Focusing on ICT in Rural and Regional Education in Australia

C Reading, A Fluck, S Trinidad, Howard Smith, Gregory Shaw, S ANDERSON, C McLoughlin, Barbara White

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    National priorities set by an Australian ministerial taskforce provide clear guidelines to develop pedagogy that integrates ICT. Although these guidelines do not specifically address rural and regional school needs, the two priorities: promoting pedagogic leadership and creating new learning environments, are of particular Interest. But how are these priorities reflected in the realities of rural and regional schools? Focus group interviews were conducted at a selection of rural and regional schools in each state and territory across Australia. These provided teachers, parents and students with the opportunity to identify key issues In relation to ICT In their schools. Issues Identified by the focus groups were; the state of equipment in schools, comparability between home and school ICT experiences for students, pedagogical approaches, leadership, professional development and availability of ICT speclallst teachers.
    Original languageEnglish
    Pages (from-to)20-24
    Number of pages5
    JournalAustralian Educational Computing
    Volume22
    Issue number1
    Publication statusPublished - 2006

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    Education
    school
    Students
    education
    Availability
    leadership
    teacher
    pedagogics
    learning environment
    parents
    Group
    student
    interview
    experience

    Cite this

    Reading, C., Fluck, A., Trinidad, S., Smith, H., Shaw, G., ANDERSON, S., ... White, B. (2006). Focusing on ICT in Rural and Regional Education in Australia. Australian Educational Computing, 22(1), 20-24.
    Reading, C ; Fluck, A ; Trinidad, S ; Smith, Howard ; Shaw, Gregory ; ANDERSON, S ; McLoughlin, C ; White, Barbara. / Focusing on ICT in Rural and Regional Education in Australia. In: Australian Educational Computing. 2006 ; Vol. 22, No. 1. pp. 20-24.
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    abstract = "National priorities set by an Australian ministerial taskforce provide clear guidelines to develop pedagogy that integrates ICT. Although these guidelines do not specifically address rural and regional school needs, the two priorities: promoting pedagogic leadership and creating new learning environments, are of particular Interest. But how are these priorities reflected in the realities of rural and regional schools? Focus group interviews were conducted at a selection of rural and regional schools in each state and territory across Australia. These provided teachers, parents and students with the opportunity to identify key issues In relation to ICT In their schools. Issues Identified by the focus groups were; the state of equipment in schools, comparability between home and school ICT experiences for students, pedagogical approaches, leadership, professional development and availability of ICT speclallst teachers.",
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    Reading, C, Fluck, A, Trinidad, S, Smith, H, Shaw, G, ANDERSON, S, McLoughlin, C & White, B 2006, 'Focusing on ICT in Rural and Regional Education in Australia', Australian Educational Computing, vol. 22, no. 1, pp. 20-24.

    Focusing on ICT in Rural and Regional Education in Australia. / Reading, C; Fluck, A; Trinidad, S; Smith, Howard; Shaw, Gregory; ANDERSON, S; McLoughlin, C; White, Barbara.

    In: Australian Educational Computing, Vol. 22, No. 1, 2006, p. 20-24.

    Research output: Contribution to journalArticleResearchpeer-review

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    AB - National priorities set by an Australian ministerial taskforce provide clear guidelines to develop pedagogy that integrates ICT. Although these guidelines do not specifically address rural and regional school needs, the two priorities: promoting pedagogic leadership and creating new learning environments, are of particular Interest. But how are these priorities reflected in the realities of rural and regional schools? Focus group interviews were conducted at a selection of rural and regional schools in each state and territory across Australia. These provided teachers, parents and students with the opportunity to identify key issues In relation to ICT In their schools. Issues Identified by the focus groups were; the state of equipment in schools, comparability between home and school ICT experiences for students, pedagogical approaches, leadership, professional development and availability of ICT speclallst teachers.

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    Reading C, Fluck A, Trinidad S, Smith H, Shaw G, ANDERSON S et al. Focusing on ICT in Rural and Regional Education in Australia. Australian Educational Computing. 2006;22(1):20-24.