Embedded Files
Published Research Studies
Published Research Studies
Educational Technologies
Educational Gaming
Computer Science Education
Concept Development
Dr Zagami's primary research interest is in understanding and improving how people learn, with a particular focus on how new technologies can assist learning and how they can better enable us to understand the learning process. While he has a general interest in all educational technologies, his current studies include tracking innovations in educational technologies and identifying emerging trends in how they change educational processes, the uses of computer games in education (including virtual reality, augmented reality and virtual worlds), student co-creation of secondary worlds through computer games, and the measurement of neural activity to track cognitive development.
With an enduring interest in K12 Computer Science Education, Dr Zagami is involved in curriculum development and studying how schools are implementing curriculum changes, examining the tension between scripted instructional processes and higher order thinking skill development, how concept development can be improved using visualisation and manipulation approaches, supporting concept development through the use of manipulables (Robotics, Drones and IOT), and approaches to overcome the challenges for female participation in Computer Science education.
Podcast on Dr Zagami's research
Friday, 1 May 2026
Enchanting Learning: Generative AI and Fairy Tale Interpretations in Teacher Education
Enchanting Learning: Generative AI and Fairy Tale Interpretations in Teacher Education
Zagami, J. (2026). Enchanting Learning: Generative AI and Fairy Tale Interpretations in Teacher Education. In: Wang, T., Keane, T. (eds) Artificial Intelligence for Advancing Education Quality and Inclusion. Advances in Artificial Intelligence in Education, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-032-12174-5_8
978-3-032-12174-5_8.pdf
Monday, 23 March 2026
Reflexive Researching: Applying Self-Study Methodology as a Meta-Research Framework for Investigating Qualitative Research Practice in Education
Reflexive Researching: Applying Self-Study Methodology as a Meta-Research Framework for Investigating Qualitative Research Practice in Education
Zagami, J. (2026). Reflexive Researching: Applying Self-Study Methodology as a Meta-Research Framework for Investigating Qualitative Research Practice in Education. European Journal of Education, 61(2), e70608. https://doi.org/10.1111/ejed.70608.
Euro J of Education - 2026 - Zagami - Reflexive Researching Applying Self‐Study Methodology as a Meta‐Research Framework.pdf
Saturday, 21 February 2026
Improving Teacher Preparation for Technologies Education in Australia
Improving Teacher Preparation for Technologies Education in Australia
Zagami, J. (2026). Improving Teacher Preparation for Technologies Education in Australia. Australasian Journal of Technology Education, 10. https://ajte.org/index.php/AJTE/article/view/135
Improving+Teacher+Preparation+for+Technologies+Education+in+Australia.pdf
Thursday, 6 February 2026
Co-designing AI-enhanced careers education: a design-based approach to sustainable career ecosystems
Co-designing AI-enhanced careers education: a design-based approach to sustainable career ecosystems
Zagami, J. (2026). Co-designing AI-enhanced careers education: a design-based approach to sustainable career ecosystems. Education + Training, 1-11. https://doi.org/10.1108/ET-05-2025-0286
et-05-2025-0286en.pdf
Tuesday, 23 December 2025
Addressing the Dark Side of Differentiation: Bias and Micro-Streaming in Artificial Intelligence Facilitated Lesson Planning
Addressing the Dark Side of Differentiation: Bias and Micro-Streaming in Artificial Intelligence Facilitated Lesson Planning
Zagami, J. (2026). Addressing the Dark Side of Differentiation: Bias and Micro-Streaming in Artificial Intelligence Facilitated Lesson Planning. Information, 17(1), 12. https://doi.org/10.3390/info17010012
Thursday, 4 September 2025
Virtual Maker Spaces: Enhancing Student Engagement through Extended Reality in the Co-Creation of Learning Spaces
Virtual Maker Spaces: Enhancing Student Engagement through Extended Reality in the Co-Creation of Learning Spaces
Zagami, J. (2025). Virtual Maker Spaces: Enhancing Student Engagement through Extended Reality in the Co-Creation of Learning Spaces. Computers & Education: X Reality, 7. https://doi.org/10.1016/j.cexr.2025.100115
Friday, 18 July 2025
Students as Designers with Virtual Reality
Students as Designers with Virtual Reality
Zagami, J., See, Z., Unsworth, P., Maher, D., Blannin, J., and Bonsu, N. (2025). Students as Designers with Virtual Reality. In M. Bower & B. von Mengersen (Eds.), Creative Technologies Education: Students as Digital Designers (pp. 107-121). Routledge. https://doi.org/10.4324/9781003490715
10.4324_9781003490715-8_chapterpdf.pdf
Tuesday, 15 January 2025
Virtual Reality Utilisation in History Education: Discovery Through a Systematic Quantitative Literature Review
Virtual Reality Utilisation in History Education: Discovery Through a Systematic Quantitative Literature Review
Bonsu, N. O., Zagami, J., Pendergast, D. & Boadu, G., (2025). Virtual Reality Utilisation in History Education: Discovery Through a Systematic Quantitative Literature Review, Issues and Trends in Learning Technologies,12(2). https://doi.org/10.2458/itlt.5995
itlt-5995-bonsu (1).pdf
Sunday, 31 December 2024
AI Chatbot Influences on Preservice Teachers' Understanding of Student Diversity and Lesson Differentiation in Online Initial Teacher Education
AI Chatbot Influences on Preservice Teachers' Understanding of Student Diversity and Lesson Differentiation in Online Initial Teacher Education
Zagami, J. (2024). AI Chatbot Influences on Preservice Teachers' Understanding of Student Diversity and Lesson Differentiation in Online Initial Teacher Education. In G. Marks (Ed.), Proceedings of International Journal on E-Learning 2024 (pp. 443-455). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/225176/
Thursday, 28 November 2024
Improving Teacher Preparation for Technologies Education in Australia
Improving Teacher Preparation for Technologies Education in Australia
Zagami, J. (2024). Improving Teacher Preparation for Technologies Education in Australia. Paper presented at the Australian Technologies Education Research Conference (ATERC2024), Sydney, Australia.
Improving Teacher Preparation for Technologies Education in Australia ATERC2024
Thursday, 13 June 2024
Investigating the impact of mobile blended learning on history students’ academic achievement
Investigating the impact of mobile blended learning on history students’ academic achievement
Bonsu, N.O., Boadu, G., Bervell, B., & Zagami, J. (2024). Investigating the impact of mobile blended learning on history students’ academic achievement. Education and Information Technologies, 29(8), https://doi.org/10.1007/s10639-024-12822-9
Wednesday, 22 November, 2023
Self-Study Methodology Applied to Research Practice
Self-Study Methodology Applied to Research Practice
Zagami, J. (2023). Self-Study Methodology Applied to Research Practice [Conference session] Education Research Conference. Brisbane, Australia. https://docs.google.com/presentation/d/1cogoEVQ4GolTzORilrbkkUvW66FN0CaYirSlJQbYoJQ/edit?usp=sharing
Wednesday, 26 July 2023
Preschool children's engagement with a social robot compared to a human instructor
Preschool children's engagement with a social robot compared to a human instructor
Neumann, M., Koch, L., Zagami, J., Reilly, D., & Neumann, D. (2023). Preschool children's engagement with a social robot compared to a human instructor. Early Childhood Research Quarterly, 65, 332-341. https://doi.org/10.1016/j.ecresq.2023.07.010
Monday, 27 February, 2023
Zagami, J. (2023). Cognitive Influences on Learning Programming. In: Keane, T., Fluck, A.E. (eds) Teaching Coding in K-12 Schools: Research and Application (pp. 389-399). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-21970-2_26
Wednesday, 23 November, 2022
An approach to investigating trends using a collection of systems research methods
An approach to investigating trends using a collection of systems research methods
Zagami, J. (2022). An approach to investigating trends using a collection of systems research methods [Conference session] Education Research Conference. Sanctuary Cove, Australia. https://docs.google.com/presentation/d/e/2PACX-1vQP0Bn8t1w6ankPm6ovIOSGJ1cicEaHd1TXg9tgMhZoQ8_AY8QP71vmhVstlFNIGFm4Lt3d-sfh1IQ5/pub?
Friday, 27 May, 2022
Computer Education in Australian schools 2022
Computer Education in Australian schools 2022
Zagami, J. (2022). Computer education in Australian schools 2022. Australian Computer Society.
