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Editorial
Get PDFThe prevalence of technology in all aspects of life over the past few decades has dictated that schools prepare and equip students to live and work in a world where information is produced and disseminated rapidly. Schools have a further responsibility to train students to acquire critical digital literacy so that they can consciously and responsibly use technology not only for learning but also in all other spheres of their lives. This responsibility was further accentuated when the COVID-19 pandemic significantly changed the role of instructional technology in schools. Homes became classrooms and teachers had to find innovative ways to impart knowledge and engage learners, especially in language teaching and learning classrooms. This special issue comprises five research articles and three book reviews expounding on how teachers, guided by particular pedagogical principles, have chosen and employed different technological tools in their language teaching to inspire student learning.
The editors of this special issue, Dr Shashi Nallaya, Dr Julie Choi and Dr Sue Ollerhead would like to express their immense gratitude to the reviewers, editorial board members and journal coordinator Skye Playsted for their time, expertise and dedication in bringing this issue to fruition. 
Gregory, S. & Wood, D. (2018). Authentic virtual world education: Facilitating cultural engagement and creativity
No full textGregory, S. & Wood, D.
2018
Springe
Technology Enhanced Learning: Applying Padlet, VoiceThread and Microsoft Teams in online university courses
Get PDFThe use of technology in language teaching and learning has been rising in popularity with rapid developments in technology as well as increased need due to the recent coronavirus pandemic. Moreover, the sheer number of technologies available and the choices with how to implement them can be quite daunting for educators.
In this article, three technologies implemented in Master of TESOL university online courses are presented and explored with regards to their enhancement of learning: Padlet, VoiceThread (video recordings) and Microsoft Teams (chat forum). Firstly, the applications of these technologies were mapped to the TPACK framework (Mishra & Koehler, 2006) along with educator observations on their implementation. Secondly, data from surveys and interviews provided students’ perspectives on the use of technology and the benefits and challenges they experienced. Thematic analysis of this data revealed six themes: Engagement and interactivity, Peer learning, Flexibility, Record of work, Usability, and Challenges.
The findings of the study demonstrate how technologies can enhance learning through increased motivation and participation, shared learning and self-directed learning. The goal of this article is to inform TESOL educators on the potential of these technologies and inspire them to explore options for integrating technologies in their own classrooms and contexts
Situating Emotion In Digital Culture:: Sentiment, affect and online persona
Get PDFThis introduction to this issue works to map how emotion is situated in contemporary digital culture. It is derived from an international online symposium led by the authors and including leading scholars in this area of study and investigation from more than 5 countries in November 2021. The article works to identify and summarise the material generated by each of the scholars and further links it to the complex domain of persona and digital persona. It specifically explores six distinct topics of digital identity and expression in its intersection with sentiment and affect: 1. Facial Recognition and Expression; 2. Emotion and Technological Interface; 3. Emotional Intelligence in Digital Culture; 4. New Forms of Digital Sensitivity in Social Media and Online Platform Activity; 5. Emotion, Performative Presentation and Curation: Emoji, Hashtags, and Memes; and 6. Digital Mood Synchrony and Digital Contagion. The conclusion then summarises the direction of the Symposium and how it intersects with the articles that are part of this special issue
Undergraduate Student Perspectives on Employability: A Mixed Methods Exploration of Nutrition Student Career Awareness, Confidence, and Preparedness
Get PDFThere is a growing need for nutrition graduates to fill diverse roles that will address emerging health priorities including community-based chronic disease prevention, personalised nutrition, digital health, and innovations in food and agriculture. Little is known about how well universities are preparing nutrition students to fill these roles. The aim of this study was to explore undergraduate nutrition students’ career awareness, confidence, and preparedness. A secondary aim was to explore their perspectives regarding employability initiatives within the university curriculum. A mixed methods approach was used, including semi-structured focus groups to gain in-depth insights and surveys to expand and diversify the study population, enhancing validity and transferability of the findings. Results of the focus groups were analysed thematically using an inductive approach. Initial themes informed the survey with closed questions analysed using descriptive statistics and open questions analysed thematically. Seven students participated in focus groups and 73 completed the survey. Common themes arising from the focus group and survey responses included a lack of awareness of roles available to nutritionists, lack of placement experience seen as a link to understanding what nutritionists do and getting that first job, and life experiences and personal circumstances influencing career pathways. Practical opportunities for nutrition students to develop their career awareness, confidence, and preparedness should be a key consideration in the design of the undergraduate nutrition curricula
Exploring challenges and supports for writing in Standard Australian English for Australian secondary English as an Additional Language/Dialect Students: A scoping study
