Mobile Devices for Tertiary Study – Philosophy Meets Pragmatics for Remote Aboriginal and Torres Strait Islander Women

2015 ◽  
Vol 44 (2) ◽  
pp. 139-149 ◽  
Author(s):  
Philip Townsend
Keyword(s):  
Preservice Teachers ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Torres Strait Islander ◽  
South Australia ◽  
Initial Teacher Education ◽  
Remote Communities ◽  
Community Based ◽  
Torres Strait ◽  
Tertiary Study

This paper outlines PhD research which suggests mobile learning fits the cultural philosophies and roles of Aboriginal and Torres Strait Islander women who are preservice teachers in the very remote Australian communities where the research was conducted. The problem which the research addresses is the low completion rates for two community-based Initial Teacher Education (ITE) programs in South Australia (SA) and Queensland (Qld). Over the past decade, the national completion rate of Aboriginal and Torres Strait Islander students in teacher training was 36 per cent, and in these two community-based programs it was less than 15 per cent. This paper identifies the perceptions of the benefits of using mobile devices by Aboriginal and Torres Strait Islander women who are preservice teachers in very remote communities. They report ways in which mobile learning supports their complex roles and provides pragmatic positive outcomes for their tertiary study in remote locations. The paper describes the apparent alignment between mobile learning and cosmology, ontology, epistemology and axiology, which may underpin both the popularity of mobile devices and the affordances of mobile learning.

Enhancing Professional Learning Through Mobile Devices for Pre-Service Teachers in Remote Communities

2018 ◽  
Vol 10 (4) ◽  
pp. 13-31
Author(s):  
Philip Bruce Townsend
Keyword(s):  
Mobile Devices ◽  
Professional Learning ◽  
Torres Strait Islander ◽  
Academic Support ◽  
Research Data ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Career Goal ◽  
Remote Communities ◽  
Community Based

This article details the construction of a Grounded Theory to explain the concept of enhancing professional learning through mobile devices. The research data was delimited to the behaviours and beliefs of Aboriginal and Torres Strait Islander pre-service teachers enrolled in two community-based initial teacher education programs in very remote communities in Australia. Four educational uses of mobile devices were identified: accessing content, handling administration, collaborating for academic support and sharing personal encouragement. The use of mobile devices enabled adults to choose times of study, choose places of study, complete assessment relevant to their course and achieve a career goal. Three elements that impact the educational use of mobile devices were identified (i.e. context, precursors and catalyst). Seven categories underlie the concept of enhancing professional learning through mobile devices: fostering access, facilitating customisation, promoting collaboration, supporting relevance, completing the course, empowering agency and enabling networking.

Enhancing Professional Learning Through Mobile Devices for Pre-Service Teachers in Remote Communities

2020 ◽  
pp. 1036-1057
Author(s):  
Philip Bruce Townsend
Keyword(s):  
Mobile Devices ◽  
Professional Learning ◽  
Torres Strait Islander ◽  
Academic Support ◽  
Research Data ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Remote Communities ◽  
Community Based

This article details the construction of a Grounded Theory to explain the concept of enhancing professional learning through mobile devices. The research data was delimited to the behaviours and beliefs of Aboriginal and Torres Strait Islander pre-service teachers enrolled in two community-based initial teacher education programs in very remote communities in Australia. Four educational uses of mobile devices were identified: accessing content, handling administration, collaborating for academic support and sharing personal encouragement. The use of mobile devices enabled adults to choose times of study, choose places of study, complete assessment relevant to their course and achieve a career goal. Three elements that impact the educational use of mobile devices were identified (i.e. context, precursors and catalyst). Seven categories underlie the concept of enhancing professional learning through mobile devices: fostering access, facilitating customisation, promoting collaboration, supporting relevance, completing the course, empowering agency and enabling networking.

