one analysis of the digital education revolution
DESCRIPTION
An attempt to identify a number of the limitations and shortcomings associated with the Australian Federal Government's Digital Education Revolution project (http://www.digitaleducationrevolution.gov.au)TRANSCRIPT
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One analysis of
the Digital Education Revolution
David Joneshttp://davidtjones.wordpress.co
m
http://www.flickr.com/photos/wfryer/2516648940/
http://bit.ly/derAnalysis
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(Rittel & Webber, 1973)
http://www.flickr.com/photos/wxmom/2052715752/
As you solve the problemyou learn more about it
Solutions are neitherright nor wrong
There is no ultimate
test of a solution
The problem can be described in many ways
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Description
Analysis
Suggestions
http://www.flickr.com/photos/wscullin/3770015203/
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Description
Analysis
Suggestions
http://www.flickr.com/photos/wscullin/3770015203/
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aims to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to
live and work in a digital world.
$2.4b over 8 years
http://www.flickr.com/photos/tomheld/2997580946/
(ANAO, 2010)
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Online curriculum resources & digital architecture
ICT Innovation Fund
National Secondary Computer Fund $1.4b +
$807m
$16m
$28.6m
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http://www.flickr.com/photos/brad_holt/3604854521/
Removal of 1st order barriers(Ertmer,
1999)
School + technology != change
Policy by visitors to the digital world
Limited understanding of change
Won’t achieve purpose
Using failed approaches……
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Description
Analysis
Suggestions
http://www.flickr.com/photos/wscullin/3770015203/
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http://flickr.com/photos/joits/225824796/
The Ps Framework
Past experience
People
Place
Product
Process
Purpose
Pedagogy
http://bit.ly/PsFramework
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Purpose
aims to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to
live and work in a digital world.
http://www.flickr.com/photos/londonmatt/3163571645/
http://www.digitaleducationrevolution.gov.au/
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A common theme in many countries’ national policies is that innovative, knowledge-based economies driven by talent and creativity are the way to build sustainable
societies in the future. (Moyle, 2010, p. 6)
Australian students must be prepared for living andworking in a highly technological and informationrich world that is rapidly changing. (DEEWR,
2010)
http://www.flickr.com/photos/karenapricot/1218446563/
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Melbourne declaration etc.
http://www.flickr.com/photos/29901446@N07/2800023900/
http://bit.ly/pzPd8C
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Melbourne declaration etc.
Digital educationrevolution
http://www.flickr.com/photos/29901446@N07/2800023900/
http://bit.ly/pzPd8C
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Melbourne declaration etc.
National Curriculum
Digital educationrevolution
http://www.flickr.com/photos/29901446@N07/2800023900/
Core curriculums that hark backto 20th-century educational beliefs…..
(Harpur, 2011)
The curriculum pays lip service to technology butfails to consider how it is changing the way teachersteach and children learn.
http://bit.ly/pzPd8C
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Melbourne declaration etc.
National Curriculum
Digital educationrevolution
NAPLAN
http://www.flickr.com/photos/29901446@N07/2800023900/
http://bit.ly/pzPd8C
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Melbourne declaration etc.
National Curriculum
Digital educationrevolution
National rewardsfor great teachers
NAPLAN
http://www.flickr.com/photos/29901446@N07/2800023900/
http://bit.ly/pzPd8C
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Melbourne declaration etc.