An examination of the state of computer education in Australian schools informed by the Australian Computer Society’s survey response to the 2020/21 Australian Curriculum review.
The full report can be downloaded from the ACS website.
Computer Education in Australian schools 2022.pdf
Friday, 20 November, 2020
Machine learning for human learners: opportunities, issues, tensions and threats
Machine learning for human learners: opportunities, issues, tensions and threats
Webb, M. E., Fluck, A., Magenheim, J., Malyn-Smith, J., Waters, J., Deschênes, M., & Zagami, J. (2020). Machine learning for human learners: opportunities, issues, tensions and threats. Educational Technology Research and Development, 1-22. https://doi.org/10.1007/s11423-020-09858-2
Webb2020_Article_MachineLearningForHumanLearner.pdf
Wednesday, 12 August, 2020
Learners and learning contexts: New alignments for the digital age
Learners and learning contexts: New alignments for the digital age
Webb, M. E., Fluck, A., Magenheim, J., Malyn-Smith, J., Waters, J., Deschênes, M., & Zagami, J. (2019). Thematic Working Group 4. Learners and learning contexts: New alignments for the digital age, 127.
https://www.researchgate.net/profile/Anneke_Smits/publication/339442192_Thematic_working_group_8_Pedagogical_Reasoning_and_Reflective_Practice_A_Framework_for_Teaching_in_a_Digital_Age/links/5e529a6fa6fdcc2f8f5a2ba1/Thematic-working-group-8-Pedagogical-Reasoning-and-Reflective-Practice-A-Framework-for-Teaching-in-a-Digital-Age.pdf#page=31
edusummit2019_ebook (2).pdf
Wednesday, 30 October, 2019
Thematic Working Group 4. Thematic Working Group 4 - State of the Art in Thinking About Machine Learning: Implications for Education
Thematic Working Group 4. Thematic Working Group 4 - State of the Art in Thinking About Machine Learning: Implications for Education
Webb, M., Fluck, A., Deschenes, M., Kheirallah, S., Lee, I., Magenheim, J., Malyn-Smith, J., Pare, G., Trippe, R., Onderwijs, L., Waters, J. & Zagami, J. (2019). Thematic Working Group 4 - State of the Art in Thinking About Machine Learning: Implications for Education. In F. Petra & M. Phillips (eds), Learners and learning contexts: New alignments for the digital age, EDUsummIT 2019 Canada (pp. 114).
10 pager - State of the art in thinking about machine learning – implications for education v3a.pdf
Sunday, 8 December, 2019
Vision - A space for digital learning and exploring pedagogies: Virtual world education
Vision - A space for digital learning and exploring pedagogies: Virtual world education
Gregory, S., Gregory, B., Jacka, L., Lierse, S., McDonald, M., Ellis, D., Hearns, M., Sukunesan, S., Irwin, P., John, B., Butler, D., Zagami, J. & Gaukrodger, B. (2019). Vision - A space for digital learning and exploring pedagogies: Virtual world education. In Y. W. Chew, K. M. Chan, and A. Alphonso (Eds.), Personalised Learning. Diverse Goals. One Heart., 130. ASCILITE 2019 Singapore (pp. 130-138).
Vision - A space for digital learning and exploring pedagogies- Virtual world education.pdf
Friday, 3 August, 2018
Creating Future Ready Information Technology Policy for National Education Systems
Creating Future Ready Information Technology Policy for National Education Systems
Zagami, J., Bocconi, S., Starkey, L., Wilson, J., Gibson, D., Downie, J., Malyn‑Smith, J. & Elliott, S. (2018). Creating Future Ready Information Technology Policy for National Education Systems. Technology, Knowledge and Learning, 23(64) 1–12. https://doi.org/10.1007/s10758-018-9387-7.
Zagami_et_al-2018-Technology%2C_Knowledge_and_Learning.pdf
Monday, 4 December, 2017
Curating the curriculum with digital games
Curating the curriculum with digital games
Dezuanni, M. & Zagami, J. (2017) Curating the curriculum with digital games. In C. Beavis, M. Dezuanni, & J. O'Mara. (Eds.). Serious Play : Literacy, Learning, and Digital Games. Routledge, New York. (pp. 67-82). doi: 10.4324/9781315537658.
Monday, 4 December, 2017
Negotiating pedagogical transformation and identity performance through gameplay in statecraft X
Negotiating pedagogical transformation and identity performance through gameplay in statecraft X
Thompson, R., Beavis, C., & Zagami, J. (2017). Negotiating pedagogical transformation and identity performance through gameplay in statecraft X. In C. Beavis, M. Dezuanni, J. O'Mara. (eds), Serious play : literacy, learning, and digital games, Routledge, New York, N.Y. (pp.55-66). doi: 10.4324/9781315537658.
Monday, 18 September, 2017
Learning from national policy experiences
Learning from national policy experiences
Gibson, D.,Downie, J., Starkey, L., Zagami, J., Bocconi, S., Dewar, J., Malyn‐Smith, J., Elliott, S. (2017). Thematic Group 7: Learning from national policy experiences. In K. Lai, J. Voogt, & G. Knezek (eds.), EdusummIT 2017: Rethinking learning in a digital age. (pp. 59-63). Bulgaria, UNESCO.
Learning-from-national-policy-experiences (1).pdf
Tuesday, 1 August, 2017
Computer Science in the school curriculum: issues and challenges
Computer Science in the school curriculum: issues and challenges
Webb, M., Bell, T., Davis, N., Katz, Y., Reynolds, N., Chambers, D., Syslo, M., Fluck, A., Cox, M., Angeli, C., Malyn-Smith, J., Voogt, J., Zagami, J., Micheuz, P., Chtouki, Y. & Mori, N. (2016). Computer Science in the school curriculum: issues and challenges. In A. Tatnall & M. Webb (eds.). Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing. WCCE 2017. IFIP Advances in Information and Communication Technology, vol 515. Springer, Cham. ISBN 978-3-319-74309-7.
Monday, 13 October, 2016
Computer Science in the school curriculum: issues and challenges
Computer Science in the school curriculum: issues and challenges
Webb, M., Bell, T., Davis, N., Katz, Y., Reynolds, N., Chambers, D., Syslo, M., Fluck, A., Cox, M., Angeli, C., Malyn-Smith, J., Voogt, J., Zagami, J., Micheuz, P., Chtouki, Y. & Mori, N. (2016). Computer Science in the school curriculum: issues and challenges. In Proceedings of ISSEP 2016. Poster presented at the Informatics in Schools: Improvement of Informatics Knowledge and Perception conference in Munster, Germany. (pp. 64). ISBN 978-3-319-46747-4
ISSEP2016_Webb_poster (1).pdf
Monday, 11 July 2016
A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge
A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge
Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 19(3), 47–57. Retrieved from http://www.ifets.info/journals/19_3/6.pdf
A K-6 Computational Thinking Curriculum Framework- Implications for Teacher Knowledge.pdf
Monday, 11 July 2016
Arguing for Computer Science in the School Curriculum
Arguing for Computer Science in the School Curriculum
Fluck, A., Webb, M., Cox, M., Angeli, C., Malyn-Smith, J., Voogt, J., & Zagami, J. (2016). Arguing for Computer Science in the School Curriculum. Educational Technology & Society, 19(3), 38–46. Retrieved from http://www.ifets.info/journals/19_3/5.pdf
Arguing-for-Computer-Science-in-the-School-Curriculum.pdf
Sunday, 10 July 2016
Bebras Australia computational thinking challenge
Bebras Australia computational thinking challenge
Schulz, K., Hobson, S., & Zagami, J. (2016). Bebras Australia computational thinking challenge - tasks and solution 2016. Brisbane, Australia: Digital Careers.
2016 Bebras Solution Guide AU.pdf
Wednesday, 15 June 2016
Communique: Queensland Digital Technologies Summit 2016: Initial Teacher Education
Communique: Queensland Digital Technologies Summit 2016: Initial Teacher Education
Finger, G., Pendergast, D., Zagami, J., Brown, R., Jamieson-Proctor, R., Kinnane, A., Jorgensen, M., Thompson, K., & Reynolds, J. (2016). Communique: Queensland Digital Technologies Summit 2016: Initial Teacher Education. Queensland Digital Technologies Summit 2016, 15th June 2016, Pulman Hotel, Brisbane, Australia.
