Sandy Schuck is a Professor of Education in the Faculty of Arts and Social Sciences (FASS). She was the Director of Research Training in FASS 2011-2018. She was the co-founder of the research group STEM Education Futures and co-director till July 2018. She started her career as a secondary school teacher and then became a lecturer in primary and secondary mathematics education. She has taught in a number of areas concerning teacher education, and is a member of several faculty and university committees.
Sandy Schuck has researched in the areas of mathematics education, technology-enhanced learning, teacher learning and teacher attrition and mentoring. She was awarded the UTS Research Excellence Award for Researcher Development in 2010. She was a chief investigator on an ARC Discovery Grant,Optimising mobile learning in maths and science 2015-2018, part of the Maths Inside team investigating how to engage school students in maths learning, funded by the Office of the Chief Scientist as part of the Australian Mathematics and Science Partnership Project 2014-2018 and is currently part of the international Erasmus Plus project, Developing and Evaluating Innovative Mobile Pedagogies. She recently co-authored a book on Teacher Education Futures.
Can supervise: YES
Four main research areas:
- Induction, mentoring and teacher professional learning
- Learning and teaching with new media, particularly mobile learning
- Belief and practices in mathematics education in schools and teacher education institutions
- Teacher Education Futures
Supervise students in the following areas:
Mobile learning, mathematics education, technology-enhanced learning, teacher professional learning, early career teaching.
Mathematics Education, Mentoring, Research Methodologies and Doctoral Education.
© Springer Nature Singapore Pte Ltd. 2018. This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies. It explains futures methods, including scenario development and backcasting, and illustrates them with examples of research in science, technology and mathematics education contexts. By allowing the long-term influence of current trends to be considered and providing an opportunity to reflect on the present and imagine the future, scenarios provoke discussion on the directions that teacher education might take now. The book offers insights into the possibilities that might exist for teacher education futures and into how scenario building and planning can be used to inform debates about the present. Further, it suggests ways in which readers can influence the future of teacher education through understanding the drivers of change.
The recruitment and retention of new entrants to the teaching profession has long been an important aspect of education, as so often these new entrants renew and refresh practice in schools. At times there have not been enough recruits or there are high levels of attrition, at other times there have been too many teachers. This has often resulted in either emergency measures to educate them quickly or a pool of unemployed teachers. There have also been concerns about the quality of teaching, the content of the curriculum and the ever-present need for more rigorous assessment procedures. We have witnessed an unwarranted rise in government intervention in teacher education and the spiralling out of control of quality measurement through inspections, evaluations and long lists of standards to be met. Fortunately, despite these problems, many young people still aspire to be teachers and many experienced teachers remain in schools and in universities due to mainly altruistic reasons such as helping to realise others potential and providing a better life for young people
Varadharajan, M, Buchanan, J & Schuck, S 2020, 'Navigating and negotiating: Career changers in teacher education programmes', Asia-Pacific Journal of Teacher Education.View/Download from: Publisher's site
Varadharajan, M, Carter, D, Buchanan, J & Schuck, S 2020, 'Career change student teachers: lessons learnt from their in-school experiences', Australian Educational Researcher.View/Download from: Publisher's site
© 2020, The Australian Association for Research in Education, Inc. Career change student teachers enter teacher education programmes with different needs, capabilities and aspirations from those of their school-leaver counterparts. These differences come into stark contrast during professional experience, when student teachers spend extensive periods in schools as part of their teacher education programme. This article reports on the findings of an Australia-wide survey of 508 career change student teachers from 29 Australian universities. The respondents commented in particular on the struggles of juggling financial, family-related and study demands during their professional experience and raised some particular concerns for women. The article proposes recommendations for schools, supervising teachers and teacher education institutions that might improve this cohort's school experiences.
Burden, K, Kearney, M, Schuck, S & Hall, T 2019, 'Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review', Computers and Education, vol. 138, pp. 83-100.View/Download from: Publisher's site
© 2019 The empirical evidence surrounding innovative technology-enhanced-learning practices in K-12 education is at best patchy. This study seeks to address this problem by investigating innovative mobile learning pedagogies for school-aged learners, including the extent to which these approaches may be disruptive to traditional school structures and practices. It adopts a rigorous Systematic Literature Review (SLR)methodology to interrogate this phenomenon, with fifty-seven high quality articles published between 2010 and 2017 meeting the stringent selection criteria. Content and thematic analysis showed low to medium degrees of innovation in most studies, with only 3 articles showing radically innovative, disruptive mobile learning practices. Illustrative examples are discussed across this ‘innovation spectrum’ and the notion of feasible innovation is proposed in the context of mobile learning in schools. The findings have implications for educators interested in designing and enacting effective innovative mobile learning practices, and researchers interested in the nature of innovation in mobile pedagogies.
Burden, K, Kearney, M, Schuck, S & Burke, P 2019, 'Principles Underpinning Innovative Mobile Learning: Stakeholders' Priorities', TechTrends, vol. 63, no. 6, pp. 659-668.View/Download from: Publisher's site
© 2019, Association for Educational Communications & Technology. This article discusses the results of a survey that measured school teachers' and mobile learning (m-learning) experts' perceptions of the relative importance and effectiveness of various pedagogical principles underpinning m-learning designs. A scan of relevant literature produced a set of articles describing effective innovative m-learning. Principles underpinning the learning activities in these articles were identified. These principles were then provided to respondents so that they could identify the most important ones relative to the others for designing effective and innovative m-learning tasks. A rigorous Best/Worst Scaling (BWS) survey was used to collect these data. This is the first time that a BWS has been conducted with regard to mobile pedagogical principles. Findings showed that principles related to authenticity were rated most important relative to other principles by the m-learning experts and principles related to personalisation and customisation were rated most important by practising teachers. Other principles that have been used in innovative m-learning designs, such as gamification and intergenerational learning, were seen as least important by all respondents. The findings will inform design of professional development activities, in particular, those pertaining to an app being developed in an Erasmus + project, Developing and Evaluating Innovative Mobile Pedagogies (DEIMP).
This paper develops and examines a scale to capture teachers' views of the mobile pedagogies they are adopting. Mobile pedagogies refer to the practices and approaches teachers use that involve mobile technologies to support learning. A mobile technology is any portable, handheld technology that potentially supports learning and includes laptops, tablets and smartphones. This study develops a rigorous scale to capture mobile pedagogies adopted in mobile learning tasks designed by teachers. In particular, the scale focuses on measuring pedagogies related to the iPAC framework which comprises three overarching dimensions of m-learning: personalisation, authenticity and collaboration (PAC). Each dimension has a pair of sub-components associated with it (for personalisation: agency and customisation; for authenticity: context and task; for collaboration: conversation and co-creation). The reliability and validity of a 20-item scale is assessed. A measure of overall m-learning experiences was also established and found to be significantly predicted by m-learning pedagogy. We also report on differences between teachers in m-learning practice with respect to subject area and year of schooling.
Bano, M, Zowghi, D, Kearney, M, Schuck, S & Aubusson, P 2018, 'Mobile learning for science and mathematics school education: A systematic review of empirical evidence', Computers and Education, vol. 121, pp. 30-58.View/Download from: Publisher's site
The ubiquity, flexibility, ease of access and diverse capabilities of mobile technologies make them valuable and a necessity in current times. However, they are under-utilized assets in mathematics and science school education. This article analyses the high quality empirical evidence on mobile learning in secondary school science and mathematics education. Our study employed a Systematic Literature Review (SLR) using well-accepted and robust guidelines. The SLR resulted in the detailed analysis of 49 studies (60 papers) published during 2003–2016. Content and thematic analyses were used to ascertain pedagogical approaches, methodological designs, foci, and intended and achieved outcomes of the studies. The apps and technologies used in these studies were further classified for domain, type and context of use. The review has highlighted gaps in existing literature on the topic and has provided insights that have implications for future research.