National Curriculum
Digital educationrevolution
National rewardsfor great teachers
NAPLAN
http://www.flickr.com/photos/29901446@N07/2800023900/
Current political winds are blowing..toward policies of standardisingschool and emphasising the kindsof accountability practices that canparalyze risk-taking
(Collins & Halverson, 2009, p. 113)
http://bit.ly/pzPd8C
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http://www.chron.com/disp/story.mpl/ap/tx/7679076.html
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Online curriculum resources & digital architecture
ICT Innovation Fund
National Secondary Computer Fund $1.4b +
$807m
$16m
$28.6m
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$28.6m
$16m
Computers
Rewards for great teachers$425m
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http://bit.ly/pxuDjB
The wrong drivers• Accountability• Individual over group solutions• Technology• Fragmented strategies
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http://bit.ly/pxuDjB
The wrong drivers• Accountability• Individual over group solutions• Technology• Fragmented strategies
NAPLAN
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http://bit.ly/pxuDjB
The wrong drivers• Accountability• Individual over group solutions• Technology• Fragmented strategies
NAPLANRewards for great teachers
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http://bit.ly/pxuDjB
The wrong drivers• Accountability• Individual over group solutions• Technology• Fragmented strategies
NAPLANRewards for great teachersDER
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http://bit.ly/pxuDjB
The wrong drivers• Accountability• Individual over group solutions• Technology• Fragmented strategies
NAPLANRewards for great teachersDERDissonant strategies
Federal
State
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http://bit.ly/pxuDjB
The wrong drivers• Accountability• Individual over group solutions• Technology• Fragmented strategies
NAPLANRewards for great teachersDERDissonant strategies
Federal
State
Public
Catholic
Independent
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http://bit.ly/pxuDjB
fail to achieve whole system reform
Even worse, chances are that such strategies willcause backward movement relative to other countriesthat are using the right drivers
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Past experience
http://bit.ly/nipT8I
Those who cannot remember
the past are condemned to repeat it. (Santayana,
2010)
http://www.flickr.com/photos/24707395@N02/2990235404/
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http://www.flickr.com/photos/24707395@N02/2990235404/
Our school system will be completelychanged within the next ten years.
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Our school system will be completelychanged within the next ten years.191
3
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Books will soon be obsolete in the schools
It is possible to teach every branch of human knowledgewith the motion picture.
http://www.flickr.com/photos/nostri-imago/3439637848/
Our school system will be completelychanged within the next ten years.
(Saettler, 1968, p. 98)
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http://www.flickr.com/photos/24707395@N02/2990235404/
the computer is going to bea catalyst of very deep andradical change in theeducational system
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the computer is going to bea catalyst of very deep andradical change in theeducational system198
4
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the computer is going to bea catalyst of very deep andradical change in theeducational system
(Papert, 1984)
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Students today can’t preparebark to calculate their problems.They depend on their slates whichare more expensive. What will they do when the slate is droppedand it breaks? They will beunable to write!
Teacher’s Conference, 1703
http://www.flickr.com/photos/knobil/66832699/
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Students today depend on paper toomuch. They don’t know how to writeon a slate without getting chalk dustall over themselves. They can’t cleana slate properly. What will they dowhen they run out of paper?
Principal’s Association 1815
http://www.flickr.com/photos/knobil/66832699/
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..waiting in vain for the promised revolutionin teaching and learning because we have
consistently, almost single-mindedly,
used technology to automate the past instead of employing
our best thinking and efforts to create a new future
(Bush & Mott, 2009)
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http://www.flickr.com/photos/shadfan66/4131388204/
Through a single sign-on portal they will be
supported with relevant information, expert advice and practical and strategic tools
ICT Innovation Fund
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http://gapingvoid.com/2006/10/13/walled-gardens-explained/
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http://www.flickr.com/photos/dquach/462387564/
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Purpose
aims to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to
live and work in a digital world.
http://www.flickr.com/photos/londonmatt/3163571645/
http://www.digitaleducationrevolution.gov.au/
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http://www.flickr.com/photos/rileyroxx/169905405/
Who has to learn?
School Students
School teachers
Teacher educators
School leaders
Politicians
General public
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http://www.flickr.com/photos/rileyroxx/169905405/
Who has to learn?
School Students
School teachers
Teacher educators
School leaders
Politicians
General public
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Online curriculum resources & digital architecture
ICT Innovation Fund
National Secondary Computer Fund $1.4b +
$807m
$16m
$28.6m
Teaching Teachers
for the Future
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Some of the anticipated activities will include the development of a website with ICTE resources and discussions, the establishment of an ICTE reference
group that includes participation from across the University and regular workshops for staff.
http://bit.ly/nipT8I
http://www.flickr.com/photos/judybaxter/136158323/
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http://www.flickr.com/photos/judybaxter/136158323/
Some of the anticipated activities will include the development of a website with ICTE resources and discussions, the establishment of an ICTE reference
group that includes participation from across the University and regular workshops for staff.
http://bit.ly/nipT8I
Used by small numbers…usually not those most in need (The National GAP,
2009)
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http://www.flickr.com/photos/rileyroxx/169905405/
Who has to learn?
