Public and personal domains : professional standards for teachers of English in Australia

For many teachers the term ‘professional standards’ conjures up notions of benchmarks against which to measure their performance. This is to locate standards in a public domain that is external to individual teachers, defining their professional role largely in terms of their accountability to other stakeholders in education. The following article argues an alternative view of standards as mediating between public and personal domains. Those domains should remain distinct – indeed, sometimes they may exist in a productive tension – but for standards to have any purchase with the profession they must be personally meaningful. The author draws on both his experience in teaching graduate English students in the pre-service Diploma in Education course at Monash University and his research in a national project to develop subject specific standards for primary and secondary teachers of English. The project, Standards for Teachers of English Language and Literacy in Australia (STELLA), is federally funded and involves a consortium of universities, state government bodies and the two English teaching associations, whose members constitute the panels of teachers at the heart of the project.

How dynamic capabilities drive performance in the Indian IT industry : the role of information and co-ordination

This study examines key issues and effects of capability management on a fast-growing area of knowledge-intensive global business services – IT outsourcing and offshoring. An exploratory study is undertaken of Indian companies providing complex process-oriented offshore IT services to their global customers. The analysis of the data related to the service provider side shows that developing dynamic capabilities is strongly driven by management and top-clients and results in the development of business processes and in establishing a strategic partnership with the client organization. Key findings are that information exchange and coordination are the key to a leveraging firm performance.

How different is it really? – rural and urban primary students’ use of ICT in mathematics

Information and Communication Technology (ICT) offers the potential for changing mathematics education for both teachers and students. However, how ICT is used, and by whom, is critical to realizing this potential. This paper reports on an investigation of the use of ICT in the learning and teaching of mathematics in rural and urban primary schools in Victoria, Australia. Thirty-six teachers and almost 700 students were surveyed regarding their use of ICT for mathematics at home and at school, with a small number of selected teachers and students taking part in interviews. This paper focuses on students’ perceptions of ICT use. A comparison of rural and urban students’ responses shows little difference across most aspects of ICT use, and where there was a difference, the frequency of rural use almost always exceeded that in urban schools.

Research methodologies in creative practice : literacy in the digital age of the twenty first century - learning from computer games

Literacy remains one of the central goals of schooling, but the ways in which it is understood are changing. The growth of the networked society, and the spread of Information and Communications Technologies (ICT), has brought about significant changes to traditional forms of literacy. Older, print based forms now take their place alongside a mix of newer multi-modal forms, where a wide range of elements such as image, sound, movement, light, colour and interactivity often supplant the printed word and contribute to the ways in which meaning is made. For young people to be fully literate in the twenty-first century, they need to have clear understandings about the ways in which these forms of literacy combine to persuade, present a point of view, argue a case or win the viewers’ sympathies. They need to know how to use them themselves, and to be aware of the ways in which others use them. They need to understand how digital texts organise and prioritise knowledge and information, and to recognise and be critically informed about the global context in which this occurs. That is, to be effective members of society, students need to become critical and capable users of both print and multimodal literacy, and be able to bring informed and analytic perspectives to bear on all texts, both print and digital, that they encounter in everyday life.

This is part of schools’ larger challenge to build robust connections between school and the world beyond, to meet the needs of all students, and to counter problems of alienation and marginalisation, particularly amongst students in the middle years. This means finding ways to be relevant and useful for all students, and to provide them with the skills and knowledge they will need in the ICT-based world of the Twentyfirst century. With respect to literacy education, engagement and technology, we urgently need more information as to how this might be best achieved.

Blended learning in a higher education multicultural environment

This thesis has two outcomes. First, it provides a detailed analysis of how international computing students experience a blended learning environment, identifying their perceptions of the new environment, perceptions of the use of ICT in their studies, preparedness and experiences in using ICT tools, and effective participation in ICT-mediated activities as critical aspects of teaching and learning environments that warrant particular attention by teachers of these students. The second outcome of this thesis is a set of pedagogical principles for the design and development of blended learning, contextualised in local and broader educational challenges typical of a multicultural student body, consistent with a globalised world.

Characteristics of participants in Australia's Get Healthy telephone-based lifestyle information and coaching service : reaching disadvantaged communities and those most at need

To address increasing rates of overweight and obesity, a population-based telephone intervention was introduced in New South Wales, Australia. The Get Healthy Information and Coaching Service® (GHS) offered participants a 6-month coaching program or detailed self-help information. Determining the population reach of GHS is of public health importance to ensure that the program reaches disadvantaged groups. This paper describes the socio-demographic and risk profile of participants (n = 4828) in the first 18 months of operations, determines how representative they are of the population, assesses changes in participants’ socio-demographic profile and compares ‘information-only’ and ‘coaching’ participants. The results show that GHS users are representative of the adult population in relation to education, employment status, Aboriginal status, fruit and vegetable consumption and alcohol use. However, more female, middle-aged, English-speaking, rural and socially disadvantaged adults participated in GHS. Coaching Participants were more likely to be overweight and to be ex-smokers than the general population. There was substantial variability in GHS recruitment, when mass-reach television advertising was used, participants enrolled from a major city and from more disadvantaged communities. The GHS has broader population reach than many local interventions, but further efforts are needed to increase reach by Aboriginal communities, other minorities and men.

Profile information and business outcomes of providers in electronic service marketplaces : an empirical investigation

Electronic service marketplaces (ESMs) have become major exchange platforms for the online outsourcing of different services – especially software development – to providers. Provider profiles on ESMs encompass extensive information regarding the activities and transactions of providers and they are a main source of information for customers. Such profile information significantly facilitates the relationship development between customers and providers. The existing literature has focused on the impact of the ratings of providers, but so far has not investigated the impact of the other available profile information. Building on the integrated information response model, this study investigates how information presented by providers as well as information provided by the ESM influences the business outcomes of the providers. Based on data collected from one of the major ESMs, we found that profile information indeed has a significant impact on the business outcomes of providers.

Framework for a Residential Energy Information System (REMIS) to promote energy efficient behaviour in residential energy end users

Previous studies on residential energy end use behavior reported significant reduction in energy end use of 7% to 24% when feedback is used to modify behavior in an energy efficient manner. However, most feedback systems investigated in previous studies have not benefited from advanced information systems (IS). IS can shape energy efficiency behavior by providing real-time feedback on energy consumption, cost and environmental impact. Such systems represent a new and less-researched subfield of energy informatics. This paper provides a conceptual framework for showing the potential use of IS to modify residential energy use behavior towards better energy efficiency. The framework builds on research in residential energy end use, in particular energy end use behavioral model. It provides conceptual inputs for a blue-print to develop a residential energy management information system (REMIS) and also highlights the use of new information and communications technologies (ICT) that had not been widely used, setting the grounds for further research in this area.