Qld-Digital-Technologies-Summit-2016-Communique (2).pdf
Monday, 30 November 2015
Girls and Computing: Female participation in computing in Schools
Girls and Computing: Female participation in computing in Schools
Zagami, J., Boden, M., Keane, T., Moreton, B., & Schulz, K. (2015). Girls and computing: Female participation in computing in schools. Australian Educational Computing, 30(2), 1–14. Retrieved from http://journal.acce.edu.au/index.php/AEC/article/view/79
September, 2015
Teaching and Digital Technologies: Big Issues and Critical Questions
Teaching and Digital Technologies: Big Issues and Critical Questions
Zagami, J. (2015). Digital technologies in the curriculum: national and international. In M. Henderson & G. Romeo (Eds.), Teaching and Digital Technologies: Big Issues and Critical Questions (pp. 169–181). Boston, MA: Cambridge University Press.
Monday, 20 July 2015
An analysis of 27 years of research into computer education published in Australian Educational Computing
An analysis of 27 years of research into computer education published in Australian Educational Computing
Zagami, J. (2015, July).An analysis of 27 years of research into computer education published in Australian Educational Computing. Australian Educational Computing, 30(1). Retrieved from http://journal.acce.edu.au/index.php/AEC/article/view/63
Monday, 2 December 2014
Rhetoric and Reality: Critical perspectives on education in a 3D virtual world
Rhetoric and Reality: Critical perspectives on education in a 3D virtual world
Sue Gregory, Brent Gregory, . (2014, December).Rhetoric and Reality: Critical perspectives on education in a 3D virtual world. Paper presented at the ascilite2014 Conference, Duneden, New Zealand. Retrieved from http://ascilite2014.otago.ac.nz/files/fullpapers/231-Gregory.pdf
231-Gregory.pdf
Tuesday, 18 November 2014
Teachers’ Beliefs about the Possibilities and Limitations of Digital Games in Classrooms
Teachers’ Beliefs about the Possibilities and Limitations of Digital Games in Classrooms
Beavis, C., Rowan, L., Dezuanni, M., McGillivray, C., O’Mara, J., Prestridge, P., Stieler-Hunt, C., Thompson, R. & Zagami, J. (2014). Teachers’ Beliefs about the Possibilities and Limitations of Digital Games in Classrooms. E-Learning and Digital Media, 11(6), 569-581. doi 2014.11.6.569. Retrieved from http://ldm.sagepub.com/content/11/6/569
teacherbeliefs.pdf
Friday, 3 October 2014
Secondary Worlds and computer gaming in Education
Secondary Worlds and computer gaming in Education
Zagami, J. (2014, October). Secondary Worlds and computer gaming in Education. Paper presented at the Australian Council for Computers in Education Conference, Adelaide, Australia. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/
ACEC2014%20Secondary%20Worlds%20and%20computer%20gaming%20in%20Education.docx
Zagami, J. (2014Secondary Worlds and computer gaming in Education [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/secondary-worlds-and-computer-gaming-in-education
ACEC2014 Secondary Worlds and computer gaming in Education.pdf
Thursday, 2 October 2014
Is computer gaming the new ICT to be integrated into school curriculum?
Is computer gaming the new ICT to be integrated into school curriculum?
Zagami, J. (2014, October). Is computer gaming the new ICT to be integrated into school curriculum?. Paper presented at the Australian Council for Computers in Education Conference, Adelaide, Australia. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/
ACEC2014%20Is%20Computer%20Gaming%20the%20new%20ICT%20to%20be%20integrated%20into%20school%20curriculum.docx
Zagami, J. (2014). Is computer gaming the new ICT to be integrated into school curriculum? [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/is-computer-gaming-the-new-ict-to-be-integrated-into-school-curriculum
ACEC2014 Is Computer Gaming the new ICT to be integrated into school curriculum.pdf
Thursday, 2 October 2014
Redefining Education for the Digital Age: A Snapshot of the State of Play in three Queensland Schools.
Redefining Education for the Digital Age: A Snapshot of the State of Play in three Queensland Schools.
Jamieson-Proctor, R., Redmond, P., Zagami, J., Albion, P., & Twining, P. (2014, October). Redefining Education for the Digital Age: A Snapshot of the State of Play in three Queensland Schools. Paper presented at the Australian Council for Computers in Education Conference, Adelaide, Australia. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/ACEC14_QLD%20paper_final.pdf
Jamieson-Proctor, R., Redmond, P., Zagami, J., Albion, P., & Twining, P. (2014). Redefining Education for the Digital Age: A Snapshot of the State of Play in three Queensland Schools [Presentation slides]. Retrieved from https://drive.google.com/file/d/0B9Vbwc04iGqzQ0pqX1RaSTZuNUk/view?usp=sharing
ACEC14_QLD paper_final.pdfQLDschools1to1.pdf
Monday, 2 December 2013
Virtual worlds in Australian and New Zealand higher education: Remembering the past, understanding the present and imagining the future
Virtual worlds in Australian and New Zealand higher education: Remembering the past, understanding the present and imagining the future
Sue Gregory, Brent Gregory, Torsten Reiners, Ali Fardinpour, Mathew Hillier, Mark J.W. Lee, Lisa Jacka, Des Butler, David Holloway, Scott Grant, Merle Hearns, Kim Flintoff, Jay Jay Jegathesan, David Ellis, Marcus McDonald, Frederick Stokes-Thompson, Belma Gaukrodger, Jason Zagami, Chris Campbell, Xiangyu Wang, Jamie Garcia Salinas, Swee-Kin Loke, Sheila Scutter, Christine Newman, Ning Gu, Stefan Schutt, Helen Farley, Anton Bogdanovych, Tomas Trescak, Simeon Simoff, Caroline Steel, Penny Neuendorf, Matt Bower, Lindy McKeown Orwin, Tom Kerr, Ian Warren, Denise Wood, Charlynn Miller, Shane Mathews, Dale Linegar, Vicki Knox, Yvonne Masters, Ross Brown, Grant Meredith, Clare Atkins, Angela Giovanangeli, Karen Le Rossignol, Andrew Cram, Eimear Muir-Cochrane, Arin Basu, Michael Jacobson, Ian Larson. (2013, December).Virtual worlds in Australian and New Zealand higher education: Remembering the past, understanding the present and imagining the future. Paper presented at the ascilite2013 Conference, Sydney, Australia. Retrieved from DOI:http://www.ascilite.org.au/conferences/sydney13/program/proceedings.pdf https://docs.google.com/file/d/0B9Vbwc04iGqzZGlYc2poc3VUMHM/view
2013asciliteVWWG.pdf
Saturday, 2 February 2013
Social Ecological Model Analysis for ICT Integration
Social Ecological Model Analysis for ICT Integration
Zagami, J. (2013). Social Ecological Model Analysis for ICT Integration. Australian Educational Computing, 27(3) 143-149. Retrieved from http://acce.edu.au/journal/27/3/social-ecological-model-analysis-ict-integration
AEC27-3_Zagami.pdf
Friday, 1 February 2013
Introducing SMART Table Technology in Saudi Arabia Education System
Introducing SMART Table Technology in Saudi Arabia Education System
Almalki, G., Finger, G. & Zagami, J. (2013). Introducing SMART Table Technology in Saudi Arabia Education System. International Journal of Advanced Computer Science and Applications, 4(2) 46-52. Retrieved from http://thesai.org/Publications/ViewIssue?volume=4&issue=2&code=IJACSA
Paper_7-Introducing_SMART_Table_Technology_in_Saudi_Arabia_Education_System.pdf
Sunday, 1 July 2012
Augmented Reality and Geography: The New Frontier
Augmented Reality and Geography: The New Frontier
Jorgensen, M. & Zagami, J. (2012). Augmented Reality and Geography: The New Frontier. Queensland Geographer, 47(2), 4.
gtaq_Journal_July 4.pdf
Thursday, 4 October 2012
Social Ecological Model Analysis for ICT Integration
Social Ecological Model Analysis for ICT Integration
Zagami, J. (2012, October). Social Ecological Model Analysis for ICT Integration. Paper presented at the Australian Council for Computers in Education Conference, Perth, Australia. Retrieved from http://acec2012.acce.edu.au/sites/acec2012.acce.edu.au/files/proposal/232/ACEC2012-SEM.pdf
Zagami, J. (2012). Social Ecological Model Analysis for ICT Integration [Presentation slides]. Retrieved from
http://www.slideshare.net/j.zagami/sem-ict-integration-site2012
ACEC2012-SEM.pdf
Wednesday, 3 October 2012
Serious Play
Serious Play
Zagami, J. (2012, October). Serious Play. Paper presented at the Australian Council for Computers in Education Conference, Perth, Australia. Retrieved from http://acec2012.acce.edu.au/sites/acec2012.acce.edu.au/files/proposal/232/ACEC2012-Serious%20Play.pdf
Zagami, J. (2012). Serious Play [Presentation slides]. Retrieved from https://docs.google.com/presentation/d/1TmKpiNjF8kR6cucIpENldlk04kbM9o7lVX4TInixu4k/edit#slide=id.g1ce79edd_3_13
ACEC2012-Serious Play.docWednesday, 26 September 2012
Teacher education and online communities
Teacher education and online communities
Zagami, J. (September 2012). Teacher education and online communities [Presentation slides]. Retrieved from https://docs.google.com/presentation/d/1BqxxslKjw2MAlMIoOn6UW4Ht-N3Ln41uJMPW2ycJEQo/edit
Presented at the MLTAQ Biennial Conference at Griffith University, Gold Coast, Australia.