© 2018, © 2018 Association for Information Technology in Teacher Education. This article 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.
Zeivots, S & Schuck, S 2018, 'Needs and expectations of a new learning space: Research students’ perspectives', Australasian Journal of Educational Technology, vol. 34, no. 6, pp. 27-40.View/Download from: Publisher's site
Much of the literature on university learning spaces focuses on the undergraduate student experience, neglecting experiences of research students in new spaces. This article is concerned with research students’ needs and expectations of a learning space. It focuses on a recently opened shared activity-based learning space that was specifically built for research students. The methodological focus draws on case study methods and hermeneutic phenomenology to observe students’ lived experience in the new space and how they make sense of it. Twenty-six data sets, involving interviews, surveys and feedback, were collected from research students. The findings were analysed across three themes: physical, virtual, and hybrid space; a space free of distractions; and belonging to, and interaction with, university community. The article indicates the benefits of the new space for research students and articulates the particular needs of research students in such spaces.
Varadharajan, M, Buchanan, J & Schuck, SR 2018, 'Changing course: the paradox of the career change student-teacher', Professional Development in Education, vol. 44, no. 5, pp. 738-749.View/Download from: Publisher's site
The article reports on career change student-teachers' (CCSTs) views and experiences regarding their teacher education programs in Australia. Data were collected through an online survey distributed to universities for dissemination to enrolled CCSTs in teacher education programs. The responses from over 500 CCSTs were analysed using an interpretive lens of inquiry and analysis. Over 80% of the responses indicated tensions and paradoxes that exist in CCSTs' lives as they come to terms with being students again. The article explores the impact on their student lives of the characteristics, experiences and expectations they bring to their studies, mediated by their previous careers and current circumstances. The findings discuss their perceptions of their teacher education programs and consider implications for CCSTs' professional learning needs in the light of the paradoxes that emerge from the data.
Burke, PF, Schuck, S, Aubusson, P, Kearney, M & Frischknecht, B 2018, 'Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption', Technology, Pedagogy and Education, vol. 27, no. 2, pp. 149-163.View/Download from: Publisher's site
This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors' investigation of these factors occurs in the context of a contemporary technology, the interactive whiteboard (IWB), in Australian schools. A structural equation model was estimated using a reflective measure of technology usage with antecedents in the form of pedagogical-oriented beliefs and best–worst scaling derived scores for a teacher's stage of concern regarding IWBs. Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible or not.
Kearney, M, Schuck, SR, Aubusson, P & Burke, P 2018, 'Teachers' technology adoption and practices: lessons learned from the IWB phenomenon', Teacher Development, vol. 22, no. 4, pp. 481-496.View/Download from: Publisher's site
The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers' adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a number of the barriers identified in the early days of adoption and use of this technology, such as professional support and access, still remain for many teachers, thereby impeding effective practices. The research also found that primary school teachers were using the technology in diverse ways, in contrast to secondary teachers who were using the IWB mainly for instructionist, presentational purposes. We conclude by considering various ways of reducing the effect of the identified barriers to support implementation of educational technologies in the classroom, especially the next generation of technologies promoted by governments and systems.
Schuck, SR, Aubusson, P, Buchanan, J, Varadharajan, M & Burke, P 2018, 'The experiences of early career teachers: new initiatives and old problems', Professional Development in Education, vol. 44, no. 2, pp. 209-221.View/Download from: Publisher's site
The task of supporting beginning teachers has received considerable attention in recent years, and numerous initiatives have been implemented. In this article we investigate the experiences of early career teachers (ECTs) in New South Wales, Australia, at a time when their employing authority mandated the provision of mentors and a reduction in face-to-face teaching for ECTs. The article draws on ECTs' responses to survey items asking about their experiences as an ECT. It emerged that many of the issues of the early years that have caused problems for ECTs remain intractable, or at least unresolved for some. The research indicates that despite support that has been mandated by some employers, we cannot be complacent about the transition of ECTs into the profession. There remains a need to address the elements of school environments that impact on ECTs' experiences.
Mobile learning is enabling educators and students to learn in ways not
previously possible. The ways that portable, multi-functional mobile devices can untether the learner from formal institutional learning give scope for learning to be conceptualised in an expanded variety of places, times and ways. In this conceptual article the authors articulate this notion by using the metaphor of the Third Space to envision what can be achieved with mobile learning. They outline their use of the metaphor, consider how it extends notions of twenty-first century learning and use a previously established Mobile Pedagogical Framework to provide a context for the discussion. They conclude with implications of learning in the Third Space for teachers and students. These implications suggest
that roles of teachers and students and structure of the curriculum need to change to ensure we leverage the potential of mobile learning.
Maher, D, Schuck, S & Perry, R 2017, 'Investigating Knowledge Exchange amongst School Teachers, University Teacher Educators and Industry Partners.', Australian Journal of Teacher Education, vol. 42, no. 3, pp. 73-90.View/Download from: Publisher's site
Burden, K, Aubusson, P, Brindley, S & Schuck, SR 2016, 'Changing knowledge, changing technology: implications for teacher education futures', Journal of Education for Teaching: international research and pedagogy, vol. 42, no. 1, pp. 4-16.View/Download from: Publisher's site
Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario creation. With a focus on the above themes or dimensions, a panel of experts was interviewed to draw on its collective wisdom to explore alternative teacher education futures. Data from these interviews were analysed to stimulate the construction of four future teacher education scenarios. Feedback on the scenarios was obtained from teacher educators in Europe and Australia. The scenarios were then revised based on this feedback. The final scenarios are presented here as a way of provoking discussion among teacher educators about teacher education futures.
Schuck, SR 2016, 'Enhancing Teacher Education in Primary Mathematics with Mobile Technologies.', Australian Journal of Teacher Education, vol. 41, no. 3, pp. 126-139.View/Download from: Publisher's site
A challenge of teacher education is to produce graduate primary school teachers who are confident and competent teachers of mathematics. Various approaches to primary school teacher education in mathematics have been investigated, but primary teacher education graduates still tend to be diffident in their teaching of mathematics. In an age where personal use of mobile technologies is becoming ubiquitous, such technologies could provide a conduit into making mathematics teaching and learning more accessible to primary teacher education students. This paper introduces the use of a pedagogical framework which can scaffold mobile learning in mathematics teacher education programs. The paper discusses ways in which this framework, the Mobile Pedagogical Framework, can contribute to enhanced primary teacher education in mathematics, using mobile technologies. The Framework has three major dimensions: authenticity, collaboration and personalisation. Each of these will be discussed in terms of their alignment with current ideas about quality teaching in mathematics.
Buchanan, J, Schuck, S & Aubusson, P 2016, 'In-School Sustainability Action: Climate Clever Energy Savers', Australian Journal of Environmental Education, vol. 32, no. 2, pp. 154-173.View/Download from: Publisher's site
Copyright © The Author(s) 2016 The mandate for living sustainably is becoming increasingly urgent. This article reports on the Climate Clever Energy Savers (CCES) Program, a student-centred, problem- and project-based program in New South Wales, Australia, aimed at enabling school students to identify ways of reducing their schools' electricity consumption and costs. As part of the program, students apply for Department of Education and Communities funds to address issues of electricity usage, such as building or appliance modifications, or education campaigns. In particular, this article focuses on the systemic approach used to assist teachers and students in meeting the aims of the CCES program, the Sustainability Action Process (SAP). To ascertain the contribution and value of such a framework in achieving project outcomes and associated learning and attitudinal change, we investigated teachers' and some students' uses and opinions of the SAP via surveys (n = 434), 16 interviews, and analysis of documents such as student work samples and lesson outlines. Our research indicates that the SAP has been a highly effective, enabling and engaging tool in helping students to identify ways and means of reducing electricity consumption and evaluating their effectiveness, as well as identifying allies and other sources of assistance in carrying out their projects.