Enhancing Professional Learning Through Mobile Devices for Pre-Service Teachers in Remote Communities

2020 ◽  
pp. 200-220
Author(s):  
Philip Bruce Townsend
Keyword(s):  
Mobile Devices ◽  
Professional Learning ◽  
Torres Strait Islander ◽  
Academic Support ◽  
Research Data ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Remote Communities ◽  
Community Based

This article details the construction of a Grounded Theory to explain the concept of enhancing professional learning through mobile devices. The research data was delimited to the behaviours and beliefs of Aboriginal and Torres Strait Islander pre-service teachers enrolled in two community-based initial teacher education programs in very remote communities in Australia. Four educational uses of mobile devices were identified: accessing content, handling administration, collaborating for academic support and sharing personal encouragement. The use of mobile devices enabled adults to choose times of study, choose places of study, complete assessment relevant to their course and achieve a career goal. Three elements that impact the educational use of mobile devices were identified (i.e. context, precursors and catalyst). Seven categories underlie the concept of enhancing professional learning through mobile devices: fostering access, facilitating customisation, promoting collaboration, supporting relevance, completing the course, empowering agency and enabling networking.

Building on ‘Red Dirt’ Perspectives: What Counts as Important for Remote Education?

2015 ◽  
Vol 44 (2) ◽  
pp. 194-206 ◽  
Author(s):  
John Guenther ◽  
Samantha Disbray ◽  
Sam Osborne
Keyword(s):  
Educational Outcomes ◽  
Torres Strait Islander ◽  
Qualitative Data ◽  
Research Centre ◽  
Cooperative Research ◽  
Remote Communities ◽  
Remote Education ◽  
Community Expectations ◽  
Torres Strait ◽  
Indicators Of Success

The Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP) has, over the last four years, gathered and analysed qualitative data directly from over 230 remote education stakeholders and from more than 700 others through surveys. The research was designed to answer four questions: (1) What is education for in remote Aboriginal and Torres Strait Islander communities?; (2) What defines ‘successful’ educational outcomes from the remote Aboriginal and Torres Strait Islander standpoint?; (3) How does teaching need to change in order to achieve ‘success’ as defined by the Aboriginal and Torres Strait Islander standpoint?; and (4) What would an effective education system in remote Australia look like? Based on this data, the paper reveals how perceptions differ for Aboriginal and Torres Strait Islander people from remote communities compared with people who come from elsewhere. The analysis points to the need for some alternative indicators of ‘success’ to match the aspirations of local people living in remote communities. It also points to the need for school and system responses that resonate with community expectations of education, and to develop narratives of aspiration and success alongside community views.

Teaching Secondary Mathematics

2021 ◽  
Author(s):  
Gregory Hine ◽  
Judy Anderson ◽  
Robyn Reaburn ◽  
Michael Cavanagh ◽  
Linda Galligan ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Torres Strait Islander ◽  
Ways Of Knowing ◽  
Secondary Mathematics ◽  
Australian Curriculum ◽  
Australian Education ◽  
Mathematical Problems ◽  
Torres Strait ◽  
Short Answer Questions

Secondary mathematics teachers working in the Australian education sector are required to plan lessons that engage with students of different genders, cultures and levels of literacy and numeracy. Teaching Secondary Mathematics engages directly with the Australian Curriculum: Mathematics and the Australian Professional Standards for Teachers to help preservice teachers develop lesson plans that resonate with students. This edition has been thoroughly revised and features a new chapter on supporting Aboriginal and Torres Strait Islander students by incorporating Aboriginal and Torres Strait Islander cultures and ways of knowing into lessons. Chapter content is supported by new features including short-answer questions, opportunities for reflection and in-class activities. Further resources, additional activities, and audio and visual recordings of mathematical problems are also available for students on the book's companion website. Teaching Secondary Mathematics is the essential guide for preservice mathematics teachers who want to understand the complex and ever-changing Australian education landscape.

scholarly journals Healing the Past by Nurturing the Future—co-designing perinatal strategies for Aboriginal and Torres Strait Islander parents experiencing complex trauma: framework and protocol for a community-based participatory action research study