Teacher education and online communitiesThursday, 13 September 2012
Google
Google
Zagami, J. (September 2012). Google [Presentation slides]. Retrieved from https://docs.google.com/presentation/d/1VcadCq7IYbLoXV78-Yn3mn1NmmfUOZ1lvnWpPjyvMKM/edit
Presented at the Sixth National Leading a Digital School Conference at Surfers Paradise, Gold Coast, Australia.
Google Sunday, 10 June, 2012
Seeing Is Understanding: The Effect of Visualisation in Understanding Programming Concepts
Seeing Is Understanding: The Effect of Visualisation in Understanding Programming Concepts
Zagami, J. (2012). Seeing Is Understanding: The Effect of Visualisation in Understanding Programming Concepts (2nd ed.). Brisbane, QLD: EduTechPress. ISBN: 9781621546825
Seeing is Understanding details a four year research study into how visualisations can support learning. It reports on a qualitative instrumental collective case study in which five computer programming languages supporting differing degrees of visualisation were used as cases to explore the effectiveness of software visualisation to develop fundamental computer programming concepts. Cognitive theories of visual and auditory processing, cognitive load, and mental models provided a framework in which cognitive development was tracked and used to explain failures in previous software visualisation studies, in particular the study demonstrated that for the cases examined, where complex concepts are being developed, the mixing of auditory (or text) and visual elements can result in excessive cognitive load and impede learning. This finding provides a framework for selecting the appropriate instructional programming languages based on the cognitive complexity of the concepts under study.
Available from Lulu Marketplace for $30 in English, 327 pages, perfect-bound paperback, black & white, 8.26 x 11.69 inches
Wednesday, 7 March 2012
Teaching Teachers for the Future: Building the Educational Technology Capacity of Pre-service Teachers in Australian Universities, Part 2
Teaching Teachers for the Future: Building the Educational Technology Capacity of Pre-service Teachers in Australian Universities, Part 2
Campbell, C., Albion, P., Kearney, M., Maher, D., Pressick-Kilborn, K. & Zagami, J. (2012). Teaching Teachers for the Future: Building the Educational Technology Capacity of Pre-service Teachers in Australian Universities, Part 2. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2241-2248). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/39918.
The Teaching Teachers for the Future (TTF) project is funded by the Australian Government’s Department of Education, Employment and Workplace Relations (DEEWR) through the ICT Innovation Fund and is an $8.8 million project involving all 39 universities that are involved in teacher education. This symposium involves presenters from four of these universities who are working in various ways in the project. The first paper involves an overview of the project and a summary of some of the projects currently being conducted using the TPACK framework at the various universities. The second paper is on the evaluation strategy and provides a preliminary analyzes. The third paper explores the benefits of prospective teachers creating and sharing new media in their professional learning activities. The final paper is about a Social Ecological Model (SEM) has been used to positively inform integration support efforts of individual academics through their personal, institutional, professional, societal and temporal perspectives on ICT integration.
83788_1.pdfWednesday, 7 March 2012
Teaching Teachers for the Future: Building the Educational Technology Capacity of Pre-service Teachers in Australian Universities, Part 1
Teaching Teachers for the Future: Building the Educational Technology Capacity of Pre-service Teachers in Australian Universities, Part 1
Campbell, C., Albion, P., Kearney, M., Maher, D., Pressick-Kilborn, K. & Zagami, J. (2012). Teaching Teachers for the Future: Building the Educational Technology Capacity of Pre-service Teachers in Australian Universities, Part 1. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2241-2248). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/39919.
The Teaching Teachers for the Future (TTF) project is funded by the Australian Government’s Department of Education, Employment and Workplace Relations (DEEWR) through the ICT Innovation Fund and is an $8.8 million project involving all 39 universities that are involved in teacher education. This symposium involves presenters from four of these universities who are working in various ways in the project. The first paper involves an overview of the project and a summary of some of the projects currently being conducted using the TPACK framework at the various universities. The second paper is on the evaluation strategy and provides a preliminary analyzes. The third paper explores the benefits of prospective teachers creating and sharing new media in their professional learning activities. The final paper is about a Social Ecological Model (SEM) has been used to positively inform integration support efforts of individual academics through their personal, institutional, professional, societal and temporal perspectives on ICT integration.
83788_1.pdfWednesday, 6 June 2012
SLQ ADE Augmented Reality workshop
SLQ ADE Augmented Reality workshop
Presentation contributing to a workshop conducted with Wes Warner and Dr Michael Bulmer on Augmented Reality and the iPad / Mac at the State Library of Queensland as part of an Apple Distinguished Educators seminar series on iOS
Zagami, J. (2012). SLQ ADE Augmented Reality workshop [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/slq-ade-augmented-reality-workshop
Wednesday, 22 February, 2012
Seeing Is Understanding: The Effect of Visualisation in Understanding Programming Concepts
Seeing Is Understanding: The Effect of Visualisation in Understanding Programming Concepts
Zagami, J. (2012). Seeing Is Understanding: The Effect of Visualisation in Understanding Programming Concepts. Morrisville, NC: Lulu Press. ISBN: 978-1-4716-0746-2
Seeing is Understanding details an exploration into the use of visualisation to support the development of cognitive mental models. It demonstrates that when complex concepts are being learnt, the mixing of auditory (or text) and visual elements can result in excessive cognitive load and impede learning. Seeing is Understanding also extends the use of mental model theory to track the learning process for computer programming languages and forwards an explanation for failures in previous software visualisation studies. Finally, the findings contained in Seeing is Understanding provide an example framework for selecting the most appropriate instructional programming language based on the cognitive complexity of the concepts under study.
Available from Barnes & Nobel and iBookstore as an ePub for $0.99 or download a copy
Wednesday, 7 March 2012
Social Ecological Model Analysis for ICT Integration
Social Ecological Model Analysis for ICT Integration
Zagami, J. (2012). Social Ecological Model Analysis for Institutional ICT Integration Efforts. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1301-1306). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/39760.
Zagami, J. (2012). Social Ecological Model Analysis for ICT Integration. [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/sem-ict-integration-site2012
ICT integration of teacher preparation programmes is being undertaken by the Australian Teaching Teachers for the Future (TTF) project in all 39 Australian teacher education institutions and highlighted a need for guidelines to inform systemic ICT integration approaches. A Social Ecological Model (SEM) has been used to positively inform integration support efforts of individual academics through their personal, institutional, professional, societal and temporal perspectives on ICT integration. A pre-post test analysis using the SEM framework categorised the influence factors on each academic, determined the factor most likely to affect change in the integration of ICT in their curricula, and provided a dynamic measure of the likelihood of successful integration to inform the application of support measures and maximise institutional integration outcomes. Initial results suggest that the applied SEM model can be used to guide institutional ICT integration efforts.
proceeding_39760.pdfSocial Ecological Model Analysis for ICT Integration Saturday, 11 February 2012
What will the C2C mean for IT in the classroom?
What will the C2C mean for IT in the classroom?
Keynote Presentation at the Broadbeach SS ICT Conference at Jupiters Casino, Gold Coast, Australia.
