Researchers from the University of Newcastle (disclosure: ok, one of them is me) are interested in how teachers are using Virtual Reality in their teaching. If this is you, please consider filling in this 10 minute survey: https://www.surveymonkey.com/r/8FK75CK
Recently, Tiana Murray (an early career primary school teacher) and I had an article published in the journal, Digital Culture and Education, which examines what 10-12 year old children think of the internet. We published it in an online open access journal which I think is a fantastic venue for this research as it allowed us to publish a sample of the children’s artwork about the internet. These beautifully demonstrate the children’s ambivalence; the internet is depicted as both being a joyous place and a place of danger. The article can be accessed here and the abstract and selected children’s artworks appear below.
For the past four months I’ve been teaching a course on policy and politics to masters students. It’s a course I love teaching as it always links to contemporary events and it’s easy to point students to media stories and policy announcements. Things are always happening in the policy space (and we wonder why teachers get change fatigue). Over the time that I’ve run this latest iteration of the course, the policy that has been in the media the most, I believe, would be Gonski. Gonski in terms of the new 80-20 funding model and Gonski, the education review called ‘Growth through Achievement‘.
My analysis is that ‘Gonski’ has become a brand. And the Liberal party have been working hard to transfer ownership of the Gonski brand, to themselves. Continue reading
This post is the second in my ongoing exploration of the second Gonski Report. The first post is Through Growth to Achievement #Gonski Review 2.0
The ever insightful Dean Ashenden presents his analysis in Inside Story: An end to the industrial model of schooling? Ashenden writes that while the latest Gonski report points a way to the future of school reform, it has not broken with its disastrous past.
The panel was constrained by four realities. It was asked to “focus on practical measures that work,” an approach that, it turns out, it didn’t really agree with. Second, what no doubt looks to the minister to be a perfectly reasonable effort to ensure value for money may look to others like a velvet glove around Canberra’s financial fist. A third difficulty is that the report had to come up with an approach that could and would be implemented faithfully by each of Australia’s twenty-plus very different school jurisdictions. And, finally, the review was required to focus on school and classroom practice when most of the problems, including problems in practice, have their origins elsewhere.
In sum, the panel was asked to resolve two deep and ancient schisms in Australian schooling — the conflict between “conservative” and “progressive” educational approaches, and the conflict between the federal government and the states — while pinning down the notoriously elusive relationship between school funding, educational practice and academic outcomes — and to do it all with one hand tied behind its back, in eight or nine months.
Today I gave an information session on building an online presence for PhD students at the School of Education, University of Newcastle. The although the session was informal and I talked through the possibilities and how to’s of building an online presence, I did prepare some materials that pulls together research and advice. I also asked twitter and got some great responses which were added to the presentation. The latter exercise neatly demonstrated the power of twitter in terms of the usefulness and power of having an online network.