Louise Starkey

Victoria University of Wellington · Faculty of Education

Despite the widely recognised impact of both digital and physical spaces as active contributors to teaching and learning processes, relatively little is known about the learning environment. Furthermore, it is time to explore the interplay between these two spaces. Therefore, we proposed employing a holistic approach to develop a new conceptual mod...

We explored the future of learning environments through theories, empirical evidence, good practices, and experiences during the great online transition (GOT) (Howard et al., 2022), to inform this evolving space. From this exploration, the aim of the group was to generate design principles for the field and implementation of integrated digital and...

Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing...

English-medium instruction (EMI) is a growing phenomenon in Vietnamese higher education in response to globalisation and internationalisation. This paper examines how four subject teachers and their students in undergraduate economics-related EMI courses experienced the introduction of EMI. Data were gathered from interviews, classroom observation...

New Zealand schools are increasingly digitally infused with computer applications and tools underpinning education and influencing teachers’ work. Teachers entering the profession need to develop professional digital competence and while existing frameworks can guide initial teacher education (ITE), they might not be appropriate because student tea...

The Covid-19 pandemic of 2020 resulted in New Zealand schools closing and teaching moving to online. This paper reports research which investigated senior high school students experience of learning from home during these school closures and anything about the experience that they would like continued in the future. High school students in their fi...

Classroom furniture has evolved over time from fixed desks facing the front to maintain order and control to a range of flexible furniture types to encourage student-centred pedagogies. This article reports research that applied a socio-material approach to explore how furniture is used in a flexible learning environment. Data were gathered from ob...

The Ministry of Education is funding a significant building programme for primary and secondary classrooms across Aotearoa, New Zealand. In New Zealand there is an expectation that new or refurbished classrooms will be innovative, modern or flexible learning environments. This paper reports findings from a critical policy analysis of the discourse...

In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today, there is a wide range of conceptual models that are developed and used in research and/or practice focusing on educational technology integration. Conceptual models are of relevance as they can bridge theory...

When the Covid-19 pandemic swept across the world in 2020, schools closed and education was moved to students’ homes. Consequently, many countries faced the challenge of an unanticipated and accelerated move to online learning. This represents a crucial time to consider technology, pedagogy and education. Digital technology played a significant rol...

The Covid-19 pandemic resulted in New Zealand schools closing and teaching occurring through digital media. This article reports research which applied Kearney et al.’s framework as a lens to examine student experience of digital learning at home during Covid-19. This framework provides three characteristics that influence learners’ experience when...

Bloomsbury Education and Childhood Studies

Many course designers trying to evaluate the experience of participants in a MOOC will find it difficult to track and analyse the online actions and interactions of students because there may be thousands of learners enrolled in courses that sometimes last only a few weeks. This study explores the use of automated sentiment analysis in assessing st...

In June 2020 we surveyed year 12 and 13 students about their experiences of learning online during lockdown in March-May. 1,975 students from across New Zealand shared their thoughts about this experience. The year 12 and 13 students who responded to the survey provided insight into their experiences. A lack of access to technology or learning was...

This article presents a systematic review of literature that explores the educational value of the Internet in the home for school aged children. Research published between 2008 and 2018 was examined and 67 items were analyzed. A range of positive, negative and neutral correlations or outcomes of home Internet use were identified across the three f...

Students entering the teaching profession need to develop professional digital competencies to teach in a digitally infused education system. This paper explores what student teachers self-learn and what needs to be taught in initial teacher education programmes in course work or on school placement. A mixed method approach was implemented with dat...

Learning Environments research

This E-book is a collection of outcome reports by the thematic working groups (TWGs) of EDUsummIT2019. EDUsummIT (International Summit on IT in Education) is a global knowledge building community of researchers, educational practitioners, and policy-makers committed to supporting the effective integration of research and practice in the field of IT...

Vietnamese higher education policy currently has an international focus with the aim of providing opportunities for their graduates to join the global workforce. In business studies, students need both content knowledge and English competence to graduate and meet the expectation of the international job market. Universities are designing programmes...

Advancing conceptual models of technology integration in education: Implications for researchers, practitioners and policymakers

An exploration of how well prepared student teachers at one University are to teach in a digitally infused teaching content. The research used a model of professional digital competence and explored where the student teachers learnt to be competent.

Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles publish...

Vietnamese higher education policy currently has an international focus with the aim of providing opportunities for their graduates to join the global workforce. In business studies, students need both content knowledge and English competence to graduate and meet the expectation of the international job market. Universities are designing programmes...

With the increasing relevance of information and communication technologies (ICT) and the global transition towards the knowledge society, school systems and higher education now face increasing challenges involved in preparing students for successful participation in the knowledge society. In many countries, this is leading to manifold efforts and...

The resurgence of computer programming in the school curriculum brings a promise of preparing students for the future that goes beyond just learning how to code. This study reviewed research to analyse educational outcomes for children learning to code at school. A systematic review was applied to identify relevant articles and a thematic analysis...

How computers in schools impact on children's learning has been studied through research that explores student achievement at one point in time or by comparing different classroom contexts with differing results. The introduction of an optional netbook purchasing scheme for children in a low socio‐economic community provided an opportunity to compa...

This article reports findings from a study that examined how pre-adolescent children, age 9–11 years participate in the digital world. Children from 14 different communities across New Zealand were interviewed in focus groups to explore their experience of using digital devices and the Internet. The findings indicate that the differences in use and...

The chapter presents a summary of developments in relation to Information and Communication Technologies (ICT) in educational policies in Australia and New Zealand. It provides important insights into how policy decisions are influenced by the national and local contexts in those countries, and how policies are influencing the integration of ICT in...