Zagami, J. (2012). What will the C2C mean for IT in the classroom? [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/what-will-the-c2-c-mean-for-it-in-the-classroom
Tuesday, 29 November 2011
Dynamic EEG Mapping as artistic expression
Dynamic EEG Mapping as artistic expression
Zagami, J. (2011). Dynamic EEG Mapping as artistic expression. Paper presented at the Apple Universities Consortium Australia CreateWorld Conference, Brisbane, Australia. Retrieved from https://docs.google.com/document/d/1iRLsLQBQdxWn6H-OC-EA9ekFB2VqlC32N3bJ5TfJ-7Q/edit
Zagami, J. (2011). Dynamic EEG Mapping as artistic expression. [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/dynamic-eeg-mapping-as-artistic-experience-cw11
Use of encephalographic (EEG) signals of brain activity to generate dynamic representations of emotion and feelings as artwork. Works were produced from emotional stimuli, reaction to existing artworks and forms (images, music, dance and tactile examination), reaction to existing EEG artworks, and recursive reaction to the dynamic representation of the artists own EEG artwork. Amplification of artistic experiences through EEG augmentation, provided a complementary visual experience in which the observers neural reactions to an artwork formed an additional component of the work. Subconscious reactions were made visual and a complex interplay of the observed artwork, reactions to that work, reactions to reactions to that work, and the visual EEG representation itself as an artwork, combined to produce a complex and nuanced artistic experience. The attitude of 68 primary preservice arts education students to arts education was surveyed pre-post using the Teaching With the Arts Survey (TWAS) instrument and compared to an 82 student control group in the same course. Improved responses to the reflective application of the arts and motivation to incorporate arts education into teaching was shown.
Dynamic EEG Mapping as artistic expression CW2011Monday, 5 December 2011
How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?
Gregory, B., Gregory, S., Wood, D., Masters, Y., Hillier, M., Stokes-Thompson, F., Bogdanovych, A., Butler, D., Hay, L., Jegathesan., J.J., Flintoff, K., Schutt, S., Linegar, D., Alderton, R., Cram, A., Stupans, I., McKeown Orwin, L., Meredith, G., McCormick, D., Collins, F., Grenfell, J., Zagami, J., Ellis, A., Jacka, L., Campbell, J., Larson, I., Fluck, A., Thomas, A., Farley, F., Muldoon, N., Abbas, A., Sinnappan, S., Neville, K., Burnett, I., Aitken, A., Simoff , S., Scutter, S., Wang, X., Souter, K., Ellis, D., Salomon, M.,Wadley, G., Jacobson, M., Newstead, A., Hayes, G., Grant, S., Yusupova, A. (2011). How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds? In G. Williams, N. Brown, & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. Presented at the ascilite2011, Hobart. 2011 (pp. XXX-XXX). http://www.ascilite.org.au/conferences/hobart11/procs/bgregory.pdf
Paper collectively presented at the 2011 Ascilite conference in Hobart, Australia. The paper summarises Australian tertiary use of virtual worlds in education at 28 institutions by 47 academics.
How are Australian higher education institutions contributing to change through innovative teaching and learning in virtual worlds?Friday, 30 September 2011
Augmented Classroom
Augmented Classroom
Presented at the Queensland Society for Information Technology in Education (QSITE) conference at St Aidan’s AGS, Brisbane, Australia.
Zagami, J. (September 2011). Agmented Classroom [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/augmented-classrooms-qsite
Friday, 30 September 2011
Google in the Classroom
Google in the Classroom
Presented at the Queensland Society for Information Technology in Education (QSITE) conference at St Aidan’s AGS, Brisbane, Australia.
Zagami, J. (September 2011). Google in the Classroom [Presentation slides]. Retrieved from https://docs.google.com/present/view?id=dgfkp8nj_2053gtzr5fcn
Google in the ClassroomThursday, 29 September 2011
Where is ICT education going in Australia?
Where is ICT education going in Australia?
Presented at the Queensland Society for Information Technology in Education (QSITE) conference at St Aidan’s AGS, Brisbane, Australia.
Zagami, J. (September 2011). Where is ICT education going in Australia? [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/where-is-ict-education-going-in-australia
Friday, 2 September, 2011
Technology and the Arts
Technology and the Arts
Zagami, J. (2011). Technology and the Arts. In C. J. Klopper & S. Garvis (Ed.), Tapping into classroom practice of arts education: From inside out. Brisbane: Post Pressed.
Digital technologies are increasingly intrinsic to all forms of art and hence arts education. This chapter presents justification for this inclusion, a process for minimising the misapplication of technology to arts education, and a set of examples of the use of digital technologies in the arts: robotics, virtual worlds, and augmented reality.
Technology and the Arts in Tapping into the classroom practice of The ArtsFriday, 26 August 2011
Challenges in Education
Challenges in Education
Zagami, J. (2011). Challenges in Education [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/st-johns-anglican-college-keynote
Presentation to St John’s Anglican College ICT Forum. 26 August, 2011
Saturday, 18 June 2011
Brain Mapping Your Students
Brain Mapping Your Students
Zagami, J. (June 2011). Brain mapping your students [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/brain-mapping-your-students-2011
Presented at the Interactive Teaching and Learning (ITL) Master Class at Twin Waters, Sunshine Coast, Australia.
Friday, 17 June 2011
Augmenting your Learning Environment
Augmenting your Learning Environment
Zagami, J. (June 2011). Augmenting your learning environment [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/augmenting-your-learning-environment-itlmc2011
Presented at the Interactive Teaching and Learning (ITL) Master Class at Twin Waters, Sunshine Coast, Australia.
Wednesday, 4 May 2011
Augmenting Education
Augmenting Education
Zagami, J. (2011). Augmenting Education [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/augmenting-education-isq
Presentation to Independent Schools Queensland Virtual PD network. 4 May, 2011 [Online]
Thursday, 14 April 2011
Augmenting Education
Augmenting Education
Zagami, J. (2011). Augmenting Education [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/augmenting-education
Zagami, J. (2011). Augmenting Education[Screencast]. Retrieved from http://connectpro52594655.adobeconnect.com/p84292259/
Presentation at Follow the Sun Conference. 14 April, 2011[Online]
Saturday, 19 March 2011
Augmented Reality and Digital Storytelling
Augmented Reality and Digital Storytelling
Zagami, J. (March 2011). Augmented Reality and Dgital Storytelling[Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/augmented-reality-and-digital-storytelling
Presented at the Griffith University Centre for Continuing Professional Learning Teachers Strategic Network at Brisbane Girls’ Grammar School, Brisbane, Australia.
Wednesday, 8 December 2010
Informing the Design of Teacher Education Programs: The Need for Developing Technological Pedagogical Content Knowledge
Informing the Design of Teacher Education Programs: The Need for Developing Technological Pedagogical Content Knowledge
Finger, G., Klieve, H., Lang, W., Prestridge, S. & Zagami, J. (2010). Informing the Design of Teacher Education Programs: The Need for Developing Technological Pedagogical Content Knowledge in Technology Education, Proceedings of the 6th Biennial International Conference on Technology Education Research, pp. 124-135, 8-11 December 2010, Crown Plaza, Surfers Paradise. Retrieved from http://www98.griffith.edu.au/dspace/bitstream/10072/36550/1/66472_1.pdf
Presentation at The Sixth Biennial International Conference on Technology Education Research. December, 2010 Gold Coast, Australia.
INFORMING THE DESIGN OF TEACHER EDUCATION PROGRAMS: THE NEED FOR DEVELOPING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGESaturday, 14 August 2010
Neural Interfaces
Neural Interfaces
Zagami, J. (August 2010). Neural Interfaces [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/neural-interfaces
Presented at the Seventh National Interactive Teaching and Learning Conference at St Stephen's College, Upper Coomera, Australia.
Saturday, 14 August 2010
Neural Interfaces
Neural Interfaces
Zagami, J. (August 2010). Neural Interfaces [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/neural-interfaces
Presented at the Seventh National Interactive Teaching and Learning Conference at St Stephen's College, Upper Coomera, Australia.
Friday, 13 August 2010
Augmented Reality
Augmented Reality
Zagami, J. (August 2010). Augmented Reality [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/augmented-reality-4972353
Presented at the Seventh National Interactive Teaching and Learning Conference at St Stephen's College, Upper Coomera, Australia.
