Imaginative instruction: what master storytellers can teach instructional designers

Educational technology in Australia has seen a diverse and rich history across the various education sectors. The face of educational technology, the thinking behind the technology and the terminology used to describe the undertakings has changed considerably over time. However, a number of characteristics have remained constant. This article tells the story of educational technology in Australia over the past 30 years, tracing the ebb and flow, decline of the old and adoption of new technologies and approaches. Finally, it draws together some propositions for the future of educational technology in Australia. Innovation et re-invention : brève revue de la technologie de l'éducation en Australie. La technologie de l'éducation a connu une histoire variée et riche dans des secteurs d'éducation variés. La nature de la technologie de l'éducation et la terminologie utilisée pour décrire les initiatives ont changé considérablement au cours des années. Cependant un certain nombre de caractéristiques sont demeurées constantes - cet article décrit les 30 derniers années retracant le flux et reflux, le déclin des veilles technologies et l'adoption de nouvelles ainsi que de nouvelles approches. Finalement il regroupe des propositions pour l'avenir de la technologie de l'éducation en Australie. Innovation und Wiederentdeckung : die Entwicklung der Bildungstechnologien in Australien. Die Unterrichtstechnologie in Australien hat eine reiche Tradition in den vielfältigen Bildungsangeboten. Die Beschaffenheit der Technologie, das damit verbundene technische Denken und die Terminologie, die benutzt wurde um die Vorgänge zu erläutern, haben sich inzwischen verändert, aber gewisse Eigenheiten sind geblieben. Dieser Artikel berichtet über die Entwicklung der Bildungstechnologie in Australien während der letzten 30 Jahre, dem Auf und Ab, dem Untergang alter und die Einführung neuer Technologien und ihrer Anwendungen. Daraus ergeben sich zwei Vorschläge für die Bildungstechnologie der Zukunft in Australien.     

Competency‐based standards for industry trainers: a critical comparison of international models

Models of competency standards for industry trainers now exist in Canada, Britain, USA, and Australia. These models all tend to define the training roles to which they apply, cluster the areas of competence in some way, and define the required competencies. The models also have interesting distinguishing features. Apart from the different mechanisms by which they achieve each of the above points, they differ in the purposes for which they were designed. The wishes of the stakeholders who controlled or initiated their development, and the particular contexts within which they were developed have been powerful influences. We assert that competency based standards can make a valuable contribution to the workforce but more is required on a range of higher order competencies, on the clarification of values which are implicit in the models and on quality assurance in relation to the ways they are developed and used. To enhance such work we show that an integrated approach to competency standards has advantages over previous approaches. Indeed such an integrated approach is perceived as one more stage in the development of a distinct HRD discipline.     

In and of the City: Theory of Action and the NYU Partnership School Program

This article explores the theory of action underlying New York University's (NYU's) Partnership Schools Program—explaining in the process what a theory of action is, and how it can be constructed for other innovations in other contexts. NYU's Partnership Program involves 23 schools, K-12, spanning several of New York City's most economically disadvantaged neighborhoods. It operates on the basis of what the authors call “mutual self-interest” and exploits what they call “complementarity.” The authors illuminate the program's original as well as its evolving intentions, and the environmental conditions necessary to enact them and to sustain the program over a decade. They also describe the program's core design elements, with a view to how these may be replicated elsewhere. Finally, they look closely at the Partnership's theory of action in action, employing action research data to portray a meeting where professors and teachers discuss the teacher education residency experiment they have collaboratively launched.     

Implications of risk and resilience in the life of the individual who is gifted/learning disabled

The constructs of risk and resilience and their implication in the life of individuals who are gifted, learning disabled, and gifted/learning disabled will be explored in this paper. The intent is to understand further how the constructs of risk and resilience affect individuals who are gifted/learning disabled. The paper includes a discussion of risk and resilience, followed by a discussion of learning disabilities, giftedness, and learning disabilities combined with giftedness. Each of these sections addresses the risk factors that hinder normal development and make the individual more vulnerable and the protective factors that serve to buffer the individual's response to adversity. Interventions that may foster resilience in the individual who is gifted/learning disabled are proposed.     

The Impact of a Professional Development Program on Teachers' Understandings about Watersheds,Water Quality,and Stream Monitoring

Abstract

Professional development programs should provide teachers with experiences that develop their knowledge and skills to integrate environmental field studies into their school curriculum. This article reports on a professional development model that engaged teachers in designing and conducting local environmental science research projects. An overview of the professional development model is provided and evaluation data are reported, detailing the impact of the professional development model on teachers' understandings about watersheds, water quality, and stream monitoring.     

Informal Mentors and Education: Complementary or Compensatory Resources?

Few studies have examined the impact that mentoring (i.e., developing a special relationship with a non-parental adult) has on educational achievement and attainment in the general population. In addition, prior research has yet to clarify the extent to which mentoring relationships reduce inequality by enabling disadvantaged youth to compensate for a lack of social resources or promote inequality by serving as a complementary resource for advantaged youth. Results from a nationally representative sample of youth show (1) a powerful net influence of mentors on the educational success of youth and (2) how social background, parental, peer, and personal resources condition the formation and effectiveness of mentoring relationships. The findings uncover an interesting paradox-that informal mentors may simultaneously represent compensatory and complementary resources. Youth with many resources are more likely than other young people to have mentors, but those with few resources are likely to benefit more from having a mentor-particularly teacher mentors-in their lives.     

Cultural studies of science education

In response to Stetsenko’s [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present. Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others in the field.

Exploring academic achievement in males trained in self-assessment skills

This paper examines academic achievement of males following formal training in self-assessment. It adds to current literature by proposing a tried-and-tested method of improving academic achievement in males at a time when they appear to be marginalised. The sample comprised 515 participants (233 males), representing 25.2% of that high school leaving cohort in a small Caribbean country. Academic achievement was examined in all subjects taken by participants at a regional examination. Examination results indicate that males who were formally trained in self-assessment skills outperformed their untrained male counterparts. Implications for teaching and learning are explored and several practical suggestions are offered.