New Ideas for Teaching and Learning: A Showcase Day
Monday 26th September 2011 | University of Wollongong

On Monday 26th September 2011, IERI, in collaboration with the Australian College of Educators, hosted the first inaugural 'Showcase Day: New Ideas for Teaching and Learning' for teachers at the University of Wollongong. The Assistant Director of National Programs for the NSW Board of Studies, Mr Howard Kennedy, delivered a keynote address on the implementation of the new Australian curriculum in NSW during the morning session of this full-day free event. This was followed by a selection of seminars for teachers, highlighting the latest advances in research and innovative classroom applications. The afternoon session provided four hands-on workshops to choose from with new research ideas for teaching practice. IERI researchers and educators presented cutting-edge research sessions to the participants. One hundred and six delegates, including NSW Catholic and Independent schools classroom teachers, Department of Education and Communities executives, principals and postgraduate students and 34 presenters participated. Most delegates were from the Illawarra and South Coast region, south western Sydney and rural NSW.  Check out the WIN News feature here. 

We would like to thank each and every one of our presenters and delegates for making the day a resounding success.  For those who were unable to attend, would like to revisit particular presentations from the day or are interested in learning more about these events, recaps of the day's events are provided below.

Keynote Address

The Assistant Director of National Programs for the NSW Board of Studies, Mr Howard Kennedy, delivered a keynote address on the implementation of the new Australian curriculum in NSW.

Seminars: In Depth

Dr Sarah Howard: 'Are they using the laptops?: Early findings from the evaluation of the Digital Education Revolution in NSW' (see the powerpoint slides here)

Research has suggested that one-to-one computing programs increase students’ motivation and engagement in learning. To take advantage of this benefit, students and teachers need to be using the laptops. We are currently evaluating the impact of the one-to-one laptop program running in NSW, which is part of the Digital Education Revolution (DER). The evaluation is being conducted from 2010 to the end of 2012. The evaluation asks if teachers and students are using these tools or not, how laptops are being used and what the implications are of this use. The discussion will include analysis from the 2010 student and teacher questionnaires, as well as four school case studies. Early findings from the 2010 data collection suggest possible trends in teachers’ pedagogical change and changes in student engagement and learning that have been impacted by the laptop program. These implications will be discussed, as well as the future directions of the evaluation through 2011 and 2012.

Dr Sarah Howard is a lecturer in ICT and Education at the University of Wollongong. Her research interests focus on technology-related educational change. Specifically, how teachers in different educational contexts understand technology integration in curriculum and teaching practice, and how these beliefs are related to school and disciplinary culture. Currently, she works with the NSW Department of Education and Communities (DEC) to evaluate the Digital Education Revolution in secondary schools across NSW (2010-2012). In addition to working with NSW DEC, she collaborate with academics to conduct school-based research on technology integration in the United States, South Africa and France.

Irina Verenikina, Lisa Kervin & Jessica Mantei: 'Digital games and the imaginative play of young children'

While there has been an ongoing debate on how (and whether) the digital technologies can fit in the lives of young children, the use of computers and other digital devices such as iPhones, iPads and game consoles is rapidly becoming a reality.  The arguments for and against the use of digital technologies in education and entertainment of young children are concerned with the quality of children's experiences with digital technologies and the value of such experiences for their physical, cognitive and socio-emotional development (Alliance for Childhood, 2010). While the technologies are used for a variety of activities, in these early childhood years the use of computers for playing games is the “most common activity”. Over the past decade, there has been an increasing body of research into digital games and play in a range of age groups, however, very little research  "focuses specifically on digital games and young children"  (Lieberman, Fisk & Biely, 2009, p.300). This is particularly surprising as spontaneous play in young children is traditionally regarded as the most significant, ‘learning’ activity of the early childhood years (Bodrova & Leong, 2007; Vygotsky, 1967). The research presented in this workshop will examine the theoretical basis for digital play by researching and applying the theories of play (established in conventional play settings) to children’s use of games in their home settings.