Wednesday, 30 June 2010
The Australian Digital Education Revolution
The Australian Digital Education Revolution
Zagami, J. (2010, June). The Australian Digital Education Revolution. Seminar presented at the International Society for Technology in Education (ISTE) Conference, Denver, USA. Retrieved from http://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=49957285&selection_id=59495889&rownumber=2&max=2&gopage=
Zagami, J. (2010). The Australian Digital Education Revolution [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/national-curriculum-presentation
Members of the Australian ACCE Study Tour describe and compare the Australian Digital Education Revolution with Canadian and U.S. initiatives. Recommended by ISTE's SIGTE
Wednesday, 30 June 2010
Second Life as an environment for education
Second Life as an environment for education
Zagami, J. (2010, June). Second Life as an environment for education. Paper presented at the International Society for Technology in Education (ISTE) Conference, Denver, USA. Retrieved fromhttp://center.uoregon.edu/ISTE/2010/program/search_results_details.php?sessionid=49957160&selection_id=59495889&rownumber=1&max=2&gopage=
Zagami, J. (2010). Second Life as an environment for education [Presentation slides]. Retrieved fromhttp://www.slideshare.net/j.zagami/iste2010-secondlife-4679801
Can virtual environments effectively support learning? Three studies into online discussions, collaborative design and co-construction, and primary years arts teacher education. Recommended by ISTE's SIGVE
Saturday, 24 April 2010
Implications and applications of educational technologies
Implications and applications of educational technologies
Zagami, J. (April 2010). Implications and applications of educational technologies [Presentation slides]. Retrieved fromhttp://www.slideshare.net/j.zagami/implications-and-applications-of-educational-technologies-ii
Griffith Education Teachers’ Strategic Network First Mini-Conference
The challenge of staying on top of advances in technology is now fundamental to sustaining success in every field of human endeavour. For educators and educational administrators, it is specifically educational technologies that present unique challenges, opportunities and expectations. This seminar highlighted a range of emerging educational technologies being researched at Griffith University that forecast paradigm changes in educational practice. Within the TPACK (Technological, Pedagogical, Content Knowledge) framework of understanding the role of educational technologies in the teaching and learning process, the educational application of 1:1 computing, mobile devices, serious games, virtual worlds, and neural interfaces was explored.
Thursday, 8 April 2010
iPrac - Twittering to survive practicum
iPrac - Twittering to survive practicum
Zagami, J. (2010, April). iPrac - Twittering to survive practicum. Paper presented at the Australian Council for Computers in Education Conference, Melbourne, Australia. Retrieved from http://acec2010.info/proposal/268/iprac-twittering-survive-practicum
Zagami, J. (2010). iPrac - Twittering to survive practicum[Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/twittering-to-survive-practicum
This study reports on a project that provided 25 pre-service teachers with iPhones to maintain a strong social network during their practicum placements. As Graduate Diploma students, initial practicum placement can be particularly intense and emotional experiences. Using the twitter micro blogging service and iPhone mobile devices, students were encouraged to share the 'trivia' of their placement experience and through this sharing of seemingly mundane experiences, reduce the isolation and uncertainty of the experience.
ACEC2010 iPrac - twittering to survive practicumThursday, 8 April 2010
iPrac - Use of Spontaneous recording devices to enhance digital portfolios
iPrac - Use of Spontaneous recording devices to enhance digital portfolios
Zagami, J. (2010, April). iPrac - Use of Spontaneous recording devices to enhance digital portfolios. Paper presented at the Australian Council for Computers in Education Conference, Melbourne, Australia. Retrieved from
htto://acec2010-iprac-use-spontaneous-recording-devices-enhance-digital-portfolios.pdf
Zagami, J. (2010). iPrac - Use of Spontaneous recording devices to enhance digital portfolios [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/acec2010-portfolios
25 pre-service teachers were provided with iPhones for use while on practicum placement to capture artifacts for their digital portfolios and compared with the digital portfolios generated by 20 pre-service students who did not have access to mobile recording devices. The ease and immediacy of access to mobile devices to record spontaneous events increased the number and scope of multimedia artifacts created. This then supported the development of narratives to student digital portfolios and supported improved reflection on the practicum learning experience.
ACEC2010 iPrac - use of spontaneous recording devices to enhance digital portfoliosTeaching and Learning Opportunities: Possibilities and Practical Ideas
Teaching and Learning Opportunities: Possibilities and Practical Ideas
Zagami, J. & Finger, G. (2010). Teaching and Learning Opportunities: Possibilities and Practical Ideas. In M. Lee & G. Finger (Eds.), Developing a Networked School Community (pp. 199-213). Camberwell, Victoria: ACER Press.
Chapter 13 31 August 2009 - Jason Zagami & Glenn FingerWednesday, 7 April 2010
Second Life as an environment for higher education
Second Life as an environment for higher education
Zagami, J. (2010, April). Second Life as an environment for higher education. Paper presented at the Australian Council for Computers in Education Conference, Melbourne, Australia. Retrieved from http://acec2010.info/proposal/256/second-life-environment-teaching-technology-education
Zagami, J. (2010). Second Life as an environment for higher education [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/acec2010-second-life
Students are engaging with online 3D virtual environments as creative social spaces but virtual environments such as Second Life also provide opportunities to facilitate education in a flexible, connected and creative medium. Using a Second Life environment developed for Griffith University this study compared the BlackBoard online chat system with the Second Life chat system, the use of collaborative online design processes compared with individual online design processes, and the development of arts education concepts in a virtual environment. It finds that some educational concepts and processes are supported by the use of virtual environments, particularly online discussions, collaborative design, and Drama Education concepts.
ACEC2010 Second Life as an environment for higher educationFriday, 12 March 2010
TPACK and the future of ICT in schools
TPACK and the future of ICT in schools
Zagami, J. (2010). TPACK and the future of ICT in schools [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/site-2010-agm-keynote
Tuesday, 23 February 2010
Implications and applications of educational technologies
Implications and applications of educational technologies
Zagami, J. (February 2010). Implications and applications of educational technologies [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/implications-and-applications-of-educational-technologies
Griffith University Professional Learning Seminar
The challenge of staying on top of advances in technology is now fundamental to sustaining success in every field of human endeavour. For educators and educational administrators, it is specifically educational technologies that present unique challenges, opportunities and expectations. This seminar highlighted a range of emerging educational technologies being researched at Griffith University that forecast paradigm changes in educational practice. Within the TPACK (Technological, Pedagogical, Content Knowledge) framework of understanding the role of educational technologies in the teaching and learning process, the educational application of 1:1 computing, mobile devices, serious games, virtual worlds, and neural interfaces was explored.
Tuesday, 1 December 2009
Twittering to survive practicum
Twittering to survive practicum
Zagami, J. (2009). Twittering to survive practicum. Paper presented at the Apple Universities Consortium Australia CreateWorld Conference, Brisbane, Australia. Retrieved from https://docs.google.com/fileview?id=0B9Vbwc04iGqzODFkNmQ2MTktNmM4NS00YmYwLWIyYmEtMGRlMGY4MDQ5NTkz&hl=en_GB
Zagami, J. (2009). Twittering to survive practicum [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/moodle-on-a-shoestring
This paper reports on student use of iPhones to maintain a strong social network during work integrated learning placements. Using the twitter micro blogging service and iPhone mobile devices, students were encouraged to share the 'trivia' of their placement experience and through this sharing of seemingly mundane experiences establish a supportive learning environment. The play associated with the use of mobile devices for social networking reduced inhibitions in student sharing of their work integrated learning experiences and promoted shared learning experiences that reduced individual perceptions of isolation and uncertainty.
Createworld - iPrac - twittering to survive practicum.docThursday, 3 September 2009
Inspirational Teaching
Inspirational Teaching
Zagami, J. (2009). Inspirational Teaching [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/second-life-as-an-educational-technology#
Presentation at The Third National Leading a Digital School Conference. September, 2009 Gold Coast, Australia.
Thursday, 3 September 2009
Second Life as an Educational Technology
Second Life as an Educational Technology
Zagami, J. (2009). Second Life as an Educational Technology [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/inspirational-teaching-3698328
Presentation at The Third National Leading a Digital School Conference. September, 2009 Gold Coast, Australia.