Given the ubiquity of mobile devices being used by students in their university, a group of lecturers formed an action-learning group to learn collaboratively about enhancing their teaching with mobile pedagogies. The community of learners developed a process for setting goals for themselves, and for implementing action plans to do with integrating mobile technologies in teaching. The article discusses the processes used and the lessons learned through this project. These findings have informed work done with schools that are trying to integrate mobile learning into their classrooms.
Burke, PF, Aubusson, PJ, Schuck, SR, Buchanan, JD & Prescott, AE 2015, 'How do early career teachers value different types of support? A scale-adjusted latent class choice model', Teaching and Teacher Education, vol. 47, no. April, pp. 241-253.View/Download from: Publisher's site
Aubusson, PJ, Burke, PF, Schuck, SR, Kearney, MD & Frischknecht, BD 2014, 'Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment and Preparation', Educational Researcher, vol. 43, no. 5, pp. 219-229.View/Download from: Publisher's site
Schuck, SR, Aubusson, PJ, Kearney, MD & Burden, K 2013, 'Mobilising teacher education: A study of a professional learning community', Teacher Development, vol. 17, no. 1, pp. 1-18.View/Download from: Publisher's site
This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile devices, members of the community felt they needed to develop expertise in mobile learning so that they could incorporate it into their teaching. They studied their own learning, supported by a critical friend who evaluated the community's functioning and activities, providing valuable feedback. Activities of this group were informed by and focused on: development of awareness of the potential of mobile devices for learning; construction of action plans within the community; and implementation of these plans. They also included investigating best-practice approaches by interviewing experts in the field, exploring the literature on mobile learning and then initiating and testing some mobile learning pedagogies in the context of their own teacher education subjects. The community met regularly to discuss emerging issues and applications. The paper shares some of the findings gained from studying the community, and discusses the challenges and constraints that were experienced. The authors conclude with recommendations for professional learning communities aiming to learn about technology-mediated teaching practices.
Education is facing significant political and contextual challenges that will impact its future. This study employs a Delphi methodology to investigate teacher educators views of current trends and their consequences for teacher education futures. Interviews were conducted with a sample of expert teacher educators drawn from eight countries. This provided international perspectives on both local and global trends. The data were analysed to identify and elaborate key themes reported by the participants. The article draws on these themes to develop brief narratives around current developments that the teacher educators argue will have a major impact on the future of teacher education. These narratives are used to develop possible scenarios to inform thinking about teacher education futures.
Schuck, SR 2013, 'The opportunities and challenges of research partnerships in teacher education', The Australian Educational Researcher, vol. 40, no. 1, pp. 47-60.View/Download from: Publisher's site
Collaborative research partnerships are widely recognised as being of value. This paper examines the benefits, constraints and challenges of research partnerships between teacher education faculties in universities and teacher employing authorities or departments of education and schooling. A case study of a collaborative research partnership between an education faculty and a teacher employing authority is examined to illustrate the features that supported a truly collaborative partnership and also to provide insights about the challenges that occurred. This research partnership was studied using self-study methods. The partnership between the individual researchers was examined in the context of the systemic partnership, to investigate the impact of the two contexts on each other and on the partnership. Constraints and facilitators of this collaborative partnership are identified in this paper. The feasibility of truly collaborative partnerships between institutions with differing aims and methods of operation is critiqued, using this particular partnership as an illustrative case study.
Buchanan, JD, Prescott, AE, Schuck, SR, Aubusson, PJ, Burke, PF & Louviere, JJ 2013, 'Teacher retention and attrition: Views of early career teachers', Australian Journal of Teacher Education, vol. 38, no. 3, pp. 112-129.View/Download from: Publisher's site
The provision and maintenance of quality teachers is a matter of priority for the profession. Moreover, teacher attrition is costly to the profession, to the community and to those teachers who leave feeling disillusioned. There is a need to investigate the experiences of early career teachers to consider how these issues contribute to decisions about staying in or leaving the profession. This paper reports on an aspect of a larger study on teacher retention. It describes and analyses the experiences of teachers participating in the study and highlights implications for teacher retention. The study proposes the notion of `resilient stayers, and how beginning teachers resilience might be strengthened and supported. It asks what combination of circumstances in the school and the system, and individual resources of resilience on the part of early career teachers, might maximise the chances of teachers choosing to remain in the profession.
Burke, PF, Schuck, SR, Aubusson, PJ, Buchanan, JD, Louviere, JJ & Prescott, AE 2013, 'Why do early career teachers choose to remain in the profession? The use of best-worst scaling to quantify key factors', International Journal of Educational Research, vol. 62, no. 1, pp. 259-268.View/Download from: Publisher's site
Many countries report high attrition rates among beginning teachers. The literature cites many factors that influence a teachers decision to remain in the profession. These include remuneration, workload, support, administration and parents. It is unclear, however, which factors matter most to teachers and, consequently, where best to direct limited resources. This study uses Best-worst Scaling (BWS) and complementary experimental design methods to quantify the relative importance of these factors. The results suggest that improving student engagement, experiencing professional challenges and enjoying collegial support are the most important factors influencing teacher decisions to stay in the profession. Beginning teachers nominate remuneration, recognition, and external factors (e.g., class size; location) as playing a lesser role in their decision to remain teachers.
Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective.
A growing area of research concerns the increasing use by young people of mobile phones. Inevitably, researchers interested in exploring the lives and habitus of young people must also consider their engagement with the ubiquitous mobile. This research, however, can create a number of ethical dilemmas, some that are already discussed in literature on internet use and ethics, but also others that are more specifically related to mobile usage, such as the trail left by the data from mobile technologies, and the inclusion of third parties in research without explicit permission. This article discusses the ethical dilemmas arising in this research with young people; it indicates how these dilemmas may challenge current research ethics guidelines and provides recommendations for ethical research in these situations.
In this conceptual paper we discuss the value of doubt in teacher education for ourselves and, by implication, more broadly. We develop an argument for the value of doubt in teacher education that grows out of the recognition of the complexity of teaching. We interrogate meanings of doubt in this context and debate the value of doubt and certainty. We also indicate the challenges of fostering and nurturing doubt in teaching and teacher education. We suggest that doubt is a necessary element of teacher education as its presence helps to prepare our students for their careers as teachers in a complex and uncertain world. It is also more fundamentally honest than a professed certainty on the part of the teacher educator.
Schuck, SR, Aubusson, PJ & Kearney, MD 2010, 'Web 2.0 in the classroom? Dilemmas and opportunities inherent in adolescent web 2.0 engagement.', Contemporary Issues in Technology and Teacher Education (CITE), vol. 10, no. 2, pp. 234-246.
The paper discusses the implications of the current phenomenon of adolescent engagement in digital spaces. Young people are increasingly active Web 2.0 users, and their interactions through these technologies are altering their social identities, styles of learning, and exchanges with others around the world. The paper argues for more research to investigate this phenomenon through the use of virtual ethnography and identifies the ethical challenges that lie therein. It raises questions for school education and presents an argument for studying the area in culturally sensitive ways that privilege adolescents voices.