BMJ Open ◽  
2019 ◽  
Vol 9 (6) ◽  
pp. e028397 ◽  
Author(s):  
Catherine Chamberlain ◽  
Graham Gee ◽  
Stephanie Janne Brown ◽  
Judith Atkinson ◽  
Helen Herrman ◽  
...  
Keyword(s):  
Action Research ◽  
Conceptual Framework ◽  
Participatory Action Research ◽  
Torres Strait Islander ◽  
Complex Trauma ◽  
Participatory Action ◽  
Community Based ◽  
Research Project ◽  
Torres Strait ◽  
Action Research Cycles

IntroductionChild maltreatment and other traumatic events can have serious long-term physical, social and emotional effects, including a cluster of distress symptoms recognised as ‘complex trauma’. Aboriginal and Torres Strait Islander (Aboriginal) people are also affected by legacies of historical trauma and loss. Trauma responses may be triggered during the transition to parenting in the perinatal period. Conversely, becoming a parent offers a unique life-course opportunity for healing and prevention of intergenerational transmission of trauma. This paper outlines a conceptual framework and protocol for an Aboriginal-led, community-based participatory action research (action research) project which aims to co-design safe, acceptable and feasible perinatalawareness, recognition, assessmentandsupportstrategies for Aboriginal parents experiencing complex trauma.Methods and analysisThis formative research project is being conducted in three Australian jurisdictions (Northern Territory, South Australia and Victoria) with key stakeholders from all national jurisdictions. Four action research cycles incorporate mixed methods research activities including evidence reviews, parent and service provider discussion groups, development and psychometric evaluation of a recognition and assessment process and drafting proposals for pilot, implementation and evaluation. Reflection and planning stages of four action research cycles will be undertaken in four key stakeholder workshops aligned with the first four Intervention Mapping steps to prepare programme plans.Ethics and disseminationEthics and dissemination protocols are consistent with the National Health and Medical Research Council Indigenous Research Excellence criteria of engagement, benefit, transferability and capacity-building. A conceptual framework has been developed to promote the application of core values of safety, trustworthiness, empowerment, collaboration, culture, holism, compassion and reciprocity. These include related principles and accompanying reflective questions to guide research decisions.

Gonorrhoea testing and positivity in non-remote Aboriginal Community Controlled Health Services

Sexual Health ◽  
2017 ◽  
Vol 14 (4) ◽  
pp. 320 ◽  
Author(s):  
Mary Ellen Harrod ◽  
Sophia Couzos ◽  
James Ward ◽  
Mark Saunders ◽  
Basil Donovan ◽  
...  
Keyword(s):  
Health Services ◽  
Torres Strait Islander ◽  
Clinical Encounter ◽  
Current Approach ◽  
Research Network ◽  
Torres Strait Islander People ◽  
Remote Communities ◽  
Aboriginal Community ◽  
Torres Strait ◽  
Concurrent Testing

Background Gonorrhoea occurs at high levels in young Aboriginal and Torres Strait Islander people living in remote communities, but there are limited data on urban and regional settings. An analysis was undertaken of gonorrhoea testing and positivity at four non-remote Aboriginal Community Controlled Health Services participating in a collaborative research network. Methods: This was a retrospective analysis of clinical encounter data derived from electronic medical records at participating services. Data were extracted using the GRHANITE program for all patients aged 15–54 years from 2009 to 2013. Demographic characteristics and testing and positivity for gonorrhoea were calculated for each year. Results: A total of 2971 patients (2571 Aboriginal and/or Torres Strait Islander) were tested for gonorrhoea during the study period. Among Aboriginal and/or Torres Strait Islander patients, 40 (1.6%) tested positive. Gonorrhoea positivity was associated with clinic location (higher in the regional clinic) and having had a positive chlamydia test. By year, the proportion of patients aged 15–29 years tested for gonorrhoea increased in both men (7.4% in 2009 to 15.9% in 2013) and women (14.8% in 2009 to 25.3% in 2013). Concurrent testing for chlamydia was performed on 86.3% of testing occasions, increasing from 75% in 2009 to 92% in 2013. Factors related to concurrent testing were sex and year of test. Conclusions: The prevalence of gonorrhoea among young Aboriginal and/or Torres Strait Islander people in non-remote settings suggests that the current approach of duplex testing for chlamydia and gonorrhoea simultaneously is justified, particularly for women.

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