (n = 49) completed three lessons, each using a different mode of instruction: CBVI created by the class teacher, CBVI created by a stranger, and a traditional live lesson delivered by the class teacher. Results were analysed using a Linear Mixed Model. No significant growth in performance was detected during video instruction, however a significant growth result was achieved for the traditional live teaching mode (p < 0.001), possibly attributable to the longer duration of experimental session. Behavioural engagement was considerably higher during CBVI lessons than live lessons and students preferred their teacher's voice during CBVI. Three teachers were interviewed to examine how CBVI affected teaching and learning, with two main themes emerging: (1) positive impacts of CBVI upon students; and (2) positive impacts on teacher wellbeing. This research indicates benefits for students and teachers when using teacher-created CBVI. Further research is needed to better understand the factors that influence cognitive development of students using CBVI and to also further explore the effect of CBVI on teacher wellbeing.

The idea of computational thinking as skills and universal competence which every child should possess emerged last decade and has been gaining traction ever since. This raises a number of questions, including how to integrate computational thinking into the curriculum, whether teachers have computational thinking pedagogical capabilities to teach children, and the important professional development and training areas for teachers. The aim of this paper is to address the strategic issues by illustrating a series of computational thinking workshops for Foundation to Year 8 teachers held at an Australian university. Data indicated that teachers' computational thinking understanding, pedagogical capabilities, technological know-how and confidence can be improved in a relatively short period of time through targeted professional learning.

Studies continue to highlight the value career-change teachers bring to teaching. Yet, little research has investigated the incumbent technology skills and beliefs of this cohort, and how these skills impact their future teaching practice. This article presents the results from a mixed-method explanatory case study investigating this phenomenon. Semi-structured interviews were conducted with 19 career-change pre-service teachers enrolled in a graduate-entry initial teacher education (ITE) course. The principles of reciprocal determinism were applied to findings to understand how environmental factors affect technology pedagogy beliefs and practice. Analysis revealed experiences within previous workplaces endowed career-changers with expertise mastering occupation-specific technology. Metacognitive capabilities fostered from omnipresent technological change within prior workplace environments supported technology integration during Professional Experience. Influencing the technology pedagogy beliefs and practice of this cohort were inconsistent mentoring and mastery opportunities during ITE, and IT infrastructure issues during Professional Experience placements that buoyed disenfranchised school cultures.

Research Findings: This study was undertaken to investigate learning processes and outcomes from using 3D design and printing technologies with children aged 5-8 years, in three schools in a metropolitan city in Australia. Data were collected from five sources (teacher interviews, surveys, journals; student interviews; and iPad screen recordings) and analyzed to identify themes responding to the question: What is the nature of students' learning and learning processes in technology-enhanced Makerspaces? Findings report the perspectives of teachers and students, supplemented by screen recordings from the iPads. Students were found to have significant engagement in learning through involvement in these technology-enhanced Makerspaces, and to have developed skills and understanding in a number of areas including: digital technical proficiency, design thinking, problem solving, critical thinking, collaboration, and communication. Findings are conceptualized using a research-informed Maker Literacies Framework, to better understand the nature of students' learning and work processes while engaged in these environments. Practice or Policy: Findings imply that Makerspaces with 3D design and printing could be used to promote young children's STEM literacies although teachers need to be mindful of the need to explicitly plan for and teach important STEM concepts, if learning in these disciplines is a goal.

The Larnaca Declaration on Learning Design arose from a 2012 meeting of experts in Larnaca, Cyprus who sought to provide a new theoretical foundation for the field of Learning Design, based on a synthesis of research and practice in the field to date. It begins by acknowledging the vast benefits that would arise from wider sharing of effective teaching practices, and it uses an analogy from the history of music notation to identify the need for a representational framework for describing teaching and learning ideas. It provides a range of examples of learning designs and different representational systems to illustrate the need for a "Learning Design Framework" (LD-F). It then acknowledges the wider educational context and its impact on design decisions by educators, and provides a "Learning Design Conceptual Map" (LD-CM) to identify contextual components and their interactions in design decisions. It concludes by discussing the philosophical and practical challenges of identifying and sharing effective teaching and learning ideas under the heading "Learning Design Practice" (LD-P).

Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on preemptive learning design thinking. Based on a three-semester design-based research study this paper explores how adaptive learning design can be used to provide learning environments that enable more effective collaboration and representation of information. The analysis culminates in a framework for adaptive learning design of a web-conferencing environment that depends on the type of knowledge being represented and the nature of interaction anticipated. Heuristics for adaptive learning design in synchronous multimodal environments are presented, and the potential role of students as co-designers is also discussed.

The recent interest in the use of Immersive Virtual Reality (IVR) in education seems to correspond with the increased affordability, accessibility and functionality of IVR hardware and software. IVR has the potential to enhance immersion, improve spatial capabilities, promote empathy, increase motivation and possibly improve learning outcomes. However, the extent to which teachers capitalise on these potentials in the future depends their perceptions of IVR and their behavioural intentions to use it. Accordingly, this study aimed to identify relevant factors and influences relating to preservice teachers' behavioural intention to use IVR, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. Confirmatory factor analysis revealed that UTAUT2 provided a suitable model to describe preservice teachers' perceptions of IVR on all dimensions (performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, habit and behavioural intention), with hedonic motivation receiving the highest scores and habit scoring the lowest. Interview responses revealed the reasons for the substantial variation in preservice teacher perceptions, which depended on a range of external- ("first-order"), internal- ("second-order") and design ("third-order")-related issues. Implications for schools, educational leaders and teacher education are discussed.

Because the educational technology research literature is so broad, it is difficult for researchers to acquire an accurate sense of the issues and trends across the entire field. There has not been any recent effort to synthesize or critically analyse the systematic reviews in the area of educational technology. This study analysed 73 systematic literature reviews, including meta-analyses, focused on the evaluation of technology in educational contexts, in order to holistically understand the impact of learning technology use across different aspects of evaluation. Among these reviews, the most common theme examined was learning outcomes (89%), followed by affective elements (45%), behaviours (25%), technological elements (21%) and teaching/pedagogical aspects (19%). Most of the reviews found that the use of technology improved learning outcomes and affective perceptions. Approaches involving interaction, gamification, constructivism, student-centred learning and feedback were most effective. The analysis highlighted the need for more reviews focusing on multiple aspects of learning technology evaluation, on school level education and on the use of technology in naturalistic (non-interventional) settings. Critical reflections are also cast on the methods used to conduct systematic reviews in the educational technology field.

In recent years, arguments have signalled the value of STEM education for building discipline knowledge and an array of capabilities, skills and dispositions, aligned with the needs of young people functioning productively and ethically in dynamic, complex and challenging future work, social and political environments. This combination has been termed "STEM literacy" and positioned as a desired outcome from STEM education programs. However, knowledge is limited on ways this can be developed in K-12 schools. This article introduces a framework that conceptualises the integrated nature of the characteristics of STEM education. It identifies and maps key characteristics of STEM education, recognising different entry points, curriculum designs and pedagogical strategies for school programs. The framework provides practical guidance for planning and implementing STEM education in schools.

Career-change pre-service teachers appear to offer more to teaching due to the knowledge, experiences and mindset garnered from previous vocations. How these experiences contribute to this cohort's technology pedagogy is not well understood. This explanatory case study applied a social cognitive lens to investigate how incumbent technological capabilities, teacher-training and Professional (field) Experience affect career-change pre-service teachers technology integration beliefs and practice. Narratives from semi-structured interviews with 19 career-change pre-service teachers enrolled in graduate-entry teacher-training courses at an Australian university were analysed using a hybrid of deductive and inductive thematic approaches. Technology confidence was linked to previous technological mastery, with associations between curriculum and occupation-specific technology apparent. Past experiences fostered resilience and self-regulation, facilitating second-order control supporting technology integration during Professional Experience. Transmission-oriented pedagogy was buoyed by preconceived beliefs, content knowledge insecurities, and limited mastery and modelling of effective technology during teacher-training. The findings from this study highlight the current deficiencies in graduate-entry teacher education programs from a technological and pedagogical perspective.