This article frames and theorises the nature of adolescents' informal experiences in Web 2.0 environments to articulate their fit or misfit with current conceptions of school education and educational practices. Adolescents are increasingly active Web 2.0 users. However, the traditional research and education communities have been slow to respond to the rapid emergence of the digital generational culture. Adolescents' new ways of interacting and producing could possibly render current configurations of schooling obsolete and hence require new conceptualisations of schooling. While scenarios for schooling in the future have been broadly discussed by educators, little analysis exists of the possible impact on these scenarios of adolescents' engagement with Web 2.0 spaces. This article discusses how these new visions might influence, disrupt and interact with future schooling scenarios and educational practices. © 2010 Taylor & Francis.
This article frames and theorises the nature of adolescents' informal experiences in Web 2.0 environments to articulate their fit or misfit with current conceptions of school education and educational practices. Adolescents are increasingly active Web 2.0 users. However, the traditional research and education communities have been slow to respond to the rapid emergence of the digital generational culture. Adolescents' new ways of interacting and producing could possibly render current configurations of schooling obsolete and hence require new conceptualisations of schooling. While scenarios for schooling in the future have been broadly discussed by educators, little analysis exists of the possible impact on these scenarios of adolescents' engagement with Web 2.0 spaces. This article discusses how these new visions might influence, disrupt and interact with future schooling scenarios and educational practices.
This paper reflects on the role of mobile learning in teachers professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-in action and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by teachers and students. Such analysis and synthesis helps to encourage collaborative reflective practice and is likely to improve teacher and student learning as a result. Ethical issues that might arise through using mobile technologies in this way are also discussed. Teacher voice is presented to indicate the range of views about mobile learning and to indicate current practices. Practical, school systemic, attitudinal and ethical factors may inhibit mobile technology adoption; these factors need to be researched and addressed to realise the potential of teacher mobile professional learning.
Schuck, SR 2009, 'How did we do? Beginning teachers teaching mathematics in primary schools.', Studying Teacher Education, vol. 5, no. 2, pp. 113-123.
This article examines the findings of a research program that investigated primary school mathematics teaching by graduates of the teacher education program at the University of Technology Sydney. The research comprised two distinct studies, one examining the experiences of student teachers in our teacher education program and the other considering the experiences of our graduates once they began to teach. I focus on what I learnt from these studies, particularly on the second one that highlights dilemmas faced by teacher educators when preparing their students for the realities of the classroom. I discuss the overwhelming nature of the experience of the first year of teaching and argue for more support from teacher educators for helping their graduates in those early days of teaching.
This research project investigated the use of interactive whiteboards (IWBs) in K-12 education. Exploration of the use of IWBs in six different school settings provided insights into the activities, approaches, roles and beliefs of students and teachers in a range of primary and secondary class contexts and discipline areas. The study was informed by socio-cultural theory and a major focus was on the interactions between the new technology, pedagogy and the social conditions of the classroom. The findings presented in this paper focus on the pedagogical aspects of using IWBs that emerged from the study.
Schuck, SR & Kearney, MD 2008, 'Classroom-based use of two educational technologies: A sociocultural perspective', Contemporary Issues in Technology and Teacher Education (CITE), vol. 8, no. 4, pp. 1-10.
This paper describes the fit between educational technologies and teacher views and pedagogies in light of two recently completed research projects. These studies focused on observed pedagogies associated with the classroom-based use of two learning technologies: digital video (student-generated), and interactive whiteboards. The paper considers the use of these two technologies from a sociocultural perspective, recognizing that the nature of tools and the nature of societal use of these tools are mutually dependent. Questions are raised about how the inherent nature of different technologies might shape different learning experiences and outcomes and whether certain technologies fit better with some pedagogical approaches than others.
Buchanan, JD, Gordon, SE & Schuck, SR 2008, 'From mentoring to monitoring: the impact of changing work environments on academics in Australian universities', Journal of Further and Higher Education, vol. 32, no. 3, pp. 241-250.
Universities in many western nations are experiencing increasing performance measures for academic accountability. This paper maps the pitted pathway that has led Australian universities from mentoring to monitoring and from performance enhancement to performance evaluation, and reviews implications for teaching and learning in higher education. We explore understandings of good mentoring and its effects and examine the social and political climate out of which quality assurance processes have arisen, to articulate the aims and philosophies underpinning these approaches. Drawing on the published literature, we critique processes that have as their main goals monitoring rather than mentoring, and performance evaluation rather than performance enhancement. From our perspectives as teachers in higher education in Australia we raise issues for consideration, including the tensions between practice and promise and the roles of mentors and monitors in promoting growth or compliance. We discuss criteria and models for evaluating mentoring and monitoring.
Schuck, SR, Aubusson, PJ & Buchanan, JD 2008, 'Enhancing teacher education practice through professional learning conversations', European Journal of Teacher Education, vol. 31, no. 2, pp. 215-227.View/Download from: Publisher's site
The paper discusses the value of peer observation followed by professional learning conversations for the professional development of teacher educators. The authors analyse their shared learning experiences and articulate what challenged them in these experiences. They discuss the ways in which their perceptions of this process differed or were similar. The grounding of the experience in a context of trust and professional relationship was seen as an essential part of the learning process. The authors highlight the importance of the cognitive-emotional and personal-professional aspects of teacher educators' lives in supporting their learning through the combination of peer observation and ongoing professional learning conversations.
Schuck, SR, Gordon, SE & Buchanan, JD 2008, 'What are we missing here? Problematising wisdoms on teaching quality professionalism in higher education', Teaching in Higher Education, vol. 13, no. 5, pp. 537-547.View/Download from: Publisher's site
In this discussion paper we seek to challenge prevailing wisdoms in higher education regarding the value of measuring teaching quality, prescribing standards for professionalism and using student satisfaction as an indicator of teaching effectiveness. Drawing on the literature, we explore and probe four wisdoms in an attempt to identify and problematise popular assumptions about teaching and professionalism. We suggest that externalising procedures for assessing quality can be counter-productive to effective teaching and learning and propose core values we see as central to enhancing higher education practice: collegial reflection on practice, consideration of ethical issues and risk-taking.
Brady, LI & Schuck, SR 2005, 'Online mentoring for the induction of beginning teachers', Journal of Educational Enquiry, vol. 6, no. 1, pp. 65-75.
Schuck, SR & Russell, T 2005, 'Self-study, critical friendship, and the complexities of teacher education', Studying Teacher Education, vol. 1, no. 2, pp. 107-121.
Schuck, SR, Brady, LI & Griffin, JM 2005, 'Initiation and Rites of Passage: Learning the school culture', Change. Transformations in Education, vol. 8, no. 1, pp. 44-55.
Schuck, SR 2003, 'Getting help from the outside: developing a support network for beginning teachers', Journal of Educational Enquiry, vol. 4, no. 1, pp. 49-67.
Schuck, SR 2003, 'The eChange project: Supporting a Faculty of education's move to authentic use of information and communication technologies through mentoring', ultiBASE, vol. July 2003, pp. 1-14.
It is becoming increasingly apparent that there is a need for higher education institutions to support their staff in the development of course offerings that are either online or have Information and Communication Technologies (ICT) integrated in meaningful and effective ways in them (Burbules & Callister 2000, Franklin & Peat 2001). Consequently, the Faculty of Education at the University of Technology, Sydney embarked on a professional development project, the eChange Project, in 2000 which has continued 2001-2003. It has the goals of supporting academic staff in developing pedagogically appropriate online components in their subjects. The project is underpinned by change management principles as suggested by Scott (1999), Brown (1999), and confirmed by Trowler and Cooper (2002). eChange agents were appointed from within the faculty to implement the project. Factors such as managerial support, the development of good working relationships between the agents and the academic staff, and the opportunities for staff to consider and discuss problematic issues raised by the introduction of online learning, have contributed to the successes of the project. Time constraints, cynicism about the value of using ICT to enhance teaching and learning, staff and student satisfaction with current methods of teaching, and access and equity issues have been barriers to uptake for some of the faculty staff.