Irina Verenikina is a senior lecturer and Director of Postgraduate Teaching in the Faculty of Education, UOW. She lectures in the area of Educational and Developmental Psychology. Irina’s current research interests include the application of Socio-Cultural, Vygotskian psychology and Activity Theory to teaching and learning, as well as to the effective use of information technologies for education and work organisations. Lisa Kervin is a senior lecturer in the Faculty of Education at the University of Wollongong. She has worked as a teacher, teaching from Kindergarten to Grade Six. She is currently the NSW Director of the Australian Literacy Educators’ Association. Her research interests are related to the literacy development of children, the use of technology to support student learning and teacher professional development. Jessica Mantei lectures in the Faculty of Education at the University of Wollongong.  An experienced primary teacher, Jessica has taught Kindergarten to Year 6 and Reading Recovery.  She is currently the President of the South Coast NSW local branch of the Australian Literacy Educators’ Association.  Jessica’s research interests include teacher professional identity, children’s literature and home and school literacies.

Nicoli Humphry: 'Different speaking, different practice'

When we speak about certain young people, particular types of language are drawn on in traditional mainstream education settings.  These ways of speaking closely inform the ways in which educational practice plays out within both classroom and whole school contexts.  This presentation draws on research that has been conducted in Australia and the US within unconventional schools who work with some of our most disadvantaged young people.  Firstly I will explore the dominant discourse accessed within mainstream settings about these particular young people.  I will then suggest alternative ways of speaking – linking these to the educational practices employed around these young people which allows them access to education.

Nicoli Humphry has over 20 years teaching experience in primary, middle school and high school settings.  She is currently completing a PhD at the University of Wollongong while working in the Faculty of Education.  Her PhD work has focused on the successful education of some of our most disadvantaged young people both in Australia and in the US.  She has a special interest in the ways in which issues of disadvantage and social justice is addressed within educational contexts, drawing on a critical sociological framework.

Dean Dudley: 'How is time spent in PE lessons and how does it change during secondary school?'

This study examined participation in physical education (PE) classes among junior secondary school students. Additionally, contextual information on each lesson and teacher interaction with the students during PE was investigated.  Six NSW government schools in south-western Sydney were recruited to participate in the Physical Activity in Linguistically Diverse Communities (PALDC) program. Within each school, each class was observed on randomly allocated dates over a six-month period at baseline and three-month period at follow-up. A total of 81 PE lessons were observed at baseline and 51 at follow-up. Physical activity level (categorised as lying, sitting, standing, walking, or vigorous), contextual information (time spent in management, knowledge instruction, fitness training, skill practice, game play or other) and teacher interaction regarding promotion of physical activity or no physical activity were measured.

Dean Dudley is a Lecturer of Health and Physical Education at Charles Sturt University. He is a former (head) teacher of Personal Development, Health, and Physical Education in western Sydney high schools.  Dean frequently delivers workshops to schools and the Department of Education and Communities on effective PE pedagogy and student leadership. His research interests include collecting evidence to inform the policy, pedagogy, and practice of physical education (PE) in schools and the metacognitive assessment of student learning during PE.

Wendy Nielsen & Alex Miller: 'A case study of science teachers' response to laptop ubiquity'

Since the introduction of laptop computers across Australia for all Year 9 students, teachers have scrambled to make meaningful use of the learning potential represented by the introduction. The presentation describes a one-year case study with two highly qualified and experienced high school science teachers, considering their efforts to implement laptop computers in Year 9 and Year 10 science programs. The study shows that these teachers are committed to developing and delivering technology-rich lessons and furthering the potential represented by the computers in terms of engaging “21st century learners.” They are, however, faced with challenges that represent significant barriers to developing the learning potential. These include: 1) student reluctance to engage with the computers as a learning tool amid generally low levels of cognitive engagement; 2) unanticipated changes to classroom management due to laptop introduction; and, 3) classroom and school connectivity along with computer durability and discontinuous technical support.  From these teachers’ experience, we offer advice and suggestions about the on-going transition from “before laptops” to “after laptops.

Dr. Wendy S. Nielsen is a science educator who works in the Primary Bachelor of Education and Graduate Diploma programs at the University of Wollongong. Her research interests include complexity science perspectives in teacher learning, education of teacher educators, professional learning communities, metacognition in group learning contexts and using technology in the teaching and learning of science.  K. Alex Miller is a Doctoral Candidate in the Faculty of Education at the University of Wollongong. Her research interests include ensemble conducting, ensemble conducting pedagogy, music performance, psychology relating to music, and performance anxiety.