Get PDFThe overall purpose of this study was to explore the identified language challenges and supports for writing in Standard Australian English for secondary English as an Additional Language or Dialect (EAL/D) students. An initial review of the academic literature revealed that this research topic has not been extensively researched within the Australian context. For this reason, this research project involved a systematic scoping study of the academic literature, based on the framework of Arksey and O’Malley (2005). This scoping study mapped the current research, and through a content analysis, synthesised the findings. In total, Level 1 searching of five digital data bases revealed 77 potential studies based on key word searches of titles and abstracts, published from 2010-2022. Further reading and searching refined these to 35 articles that addressed the research question. These articles revealed a range of themes that either challenged or supported the writing process for Australian EAL/D secondary students. These related to aspects at the policy, contextual and classroom level that shaped teachers’ knowledge practice, beliefs and skills in relation to teaching and learning, planning and assessing writing in a range of secondary areas. Gaps in the literature and a way forward, as well as implications for the future are discussed
School leadership attitudes towards EAL/D students and their commitment to professional learning for diverse contexts
Get PDFDue to the increasingly diverse nature of classrooms in Australia, a great deal of attention has been understandably dedicated to the pedagogical approaches, resources and conditions needed to cater for the needs of English as an additional language or dialect (EAL/D) learners in mainstream settings (see Dobinson & Buchori, 2016; Taplin, 2017). However, research has demonstrated that while the practices that take place within the classroom are essential to supporting EAL/D students, the institutional practices of the school community driven and underpinned by school leaders’ positionings, views on and attitudes towards diversity are fundamental to the creation and facilitation of opportunities for teachers across the curriculum to support a socially-just environment for all learners, including EAL/D students (Brooks et al., 2010; Theoharis & O’Toole, 2011). To better understand the views of school leaders, this article reports on a study into principals’ perceptions about the diverse needs of EAL/D learners in mainstream settings. Grounded in the premises of qualitative research methodologies (Stake, 2010), data was collected through in-depth semi-structured interviews that explored (i) principals’ views on diversity, (ii) the perceptions and positioning of EAL/D students in schools, and (iii) the role of suitable pedagogical approaches and their commitment to opportunities for professional learning to enhance responsiveness to EAL/D learners’ needs in mainstream settings. Thematic analysis of the interview data revealed that principals’ views on diversity acknowledged the pervasive presence of Anglophone teaching and leadership staff in school communities which contributes to colourblind perspectives on and deficit framings of EAL/D students and of their needs. To address these systemic and structural issues which heavily impact the classroom, principals indicated that suitable pedagogical approaches are needed along with effective avenues for professional learning (PL) to support EAL/D students in mainstream classes. Though small scale in design, this study also contributes empirical data to this under researched area of principals’ attitudes towards EAL/D students
From passion to profession: an employability framework in sport development
Get PDFEmployers seek graduates with a broad skill set who can acquire and implement new skills to quickly adapt to changes in the workplace. To ensure graduates are well-equipped for the workforce, universities should prioritise not just delivery of discipline-specific coursework, but also provision of opportunities for students to cultivate their employability skills. Tailored employability initiatives across the lifecycle of a degree are presented in this paper. By examining a case study in Sport Development, the article showcases how structured employability curriculum can be effectively integrated into core subjects to provide students with the essential abilities and understanding required for graduate employment. This paper demonstrates that universities have the potential to further strengthen students’ employability skills by incorporating customised employability initiatives throughout the student lifecycle, encompassing both curricular and co-curricular activities. Universities are encouraged to work closely with alumni, industry, and other stakeholders to develop a degree-wide approach to employability activities that are tailored to the needs of students and their future profession
Representation in Children’s Book Council of Australia Early Childhood and Picture Book Awarded Books (2018-2020)
Get PDFThe call for more diversity in children’s literature has increased over the past decade. Many researchers draw on Rudine Sims Bishop’s theory of Windows, Mirrors, and Sliding Glass Doors (1990) to argue that children need to be able to see their lives reflected in the media they consume, not just as caricatures or tokenistic characters, but as protagonists and everyday people. The prizing of children’s literature acts as a stamp of approval for what is considered quality literature, and often results in an undiscerning market that purchases texts simply because of their awarded prize. The Children’s Book Council of Australia (CBCA) Book of the Year award is one of the most prestigious literary awards available in the country, particularly for younger readers. This critical content analysis examines the winners, honoured, and short-listed texts for the Book of the Year awards in the Picture Book and Early Childhood categories for the years 2018-2020. The analysis found that the majority of the texts reinforce the current social and cultural discourse of the straight, white, cis-gendered, able-bodied male. Given the social and cultural impact of the CBCA awards, it is essential that the discourses and ways of being that are represented in the awarded texts are critically investigated to ensure they are representative of their readership and do not perpetuate a damaging message to readers about their or others’ identity