The Brave New World of Tertiary Teaching

Merrick, Bradley; Wilson, Emily

doi:10.4018/978-1-6684-5709-2.ch010

Cited by 3 publications

(2 citation statements)

References 32 publications

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“…A critical factor that influenced ICT usage during this time were levels of computer confidence, which can impact how teachers engage with technology (Hatlevik, 2017). As educators engaged in the process of online teaching and learning practitioners were integrating technologies across varied modes of instruction in diverse locations (Ferdig et al, 2020;Merrick & Wilson, 2023). This change in practice confirmed the potential afforded by this mode of ICT based learning (Garrison & Kanuka, 2004).…”

Section: Introductionmentioning

confidence: 92%

“…The boundaries of learning were redefined, which created an increased sense of agency from learners and teachers alike as participants were able to engage with materials in different locations and at different times. Although some teachers identified technological and pedagogical challenges with BSLE, the forced shift that accompanied the early stages of the pandemic provided foundations for new blended approaches that became accepted delivery modes (Li et al, 2021;Merrick & Wilson, 2023).…”

Section: Collaborating and Connecting Practicementioning

confidence: 99%

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Australian music education training and teaching practice: investigating the latitude of ICT resourcing and application

Joseph,

Merrick

2023

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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Covid-19 disrupted the way in which music teachers taught across education settings. It challenged and opened up new possibilities to think about pedagogy, content, assessment, and delivery. This paper forms part of a national study Reimaging the future: music teaching and learning, and ICT in blended environments in Australia. The authors are tertiary music educators working in initial teacher education (ITE) programs. In this paper, they discuss two questions: what can be learnt from teachers across education settings as they embraced pedagogical challenges? What are the implications for future focused classrooms? A mixed methodology were employed drawing on quantitative and qualitative data through an anonymous Qualtrics survey. The data reported were collected in Phase One March-April 2021 (N=105) and Phase Two December 2022-February 2023 (N=108) using thematic analysis to identify and analyse patterns of meaning. Three emergent themes: changes across teacher practice, collaborating and connecting practice through ICT, shifts in teacher confidence and competence are discussed. The study highlights the changes and reform required for ITE programs as students prepare for future focussed classrooms that meet the demands of the 21st Century. The findings may resonate with other countries, and generalisations to other learning areas cannot be made. Recommendations are offered that highlight the need for ITE programs and in-service for teachers to rethink, reframe and reimagine the latitude of ICT resourcing and application in music teaching.

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Section: Introductionmentioning

confidence: 92%

Section: Collaborating and Connecting Practicementioning

confidence: 99%

Australian music education training and teaching practice: investigating the latitude of ICT resourcing and application

Joseph,

Merrick

2023

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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Impact of Digital Technology on Processes at Universities from Teachers’ Perspective

Mabić,

Gašpar,

Praničević

2024

Croatian Regional Development Journal

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Digital technology has become inseparable from all core and supportive processes because of the intensive use of different digital tools. The paper aimed to determine teachers’ views on the impact of digital technology on business processes in higher education institutions - whether they recognize the impact and how they evaluate it. The survey was conducted among the teachers of the public University in Bosnia and Herzegovina. The results show that digital technology has a positive and mostly strong or medium impact on business processes in higher education institutions. The work on international research and educational projects and the teaching process are the most influenced by digital technology. It has a stronger impact on the core processes than on supportive activities. Teachers recognize the influence of digital transformation on all processes at universities, both core and supporting. The influence is stronger with core processes.

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Australian Educator's Reflections and Use of ICT and Technology

Merrick,

Joseph

2023

Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning

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Covid-19 impacted all aspects of life and education across the globe. This case study forms part of an ongoing project. The authors are academics working in music education across two universities in Melbourne, Australia. Using blended synchronous learning environments (BSLE) and the universal design for learning framework, this chapter examines ways that teachers used representation, action and expression, and engagement while teaching online. Survey data collected across phase one (March-April 2021, N=105) and phase two (December 2022-February 2023, N=104), were thematically analysed. Two emerging themes (modifying learning environments and developing innovative assessments) are discussed. As recommendations are made, longitudinal research is imperative to further understand how teachers and students continue to interact with learning environments. Continued understanding of the pandemic and the use of technology in teaching and assessment is essential to ensure we best prepare teachers and students as the educational landscape remains uncertain.

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The Brave New World of Tertiary Teaching

Cited by 3 publications

References 32 publications

Australian music education training and teaching practice: investigating the latitude of ICT resourcing and application

Australian music education training and teaching practice: investigating the latitude of ICT resourcing and application

Impact of Digital Technology on Processes at Universities from Teachers’ Perspective

Australian Educator's Reflections and Use of ICT and Technology

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