Vicente Reyes

In this article, we explore the preliminary stages of the adoption of a new digitalisation platform to aggregate and monitor student progression data. Specifically, we explore how a specific data p...

Background: This research was motivated by noticing shortcomings in the TPACK framework, which does not take account of the affective dimension (e.g., emotions, moods, attitudes and values) of teaching and learning with and about technology, despite this being a key predictor of whether teachers incorporate technology into teaching and learning. Reimagining TPACK as TAPACK to explicitly engage with affect offers a way of leveraging the influential TPACK framework to foreground the affective domain and encourage preservice teachers (PSTs) towards meaningful technology integration in teaching and learning. Objectives: The goal of this research is to encourage teacher educators to explicitly engage PSTs with the affective dimension of integrating technology into teaching and learning by sharing strategies from our own research and practice. Methods: We deploy reflexive inquiry to draw on our experience teaching into technology focused teacher education courses to crystallize key shortcomings in the existing TPACK framework and suggest a possible way forward. Results and Conclusions: Our research suggests that engaging explicitly with the affective dimension by incorporating affect into the TPACK framework to become TAPACK may enhance technology focused teacher education courses by supporting PSTs to develop positive affective orientation towards technology, thereby increasingly the likelihood that PSTs will integrate technology into their practice.

In this article, we contest globalised notions of data as 'universally' beneficial, necessary and 'evidence-based'. We do so by drawing upon narrative accounts of the problematic ways data impact educators researching and working in university and schooling settings over time and in varied national contexts. We reveal how data are transient and often erroneous, even as data appear omnipresent and omnipotent. Employing an auto-ethnographic storytelling approach, we draw upon our diverse experiences as educators working within and across multiple national and subnational contexts - in England, Singapore, Bangladesh and Australia - to reflect on how data have reconstituted and recalibrated our experiences in school and university settings. We seek to break the 'myth' of data - that we cannot live without the supposedly complete construction of work and life that dominant, reductive assemblages of data provide. In doing so, we argue for the reimagination and demystification of broader data regimes.

Preparing students for professional life in a Volatile, Uncertain, Complex and Ambiguous twenty-first century world has seen tertiary institutions eschew the traditional ‘lecture-tutorial’ model in favour of active learning approaches. However, implementing these approaches is not unproblematic. This paper explores how we navigated the tensions of cultivating twenty-first century skills in our students—first-year preservice teachers—through a purposely designed approach to active learning in an educational technology course. We illustrate how deploying Bakhtinian precepts through reflexive inquiry supported sensemaking of discomfort, leveraging this sensemaking to reinvigorate practice.

This article analyses the youth social movements in Hong Kong employing ‘conscientisation’ popularized by Paulo Freire. It is argued that the youth, as historical beings, promote humanisation by seeking to effect structural changes with the help of the social media. However, the youth-led movements in Hong Kong differ from Freire’s ideas in two significant ways. First, the increasingly violent nature of the protests departs from Freire’s emphasis on peaceful resistance. Secondly, Freire’s call for loving dialogue is not evident in Hong Kong despite meetings between the authorities and protesters. Hong Kong highlights the usefulness of the notion of conscientisation in shedding light on the youth social movement in an Asian context. At the same time, the developments in Hong Kong extend the existing literature on Freirean thought by situating it in a Confucian cultural setting.