Publications

2023

School Inclusion Through Remote Presence, Virtual Spaces and Digital Artefacts, for Students with Chronic Health Conditions

Joanne Walsh, Michael Henderson, Michael Phillips, Monash University, Australia; Petrea Redmond, University of Southern Queensland, Australia

Abstract: Students with chronic health conditions often miss significant amounts of school, impacting their learning and social wellbeing. This paper sought to develop a greater understanding of how digital tools mediate remote learning for students with chronic health conditions, through a qualitative multiple case study of two secondary schools in Australia, involving four student participants with chronic health conditions. Cultural Historical Activity Theory (CHAT) and Postphenomenology provided a theoretical framework to guide interview data collection and analysis. A model of digital tool identities including digital artefacts, virtual spaces and remote presence, is proposed to support teachers of students with chronic health conditions who are intermittently learning remotely.

2017

Connectivism: Networked Learning for a Digital Era

TLN Journal, Volume 24, Issue 2 (2017)

Abstract: The digital age in which we live is characterised by rapid change and an abundance of information. The challenges for teachers to help their students make sense of the world are greater than ever. Connectivism proposes that, in the digital age, connections which enable learning are more important than what is known.

Models of Technology Integration: TPACK and SAMR

TLN Journal, Volume 24, Issue 2 (2017)

Abstract: The use of technology is not a guarantee of better teaching or learning. Careful consideration and planning is required if digital technologies are to be used effectively. Models such as SAMR and TPACK can provide frameworks for understanding integration of technology in the classroom.