Monday, 4 May 2009
Online course discussion through Second Life
Online course discussion through Second Life
Zagami, J. (2009, May). Online course discussion through Second Life. Paper presented at the EDUCAUSE Australasian Conference, Perth, Australia. Retrieved from http://www.caudit.edu.au/educauseaustralasia09/assets/papers/monday/Jason-Zagami.pdf
Zagami, J. (2009). Online course discussion through Second Life [Presentation slides]. Retrieved fromhttp://www.slideshare.net/j.zagami/online-course-discussion-through-second-life
Zagami, J. (Speaker). (2009, May 4). Online course discussion through Second Life [Audio podcast]. Retrieved fromhttp://www.caudit.edu.au/educauseaustralasia09/assets/audio/monday/Simulations-Jason_Zagami.mp3
The Griffith University Virtual Learning Environment was created using the Second Life application in 2007. Now in its third year of development and implementation, the effectiveness of the Second Life environment to support postgraduate online course discussions is compared to the online text chat tool available to the Blackboard Learning Management System. In a study involving two postgraduate courses, each of 14 students, the group using the Second Life environment was found to more effectively support small group online text based discussions through three effects generated by the use of avatars to represent physical presence within the environment. Firstly, participants could automatically telegraph their intention to contribute to discussions through animated typing simulated by their avatar while preparing a contribution. This provided pauses in discussions as participants waited for contributors to present their textual contribution before conversations progressed. This process was not evident in traditional text based chat systems where participant contributions would frequently be included after the discussion had moved on and this limitation was found to be an inhibiting factor to the participation of slower contributors. Secondly, participants were strongly encouraged by the second life environment not to multitask during discussions. When the second life environment was not the focus of their activity or they left their computer inactive for any significant time, their avatar would animate as asleep. This indicated to all participants that the owner was absenting him or herself from the conversation and provided strong social pressure to remain active or at least attentive to conversations. Finally, the Second Life environment encouraged ancillary conversations between participants to a greater extent than the Blackboard chat system. The Second Life environment enabled participant avatars the ability to cluster and physically move apart from the main group to conduct private or smaller group discussions. The physical separation of avatars within the environment, beyond the distance they send and receive typed messages, provided an effective sense of privacy while retaining the perception of remaining part of a larger group through the retained ability to observe clusters of avatars without receiving or contributing to their conversations. Second Life presents an innovative online course discussion environment but as an emerging technology is subject to significant technical disruption and system requirements. However, the Second Life environment was found to support intuitive processes afforded by the Second Life environment that could not be replicated in a purely text based system.
Thursday, 16 April 2009
Inspirational Teaching
Inspirational Teaching
Zagami, J. (2009). Inspirational Teaching [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/inspirational-teaching
Presentation at ACE Digital Fair April 2009 Geelong, Australia
Wednesday, 11 March 2009
State High School Study
State High School Study
Zagami, J., & Grootenboer, P. (2009, March). State High School Study. [Report]. Retrieved from https://docs.google.com/document/d/1ENlFOOqjtbpMUNqzyi2TYEIhnvY-TpxQROZBSzAr1_Y/edit?hl=en_GB
Downward trends in annual satisfaction survey results at XXXXX State High School were analysed and focus groups and individual interviews conducted with (N=115) students, staff and parents to identify possible underlying causes. While there have been recent improvements to annual survey data as a new school administration has settled into its role, long term processes in the development of the school, particularly in relation to its size and evolving management structure were identified and three recommendations presented. The recommendations are 1. Work towards the development and enhancement of a ‘collective school spirit’, 2. Strengthen the relationship between the Leadership Team and the Heads of Departments, and 3. Develop greater consistency in whole-school behaviour management practices.
XXXXX SHS LONGITUDINAL STUDY 2008.docThursday, 29 January 2009
Seeing is understanding: The effect of visualisation in understanding programming concepts
Seeing is understanding: The effect of visualisation in understanding programming concepts
Zagami, J. (2008). Seeing is understanding: The effect visualisation in understanding programming concepts. (Doctoral Dissertation, Queensland University of Technology). Retrieved from http://eprints.qut.edu.au/28482/2/Jason_Zagami_Thesis.pdf
How and why visualisations support learning was the subject of this qualitative instrumental collective case study. Five computer programming languages (PHP, Visual Basic, Alice, GameMaker, and RoboLab) supporting differing degrees of visualisation were used as cases to explore the effectiveness of software visualisation to develop fundamental computer programming concepts (sequence, iteration, selection, and modularity). Cognitive theories of visual and auditory processing, cognitive load, and mental models provided a framework in which student cognitive development was tracked and measured by thirty-one 15-17 year old students drawn from a Queensland metropolitan secondary private girls’ school, as active participants in the research. Seventeen findings in three sections increase our understanding of the effects of visualisation on the learning process. The study extended the use of mental model theory to track the learning process, and demonstrated application of student research based metacognitive analysis on individual and peer cognitive development as a means to support research and as an approach to teaching. The findings also forward an explanation for failures in previous software visualisation studies, in particular the study has demonstrated that for the cases examined, where complex concepts are being developed, the mixing of auditory (or text) and visual elements can result in excessive cognitive load and impede learning. This finding provides a framework for selecting the most appropriate instructional programming language based on the cognitive complexity of the concepts under study.
Jason_Zagami_Thesis.pdfSunday, 7 December 2008
Second Life as an Arts Education Environment
Second Life as an Arts Education Environment
Zagami, J. (2008). Second Life as an Arts Education Environment. In M. Docherty & D. Rosin (Ed.), CreateWorld 2008: The Art of Serious Play. The Serious Art of Play (pp. 3-8). Brisbane, QLD., Australia: Apple University Consortium Australia. Retrieved from http://www.auc.edu.au/myfiles/uploads/Training/CW08/CW08_Proceedings.pdf
Zagami, J. (2008). Second Life as an Arts Education Environment [Presentation slides]. Retrieved fromhttp://www.slideshare.net/j.zagami/moodle-on-a-shoestring
Carrington, A. (Producer). (2008, December 7). Second Life and Arts Education [Audio podcast]. Retrieved from http://createworld2008.edublogs.org/
While some students are engaging with online 3D virtual environments as creative social spaces, Virtual environments such as Second Life also provide opportunities to facilitate arts education in a flexible, connected and creative medium. Using a Second Life environment developed for Griffith University this study explored the use of a Second Life virtual environment to support the development of primary school arts education concepts. The study found that for some concepts, such as drama and dance, a virtual environment could assist in the development of these concepts, while for other concepts, such as visual arts; a more traditional environment achieved greater understanding of the concept.
Saturday, 29 November 2008
Exploring the Curriculum Benefits of Advanced Microprocessor Programming and Robotics in Primary School.
Exploring the Curriculum Benefits of Advanced Microprocessor Programming and Robotics in Primary School.
Finger, G., Zagami, J., & Scott, A. (2008, November). Exploring the Curriculum Benefits of Advanced Microprocessor Programming and Robotics in Primary School. Paper presented at the 5th Biennial International Conference on Technology Education Researcher, Gold Coast, Australia. Retrieved from https://research-repository.griffith.edu.au/bitstream/10072/22672/1/53392_1.pdf
This paper provides a summary of research undertaken of a project which aimed to build professional knowledge and understanding of classroom teachers to support learning by students in upper primary classes in the area of microprocessors and robotics through the provision of PikBlok resources; to communicate and share learnings of project teachers; and, to generate data to inform Curriculum Branch to ensure that Queensland is well placed to respond to emerging opportunities in microprocessors and robotics. The project, implemented by Education Queensland, Australia, involved nominated teachers and students from 17 schools located in 3 Education regions. Key findings are reported, as well as recommendations to inform more widespread introduction of microprocessor programming and robotics in schools.
ExploringtheCurriculumBenefitsofAdvancedMicroprocessorProgrammingandRoboticsinPrimarySchool.pdfFriday, 28 November 2008
Technology Education through online virtual environments
Technology Education through online virtual environments
Zagami, J. (2008). Technology Education through online virtual environments in Technology Education, in Proceedings of the 5th Biennial International Conference on Technology Education Research, 28-29 November 2008, Crown Plaza, Surfers Paradise. Retrieved from http://www98.griffith.edu.au/dspace/handle/10072/24216
techedve.pdfSunday, 13 July 2008
QSITE response to STEM discussion paper
QSITE response to STEM discussion paper
Lloyd, M.;, Zagami, J., Coleman, K., and O'Kane, C. (2008). QSITE response to STEM discussion paper. QUICK, 106. pp. 14-19.
Report was submitted to the Queensland Government Department of Education, Training and the Arts to address the concerns of QSITE members to the Science, Technology, Engineering and Maths (STEM) discussion paper.
