Integrating ICT Into Remote Australian Indigenous Learning Contexts: Implementing Effective Pedagogy in Primary and Vocational Education

By:
Ruth Wallace
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Recent studies suggest that Information Communications Technologies (ICTs) have an impact on the engagement and motivation of Indigenous students which in turn can lead to improved educational outcomes. A series of research projects are currently being conducted with Indigenous remote schools and enterprises in Northern Australia. This research builds on recent research and explores ways the integration of ICTs into learning contexts can improve outcomes for Indigenous students. The projects incorporate a series of action research projects, case studies and resources to support teachers, community members, students and education partners. Researchers and participants have explored a wide range of approaches to implementing ICT into the curriculum with particular reference to supporting literacy and numeracy development, educators’ professional development and sustainability. Although the strategies and software used vary between sites, the underlying pedagogical themes are shared across regions, schools and training programs. This paper will discuss the key issues identified in the literature analysis, outline the emerging findings of the projects and discuss the implications for stakeholders in education. Some of the resources developed will be demonstrated. The group discussion will focus on implementing the findings of the research in a range of educational contexts.


Keywords: Indigenous education and pedagogy, ICT in education, Vocational training
Stream: Educational Resources and Learning
Presentation Type: 30 minute Paper Presentation in English
Paper: A paper has not yet been submitted.

Ruth Wallace

Educational Researcher, Learning Research Group
School of Education, Charles Darwin University
Darwin, NT, AUSTRALIA

Ruth Wallace has extensive experience in innovative delivery of primary education, professional learning programs, vocational education and training (VET) programs in regional and remote areas across Northern Australia. She’s a Senior VET Lecturer and researcher, with particular expertise in school and VET practice development, developing learnign opportuntiies for disenfranchised learners, learning communities, literacies and flexible learning. Ruth is an educational researcher with the Learning Research Group, Charles Darwin University, and has undertaken research into the links between identity and involvement in post-compulsory schooling. Ruth has also undertaken research into flexible learning, action learning and developing effective materials and assessment for marginalized students. She is currently undertaking her PhD and establishing a VET practice development learning community.

Ref: B07P0026