journal articles by Damian Maher
Social Education Research,, 2020
The impact of COVID-19 has seen many schools across the globe transition from face-to-face teachi... more The impact of COVID-19 has seen many schools across the globe transition from face-to-face teaching to emergency remote teaching in a short period of time. This has impacted the quality of students' educational experiences. The study reported here draws on data collected from students, teachers, and parents in eight schools in New South Wales, Australia using a qualitative approach including surveys, and draws a Community of Inquiry framework to understand the experiences of students. Results of the study showed that social impacts were extensive and that limited interactions resulted in the loss of engagement and motivation for a majority of students who also reported a high level of understanding of what was expected of them but felt the workload was too high. It is suggested that more time be provided for social engagement to support motivation and engagement.
Social Education Research, 2021
This article investigates how the second-year pre-service teachers mentored first-year pre-servic... more This article investigates how the second-year pre-service teachers mentored first-year pre-service teachers to develop their literacy skills via a blended community. While some researchers have investigated blended learning, such research has not focused on how face-to-face and online modes work together to support student learning. Using a qualitative approach, the cohort, consisting of 164 first-year pre-service teachers and five second-year peer mentors, participated in the study. A blended community was found to be significant where peer mentors were able to provide both face-to-face and online support to assist in literacy development. It was observed that within the community, that Non-English-Speaking Background (NESB) and English as a Second Language (ESL) pre-service teachers had particular needs which could be addressed by mentors.
Technology, Pedagogy and Education, 2021
In this article, the educational use of 360 degree video in the primary school classroom is inves... more In this article, the educational use of 360 degree video in the primary school classroom is investigated, focusing on a platform developed, which incorporates a chat function as well as an analytics tool. In examining these aspects, a qualitative study, drawing on a sociocultural and multimodal framework was undertaken with two Australian primary school classes. In it was found that the platform provided students with increased access to information and control, as well as supporting interactions. Additionally, it was found that the analytics tool provided teachers with access to information on student engagement.
Teacher Development, 2020
Sydney (UTS). Damian's research interests are located mainly around a STEM focus in primary, seco... more Sydney (UTS). Damian's research interests are located mainly around a STEM focus in primary, secondary and tertiary settings with an emphasis on the use of technology. He has published 50 journal articles and book chapters and has worked on numerous research projects. Using action learning to support mobile pedagogies: The role of facilitation.
Australasian Journal of Educational Technology,, 2019
This study investigates how final year pre-service teachers (PSTs) from several countries use soc... more This study investigates how final year pre-service teachers (PSTs) from several countries use social media to support their online professional learning network (PLN) activities. Adopting a mixed-methods approach, it uses a global survey and interview methods to generate fresh insights into PSTs' informally-developed online PLN practices and their perceived benefits of these self-initiated activities. Findings uncover new understandings of contemporary PSTs' patterns of use and configurations of their online PLNs and have implications for their effective transitioning into the teaching profession. Implications for practice or policy: • Teacher educators should encourage pre-service teachers to informally develop their own online professional learning networks to leverage a range of benefits, driven by the authentic, diverse and accessible nature of ideas and materials encountered in these spaces. • Pre-service teachers need affirmation and support to be confident, active participants in their chosen online professional learning network spaces, especially in networks shared with more experienced, practising teachers.
The professional learning of refugee volunteer teachers in Indonesian refugee learning centres
Teaching and Teacher Education, 2020
NOTE: The link will give access to the published article up to June 8.
https://authors.elsevier.... more NOTE: The link will give access to the published article up to June 8.
https://authors.elsevier.com/a/1ax9U,GtqvjweG
This article investigates professional learning opportunities in a community of Hazara refugee volunteer teachers. These teachers have no formal teacher training or qualifications and work in Indonesian learning centres. The study investigates the benefits and challenges of mentoring, outside support, and trust using a community of practice framework and qualitative methodology.
Journal of NELTA, 2019
The effectiveness of pre-service teachers’ ICT training during teacher education course is often ... more The effectiveness of pre-service teachers’ ICT training during teacher education course is often linked with the teacher educators’ (TEs’) practices. TEs’ digital practices, however, are under-studied, thus, are not fully understood. This study, which draws on the theoretical tenets of Activity Theory, reports on the factors that limit TEs’ digital practices in a context where technology use has just begun to evolve. Using a multi-method case study, this study collected data from EFL TEs and
policymakers. The analyses of the policy data and interviews reveal that multiple factors constrain TEs’ digital practices. A key finding of the study is that factors related to ICT policies, training for TEs and resources hindered the use of technology by TEs. Implications of these are discussed.