Schuck, SR 2003, 'The use of electronic question and answer forums in mathematics teacher education', Mathematics Teacher Education and Development, vol. 5, pp. 19-30.
Many mathematics educators share a view of mathematics as a social and cultural phenomenon and believe that the learning of mathematics concepts is developed and enhanced through the use of learning communities. Electronic discussion boards provide one avenue for supporting such social learning. This paper discusses the use of a Question and Answer section of a discussion board in a first year mathematics education subject for primary student teachers, and the way in which this facility fits with ideas of social learning. Theoretical perspectives of social learning in mathematics through the use of an electronic community are explored. Examples are given of how learning was developed through questions and answers in the mathematics education subject and insights shared regarding the various uses of this facility by the students. Issues related to participation, peer misconceptions, learning styles and teacher intervention are raised and discussed. The paper concludes that for students who are comfortable with the use of electronic conferencing, there is value in Question and Answer facilities in raising autonomy and supporting conceptual understanding of mathematical concepts, but that the medium does not suit all learners of mathematics.
Schuck, SR 2002, 'Using self-study to challenge my teaching practice in mathematics education', Reflective Practice, vol. 3, no. 3, pp. 327-337.
In a research study conducted with first year prospechve primary school teachers, beliefs about and attitudes towards mathematics were investigated. It was found that prospective teachers generally percmved good mathematics teaching to include the provision of enjoyable experiences. However, most of the student teachers did not percmve enjoyrnent as having an intellectual component. Further, they often expressed the belief that being knowledgeable about mathematics was a disadvantage for a primary school teacher. It was as if student teachers see mathematics teaching as brightly coloured wrapping around an empty box. Implications of these findings for mathematics teaching and teacher education are discussed.
The paper considers the way that a cohort of prospective primary school teachers engage with a mathematics education subject in the first year of their initial teacher education course. They appear to do so through the medium of three selves: self-as-stu
Schuck, SR 1997, 'Using A Research Simulation To Challenge Prospective Teachers' Beliefs About Mathematics', Teaching And Teacher Education, vol. 13, no. 5, pp. 529-539.View/Download from: Publisher's site
A cohort of first year prospective primary school teachers became aware of the affective aspects of learning mathematics through a research simulation. The students posed questions about issues that they saw as problematic in mathematics education and th
Schuck, S 1996, 'Chains in primary teacher mathematics education courses: An analysis of powerful constraints', Mathematics Education Research Journal, vol. 8, no. 2, pp. 119-136.View/Download from: Publisher's site
Prospective primary school teachers enter their mathematics education subject sequences in their teacher education programs with a number of chains fettering them to the past. The study described below examines the beliefs and attitudes of prospective primary school teachers with respect to the learning and teaching of mathematics. Some of these beliefs act as chains which could impede re reform in the teaching of mathematics. These constraints are analysed and their implications considered. Some suggestions for the breaking of these chains are proposed. It is through awareness of what students and teacher educators bring to their teacher education courses that negotiation of powerful ideas can occur.
Kearney, M, Burden, K & Schuck, S 2020, 'Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic.' in Ferdig, R, Baumgartner, E, Hartshorne, R, Kaplan-Rakowski, R & Mouza, C (eds), Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field, Association for the Advancement of Computing in Education (AACE)., US., pp. 661-666.
This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students
using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning
app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices.
Schuck, S & Brandenburg, R 2020, 'Self-study in mathematics teacher education' in Kitchen, J, Berry, A, Bullock, SM, Crowe, A, Taylor, M, Guðjónsdóttir, H & Thomas, L (eds), 2nd International Handbook of Self-Study of Teaching and TeacherEducation,, Springer Nature, Singapore, pp. 1-29.View/Download from: Publisher's site
Self-study of teacher education practices is aimed at improvement of teacher education. Given the need identified in the literature for reform in mathematics education, self-study serves an important role in supporting teacher educators to reflect on and enhance their practice. This chapter analyzes the literature concerning self-study in this area. It identifies and discusses the range of articles, chapters, and conference proceedings that consider the self-study of teacher education practices in mathematics education. The chapter begins with an overview of existing issues discussed in mathematics education research and then moves to an examination of the contributions of self-study to resolving such issues. The chapter provides an analysis of the processes used to identify self-studies in this area. The value of self-study in mathematics teacher education is articulated. Four themes are considered: challenging beliefs, pedagogical approaches and methods, collaboration, and mathematics educators’ journeys. Studies are grouped under these themes, and their contributions to the themes are identified. Approaches used by authors are discussed, and limitations of the studies are noted. Suggestions for future self-study research in mathematics teacher education are suggested.
Kearney, M, Burden, K & Schuck, S 2019, 'Disrupting education using smart mobile pedagogies' in Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning, Springer, Switzerland, pp. 139-157.View/Download from: Publisher's site
© Springer Nature Switzerland AG 2019. As mobile technologies become more multifaceted and ubiquitous in society, educational researchers are investigating the use of these technologies in education. A growing body of evidence shows that traditional pedagogies still dominate the educational field and are misaligned with the diverse learning opportunities offered by the use of mobile technologies. There is an imperative to question those traditional notions of education, including how, where and when teaching and learning are enacted, and to explore the possible mediating roles of new mobile technologies. New smart pedagogies, which embrace the affordances offered by mobile technologies, have the potential to disrupt notions of schooling. In this chapter, we examine the nature of smart pedagogies and their intersection with mobile pedagogies. We unpack notions of innovation and disruption. We then discuss smart mobile learning activities for school students identified from a Systematic Literature Review, together with the pedagogical principles underpinning them. We argue to encourage smart pedagogies, teacher educators should support teachers to implement ‘feasible disruptions’. Consequently, implications for teacher education are explored.
Kearney, M, Burden, K & Schuck, S 2019, 'Disrupting education using smart mobile pedagogies.' in Daniela, L (ed), Didactics of Smart Pedagogy Smart Pedagogy for Technology Enhanced Learning, Springer, Germany, pp. 139-157.View/Download from: Publisher's site
As mobile technologies become more multi-faceted and ubiquitous in society, educational researchers are investigating the use of these technologies in education. A growing body of evidence shows that traditional pedagogies still dominate the educational field and are misaligned with the diverse learning opportunities offered by use of mobile technologies. There is an imperative to question those traditional notions of education, including how, where and when teaching and learning are enacted; and to explore the possible mediating roles of new mobile technologies. New smart pedagogies, which embrace the affordances offered by mobile technologies, have the potential to disrupt notions of schooling.
In this chapter, we examine the nature of smart pedagogies and their intersection with mobile pedagogies. We unpack notions of innovation and disruption. We then discuss smart mobile learning activities for school students identified from a Systematic Literature Review, together with the pedagogical principles underpinning them. We argue to encourage smart pedagogies, teacher educators should support teachers to implement 'feasible disruptions'. Consequently, implications for teacher education are explored.
Burden, K & Kearney, M 2018, 'Mobile STEM learning scenarios' in Schuck, S, Aubusson, P, Burden, K & Brindley, S (eds), Uncertainty in Teacher Education Futures, Springer, Singapore, pp. 177-203.View/Download from: Publisher's site
Varadharajan, M & Schuck, S 2017, 'Can Career Changers be Game Changers? Policy, Research and Practice Concerning Career Changers' in Nuttall, J, Kostogriz, A, Jones, M & Martin, J (eds), Teacher Education Policy and Practice: Evidence of Impact, Impact of Evidence, Springer, Singapore, pp. 83-95.View/Download from: Publisher's site
At present there is extensive discussion in Australia about the preparation of
teachers and the need for teacher education (TE) programs to do more to produce
classroom-ready teachers (Buchanan and Schuck 2016). An important review of
Teacher Education (Teacher Education Ministerial Advisory Group [TEMAG]
2014) had clear suggestions on how to ensure graduates were competent classroom
teachers. The report noted that “Enhancing the capability of teachers is vital to
raising the overall quality of Australia’s school system and lifting student outcomes”
(p. xi), and that:
Buchanan, JD & Schuck, S 2016, 'Preparing a 'classroom ready' teacher: The challenge for teacher educators.' in Gibbs, IS (ed), Teacher Education Assessment, Impact and Social Perspectives, New York, New York.