School Students
School teachers
Teacher educators
School leaders
Politicians
General public
![Page 51: One analysis of the Digital Education Revolution](https://reader035.vdocument.in/reader035/viewer/2022081519/5556e299d8b42a0f028b4bc6/html5/thumbnails/51.jpg)
Online curriculum resources & digital architecture
ICT Innovation Fund
National Secondary Computer Fund $1.4b +
$807m
$16m
$28.6m Online teacher
toolkit
Anywhere, anytime professional
learning
Leading ICT in learning
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http://gapingvoid.com/2006/10/13/walled-gardens-explained/
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http://www.flickr.com/photos/philmanker/3601560371/
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Quality teaching requires developing a nuanced understanding of the complex relationships between technology, content, and pedagogy, and using this understanding to develop appropriate,
context-specific strategies and representations. (Mishra & Koehler, 2006)
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Place
(Trigwell, 2001)
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(Trigwell, 2001)
NAPLAN
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(Trigwell, 2001)
NAPLAN
Nationalcurriculum
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(Trigwell, 2001)
NAPLAN
Nationalcurriculum
Great rewards..
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(Trigwell, 2001)
NAPLAN
Nationalcurriculum
Great rewards..
Disengaged
parents
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(Trigwell, 2001)
NAPLAN
Nationalcurriculum
Great rewards..
Disengaged
parents
Respectfor teachers
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(Trigwell, 2001)
NAPLAN
Nationalcurriculum
Great rewards..
Disengaged
parents
Respectfor teachers
The School
System
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http://www.flickr.com/photos/jasonnahrung/2495920825/
a highly evolved, complex institutional system can be locked in place and very difficult to change
(Collins & Halverson, 2009)
The basic grammar of schooling, like the shape of classrooms, has remained remarkably stable
over the decades (Tyack and Tobin, 1994, p. 454)
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Dimension Apprenticeship Universal schooling Lifelong learning
Responsibility Parents State Individuals and parents
Expectations Social reproduction Success for all Individual choice
Content Practical skills Disciplinary knowledge
Learning how to learn
Pedagogy Apprenticeship Didactisim Interaction
Assessment Observation Testing Embedded assessment
Location Home School Anywhere
Culture Adult Peer Mixed-age
Relationships Personal bonds Authority figures Computer-mediated interaction
(Collins & Halverson, 2009)
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Purpose
aims to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to
live and work in a digital world.
http://www.flickr.com/photos/londonmatt/3163571645/
http://www.digitaleducationrevolution.gov.au/
Current Schools != Digital world
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Decade Market demands
Ideal firm IT Performance criteria
Technology base
IT applications
1960s Price The efficient firm
Efficiency Mainframe – batch processing
Data processing/ automation of routine tasks
1970s Price, quality The quality firm
Efficiency + quality
Mainframe – batch processing
Functional efficiency
1980s Price, quality, choice/delivery time
The flexible firm
Efficiency + quality + flexibility
Personal computing
Personal productivity
1990s and beyond
Price, quality, choice/delivery time, uniqueness
The innovating firm
Efficiency + quality + flexibility + innovative ability
Networks Organisational transformation
(Ward and Daniel, 2006, p. 3)
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http://read.bi/ouwiqJ
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People
http://www.flickr.com/photos/shawnzlea/1460248872/
http://bit.ly/rlnxGO
Visitor-Resident
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http://flickr.com/photos/chrisjfry/323461344/
http://bit.ly/oJDBKb
Moore’s chasm
(Geoghegan, 1994)
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http://flickr.com/photos/chrisjfry/323461344/
http://bit.ly/oJDBKb
Moore’s chasm
(Geoghegan, 1994)
Early adopters Early majorityLike radical change Like gradual changeVisionary PragmaticProject oriented Process orientedRisk takers Risk averseWilling to experiment Need proven usesSelf sufficient Need supportRelate horizontally(interdisciplinary)
Relate vertically (within discipline)
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Product
http://www.flickr.com/photos/betchaboy/4305378767/
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http://www.flickr.com/photos/scobleizer/2264764769/
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http://www.flickr.com/photos/ivyfield/4497654605/
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http://bit.ly/qYvtfi
By their very nature, newer digital technologies, which
are protean, unstable, and opaque, present new challenges to teachers who are struggling to use moretechnology in their teaching
(Koehler & Mishra, 2009)
Is the first metamedium, and as such it has degrees offreedom for representation and expression neverbefore encountered and as yet barely investigated
Alan Kay
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http://bit.ly/qYvtfi
Alfred Bork
(Stager, 2009)
Computer to present information and test.