EURASIA Journal of Mathematics, Science and Technology Education, 2019
As demands on the environment continue to intensify, it becomes increasingly urgent to act sustai... more As demands on the environment continue to intensify, it becomes increasingly urgent to act sustainably, responsibly and respectfully, to protect and restore environments. Digital technologies, including videoconferencing, mobile apps and virtual and augmented realities, can provide new ways of engaging students in environmental stewardship. Such technologies can pique student interest, while enabling them to capture experiences of local and distal environments, to collect data and share their findings with broader audiences. This article critically explores innovative, formal and informal learning practices in experiential environmental education approaches among schools, families and communities, such as citizen science projects. It draws on qualitative case study vignettes, as well as the authors' previous work and broader literature, to consider the potential and limitations of such technologies and approaches. The key question concerns how existing and emerging technologies might serve as bridges or barriers to apprenticing young people into globally-minded, environmentally responsible and respectful behaviours.
Australian Journal of Educational Technology, 2019
Interest in how to use mobile devices to support teaching and learning has increased as technolog... more Interest in how to use mobile devices to support teaching and learning has increased as technologies have become more sophisticated and ubiquitous. A recent focus in teacher education is the use of mobile devices to support teachers' professional learning networks (PLNs). This study investigates how pre-service teachers (PSTs) use mobile technologies to support different aspects of their PLN activities. The study uses a qualitative methodology, where data from focus group discussions, artefact collection, and participant journals kept by 11 final year PSTs provided nuanced insights into their mobile learning practices. A validated mobile pedagogical framework (Kearney, Schuck, Burden, & Aubusson, 2012) is used to analyse the data. Findings uncover a deeper understanding of exemplary mobile learning approaches in initial teacher education and have implications for effective preparation of PSTs for career-long professional learning.
Teacher Development, 2018
This article examines and theorises the experiences of 12 primary pre-service teachers at an Aust... more This article examines and theorises the experiences of 12 primary pre-service teachers at an Australian university, undertaking a two-week professional teaching experience in Bangkok. This qualitative ethnographic study of our students' and to some extent our own experiences draws on interviews, questionnaires and observations from the students, as well as reflective notes from two participating supervisors, and set out to account for and understand the sources of the achievements and frustrations experienced by our pre-service teachers. The findings illustrate differences between the students' overseas experiences and Australian-based experiences. These differences include organisational structures, teacher mentoring, and cultural understandings, and the effects these had on the students. In particular, we distinguish the more readily observable structural nature of the schools in which the pre-service teachers were teaching, and the less visible cultural aspects that underlie these structures. We propose ways of helping students, as part of pre-departure briefings, to become more aware of these cultural underpinnings, with a view to helping them become more at ease negotiating intercultural workplaces.
Technology, Pedagogy and Education, 2018
This paper discusses the use of mobile devices by teachers in two Australian schools. It builds o... more This paper discusses the use of mobile devices by teachers in two Australian schools. It builds on a theoretical framework which considers the location of mobile learning with respect to time and space. The research used a qualitative methodology in which observations, interviews and document analysis were conducted. The study found that the physical and virtual spaces that were used were different from those used in other lessons. Mobile learning facilitated autonomous learning by students, collaboration with their peers and engagement in topics of interest to them. The study found that students and teachers adopted new roles when using the devices, and were untethered from their conventional learning spaces of the classroom. Learning changed in nature and was aligned with contemporary practices in education.
This article reports on a study in which teachers, university teacher educators and a software co... more This article reports on a study in which teachers, university teacher educators and a software company formed a learning community which provided a mechanism for knowledge exchange regarding pedagogical approaches using mobile technologies. The study employed an interpretivist methodology. The findings indicated that the collaboration promoted reflection on practice and facilitated development of innovative pedagogies. All partners benefited through this knowledge exchange: the teachers developed new approaches and ways of thinking about teaching; the teacher educators gained insights informing their practice and feedback on theory-practice alignment; and the industry partner derived insights on how to support other schools in technology knowledge exchange.
Associate Professor Anne Prescott works with mathematics teachers and teacher education students ... more Associate Professor Anne Prescott works with mathematics teachers and teacher education students focusing on improving practice in the classroom.
