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  • The Changing Role of Teachers and Students in an ICT English Unit: Is ICT the ‘Harry Potter’s Wand’ for Engaging Student Learning and Developing Pedagogy in English?

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    Shaw_2016_03 Appendix4.pdf (307.5Kb)
    Author(s)
    Shaw, Stephen William
    Primary Supervisor
    Beavis, Catherine
    Other Supervisors
    Prestridge, Sarah
    Year published
    2016
    Metadata
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    Abstract
    Responding to the escalation of technological educational tools and the expectation of technology delivering educational miracles, this research addresses the need to understand more about the ways in which technology impacts classroom practice, roles and relationships. It analyses the perceived roles of students and teachers in responding to an ICT integrated poetry unit, responds to the Australian Curriculum imperative for subject English to increase the integration of ICTs, and examines the perceived pedagogical and learning effect on teachers and students regarding integrating ICTs into subject English. The research ...
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    Responding to the escalation of technological educational tools and the expectation of technology delivering educational miracles, this research addresses the need to understand more about the ways in which technology impacts classroom practice, roles and relationships. It analyses the perceived roles of students and teachers in responding to an ICT integrated poetry unit, responds to the Australian Curriculum imperative for subject English to increase the integration of ICTs, and examines the perceived pedagogical and learning effect on teachers and students regarding integrating ICTs into subject English. The research investigates the perceived professional skills, attitudes and abilities of teachers as they balanced the dual concepts of the facilitation and control of student learning as well as the pedagogical encounters students experience in the world of technology and learning. The research question was: ‘How might the roles and relationships of teachers and students change when using ICTs in a middle school English curriculum, specifically, a Year 9 poetry unit?’ The research setting for the project was a regional, private boys’ secondary school as they engaged with an integrated computer technology poetry unit online delivered. The school was transitioning to a one-to-one laptop program and agreed to the program as a pilot project to inform the transition in regard to student and teacher perceptions to technology integration. The school had not previously engaged in an online delivered unit of work or implemented integrated technology across a year level cohort of English students.
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    Thesis Type
    Thesis (Professional Doctorate)
    Degree Program
    Doctor of Education (EdD)
    School
    School of Education and Professional Studies
    DOI
    https://doi.org/10.25904/1912/1297
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    Technological educational tools
    ICT integrated poetry unit
    Middle school English curriculum
    Publication URI
    http://hdl.handle.net/10072/366028
    Collection
    • Theses - Higher Degree by Research

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