These reviews have suggested changes to the structure, content and approaches in teacher education. However, little change seems to occur as a result of these reviews.
Buchanan, JD, Aubusson, PJ & Schuck, SR 2014, 'A system-wide school-based program for sustainability: Climate Clever Energy Savers' in Thomas, K & Muga, H (eds), Handbook of Research on Pedagogical Innovations for Sustainable Development, IGI Global, USA, pp. 245-269.View/Download from: Publisher's site
This chapter reports on an external evaluation of a state-wide Education for Sustainability program conducted in NSW, Australia. This program, Climate Clever Energy Savers, conducted by the NSW Department of Education and Communities, invited students in primary and secondary schools (from years 3 to 10), under the guidance of their teachers, to submit proposals for funding projects to the value of up to $2000 aimed at reducing their school's electricity consumption and costs. The chapter situates the program in the context of the need for sustainable development, and the centrality of education in achieving this. The ongoing evaluation has been investigating outcomes of the school-based projects, as well as teachers' views on the support made available to the teachers and students undertaking them. More specifically, this chapter investigates three illustrative sites of practice of the Program, examining outcomes, commonalities and differences across these sites. One feature common to most if not all projects is the use of the Sustainability Action Process as a framework for guiding the progress of all projects. This will form one mode of comparison of implementation of the projects across the specific and diverse sites. The chapter will conclude with implications for practice and further research emerging from the case study investigations.
Burden, K, Schuck, SR & Aubusson, PJ 2011, 'Ethical professional mobile learning for teaching and nursing workplaces' in Pachler, N, Pimmer, C & Seipold, J (eds), Work-based mobile learning: concepts and cases., Peter Lang Publishing, Oxford, UK, pp. 277-303.
The ubiquity, accessibility and flexibility of mobile technologies suggests they will be valuable for professional learning, particularly in professions where most of the work does not occur at a set workstation. This chapter focuses on two such professions: teaching and nursing. But their use by these professions is not unproblematic (Aubusson, Schuck and Burden, 2009; Fisher, Higgins and Loveless, 2006; Wishart, 2009 ). While mobile activities are likely to contribute to these professionals' learning in the workplace, a tension arises regarding the ethical nature of such activities. This chapter explores the complexities and confusion faced by teachers and nurses in their use of work-based mobile learning. The chapter considers the ethical issues involved in the use of mobile technologies to capture, reflect upon and share moments of professional learning in these work-based contexts. It suggests a number of ethical principles which might provide a useful guide for professional practice for teaching and nursing and beyond.
Pereira, P & Schuck, SR 2011, 'Adding value to self and content in mathematics education: working in a third space' in Schuck, S & Pereira, P (eds), What counts in teaching mathematics: Adding value to self and content, Springer, Dordrecht, The Netherlands, pp. 177-185.
The chapter discusses the complexities that are an inevitable part of mathematics teaching, introduces the concept of a 'third space' as a way of thinking about these complexities, shows how the chapters in the book can be located within a third space, and explores ways in which the metaphor of a third space can be used to gain insight and raise questions. The chapter concludes with an appeal to readers to try their own discipline based self-studies as a way to rejuvenate their own practices.
Schuck, SR 2011, 'Resisting complacency: my teaching through an outsider's eyes.' in Schuck, S & Pereira, P (eds), What counts in teaching mathematics: Adding value to self and content, Springer, Dordrecht, The Netherlands, pp. 61-73.View/Download from: Publisher's site
As an experienced mathematics teacher educator, how can I creatively disrupt my current practices? In this chapter I describe what happened when I invited a teacher educator of social studies into my classroom to help me challenge my assumptions and reframe my practice. Would a critical friend, with similar passions about teacher education but a different discipline expertise, help me to see things that a colleague from maths education might not see? Certain issues arose in our discussions, including my nervousness before classes, my efforts to build a safe and welcoming environment for the students, the relative importance of our different subject areas, the aims we each hold for our classes, and our thoughts about control. I found that my ideas of maths teaching, highly influenced by reform notions of maths education, needed to be made more visible to my critical friend. This gave me important insights into the assumptions I hold that might need to be made more explicit to my students. The critical friendship did disrupt my complacency, and it also stimulated my thinking about my aims for my teaching and for my students' learning. For both of us, the critical friendship contributed a different set of lenses with which to view our teaching.
Schuck, SR & Pereira, P 2011, 'What counts in mathematics education' in Schuck, S & Pereira, P (eds), What counts in teaching mathematics: Adding value to self and content, Springer, Dordrecht, The Netherlands, pp. 1-9.
The chapter argues for the value of self-study of teaching and teacher education practices that is focused on a particular disciplinary domain. In this case the domain is mathematics education. We argue that teaching and learning mathematics has unique characteristics, challenges and joys. Self-study of teaching maths helps to identify, articulate and reframe those characteristics and the assumptions underlying them. We discuss the increasing emphasis in maths education on communication, problem solving, reflection and making connections with other concepts and areas, and consider the views and status of maths education existing in different countries. The study of maths suffers from low uptake at the higher levels and static teaching in secondary schools. At the same time primary school teachers often feel anxious about their competence in maths and this anxiety transfers to their students. For this reason, it is essential to disrupt practices and initiate new ones in teacher education programs. Self-study of teaching and teacher education supports this process.
Schuck, SR & Foley, GW 2010, 'Viewing Mathematics in New Ways: Can Electronic Learning Communities Assist?' in Bishop, AJ (ed), Mathematics Education, Routledge, UK, pp. 75-90.
Collection of major works in four volumes.
Aubusson, PJ & Schuck, SR 2006, 'Research and learning from our practices' in Aubussin, P & Schuck, S (eds), Teacher Learning and Development: The Mirror Maze, Springer, Dordrecht, The Netherlands, pp. 1-12.
Schuck, SR 2006, 'Evaluating & enhancing my teaching: What counts as evidence?' in Aubusson, P & Schuck, S (eds), Teacher Learning and Development: The Mirror Maze, Springer, Dordrecht The Netherlands, pp. 209-220.
Seaton, L & Schuck, SR 2006, 'Working with Gandalf: Professional & personal learning in a doctoral student-supervisor relationship' in Aubusson, P & Schuck, S (eds), Teacher Learning and Development: The Mirror Maze, Springer, Dordrecht, The Netherlands, pp. 53-66.
Schuck, SR & Grootenboer, P 2004, 'Affective issues in mathematics education' in Perry, B, Anthony, G & Diezmann, C (eds), Research in Mathematics Education in Australia 2002-2003, Post Pressed, Queensland, pp. 53-74.
Schuck, SR & Segal, G 2002, 'Learning about our teaching from our graduates, learning about our learning with critical friends' in Loughran, J & Russell, T (eds), Improving Teacher Education Practices Through Self-study, Routledge/Falmer, London, UK, pp. 88-101.
Burden, K, Schuck, S & Kearney, M 2019, 'Innovative mobile learning: A scan of the literature', Proceedings of the 15th International Conference on Mobile Learning 2019, ML 2019, International Conference Mobile Learning, Curran, Utrecht, The Netherlands, pp. 126-130.