Pauline Jones, Bev Derewianka & Honglin Chen: 'Knowledge about language in the English Classroom'

We will be presenting our observations as students and teachers come to grips with the Australian English Curriculum. In particular we will look at the teaching of grammar from the Knowledge about Language strand of the curriculum. We will start by looking at the new curriculum itself and its challenges for primary and secondary teachers. We will share some pertinent data from current research projects in which we are working with teachers and consultants to understand how the new curriculum will sit alongside their existing practices.  Throughout our presentation, key points will be illustrated by reference to actual classroom strategies, examples and resources.

Pauline Jones is senior lecturer in Language Education. Her research interests include classroom discourse, educational linguistics and English curriculum.  She works regularly with teachers and consultants as they recontextualise curriculum for learners from a range of backgrounds.  Beverly Derewianka is Professor of Language Education. Her research interests include curriculum development, teachers’ knowledge about language, and functional grammar.  She has had considerable involvement in the development of the Australian Curriculum: English.  Honglin Chen is a Senior Lecturer in TESOL and Language Education. She has extensive teaching and research experience in second language learning and development, second language teaching methodology, curriculum development, materials development and technology in second language teaching, and language and literacy education in the preparations of teachers to work with culturally and linguistically diverse students.

Garry Hoban & Alyce Shepherd: 'Engaging students in content and storytelling with "Slowmation" (student-generated animations)

Slowmation (abbreviated from Slow Animation) is a simplified way for school students to create their own narrated stop-motion animation to explain a concept or tell a story. This new teaching approach, which can be used in any subject, has been in development for the last 6 years and has won several international awards for innovative use of technology. It is a new and engaging way to learn because students do their own research, storyboard ideas, make or use existing models, take digital still photos and upload them to a free software. It is similar to claymation but much simpler.  This half hour presentation will demonstrate examples of slowmations made by school students to engage in content (Science), storytelling (English) and social stories (Special Education). Other examples and free resources and instructions are available at the project web site www.slowmation.com.

Garry Hoban is an Associate Professor and the Coordinator of Science Education in the Faculty of Education. He is the creator of slowmation and has been developing the approach for the last 6 years by researching his own teaching. He has won several national and international awards for the approach.  Alyce Shepherd is a B.Ed (Hon.) student researching the use of slowmation for children with mild intellectual disabilities by encouraging them to create their own animated social stories to modify their behaviour. Alyse recently won the Faculty of Education's Alumini Award for an Honours thesis.

Anne-Maree Parish: 'How can we make primary school environments more supportive for physical activity?'

This research investigated differences between the playground physical activity levels of children from 13 Illawarra public primary schools.  The study used a mixed methods approach, assessing observed playground physical activity (CAST2), environmental variables and surveys and interviews of children, teachers and principals.  There were significant associations between children’s playground physical activity and some policy, environmental and psychosocial variables.  The mixed methods used in this study provided a unique insight into environmental, policy and psychosocial determinants affecting children’s school playground physical activity.

Anne-Maree Parrish has worked in the public health field for over 20 years.  She has qualifications and work experience in nursing, public health and health promotion.  While working in corporate health promotion, Anne-Maree completed a PhD in 2009, exploring school-based policies that promoted students’ physical activity. She commenced her academic career at the School of Health Sciences, University of Wollongong in 2008, where she lectures and coordinates subjects in introductory public health (current issues and determinants), health behaviour change, health promotion and health promotion competencies. Anne-Maree’s research interests include: measures of physical activity, promoting physical activity and healthy weight in children and adolescents, and psychosocial, policy and environmental influences on children’s physical activity levels.  Professional activities include 4 peer reviewed publications, 2 international public health conference presentations and supervision of 2 higher degree research students.

Amanda-Rita Gigliotti & Kara Baillie: '1:1 laptop programs and their impact on the primary school context'

Numerous studies have been conducted on the impact of 1:1 laptop programs in the educational context and there are a range of laptop programs underway worldwide, such as the Microsoft ‘Anytime Anywhere Learning’ and the ‘Digital Education Revolution’. At present, limited literature is available on the influence of 1:1 laptop programs on students’ academic results in the Australian primary school setting, as many studies have been conducted internationally and in higher tertiary institutions. Therefore, this session explains two honours research inquiries that were conducted on 1:1 laptop programs in an Australian primary school. The first study was designed to investigate an established 1:1 laptop program, to determine whether laptop-based tasks set by teachers enable students to successfully achieve learning outcomes and engage in higher order thinking. The second study focused on investigating the long-term benefits and challenges of a one-to-one laptop program in an upper-primary setting. Through undertaking these studies, the researchers aimed to provide educators with understandings about how 1:1 laptop programs can be used in the primary school setting as a valuable tool for learning.