This paper will focus on children's views on their making and design capabilities. There is a paucity of research investigating learning in makerspaces particularly for younger children. Theoretical ideas based on constructionism (Papert), Vygotsky (socio-constructivism) and Dewey's pragmatic, inquiry based and reflective learning underpin this study. Fourteen group interviews were conducted with 34 young children (five to eight years old). Their responses were inductively and thematically analysed. Children provided rich insights into new pedagogical approaches, like makerspaces, and identified challenges with the use of the digital tools (3D App and 3D printers). Children enjoyed directing their own learning and viewed their experiences as creative. This research will advance knowledge on how makerspaces and design thinking skills can be integrated in early childhood and early primary education.

Makerspaces have been heralded as an effective way to support the development of 21st Century and STEM capabilities, yet there is a paucity of systematic, multiple-case analysis to guide educator and researcher practice. This collective case study examined 24 primary school classroom contexts to understand what supports and constrains learning and teaching in technology-oriented makerspaces. Thematic analysis of 24 teacher in-situ reflective journals and focus group interviews of all teacher participants revealed 19 supports and 11 constraints, relating to pedagogy, task design, learner attributes, technological factors, the school environment, and teacher capabilities and beliefs. These were used to form an evidence-based framework for learning and teaching in makerspaces. Findings are discussed in relation to previous research which has tended to be anecdotal and based on single cases. Implications for future teaching, research and policy initiatives are also detailed.

We report the development of preservice teachers' oral presentation performance based on a technology-mediated video reflection system. Participants video-recorded oral presentations and uploaded them to an online blog to view and reflect on their performance and that of their peers. Four presentations by forty-one participants were analysed using a range of criteria based on what we call the Modes of Communication (voice, body-language, words and alignment between them) and the Constructed Impression of the communication acts (confidence, clarity, engagement and appropriateness). Results indicate a significant improvement across all criteria with a decreased rate of improvement for later iterations.

Technology-enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being under-theorised. This paper draws together areas of research and theory that have previously been somewhat separately treated, to support the integrated analysis and research of situations where technology mediates learning. First, key areas of research and theory relating to technology-mediated learning are introduced, along with their associated conceptual underpinnings and assumptions, in terms of premises. These areas are then explained with relation to one another regarding how they can be used to holistically understand learning in contexts where technology mediates learning. The implications of the theoretical concepts are discussed in terms of the future conduct of technology-mediated learning research, as well as the scope and conditions under which the theorisations apply.

Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers' confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers' confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology-mediated maker-based learning.

This research study explores the relationship between the socio-cognitive concept of mindfulness and university educators' learning design conceptualisations. The multi-method research strategy utilises a concept-mapping exercise to reveal learning designer mental models for comparison with Langer Mindfulness Scale scores and critical event interviews to further illuminate the conceptualisations and factors that impact educators' thinking when designing online units. Research participants were asked to create a concept map of their learning design and to be mindful of concepts incorporated into a Graduate Certificate of Tertiary Education. The analysis highlights some congruence between educators' mindfulness dimensions and their learning design conceptual frameworks. The mindfulness scores appear to indicate a propensity to be more mindful in designing curriculum, as indicated by participant concept maps, yet not necessarily towards the adaptive use of technology or learner/activity-based pedagogies. The authors suggest metacognitive strategies to encourage learning design reconceptualisation.

A research-based understanding of how to develop and assess classroom presentation skills is vital for the effective development of pre-service teacher communication capabilities. This paper identifies and compares two different models of assessing pre-service teachers' presentation performance--one based on the Modes of Communication (voice, body language, words, and alignment between those elements) and another based on features of the Constructed Impression of the communication acts (confidence, clarity, engagement and appropriateness). The Modes of Communication and the Constructed Impression of 164 pre-service teacher presentations were rated. The Constructed Impression model provided a better fit to data, while averaging of Modes of Communication elements offered more accurate prediction of overall score. All elements in both models made a significant contribution to the overall perception of communication performance. The study also reports on the relative contribution of voice, body language, words and alignment to the perceived confidence, clarity, engagement and appropriateness of the pre-service teacher presentations. Implications for developing pre-service teachers' presentation capabilities are also discussed. (Contains 6 tables.)