© 2019 IADIS Press. All rights reserved. This paper summarises findings from an initial study completed as the first phase of the Erasmus+ KA2 research project: Designing and Evaluating Innovative Mobile Pedagogies (DEIMP). The purpose of the scoping study was to inform the design and development of a multi-purpose mobile app that will support educators and pre-service teachers in designing and evaluating creative and innovative mobile learning episodes for their students. This first component of the DEIMP study involved the conduct of a Systematic Literature Review to identify innovative and effective practices in m-Learning. A set of 57 articles were identified as reporting on innovative mobile practices and these were further assessed for their level of innovation. The study showed that innovation lies on a continuum from sustaining innovation to disruptive innovation and that disruptive innovation is infrequent.
Angelini, M, Prescott, A, Schuck, S, Rai, T, Lee, C & Coupland, M 2017, '“Maths Inside”: A Project to Raise Interest in Mathematics', 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia, Mathematics Education Research Group of Australasia, 40th Annual Conference, MERGA : Mathematics Education Research Group of Australasia, Melbourne, pp. 181-188.
In this paper, we provide an overview of the “Maths Inside” project, funded by the Australian Maths and Science Partnership Program (AMSPP). The overall aim of the AMSPP is to improve uptake and participation of students in mathematics and science at secondary and tertiary levels. In this research project, we aim to improve student interest in mathematics and support mathematics teachers in their professional learning, through
provision of rich and investigative learning resources, including video case studies of CSIRO scientists and mathematicians. Data collection on the outcomes of the project is ongoing and will be reported in subsequent papers
Kearney, MD, Schuck, SR & Burden, K 2010, 'Locating mobile learning in the third space', Conference Proceedings MLearn 2010 Mobile Learning, MLearn Mobile Learning, University of Malta, Valetta, Malta, pp. 108-115.
The paper provides a framework for mobile learning that highlights three key features characterising such learning. These features are authenticity, social interactivity and customisation. The features were suggested through their presence in two mobile learning projects, Mobagogy, a project in which a higher education learning community developed understanding of mobile learning and The Bird in the Hand Project, which explored the use of smartphones by trainee teachers and their mentors.
Schuck, SR, Aubusson, PJ, Kearney, MD & Burden, K 2010, 'Mobagogy - mobile learning for a higher education community', Mobile Learning 2010 Proceedings, International Association for Development of the Information Society International Conference, International Association for Development of the Information Society (IADIS), Porto, Portugal, pp. 69-76.
This paper reports on a project in which a learning community of higher educators was formed to investigate how best to use mobile technologies in their own learning and teaching. Activities of this group included investigating best practice approaches by interviewing experts in the field, exploring the literature on mobile learning and then initiating and testing some mobile learning pedagogies in the context of their own higher education subjects. The community met regularly to discuss emerging issues and applications. The paper shares some of the findings gained both from the expert interviews and from the experiences of members of the community, and discusses the challenges and constraints that were experienced. We conclude with recommendations for promoting mobile learning communities in higher education.
Aubusson, PJ, Schuck, SR & Burden, K 2009, 'Mobilising Collaborative Teacher Professional Learning', Mobile Learning 2009 Proceedings: IADIS International Conference, International Association for Development of the Information Society International Conference, IADIS: International Association for Development of the Information Society, Barcelona, pp. 351-354.
This paper reflects on the role of m-learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration; and that m-learning is ideally suited to allow reflection-in-action and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis to improve classroom learning environments. Opportunities fro usercreated content are discussed as well as ethical issues that might arise through using mobile technologies in this way. Practical, school systemic, attitudinal and ethical factors may inhibit m-technology adoption; these factors need to be researched and addressed to realize the potential of teacher mobile professional learning.
Schuck, SR & Aubusson, PJ 2009, 'Reconceptualising schooling for a Web 2.0 generation', Readings in Technology and Education: Proceedings of ICICTE 2009, International Conference on Information Communication Technologies in Education, University of the Fraser Valley Press, Corfu Island, Greece, pp. 751-762.
This paper frames and theorises the nature of adolescents informal experiences in Web 2.0 environments to articulate their fit or misfit with current conceptions of school education. Adolescents are increasingly active Web 2.0 users. However, the traditional research and education communities have been slow to respond to the rapid emergence of the digital generational culture. Adolescents new ways of interacting and producing are likely to render current configurations of schooling obsolete and hence demand new conceptualisations of schooling. This paper discusses how these new visions might influence, disrupt and interact with future schooling scenarios.
Schuck, SR, Kearney, MD & Aubusson, PJ 2008, 'Education, opportunities and challenges for generation OurSpace: Taming the beast', Proceedings of Ed-Media 2008 world conference on educational multimedia, hypermedia and telecommunications, Educational Multimedia, Hypermedia & Telecommunications, Association for the advancement of computing in education (AACE), Vienna, Austria, pp. 5804-5811.
The paper discusses the opportunities and challenges presented for current notions of schooling by adolescent online cultures. Young people are increasingly active Web 2.0 users and their interactions through these technologies are altering their social identities, styles of learning, and exchanges with others around the world. The paper argues for the need for more research to investigate this phenomenon through the use of virtual ethnography and identifies the ethical challenges that lie therein. It raises questions for school education and presents an argument for the need to study the area in culturally sensitive ways that privilege adolescents voices.
Aubusson, PJ, Buchanan, JD, Schuck, SR & Russell, T 2008, 'Making sense of teaching through shared observation and conversation', The seventh international conference on self-study of teacher education practices. Pathways to change in teacher education: Dialogue, diversity and self-study, International Conference on Self-study of Teacher Education practices., Self-study of teacher education practices special interest group, Herstmonceux Castle, East Sussex, England, pp. 18-21.
Schuck, SR & Kearney, MD 2007, 'Disruptive or Compliant? The impact of two educational technologies on pedagogy.', Proceedings of Ed-media 2007 World Conference on Educational Multimedia, Hypermedia and Telecommunications, Educational Multimedia, Hypermedia & Telecommunications, Association for the Advancement of Computing in Education, Vancouver, British Columbia, Canada, pp. 2619-2626.
In this paper, we discuss the fit between educational technologies and teacher views and pedagogies in light of two recently completed research projects. These studies focused on observed pedagogies associated with the classroom-based use of two learning technologies: (student-generated) digital video, and interactive whiteboards (IWBs). The paper considers the use of these two learning technologies from a socio-cultural perspective that recognizes that the nature of tools and the nature of societal use of these tools are mutually dependent. We raise questions of how the inherent nature of different technologies might shape different learning experiences and outcomes, and whether certain technologies fit better with some pedagogical approaches than others.
Schuck, SR, Buchanan, JD & Gordon, SE 2006, 'Improving student learning through teaching: Questions we should be asking', Improving Student Learning Through Teaching. Proceedings of the 2006 14th International Symposium., 14th Improving Student Learning International Symposium, Oxford Centre for Staff Learning and Development, Bath, UK, pp. 282-292.
Schuck, SR, Prescott, AE & Buchanan, JD 2006, 'Sharing and supporting through an online network: Four studies with newly appointed teachers.', Engaging pedagogies: AARE 2006 International Education Research Conference Proceedings, Australian Association for Research in Education, AARE, Adelaide, Australia, pp. 1-18.