Amanda-Rita Gigliotti is currently completing the 2011 Honours Program in the Bachelor of Primary Education.  Amanda has a passion for research that educators can use within the school environment to create quality teaching and learning experiences.  Amanda has recently submitted an article for the Journal of Student Engagement: Education Matters.  Kara Baillie is in her final year of her Bachelor of Primary Education degree at the University of Wollongong and is currently undertaking her Honours research year. Kara’s Honours project evolved from a passion for education and a general interest in technology and the perceived benefits technology has for students’ education. Kara is graduating this year and has secured a teaching position, to commence in 2012.

Barbra McKenzie, Lisa Kervin, Jan Turnbill & Pauline Harris: 'Exploring literate transitions in prior-to-school and early years classrooms'

Our research explores the literacy programs, practices and perspectives in the prior-to-school and the early years of schooling against the backdrop of the Early Years Learning Framework. This document represents Australia’s first national guidelines for early childhood education related to children birth to five and through the transition to school.  Our data has been collected from three unique educational settings-in each of these sites we have collected data from both prior-to-school and early years classrooms. This includes teacher interviews, classroom photographs, classroom observations and the collection and analysis of documents (such as curriculum and classroom programs).  In this presentation we aim to share with you some of our data in order to showcase the scope and depth of the literate events classroom teachers develop in prior-to-school and Kindergarten classrooms to support literacy learning.

Dr Barbra McKenzie is a Senior Lecturer in Language and Literacy in the Faculty of Education, UOW. Her research interests include: the link between literacy based teacher professional learning and classroom practice (the focus of her dissertation); the role played by the ‘New Literacies’ and that of Popular Culture in children’s learning & the literacy relationships and transitions in the prior to school and early school years.  Dr Lisa Kervin is a senior lecturer in the Faculty of Education, UOW. She has worked as a teacher, teaching from Kindergarten to Grade Six. She is currently the NSW Director of the Australian Literacy Educators’ Association. Her research interests are related to the literacy development of children, the use of technology to support student learning and teacher professional development.  Dr Jan Turbill is a Senior Fellow in the Faculty of Education, University of Wollongong, Australia. Her research ranges from early literacy development to the professional development of teachers. She is the author of many books and articles and for the past eight years was President of the Australian Literacy Educators’ Association (ALEA). In 2008 Jan was inducted into the Reading Hall of Fame.  Professor Pauline Harris is the Lillian de Lissa Chair, Early Childhood (Research) at the University of South Australia, in partnership with SA Department of Education & Early Childhood Services. In 2011, Pauline was appointed to the board of Australian Children’s Education & Care Quality Authority, a key driver of the national improvements in quality to EC education & care.

Rose Dixon, Irina Verenikina & Kathleen Tanner: 'Affordances and limitations of the use of the interactive whiteboard (IWB) in teaching children with ASD'

The use of technologies, including Interactive White Boards (IWBs), for students with Autism Spectrum Disorders (ASD) have been identified as effective teaching tools. Students with ASD are perceived as having a strong visual modality that can be supported by digital technologies. The ability to control the visual and auditory stimulus enhances predictability, structure and dependability for students with ASD.  However, the pedagogical perspective has been under- researched. This study investigates the ways that technologies have been used in authentic classroom settings of children with ASD.  It examines the practical experiences of teachers integrating the IWB into their existing practice.  It seeks to identify the affordances and limitations of the use of IWBs in the teaching and learning of children with ASD. In particular, aiming to explore the affordance of the use of IWBs in providing visual support, and enhancing imagination, self-regulation and social interactions in children with ASD. These were considered in relation to the pedagogical ideas that might influence the use of the IWB in working with these children.