This paper examines teacher responsiveness to an ability approach of within-class curriculum differentiation using technology. Teachers were guided through a series of four workshops designed to enhance their capacity to differentiate the curriculum using Web 2.0 technologies and Student Response Systems. Anderson & Krathwohl's (2001) Taxonomy of Learning, Teaching and Assessing was used as a framework for the within-class ability differentiation. As a result of the project there was a discernible focusing of teachers' conceptualisations of differentiation and its value. There were also improvements in teachers' self-reported ability to differentiate the curriculum, ability to integrate technology into the classroom, and enjoyment of using technology. Considerable variance in teachers' capacity to differentiate according to student ability using technology was observed, indicating that a differentiated approach to supporting teachers' development in this area may be required.

There is increasing social and political pressure to prepare teachers of the future with strong technology-enhanced learning design capabilities, yet little is known about how teachers in training actually go about technology-enhanced learning design processes. This study involved an in-depth analysis of three groups of three pre-service teachers as they completed a five-week collaborative technology-enhanced learning design project. Recordings of all in-class group discussions and out-of-class use of social media were analysed in order to understand the focus of the novice teachers' technology-enhanced learning design processes. Post-project interviews were also conducted to determine the reasons for the novice teachers' design approaches, and to better understand what constrained and supported their design efforts. A key finding of the study was that, despite the intentions of the pre-service teacher education program, participants rarely mentioned or thought about pedagogy during their collaborative design activities. In addition, tutor support, technological capabilities and group collaboration were identified as strongly influencing the technology-enhanced learning design process. The implications of the study are discussed in terms of furthering the capabilities of novice teachers as designers of TEL interventions.

Numerous models have been developed to help teachers efficiently and effectively design learning opportunities using new and emerging technologies. However, the literature to date makes little reference to the variation that exists within the models and frameworks as far as their scope, context, epistemological and pedagogical underpinnings and so on. In this paper, we critically contrast models of technology-enhanced learning design in order to support educator selection of models, as well as to derive an overarching understanding of how learning design models may differ ontologically. A total of 21 models were selected from a systematic search of the technology-enhanced learning design research literature. Findings indicated that technology-enhanced learning design models can be differentiated according to whether they constitute a conceptual framework or a procedural method, their epistemological and pedagogical underpinnings, the level of granularity of the model, the extent to which contextual elements are considered, whether interactions between teachers and students are integral, whether guidance for selecting technologies is included and whether any sort of evaluation of the model has been conducted. The utility of each of these dimensions in terms of supporting technology-enhanced learning design is considered, and the value more broadly of learning design models is critically discussed.

This article presents the outcomes of a pilot study investigating factors that supported and constrained collaborative learning in a blended reality environment. Pre-service teachers at an Australian university took part in a hybrid tutorial lesson involving a mixture of students who were co-located in the same face-to-face (F2F) classroom along with others who were participating remotely via their avatars in a three-dimensional virtual world. Video and sound recording equipment captured activity in the classroom, which was streamed live into the virtual world so the remote participants could see and hear their instructor and F2F peers; the in-world activity was also simultaneously displayed on a projector screen, with the audio broadcast via speakers, for the benefit of the F2F participants. While technical issues constrained communication and learning in some instances, the majority of remote and F2F participants felt the blended reality environment supported effective communication, collaboration and co-presence. Qualitative analysis of participant evaluations revealed a number of pedagogical, technological and logistical factors that supported and constrained learning. The article concludes with a detailed discussion of present and future implications of blended reality collaborative environments for learning and teaching as well as recommendations for educators looking to design and deliver their own blended reality lessons.

