Sarah PrestridgeGriffith University · Arts, Education and Law Group
Sarah Prestridge
Dip T, BEd, Master Ed, PhD
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46
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Citations since 2017
Publications
Publications (46)
This study explores initial teacher education (ITE) university students’ experiences of work-integrated-learning (WiL) placements in a virtual reality environment. The COVID-19 pandemic was the catalyst for this study when schools around the world were inaccessible to ITE students. Undertaking WiL, which is typically a mandated component of ITE pro...
With the increase in distance and online teaching for mainstream schooling contexts, the advocacy of using a virtual world as a teaching and learning place has accelerated. Currently, there is no empirical evidence revealing the pedagogical elements defining teacher practices in virtual settings. This article reports on an exploratory study which c...
In early years’ educational settings, digital media is increasingly used as a teaching resource; however, researchers are concerned about advertising content that often accompanies learning material because some content is inappropriate for children. Few studies have explored this from a teacher’s perspective. This qualitative study aims to examine...
Worldwide, teachers are connecting with each other, contributing ideas and curating resources through a range of social media platforms. Use of social media is framed within monocultural assumptions. As such, little is known about how different cultural values affect the way teachers reason and action online. This small-scale exploratory study focu...
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...
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...
With the permeation of the Internet in teacher’s personal and professional life, teachers are going online to connect, share ideas and expand their learning opportunities. This qualitative study focuses on the use of digital applications that leverage opportunities for teachers in the design phase, that is, at the time they are developing and curat...
There is a gap in the professional development literature examining the difference between teacher professional development (PD) and teacher professional learning (PL). These terms are used interchangeably. With the permeation of the internet and the germination of social networking sites that are easily accessible, what we have traditionally consi...
Learning leaders have important roles in facilitating and supporting the effective and innovative integration of technology in schools. Many leaders who are charged with the task of technology integration have not received professional development to support a leadership role. Many teachers who assume the role of technology leaders develop into thi...
Within education, reform and change are ubiquitous due to the constantly changing global landscape of education systems. Reforming an education system is often complex and the impetus for change is usually in response to a political or economic crisis, criticism of the system’s performance, or where a new leader has a strategic vision for improveme...
Few empirical studies investigate the impact of pre-service teachers’ background and ICT profile in combination with the support they receive from their teacher training institution on their ICT competencies. Moreover, research focusing on preparing future teachers for ICT integration is generally limited to the impact of one single strategy. There...
The focus of Thematic Working Group (TWG) 3 was professional development for learning leaders with an emphasis on how to provide effective technology enhanced instruction from the perspective of a culture of learning. Learning technologies should support curriculum in ways that are not otherwise possible. Rather than focusing on the technology, lea...
Teachers’ current uses of technologies still tend to replicate traditional and or administrative practices, with research indicating that the pedagogies required for the effective integration of educational technologies is not yet in evidence amongst the majority of teachers (Author, 2012; Al-Zaidiyeen, Mei & Fook, 2010; Ertmer & Ottenbreit-Leftwic...
There is wide agreement that teacher professional development (TPD) is a necessary element in educational change, especially for the more effective application of technology to enhance learning. The research literature reports many examples of successful TPD but there remain many challenges to wider and deeper success in the variety of different co...
The overall aims of this study are to explore 1) how beginning teachers integrate technology in their practice and 2) the connections between teachers’ technology uses and their pre-service education programs. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results revealed that all beginning tea...
In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with Information and Communications Technology (ICT) and its use as a key component of teachers’ pedagogy. The aim of the pro...
This paper theorises the construction of a classification framework to explore teachers’ beliefs and pedagogical practices for the use of digital technologies in the classroom. There are currently many individual schemas and or models that represent both developmental and divergent concepts associated with technology enabled practice. This paper dr...
Teacher training institutions are expected to prepare preservice teachers to integrate technology into their educational practice. However, several studies suggest that technology is often underused by preservice (eg. Mouza et al., 2014). There is a discrepancy between what preservice teachers are taught and how teachers use technology in a classro...
This paper explores the link between principals’ and teachers’ beliefs regarding technology use in teaching and learning. Principals who have a clear vision for carrying out the pedagogical requirements for technological change in teaching and learning approaches can direct the use of technology to enhance the school learning environment. Quantitat...
This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms. Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online
professional development...
Teachers' beliefs about what it is (or is not) possible to achieve with digital games in educational contexts will inevitably influence the decisions that they make about how, when, and for what specific purposes they will bring these games into their classrooms. They play a crucial role in both shaping and responding to the complex contextual fact...
In their advertising campaigns, universities depict students using computers, laptops, mobile phones, iPads and tablets as learning devices. Regardless of the marketing used, there is value in enlisting the advantages of any medium that can aid deep thinking and increase student engagement. This study offers new knowledge about conceptualising Twit...
Reflection is considered an inherent part of teacher practice. However, when used within professional development activity, it is fraught with issues associated with teacherconfidence and skill in reflective action. Coupled with anxiety generally associated withtechnological competency and understanding the nature of blogging, constructive reflecti...
This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers’ beliefs and attitudes to ICT as ‘barriers’ to ICT integration (16, 19 and 27). This paper takes a closer look at the types of beliefs that influence ICT prac...