Rose Dixon is a Senior lecturer in the Faculty of Education, UOW.  She has over 8 years experience as a teacher and as a Special educator & over 23 years tertiary teaching experience, for the last 4 years she has been the Coordinator of Special Education. She has overseen the establishment of the Master of Education (Special Education) to an on-line learning environment.  Rose has published in the areas of social competence, self esteem and social skills of people with disabilities and in the area of challenging behaviours. She has published in the area of educational technology and students with Autism Spectrum Disorders.  Irina Verenikina is a senior lecturer and Director of Postgraduate Teaching, Faculty of Education. She lectures in the area of Educational and Developmental Psychology. Irina’s current research interests include the application of Socio-Cultural, Vygotskian psychology and Activity Theory to teaching and learning, as well as to the effective use of information technologies for education and work organisations.  Kathleen Tanner is an experienced practitioner working with students with a range of disabilities and learning difficulties in regular classrooms and special education settings. Kath also worked in the TAFE sector conducting/developing VET courses for adults with intellectual disabilities, educational risk youth and adults with dyslexia.  She developed the national certificate course Foundation skills for people with dyslexia.  Currently lecturing in inclusive education and behaviour management, Kath’s field of research interest includes educational technology and students with ASD, and education people with specific learning disabilities.

Jodie Andruschko: 'How to effectively promote physical activity among low-active high school girls: Results from a Sport 4 Fun study'

Physical inactivity is one of the leading modifiable causes of mortality and morbidity, responsible for an estimated 3.2 million deaths in 2004. Activity levels decline precipitously during adolescence, especially among girls; therefore, it is vital to slow this decline. Results from the NSW Schools Physical Activity and Nutrition Survey 2010 show that less than two thirds (63%) of students in Year 6, 8 and 10 met the Australian physical activity guideline during summer school terms and this was less (51%) during winter terms, indicating that a substantial proportion of students are less active than recommended.  Even though children are generally more active than adults, their activity levels decline as they move through adolescence. Steps need to be taken to prevent or slow this decline. Schools have always had an association with the promotion of healthy lifestyle behaviours and research has shown that well-designed and implemented programs can effectively promote behaviours such as increased physical activity participation.  The Sport 4 Fun program was a secondary school-based intervention, targeting adolescent girls with low levels of physical activity. The aim of the Sport 4 Fun program was to assess the feasibility and potential efficacy of an innovative school-based physical activity and motor skill development program targeting adolescent girls.  The program commenced in 2008 and was conducted in a co-educational secondary school in South-Western Sydney. Twenty girls from Years 7, 8 and 9 (mean age = 13.20) were randomly assigned to an intervention (n=10) or control group (n=10). The intervention comprised school sport and behaviour modification lessons and after-school activities. It consisted of one 90-minute physical activity session, in scheduled school sport time; three 15-minute theory sessions in allocated homeroom time and one 60-minute after-school physical activity session per week.  Results from the program found girls in the intervention group had a greater increase in movement skills and total physical activity, with the latter being statistically significant.  This indicates that a multi-component school-based intervention can be effective in promoting physical activity and movement skills among adolescent girls.

Jodie Andruschko is a Personal Development, Health and Physical Education Teacher at a secondary school in the Macarthur Region. She has had ten years teaching experience in secondary schools, as well as several years of part-time lecturing in the Faculty of Education at Wollongong University. Her main research focus is physical activity in children and adolescents, having completed an honours study in 2001 and is currently in the final stages of completing her PhD.

Shirley Agostinho & Jennifer Jones: 'Desgning for effective teaching and learning'

This workshop will introduce you to a visual representation that you can used to document, share and reflect on teaching ideas. The workshop facilitators will briefly explain some of the research on these diagrams and the “learning designs” that they are part of.  Then the facilitators will work with you in groups in order to produce your own learning design diagrams of a recent lesson or series of lessons. In the second half of the workshop, the learning design diagrams will be discussed with your fellow workshop participants in order to share and brainstorm teaching and learning ideas with a focus on ICT integration. The outcome from this workshop will be a take home collection of learning designs with ideas for future technology integration.

