Browsing by Author "Hartnett M"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
- ItemComputational Thinking in Junior Classrooms in New Zealand(Flexible Learning Association of New Zealand (FLANZ), 2020-12-15) Irons JMM; Hartnett MFrom 2020, the New Zealand technology curriculum will include computational thinking. The new curriculum content is being introduced to students from five-years-old onwards. In preparation for its introduction, online resources have been developed for teachers, including junior teachers (who teach new entrants to year three), that contain progress outcomes, lesson plans, exemplars and assessments. However, it is unclear whether New Zealand junior teachers are sufficiently prepared to teach computational thinking and what factors influence their preparedness to teach the new curriculum. This research explored the experiences of a small group of junior school teachers in the year prior to the official introduction of the technology curriculum. Research findings highlight that factors including professional development, assessment, schoolwide support, and time availability influence the uptake of the computational thinking curriculum by teachers in New Zealand junior classrooms.
- ItemImproving Remote Teaching and Online Learning(Flexible Learning Association of New Zealand (FLANZ), 2021-08-08) Hartnett M; Fields A; Hartnett M; Fields AThis issue of the Journal of Open, Flexible and Distance Learning (JOFDL) contains an invited piece from a well-known author in the field. The intention is to include an invited piece in subsequent issues. This contribution from Rick Shearer focuses on theory in open, flexible, and distance education. The choice of topic is timely given the experiences of emergency remote teaching (ERT) by teachers and academics over the last 18 months, and the prevailing view that online learning and teaching and ERT are equivalent. In addition to the invited article, this issue has four articles—a descriptive piece and three articles from presentations at the recent FLANZ 2021 Conference.
- ItemLearning during a pandemic: an Activity Theory analysis of the challenges experienced by Aotearoa/New Zealand university students(Springer Nature Limited on behalf of the Association for Educational Communications and Technology, 2023-12) Gedera D; Forbes D; Brown C; Hartnett M; Datt AThe worldwide disruption of higher education during the Covid-19 pandemic has been studied from the viewpoints of institutions and teachers, with some attention to students’ health and learning challenges. Attempts to theorise the diverse and conflicting challenges faced by students learning online during the pandemic have been limited. It is helpful to analyse students’ experiences as part of an activity system in order to unravel the system’s elements and determine contradictions that occur. This study adopted a mixed methods approach to investigate students’ online learning experiences at all eight New Zealand universities during the pandemic. Data obtained via a large-scale online survey, followed by focus groups and individual interviews, is presented in light of an Activity Theory framework. Findings show that students’ key challenges were associated with new tools and technologies, lack of interaction and social connection, lack of routine and space, and clashing commitments due to multiple roles and responsibilities. Contradictions can be a driving force for change and development in teaching and learning contexts. We conclude with recommendations for tertiary institutions, teachers, learning designers and students to inform future learning and teaching plans.