This paper explores the role of engaging teachers in constructive dialogue within ICT professional development activity. As part of an ICT professional development program, sixteen teachers across eight geographically removed schools participated in an online threaded discussion forum for a school year. Data reported in this paper are generated fro...
This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers' beliefs and attitudes to ICT as 'barriers' to ICT integration (Ertmer, Ottenbreit-Leftwich & York, 2007; Higgins & Mosley, 2001; Loveless, 2003). This paper...
Enabling teachers to talk about their professional practice is an essential element of professional development, however the types of conversations required for transformative outcomes are not clearly defined. Teachers from eight Australian primary schools (grade1-7) participated in a collaboratively designed ICT professional development program ov...
This article contributes to conceptualising pedagogy that has been transformed by information and communications technologies (ICT). The push for pedagogical change is evident in Australian education policy documentation as well as literature about the characteristics of our existing student population and future educational trends. This article is...
This paper explores the transformative capacity of teacher reflection within professional development activity. It firstly explores the relationship between contemporary literacy practices such as multiliteracies and the integration of ICT in learning. The paper then moves on to an analysis of the role of teachers' written reflections in ICT profes...
Association of Literacy Educators Yes Yes
Doing educational research in contemporary times increasingly means operating with complex funding models. This paper explores the generation and management of tensions in a research project that was funded as an ARC Linkage (APAI only) grant where the industry partner was an informal group of schools. The context for the research was the developme...
This paper explores the process of collaboratively creating a networked learning community of practising teachers to support information and communication technology (ICT) professional development. The paper reports on one aspect of a continuing ARC funded Linkage project that is concerned with models of teacher ICT professional development that re...
Within the context of a current school reform , professional development in Information and Communications Technology (ICT) is seen as a necessary ingredient for all stakeholders involved in educating the children of tomorrow. This paper reports on an initial stage of a research project that is concerned with models of teacher ICT professional deve...
Preservice teacher education programs are under pressure from employing authorities to prepare teachers to be confident and competent users of information and communication technologies (ICTs) in their classrooms. It is no longer sufficient (if it ever was) for teachers to leave tertiary institutions with basic ICT competence and depend on employin...
This paper explores the transformative capacity of engaging teachers in constructive dialogue within ICT professional development activity. The paper reports on one aspect of an Australian Research Council funded Linkage project that is concerned with models of teacher Information and Communication Technologies (ICT) professional development that r...
This paper challenges the assumptions that have informed the design of teacher education programs which have focused on the development of content knowledge and pedagogical knowledge. It remains elusive to convince some teacher educators and teacher education authorities that teacher education programs designed using pedagogical content knowledge (...
Projects
Projects (4)
There is wide agreement that teacher professional development (TPD) is a necessary element in educational change, especially for the more effective application of ICT to enhance learning. The research literature reports many examples of successful TPD but there remain many challenges to wider and deeper success in the variety of different contexts.
Teachers’ practices are highly influenced by their pedagogical beliefs (Fives & Gill, 2015). Based on the results of previous research (e.g., Ertmer, Ottenbreit-Leftwich, & Tondeur, 2015; Hermans, Tondeur, van Braak, & Valcke, 2008; Lin, Wang, & Lin, 2012), teachers adopt innovations that align with their selections of other curricular variables and methods (e.g., teaching strategies) and that also align with their existing beliefs about ‘good’ education. Also the role technology plays in teachers’ classrooms relates to their conceptions of the nature of teaching and learning. Moreover, technological devices such as computers, tablets, or interactive whiteboards do not dictate one’s pedagogical approach; rather, each device enables the implementation of a range of approaches to teaching and learning (Tondeur, Hermans, Valcke, & van Braak, 2008).
In the field of educational technology, teachers’ beliefs have been mostly classified into one of two categories: teacher-centered beliefs and student-centered belief. Teacher-centered beliefs are typically associated with behaviorism. The teacher acts as an authority, supervising the process of learning acquisition and serving as the expert in a highly structured learning environment. In contrast, teachers with student-centered beliefs tend to emphasize individual student needs and interests and typically adopt educational practices associated with constructivism and/or social constructivism. Several researchers criticized this bi-polar distinction and provided support for the hypothesis that teachers may hold both teacher-centered and student-centered pedagogical beliefs (see e.g., Tondeur, Van Braak, Ertmer, & Ottenbreit-Leftwich, 2017). In this project, we consider a multi-dimensional approach to exploring teachers’ belief systems in relation to educational innovation.
In this second edition the editors continue their efforts to synthesize research and practice and project future directions in the field of information and communication technology.
The demand of the knowledge society requires that researchers, policy makers, and educational practitioners be conversant with new research findings in order to understand the impact of ICT in teaching and learning, and how to support learners to use new technologies and applications creatively and effectively. New research paradigms have emerged to meet these challenges.
In this project we'd like to introduce the section "Professional Learning and Development of Teachers".
Teachers play crucial roles in realizing the potential of technology for transforming education in a rapidly changing world. Their ongoing professional learning underpins their capacity to respond to the needs of learners. This section examines the knowledge required by teachers and how that can be developed.