Background The use of 1:1 and Bring Your Own Device (BYOD) strategies in schools is in its infanc... more Background The use of 1:1 and Bring Your Own Device (BYOD) strategies in schools is in its infancy and little is known about how mobile devices such as tablets are being used to support educational practice. Purpose In this article, two suburban primary schools in Sydney, Australia were focused on with an aim to understand how mobile device strategies were developed and implemented and how the devices were being used in the schools. Design and Method This qualitative study uses a case study method. It draws upon questionnaires, interviews and classroom observations, and builds upon previous research in English and Australian schools. Findings Results of the research indicate that the devices have only recently been incorporated into the school and suggest that their usage has been generally embraced by both school staff and parents. Key issues highlighted by these two schools included the importance of the school's vision and uncertainty about the differences between models of provision. Participant responses also referenced some positive impacts on classroom practice, which amplify constructivist pedagogy: there were examples of device use extending student learning by supporting peer-assessment, collaboration, research skills and projects.
Many schools in industrialised and developing countries are now using mobiles devices. This has t... more Many schools in industrialised and developing countries are now using mobiles devices. This has the potential to connect learning that occurs in classrooms and museums. This paper focuses on the use of iPads by a year 6 class (12 years old) in Sydney Australia, which were used both in the classroom and on a museum excursion. The study uses a qualitative methodology. Results of the study show the iPads were able to support and link learning in both locations although there were logistical considerations which limited their potential.
Adjustment to university is challenging for students as they navigate a path through new academic... more Adjustment to university is challenging for students as they navigate a path through new academic, social and cultural practices. Some may feel on the borders, marginalised by their background. Issues such as adjustment to university life, independence, performance expectations, establishing friendships, technological competence, cultural capital, engaging with others, and financial difficulties are addressed. Widening participation and the establishment of equitable access are worthy goals for higher education. This paper investigates cultural characteristics typical of universities, and of students from lower socioeconomic backgrounds, and, implicitly, at influences such as the schools, communities and families that have shaped these students. The paper reports on perceptions of first year teacher education students at a university in Sydney, Australia, and explores ways of responding to potential cultural mismatches. It reveals their experiences of university life and sheds light on resources, services and cultural changes that could help in their adjustment and success.
Whilst many transitions in a child's life are expected -such as that from primary to high school ... more Whilst many transitions in a child's life are expected -such as that from primary to high school for examplethe transition from regular (and presumably a normal school situation) to a hospital school is likely to be unexpected and potentially difficult. Students are often dislocated from their regular schools for extended periods of time, causing serious interruptions to their education. Engaging with four hospital schools in Australia and New Zealand, this research explores pedagogical and technological implications for these hospital school-located students and their teachers. Focusing on the perspective of various stakeholders including selected students, parents/carers and teachers (n=72), findings revealed issues relating to effective collaboration and transition, teacher professional development, as well as the role of technology in connecting educators and students, and reducing student isolation. Future research needs to accommodate the challenges and strengths as experienced by each hospital school, whilst also identifying common issues reported by all stakeholders. We recommend further exploration of the nature and facilitation of stakeholder relationships, professional development of hospital teachers and the fostering of opportunities for the sharing of practicebased stories. Further research addressing the ways in which technology can be used to overcome the hospital student's perceived social isolation is also recommended.
An emerging body of literature explores mobile learning in teacher education contexts. A common t... more An emerging body of literature explores mobile learning in teacher education contexts. A common theme is the facilitation of collaborative, authentic professional learning experiences, often leveraged by the immediate and spontaneous nature of learning in informal settings. This paper takes a snapshot of current developments with mobile learning in teacher education. It draws on analysis of data from a study investigating mobile learning approaches in this context, with a particular focus on pre-service Maths teachers' professional development. The study was developed as part of our institution's activities in the national Teaching Teachers for the Future (TTF) project.
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journal articles by Damian Maher
https://authors.elsevier.com/a/1ax9U,GtqvjweG
This article investigates professional learning opportunities in a community of Hazara refugee volunteer teachers. These teachers have no formal teacher training or qualifications and work in Indonesian learning centres. The study investigates the benefits and challenges of mentoring, outside support, and trust using a community of practice framework and qualitative methodology.
policymakers. The analyses of the policy data and interviews reveal that multiple factors constrain TEs’ digital practices. A key finding of the study is that factors related to ICT policies, training for TEs and resources hindered the use of technology by TEs. Implications of these are discussed.