Sean Sturm

The world today is in a state of confusion. We must learn to compromise and coexist—and we need urgently propose effective educational contributions to support this goal. But from whom should these...

At the intersection of visual, walking and dialogic pedagogies, this essay melds images, poems, conversations, stories and theories, wandering and wondering in public places like campuses and parks as the promptings of a desire for new becomings through autopoietic, technic and Gaian interconnections. It embodies the possibilities of the dérive , mediated through the digital (WhatsApp, Google Docs, Zoom and the Verbasiser) and our digits (texting, typing and mapping), as a method of place-making critical-creative practice open to transcultural and transpecific alliances that presage new ways of being-with places and peoples.

This article examines the long-term impact of Digital Technology Professional Learning and Development on teachers’ implementation of the Digital Technologies portion of the Technology Curriculum and explores the challenges they face when implementing this content. Focussing on the empirical experiences of six individual primary and intermediate teachers, the findings showed implementation of key Digital Technologies skills was more intentional after the Professional Learning and Development, the provision of familiar lesson resources gave teachers the confidence to begin implementing Digital Technologies lessons, and that participants wanted long-term Professional Learning and Development but lacked the time to undertake this.

To prepare young people for the increasingly complex and fluid world of their future, many countries have begun introducing digital technologies concepts and skills into their curricula. In 2017, the New Zealand National Curriculum was updated to incorporate digital technologies concepts in both the indigenous Māori-medium curriculum and the English-medium curriculum. This study investigated the long-term impact of three different models of digital technologies in professional learning and development on primary and intermediate schoolteachers’ knowledge and efficacy beliefs (value beliefs, self-efficacy beliefs and teaching efficacy beliefs). Professional learning and development were found to have a positive long-term impact on teachers’ digital technologies knowledge and efficacy beliefs, yet no one professional learning and development model was found to be more effective than another. Post professional learning and development, teachers were found to want more support on how to plan for Digital Technologies curricula implementation and fully adopt twenty-first-century pedagogical practices. School environments were shown to influence efficacy beliefs, and a lack of time in the classroom to plan for and upskill in digital technologies was reported. Limitations of the study are discussed, and areas for future research are identified.

For over a decade, we have seen a global shift toward preparing students for the predicted labor market and society through the introduction of digital technology curricula. This scoping review uncovered 26 studies published between 2012 and 2022 that examined empirical research on K–12 or pre-service teachers’ experiences with Digital Technologies curricula. Most of the research involved primary school teachers (n = 20), focused on teachers’ experiences with Professional Learning and Development (n = 13), and adopted a mixed methods methodological approach (62%) utilizing a questionnaire data collection instrument (n = 18). Methodological trends and areas for improvement were uncovered and analyzed to aid future research that can be used to support teachers’ implementation of Digital Technologies curricula.

"Scholarly Responses to “Who Leads, Who Follows?”" published on 09 Jun 2023 by Brill.

The institutional logic of neoliberal governmentality exerts great power in universities today. Nonetheless, it behoves academic developers to ensure that the levers of institutional power do not operate without some friction and to empower academics to use those levers for their ends – to subvert or sabotage them – in order to get their work done. This is what it means to serve as ‘critic and conscience of society’ within the institution – although to do so might not be popular with those who make educational strategy and policy in universities.