Shirley Agostinho is a Senior Lecturer in Educational Technology. She teaches in both the undergraduate and postgraduate programs. She is currently the Faculty's Honours coordinator and ICT Graduate Program Coordinator for the Faculty's Postgraduate program. Her experience focuses on the design, development, implementation, evaluation and research of learning environments supported by the use of information communication technologies.  Shirley’s research interest in learning design spans ten years and she is currently involved in projects investigating how the learning design concept could be used as a support tool for both higher education and school teachers.  Jennifer Jones has worked in universities in Canada, Korea, Hong Kong and Australia. She has broad experience in education and the integration of technology into teaching and learning, having worked as a language lecturer, researcher, educational technologist and flexible learning developer.  Jennifer's research interests centre around teaching, learning, the use of learning designs and technology integration. Currently, Jennifer is working on her PhD in the Faculty of Education, UOW.  The focus of her PhD research is on the support of university lecturers' design of technology enhanced courses and the use of learning designs as a tool to aid this process.

Jessica Mantei & Lisa Kervin: 'Creating digital stories to make space for young children's voices'

The transition from pre-school to Kindergarten is an important part of a child’s learning journey.  Indeed, successful transition is identified as critical to ongoing success at school (McNaughton, 2001; Cairney, 2009). Sharing of information is common between Kindergarten teachers, early years’ teachers and parents, often with a focus on social development and a child’s ability to adapt to their new environment.  However, the voices of children are often excluded from this dialogue and therefore the interests, knowledge and learning preferences developed in preschool settings often go unknown in the early days of Kindergarten.  Digital stories can provide children with opportunities for being heard and to construct text with confidence as the demands of traditional print based texts such as handwriting and spelling are stripped away (Sylvester & Greenidge, 2010).  Opportunities such as these do much to position young children as literate individuals able to ‘express themselves verbally and visually in artistic, ingenious and productive ways’ (Valkanova & Watts, 2007, p.804).  This workshop explores the potential for digital stories to support children in their transition to school.

Jessica Mantei lectures in the Faculty of Education at the University of Wollongong.  An experienced primary teacher, Jessica has taught Kindergarten to Year 6 and Reading Recovery.  She is currently the President of the South Coast NSW local branch of the Australian Literacy Educators’ Association.  Jessica’s research interests include teacher professional identity, children’s literature and home and school literacies.  Lisa Kervin is a senior lecturer in the Faculty of Education at the University of Wollongong. She has worked as a teacher, teaching from Kindergarten to Grade Six. She is currently the NSW Director of the Australian Literacy Educators’ Association. Her research interests are related to the literacy development of children, the use of technology to support student learning and teacher professional development.

Wilma Vialle: 'Giftedness: What we know and what we should do'

Like all other Australian states, NSW has a policy on the education of gifted and talented students which details the definition, identification and teaching strategies recommended for this population of students. However, stereotypes on giftedness persist and may mean that such students are overlooked in the education system. In this workshop, we will explore what research evidence has to say about giftedness and some of the recommended strategies for meeting the needs of this diverse group of learners.

Wilma Vialle is a Professor in Education in the Faculty of Education, UOW. She teaches subjects on gifted education and has published extensively in this field. She is currently the President of the Australian Association for the Education of the Gifted and Talented and the editor of the Australasian Journal of Gifted Education. Wilma is also on the Executive board of the International Research Association for Talent Development and Excellence. She also serves on the editorial boards of a number of international journals within the disciplines of gifted education and talent development. Wilma's research interests focus on maximising intellectual potential and she is particularly interested in issues of social justice. Ongoing research projects include an international study of effective teachers of the gifted, a longitudinal study of adolescent academic and social-emotional outcomes, the development of expertise in competitive Scrabble players, popular culture and giftedness, and the development of spiritual understanding in children.

Dana Perlman: 'How to motivate 'amotivated' students in PE'

This session will engage the K-12 teacher in a combined theory and practical workshop focused on engaging those students deemed extremely low in motivation, known as amotivated. Each participant will be provided information around the causes of amotivation, as well as applied instructional concepts that may facilitate change within the amotivated student(s) in-class behaviours.

Dana Perlman is in his first year as a senior lecturer in the Faculty of Education, UOW.  Before this, he taught three years at Kent State University and one year at Washburn University. In addition, Dana has experience as a secondary health and physical education teacher in the United States.  Dana received his Bachelors degree in Physical Education with a minor in Health Education from the University of Idaho.  During his three years of public school teaching Dana earned his Masters degree in Educational Leadership from Central Connecticut State University.  Finally, he returned to the University of Idaho to complete his Ph.D. in sport pedagogy.  Research interests focus in the area of student motivation within (a) teacher preparation and (b) curricula interventions, specifically Sport Education.