The paper discusses the experiences, needs and concerns of newly appointed teachers in four separate studies conducted by UTS teacher educators over the years 1999-2006. Newly appointed teachers were invited to participate in an online support network in each of the studies. The studies were all small in scale, and allowed teachers to express their concerns, aspirations and experiences to others in the online network. Although participation in the online network was limited, those who did participate found the network to be supportive and helpful in providing much-needed advice and suggestions. Support was offered by mentor teachers, lecturers from the university and the other newly appointed teachers in the network. The paper will highlight the common issues regarding online access to support, as well as aspects of online interaction that were found to be beneficial to participants. It will also discuss issues of participation as highlighted by the different designs of the four studies, and indicate the strengths and weaknesses of each of the research designs with regard to meeting the needs of the participants.
Schuck, SR & Aubusson, PJ 2006, 'Sharing the Mirror Maze: self-study community formation', The Sixth International Conference on Self-Study of Teacher Education Practices, International Conference on Self-Study of Teacher Education Practices, University of Northern Iowa, East Sussex, UK, pp. 230-233.
Schuck, SR & Kearney, MD 2005, 'Teachers as producers, students as directors: why teachers use student-generated digital video in their classes', Proceedings of the Apple University Consortium Conference, Apple University Consortium Academic and Developers Conference, Apple Computer Australia, Hobart, Australia, pp. 1-13.
New developments with digital video and editing software have facilitated the use of student-generated video to enhance teaching and learning. The project discussed in this paper investigated the value of such use for enhancing pedagogy in K-12 schools. The collaborative project between academics from a NSW university and Apple Computer Australia identified, examined and analysed pedagogical practices in relation to use of this technology in five case schools. This paper will focus on the perspectives of the teachers in the study and their rationale for using student-generated digital video in their classrooms. It will also analyse important contextual factors in the schools which contributed to successful practices with digital video.
Kearney, MD & Schuck, SR 2004, 'Authentic learning through the use of digital video', 'Research, Reform, Realise the potential?' ACEC2004, Australasian Computing Education Conference, Australian Council for Computers in Education, Adelaide, Australia, pp. 1-7.
Schuck, SR & Kearney, MD 2004, 'Digital video as a tool in research projects: Zooming in on current issues', Proceedings of Ed-media 2004 World Conference on educational multimedia, hypermedia and telecommunications, Educational Multimedia, Hypermedia & Telecommunications, AACE, Lugano, Switzerland, pp. 2085-2092.
Schuck, SR & Russell, T 2004, 'How critical are critical friends and how critical should they be?', Conference proceedings Fifth International Conference on Self Study of Teacher Education Practices, International Conference on Self-study of Teacher Education Practices, Self-study of Teacher Education Practices Group, East Sussex, UK, pp. 213-216.
Kearney, MD & Schuck, SR 2003, 'Focus on pedagogy: the use of digital video and iMovie in K-12 schools', Proceedings of the Apple University consortium conference, Apple University Consortium Academic and Developers Conference, Apple Computer Australia, Adelaide, Australia, pp. 1-9.
Schuck, SR 2003, 'Help wanted please! Supporting beginner teachers through an electronic mentoring', Proceedings of Ed-Media 2003 World conference on Educational Multimedia, Hypermedia and Telecommunications, Educational Multimedia, Hypermedia & Telecommunications, Association for the Advancement of Computing in Education, Honolulu, USA, pp. 1904-1912.
Schuck, SR 2002, 'Learning through question and answer interactions on the web', International conference on computers in education, International Conference on Computers in Education, IEEE, Auckland, New Zealand, pp. 939-941.
Schuck, SR 2002, 'Professional development of teacher educators: the eChange Project example', Information Technology and Teacher Education Annual. Proceedings of SITE 2002, Society for Information Technology and Teacher Education 2002 13th International conference, AACE, Tennessee, USA, pp. 716-720.
Schuck, SR 2001, 'Walking the electronic tightrope: Questions surrounding infusion of IT into education subjects', Improving Student Learning 9: Improving student learning using learning technology, Improving student learning using learning technologies, 9th International Improving Student Learning Symposium, Oxford Centre for Staff and Learning Development, Edinburgh, Scotland, pp. 186-194.
Schuck, SR & Segal, G 2000, 'Good luck, goodbye, have a nice career: questioning our responsibilities & our learning as teacher educators', Third International Conference on Self-study of Teacher Education Practices, Queen's University, East Sussex, UK, pp. 223-227.
Schuck, SR, Segal, G, Anderson, T & Balding, P 2000, 'Mentoring beginning teachers: a seamless process of induction', Change & Choice in the New Century, CERG, UTS, Sydney, Australia, pp. 211-217.
Burke, P, Schuck, SR, Aubusson, P, Ng, W, Pressick-Kilborn, K & Palmer, T-A 2017, Supporting the Effective Teaching of Primary Science and Technology: A discrete choice experiment approach, Australia.
Aubusson, P, Schuck, SR, Ng, W, Burke, P, Pressick-Kilborn, K & Palmer, T-A Association of Independent Schools New South Wales 2015, Quality Learning and Teaching in Primary Science and Technology Literature Review, no. 2nd Edition, Australia.
In its 2nd edition, the aim of this literature review is to address the broad research question: What characterises quality teaching and learning in primary science and technology? Effective teaching that engages students to learn successfully indicates quality.
This project was commissioned by the NSW Department of Education and Training. This four and a half year research project had the aims of tracking a cohort of final year (2005) preservice teacher education students through their post-graduation experience into 2006, 2007, 2008 and 2009, in order to understand more clearly the reasons why some early career teachers (ECTs) in NSW public schools choose to leave the profession, and why others choose to remain; and in order to develop strategies to increase the retention rate of effective teachers during their early years of teaching.
Schuck, SR, Aubusson, PJ, Kearney, MD, Frischknecht, BD & Burke, PF University of Technology, Sydney 2012, Choice at the pedagogy-technology interface: Interactive whiteboards for learning, pp. 1-123, Sydney.
This study investigated pedagogy, attitudes, and school contexts in six schools in which interactive whiteboards are being used. The research questions that guided this study are the following: â¢ What do teachers and students see as the value of using interactive electronic whiteboards in lesson designs and what beliefs do they hold about this technology and its relationship to learning and teaching? â¢ What is the role of the school in promoting innovative use of the technology? What other contextual factors constrain or enhance the use of this technology in teaching and learning? â¢ What learning outcomes are supported by the use of interactive electronic whiteboards in various Key Learning Areas? What learning tasks are associated with these outcomes? â¢ What pedagogical approaches are being used with this technology? â¢ What does reflection about good practice and insights provided by the cases suggest about principles of good practice using interactive electronic whiteboards? The study comprised a case study at multiple sites, four of them primary schools and two high schools, all in NSW. The schools were all DET schools and there were three in the metropolitan Sydney region, one in an urban area out of Sydney and two in a rural area. The study was a qualitative one, investigating perceptions and usage through interviews, focus groups, observations and document analysis.
Kearney, MD & Schuck, SR UTS Faculty of Education (now FASS) 2004, Students in the director's seat: Teaching and learning across the school curriculum with student-generated video, pp. 108-110, Australia.View/Download from: UTS OPUS
This project investigated the value and use of student-generated digital video for enhancing pedagogy in K-12 schools. It aimed to identify, examine and analyse pedagogical practices in relation to use of this technology in five case schools. A further aim was to articulate the principles, contexts and approaches underlying these practices. An understanding of the practices and approaches which enhance or constrain pedagogy in these five cases will contribute to a future larger study. Principles of good practice developed in this study will be used to inform future research on models for enhancing pedagogy with digital video in education.
Quality teaching and learning in primary science and technology is more likely to be effective when applied by a teacher
with sound pedagogical and content knowledge in this subject. Research highlights inquiry-based learning as an effective
pedagogical framework that underpins a number of useful teaching models and approaches explored here. Other
strategies and characteristics associated with quality science and technology teaching and learning are also discussed.