Teacher replacement
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Alfred Bork
(Stager, 2009)
Computer to help teacher present
Tom Synder
One computer classroom
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Alfred Bork
(Stager, 2009)
the protean nature of the computerallowed learners to shape its useand construct knowledge in waysand domains otherwise impossible
Tom Synder
Seymour Papert
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http://paralleldivergence.com/2011/07/18/digital-education-real-illusion/
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One of the barriers to including technologies in teaching and learning can be the lack of appropriate furniture on which to place computers in classrooms, in teachers’ preparation areas and in computer laboratories, and this impedes the uptake of technologies enabled pedagogies
(Moyle, 2010)
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Process
Author Plan-driven process Losing weightWeick & Quinn (1999) Episodic change Continuous change
Brews & Hunt (1999) Planning school Learning school
Seely Brown & Hagel (2005)
Push system Pull systems
Hutchins (1991) Supervisor reflection and intervention
Local adjustment
Truex et al (2000) Traditional design Emergent design
March (1991) Exploitation Exploration
Boehm & Turner (2003) Plan-driven Agile
Mintzberg (1989) Deliberate strategy Emergent Strategy
Kurtz & Snowden (2007)
Idealistic Naturalistic
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Systems’ behaviour must be relatively stable and predictable
Designer’s must be able to manipulatethe system’s behaviour directly.
The designer’s must be able to determine accuratelythe goals or criteria of success.
Limitations (Introna,
1996)
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Australian students must be prepared for living andworking in a highly technological and informationrich world that is rapidly changing. (DEEWR,
2010)
http://www.flickr.com/photos/karenapricot/1218446563/
Management by Objectives works if youknow the objectives, 90% of the time you don’t Peter
Drucker
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Process
Author Plan-driven EmergentWeick & Quinn (1999) Episodic change Continuous change
Brews & Hunt (1999) Planning school Learning school
Seely Brown & Hagel (2005)
Push system Pull systems
Hutchins (1991) Supervisor reflection and intervention
Local adjustment
Truex et al (2000) Traditional design Emergent design
March (1991) Exploitation Exploration
Boehm & Turner (2003) Plan-driven Agile
Mintzberg (1989) Deliberate strategy Emergent Strategy
Kurtz & Snowden (2007)
Idealistic Naturalistic
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Description
Analysis
Suggestions
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http://reformsymposium.com/
http://www.flickr.com/photos/richardstubbs/5934222024/
Big picture
Continue Take up
residency
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Removal of first order barriers(Ertmer, 1999; Prestridge,
2010)
Government
ImproveTrue
1:1
Technical support
Infrastructure &facilities
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Become digital residents
Politicians
Teacher educators
School leaders
Teachers
Emergent resident creation
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Understand the “digital” world
Change politics
Change the grammar of school!
http://bit.ly/p6LaLs
Change
Diversity
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ANAO. (2010). Digital Education Revolution Program – National Secondary Schools Computer Fund. Education (p. 148). Canberra, ACT, Australia.