Teacher professional learning workshops have been frequently used to prepare in-service and pre-service teachers for effective use of technology in education. Evaluation of these workshops is crucial to identify the effectiveness of these programmes in terms of improving teaching skills, increasing knowledge, changing attitudes, and developing capabilities which support the achievement of student learning outcomes. Multiple approaches for evaluating professional development programmes have been developed, though each with different emphases and theoretical positioning. In this systematic review, 41 research-oriented teacher professional development workshops on technology use were critically analysed to understand how such workshops are evaluated. This study examines content evaluation, instrument types, and common professional development frameworks in teacher professional development workshops and reports on their usage and alignment. Based on the findings, the majority of papers in the systematic review did not deploy comprehensive professional development evaluation models to assess teacher professional development workshops. The majority of studies did not report on the use of established instruments for the purposes of data collection. It was further observed that the majority of these studies did not attempt to evaluate different dimensions of teacher change or different dimensions related to evaluation. [ABSTRACT FROM AUTHOR]

It is well‐established that being a self‐regulated learner is beneficial academically, motivationally and is considered essential for productive life‐long learning. Despite this, there is limited evidence examining how different measures of self‐regulation for learning (SRL) relate to task performance for young students learning in digital contexts. This study investigated the relationships between different measures of SRL of elementary school students (N = 48, Mage = 10.75) while using a computer‐based learning environment, and their association with task performance and teacher rating of student SRL ability. Results confirmed the most effective measure of SRL, in terms of its relationship with, and predictability of task performance, was a self‐report written response, whereby students identified and explained known SRL strategies, such as how to plan, monitor or complete their work. Teacher ratings of their students' metacognitive capability were significantly correlated with task performance and with two self‐report instruments: the Junior Metacognitive Awareness Inventory and the SRL written response. Associations between actual observed self‐regulation behaviours in a computer‐based learning environment, using Azevedo et al.'s coding framework and how students self‐reported their knowledge and understanding about SRL, were weak. Observations of young students' SRL behaviours in computer‐based learning environments were not significantly related to task performance. Better understanding of these relationships will help educators and researchers to know where they should focus their attention in terms of developing elementary school students' self‐regulatory capabilities in digital contexts, as well as the reliability of self‐report measures of SRL as relative to observations of self‐regulation and task performance. Implications for teacher practice are also discussed. Practitioner notesWhat is already known about this topic Students need to use self‐regulation for learning (SRL) strategies in digital contexts.Self‐regulation strategies need to be explicitly taught to students as they are not guaranteed to become automatically acquired.Being a self‐regulated learner leads to improved academic performance, engagement and motivation.What this paper adds Empirical evidence addressing the associations and patterns between various measures of SRL for young students learning in digital environments.Student self‐report explanations of known SRL strategies was the only significant predictor of student task performance.Coding of young students' SRL behaviours in digital environments do not relate well to task performance.Implications for practice and/or policy Understanding the associations between young students' self‐report of SRL and how this relates to their actual SRL behaviour while using digital technology is critical to supporting student learning and success.Learning to better articulate self‐regulation strategies may result in greater consciousness and application of self‐regulation strategies in digital contexts, which in turn could improve task performance.Eliciting explanations from students about SRL strategies may be more informative and expedient than conducting and analysing individual observations in digital contexts, to determine the general self‐regulatory knowledge and understanding of young students. [ABSTRACT FROM AUTHOR]

This paper presents the methods and outcomes of a typological analysis of Web 2.0 technologies. A comprehensive review incorporating over 2000 links led to identification of over 200 Web 2.0 technologies that were suitable for learning and teaching purposes. The typological analysis involved development of relevant Web 2.0 dimensions, grouping cases according to observed regularities and construction of types based on meaningful relationships. Characterisation of the constructed types incorporated descriptions based on attributes, examples of representative instances and typical pedagogical use cases. The analysis resulted in a typology of 37 types of Web 2.0 technologies that were arranged into 14 clusters. Results of this study imply that educators typically have a narrow conception of Web 2.0 technologies and there is a wide array of Web 2.0 tools and approaches yet to be fully harnessed by learning designers and educational researchers.

I present and critically examine Dan Zahavi's view that minimal selfhood and self‐awareness per se do not have a social character. I argue that Zahavi's conception of the minimal self as fundamentally asocial makes it hard to comprehend the unity of the self and that it is partly the result of an overly narrow conception of what it might mean for the self to be social. [ABSTRACT FROM AUTHOR]