In 1989, New Zealand started to follow an international trend of reforming education policy according to the neoliberal principles of competition, choice and self-managing schools. Since then, the increasing availability of digital data in schools has corresponded with the development of student achievement measurement tools and benchmarking of sta...

The purpose of this project was to evaluate the introduction of netbooks for learning within a Network of schools. The evaluation includes an in depth examination of home learning to develop a theory to practice model for quality home learning. The research is focused on the questions: How can the introduction of netbooks with internet access influ...

This ebook is a collection of outcome reports by the thematic working groups (TWGs) of EDUsummIT 2017. EDUsummIT (International Summit on ICT in Education) is a global knowledge building community of researchers, educational practitioners, and policy makers committed to supporting the effective integration of research and practice in the field of...

The aim of this research project is to evaluate how the use of netbooks is making a difference (or not) on students’ progress in their reading, writing and mathematics. In 2014 a voluntary netbook purchase scheme was established by a local trust with the aim of providing affordable access to netbooks for students to use at home and school. It was o...

With a particular focus on education and learning activities, the researchers wanted to understand the factors and conditions that influence children’s use and experience of digital technologies in education and learning in the New Zealand context. The research also sought to understand what support might be needed for different groups of young New...

This article explores digital divides identified in research literature and considers educational policy directions that may mitigate or enhance future inequities. A review of literature identified three categories of digital divides in society; access, capability, and participation. To explore the strategic focus in schooling, data were gathered f...

While the terms student-centred and learner-centred are used to describe a range of neo-liberal educational policies and practices around the world, the meaning is not clearly defined. This limits its utility as a concept in policy, research and practice. This article applies abductive reasoning to explore how student-centred education is theorised...

Victoria University of Wellington has academics with expertise across the disciplines who are interested in opportunities to apply their expertise to assist public entities in their use of digital data. This report is the result of a scoping activity undertaken through an exploration of literature and interviews with school leaders to explore the a...

As the tenth anniversaries of The New Zealand Curriculum and Te Marautanga o Aotearoa approach it is timely to consider how we should prepare the next generation of New Zealanders for their digital future. In this article I explore what should be included in a curriculum if we would like all citizens of the future to be able to participate in a dig...

Purpose Vietnam is experiencing rapid expansion in the provision of higher education that requires quality assurance appropriate for the Vietnamese-centralised Confucian cultural context. This paper aims to examine the concept of quality from the perspectives of academic leaders, quality assurance members and academics at three higher education ins...

The aim of this research project is to identify where groups of students in this cluster of schools are making significant gains (or minimal progress) in their achievement and how the use of technology in the classroom might play a part. In 2014 a voluntary netbook leasing scheme was established by a local trust. In the majority of schools in the c...

New Zealand has a flexible curriculum and assessment structure that enables unique courses to be offered in senior secondary schools. Five medium sized secondary schools that have developed unique courses were examined using a socio-material methodology to explore who was involved in the development and what considerations guided the decision makin...

Technology Enhanced Learning (TEL) has become increasingly important on the agendas of education policy makers, school leaders and teachers around the world. The policy level rationale for emphasizing TEL is not only to improve learning outcomes, but to also transform the learning process to foster new capabilities that are needed for life and wor...

Over the past 30 years there has been a global growth in tertiary education which is reflected at VUW in the increase in the number of students in undergraduate study, and most noticeable in the number of students in first year courses that have prerequisites for future study. At the same time digital technology and infrastructure has been maturing...

Maximising educational attainment is important for both individuals and societies. However, understanding of why some students achieve better than others is far from complete. Motivation and achievement data from a sample of 782 secondary-school students in New Zealand reveal that two specific types of outcome goals, namely maximal levels of aspira...

In New Zealand, teachers and students have been collaborating through digital connections since the early 1990s. Digital integration began as a structural collaboration between rural schools to share staff and resources, developing in a second stage to include regional intranets. In 2007 it is possible to collaborate with the global educational env...

The shift to teaching online is not straightforward, and faculty new to online teaching needed to be adequately prepared and supported to ensure quality courses and successful student learning outcomes. This chapter outlines both the theoretical and practical influences that informed the teaching of a successful online course. These elements are re...

If the purpose of secondary schooling is to educate the upcoming generation to become active participants in society, evaluation of teaching and learning in the information‐rich digital age should be underpinned by relevant theories and models. This article describes an evaluation tool developed using emerging ideas about knowledge creation and lea...

This article reports on research which explored the experiences six digitally able beginning teachers during their first year in secondary schools. Using a complexity theoretical framework, the barriers and enablers that influenced the integration of digital technologies into teaching practice were examined. The findings indicate that context influ...

As society changes from an industrial to a knowledge era increasing importance and value is being placed on intellectual property rights. Technology teachers need to have pedagogical content knowledge of intellectual property if they are to incorporate it into their learning programmes to enable students to consider how to respect others’ intellect...

Beginning teachers are entering the profession with increasing confidence in their ability to use digital technologies which has the potential to change the way teachers of the future make pedagogical decisions. This paper explores how pedagogical reasoning and action might occur in the digital age, comparing Shulman’s 1987 model with the reality f...

Digital technologies have become ubiquitous in most societies, changing the way that communication, collaboration, access to information, and knowledge development can occur. The introduction of digital technologies into society has been a catalyst for change within schooling. Innovative teachers have integrated new technologies to their teaching p...

The digital era is a time when available technology enables access to information, ideas and people from a range of locations, at anytime. Young graduating teachers have grown up using digital technologies and some educators see this generation as digital saviours who will sweep into schools, able to teach the digital generation in relevant ways. T...

Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method...

In 2005, the Ministry of Education funded a programme of professional development to support the implementation of Scholarship and the National Certificate of Educational Achievement (NCEA) for the period June 2005 to July 2006. This package of support built on the work of teachers and schools over the previous four years of NCEA implementation and...