Boehm, B., & Turner, R. (2003). Using risk to balance agile and plan-driven methods. Computer, 36(6), 57-66.
Brews, P., & Hunt, M. (1999). Learning to plan and planning to learn: Resolving the planning school/learning school debate. Strategic Management, 20(10), 889-913.
Bush, M. (2009). The Transformation of Learning with Technology: Learner-Centricity, Content and Tool Malleability, and Network Effects. Educational Technology, 49(2), 3-20. Retrieved from http://eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ829873&_nfls=false
Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.
DEEWR. (2010). ICT strategic planning guide for Australian schools (p. 16). Canberra, ACT, Australia. Retrieved from http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/DigitalStrategyforTeachers/Documents/ICTStratPlanGuide.pdf
Ertmer, P. a. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. doi:10.1007/BF02299597
Geoghegan, W. (1994). Whatever happened to instructional technology? In S. Bapna, A. Emdad, & J. Zaveri (Eds.), (pp. 438-447). Baltimore, MD: IBM. Retrieved from http://eprints.ecs.soton.ac.uk/10144/
Harpur, J. (2011, August 1). New technology yet we tread the same old path. Sydney Morning Hearld. Sydney, Australia. Retrieved from http://www.smh.com.au/opinion/politics/new-technology-yet-we-tread-the-same-old-path-20110731-1i6aw.html
Hutchins, E. (1991). Organizing work by adaptation. Organization Science, 2(1), 14-39.
Introna, L. (1996). Notes on ateleological information systems development. Information Technology & People, 9(4), 20-39.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm
Kurtz, C., & Snowden, D. (2007). Bramble Bushes in a Thicket: Narrative and the intangiables of learning networks. In M. Gibbert & T. Durand (Eds.), . Blackwell.
March, J. (1991). Exploration and exploitation in organizational learning. Organization Science, 2(1), 71-87.
Mintzberg, H. (1989). Mintzberg on Management, Inside our Strange World of Organisations. New York: Free Press.
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Moyle, K. (2010). Building Innovation: Learning with technologies. Educational Research. Camberwell, VIC, Australia. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1009&context=aer
Papert, S. (1984). New theories for new learnings. School Psychology Review, 13(4), 422-428.
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Prestridge, S. (2010). The alignment of digital pedagogy to current teacher beliefs. In D. Gronn & G. Romeo (Eds.), ACEC2010: Digital Diversity. Melbourne, Australia: Australian Council for Computers in Education. Retrieved from http://acec2010.info/proposal/252/beliefs-behind-teacher-influences-their-ict-practices
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155-169.
Saettler, P. (1968). History of Instructional Technology. New York: McGraw-Hill.
Santayana, G. (2010). The life of reason: The phases of human progress (Vol. 1). Charleston, SC: Forgotten Books.
Seely-Brown, J., & Hagel, J. (2005). From push to pull: The next frontier of innovation. The McKinsey Quarterly. McKinsey & Company. Retrieved from http://www.mckinseyquarterly.com/article_page.aspx?ar=1642
Stager, G. (2008, June). What’s a Computer For? Part 1. District Administration Magazine. Retrieved from http://www.districtadministration.com/viewarticle.aspx?articleid=1604
The National GAP. (2009). Key issues to consider in the renewal of learning and teaching experiences to foster graduate attributes. Sydney: The National Graduate Attributes Project.
Trigwell, K. (2001). Judging university teaching. The International Journal for Academic Development, 6(1), 65-73.
Truex, D., Baskerville, R., & Travis, J. (2000). Amethodical systems development: the deferred meaning of systems development methods. Accounting Management and Information Technologies, 10, 53-79.
Tyack, D., & Tobin, W. (1994). The “grammar” of schooling: why has it been so hard to change? American Educational Research Journal, 31(3), 453-479. Retrieved from http://aer.sagepub.com/content/31/3/453.short
Ward, J., & Daniel, E. (2006). Benefits management: delivering value from IS and IT investments (John Wiley.). Chichester, UK.
Weick, K., & Quinn, R. (1999). Organizational change and development. Annual Review of Psychology, 50, 361-386.