170696.pdfWednesday, 9 July 2008
Teacher education through online 3D virtual environments
Teacher education through online 3D virtual environments
Zagami, J. (2008). Teacher education through online 3D virtual environments [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/teacher-education-through-online-3d-virtual-environments
Zagami, J. (2008, July). Teacher education through online 3D virtual environments. Paper presented at the Australian Teacher Education Association National Conference, Maroochydore, Australia. Retrieved from http://www98.griffith.edu.au/dspace/bitstream/10072/24281/1/52213_1.pdf
Students are engaging with online 3D virtual environments as creative social spaces but virtual environments are foreign to many educators. Second Life is a popular virtual environment and is being evaluated for its potential in facilitating online education. This paper describes the range of educational applications being explored within the Second Life environment and highlights the issues involved in the development and implementation of a virtual environment at Griffith University. Presented are findings of a trial of the environment comparing the effectiveness of the Second Life environment with the BlackBoard environment to support small group discussions. Findings suggest a substantial difference in participant discussion during online tutorials between the two environments. While individual responses were less considered and detailed from students using Second Life than those in using BlackBoard, the interplay of ideas and collaborative contribution to discussion threads resulted in an overall increase in the depth and breadth of discussions using Second Life. Both prompted and unprompted contribution to discussion were greater in the Second Life group and this was attributed to the sense of physical presence providing pressure on participants to respond to points raised in discussions.
52213_1 (1).pdfSunday, 15 April 2007
Educational information technology standards for our students, who will decide?
Educational information technology standards for our students, who will decide?
Zagami, J. (2007). Educational information technology standards for our students, who will decide? QUICK, 102. pp. 5.
Educational information technology standards for our students, who will decide?
Technology advances. As does our expectations of what students should know and be able to do effectively. Our students live in an increasingly digital world and our role as educators is to prepare them for it.
The International Society for Technology in Education (ISTE) has developed NET•S, the National Educational Technology Standards for Students (1998) to guide US education. No equivalent exists in Australia, though some work has been done on an information literacy standard (Bundy, 2004) and we also have the national Technology - a curriculum profile for Australian schools (1994) and state curriculum such as the Technology - Years 1 to 10 Syllabus’(2003) and the Information and Communication Technology Education (2005) subject area syllabus.
However, as curriculum documents they do not have the same effectiveness as an accepted standard. Standards are developed for a variety of reasons: supporting innovation, linking us to the rest of the world, and making us more competitive (Standards Australia Limited, 2007). Standards can also be a powerful catalyst in encouraging educational leaders to provide learning opportunities that prepare students for an increasingly digital world.
Industry groups such as the Australian Computer Society (2005) recognise this and have proposed ‘developing a national ICT literacy standard and model that is applied to all students including assessment of ICT literacy at all levels of schooling.’ and advising ‘state, territory and federal governments to develop policy to give direction and intent to schools, develop specific KPIs associated with ICT literacy standards and expectations, provision of appropriate resources to support schools and evaluation and appraisal feedback mechanisms.’ This has an understandably strong IT industry bias, and does not necessarily reflect the standards that would be supported by information technology educators, particularly within the school sector.
With renewed discussion on a national curriculum and wide ranging changes proposed to the Queensland senior schooling curriculum, it is timely to reflect on the current NETS•S Technology Foundation Standards for Students. NETS•S contains six strands, each of which is elaborated upon and outcome statements provided for K–2, 3–5, 6–8, and 9–12.
Basic operations and concepts
Social, ethical, and human issues
Technology productivity tools
Technology communications tools
Technology research tools
Technology problem-solving and decision-making tools
In 2006 ISTE began a review of these standards and proposes (ISTE, 2007) to make a number of changes to the previous standard. This draft can currently be found at http://www.iste.org/Content/NavigationMenu/NETS/NETS_Refresh_Forum_Meetings/ISTENETS_ Refreshed_S4Jan07.pdf or http://tinyurl.com/264wxs and we can expect the release of the new NETS•S in June, 2007.
While there are a number of changes and amalgamations, of special notes is a new strand, ‘Creativity and Innovation’. In this strand, students are challenged to think creatively, construct knowledge, and develop innovative products using technology. Specifically students will be expected to apply existing knowledge to generate new ideas and products, use technology for creative self-expression, use systems thinking to explore complex issues, and identify trends and forecast possibilities. Reprinted in this edition of QUICK, Anita McAnear elaborates on the proposed Digital Citizenship strand and explores how this has evolved from social, ethical, and human issues.
While developed for a US curriculum, NETS•S provides a starting point on which to discuss standards. In the next edition of QUICK, we will further explore the development of ICT standards, please utilise the QSITE discussion lists, pen a letter to the editor, or submit a paper on this issue. Without such discussion, we risk the imposition of educationally undesirable standards; QSITE represents members but can only do so effectively with a clear understanding of your views.
References
Australian Computer Society. (2005). Policy statement on computer literacy. Retrieved 29 March, 2007, from http:// www.acs.org.au/acs_policies/docs/2005/ComputerLiteracy.pdf
Bundy, A. (Ed). (2004). Australian and New Zealand information literacy framework principles, standards and practice (2nd ed). Retrieved 29 March, 2007, from http://www.anziil.org/resources/Info%20lit%202nd%20edition.pdf
Curriculum Corporation. (1994). Technology — a curriculum profile for Australian schools. Melbourne: Author.
ISTE. (1998). National Educational Technology Standards for Students. Retrieved 29 March, 2007, from http://cnets.iste.org/students/s_stands.html
ISTE. (2007) Draft National Educational Technology Standards for Students. Retrieved 29 March, 2007, from http://www.iste.org/Content/NavigationMenu/NETS/NETS_Refresh_Forum_Meetings/ISTENETS_Refreshed_S4Jan07.pdf
QSA. (2005). Information and communication technology education subject area syllabus. Retrieved 29 March, 2007, from http://www.qsa.qld.edu.au/yrs1to10/subject-areas/ict.html
QSA. (2003). Technology years 1 to 10 syllabus. Retrieved 29 March, 2007, from http://www.qsa.qld.edu.au/yrs1to10/kla/technology/syllabus.html
Standards Australia Limited. (n.d.). What is a standard? Retrieved 29 March, 2007, from http://www.standards.org.au/cat.asp?catid=2
Monday, 2 October 2006
Enabling pedagogy and learning through the capacity of school network
Enabling pedagogy and learning through the capacity of school network
Jackson, G,. Rablin, A., Rogers, B., Whitehouse, P., Williams, M., & Zagami, J. (2006, October). Enabling pedagogy and learning through the capacity of school networks. Paper presented at the Australian Council for Computers in Education Conference, Cairns, Australia. Retrieved from http://acce.edu.au/conferences/2006/papers/enabling-pedagogy-and-learning-through-capacity-school-networks
QSITE in conjunction with the Australian Computer Society and James Cook University conducted a study during 2005 which led to the development of a position paper on the capacity of school networks to meet new curriculum agendas and to enable to students to work digitally in schools (and homes and workplaces and other institutions), in the future. This symposium outlines the progress of a group of QSITE members, led by Michelle Williams, in the construction of templates and guides that can be used by the ICT coordinators in schools as tools when they are developing, enhancing and sustaining school networks. The resources developed will assist with decision making and planning in schools. The session will involve discussion and debate regarding the key ideas that affect ICT integration and innovation in schools. These key issues include - ICT leadership in schools, encouraging innovation, policy development, pedagogical drivers, physical access, communication, collaborative decision making, performance indicators, professional learning and bridging the technicians and teachers communication gap.
conf_P_472_Enabling pedagogy and learning.docMonday, 2 October 2006
Software visualisation to support cognitive development.
Software visualisation to support cognitive development.
This presentation reports preliminary work in a study into the use of software visualisation systems to support student cognitive development of fundamental programming concepts. The ALICE programming language is utilised as a software visualisation system to assist students develop progressively complex understanding of the programming concept of sequence. Preliminary results suggest tracking of cognitive development utilising mental model theory may provide assistance in verifying student understanding of fundamental programming concepts and a framework in which to provide tailored remedial intervention.
Zagami, J. (2006, October). Software visualisation to support cognitive development. Paper presented at the Australian Council for Computers in Education Conference, Cairns, Australia. Retrieved from
http://acce.edu.au/conferences/2006/papers/software-visualisation-support-cognitive-development
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