Sharn Donnison

Bio: Sharn Donnison is an academic researcher from La Trobe University. The author has contributed to research in topics: Higher education & Teacher education. The author has an hindex of 6, co-authored 10 publications receiving 183 citations.

Unpacking the Millennials: A Cautionary Tale for Teacher Education

Abstract: This paper is about the millennial generation. Much has been written about the generation: their character; beliefs; motivations; values; and future potentialities. This literature has gained momentum as marketers, employers, and educators seek to understand the generation as they come of age and enter into positions of social responsibility. The purpose of this paper is to examine the claims made about the Millennials, determine who are making these claims and why, and discuss the utility of such claims for teacher educators. This paper argues that teacher educators should be cautious about accepting and adopting popular discourses about the generation as a basis for the designing and developing millennial appropriate educational practices and pedagogy.

First-year Transition in Teacher Education: The Pod Experience

Abstract: Research on student retention and transition in higher education has been an ongoing focus since the 1950s and during the past decade research into this area has gathered momentum as institutions of higher education increasingly recognise the economic and social costs of failing to retain and transition future graduates. Measures to improve transition and retention rates have generally focused on developing strategies to engage students in their studies and tertiary discourses by providing institutional, academic and/or social support. In this paper we discuss 'Pods' as an effective and innovative approach to transitioning first-year pre-service teacher education students in regional Victoria. This paper argues that students' sense of connectedness is greatly enhanced through the grouping of students into Pods in order to promote social and academic engagement and a sense of belonging.

Community Service Learning: A First Year Transition Tool for Teacher Education

Abstract: Community Service Learning (CSL) as a first year transition strategy into teacher education is a new concept not previously identified in either the CSL literature or the First Year in Higher Education literature. This paper reports on a study that investigated how first year preservice teachers experienced CSL and how this impacted on their current and future professional sense of self. The study showed that the students benefitted professionally, personally, and academically from undertaking community service. We argue that given these results and the similar framing discourses of both CSL and first year transition into Higher Education, that CSL can be readily reconceptualised as a transition strategy for first year in teacher education.

Digital Generation Pre-Service Teachers as Change Agents: a Paradox

Abstract: In this paper I examine the assumptions or 'cultural models' (Gee, 1992, p. 60) that 70 aspiring Digital Generation pre-service teachers in south-east Queensland have formed about themselves as future teachers. This paper is drawn from a larger study that focused on the cultural models and resulting discourses that these pre-service teachers expressed about the development of their future lives and careers. In this paper, I argue that these pre-service teachers possess conflicting cultural models about both themselves as teaching professionals and as social activists. While they profess to be educational and social change agents they also profess discourses of educational conservatism and social disengagement. This paper contributes to the ongoing debate about how faculties of teacher education can best prepare teaching professionals in and for the new millennium. It highlights the need to consider the impact of a new generation of teaching professionals in relation to the success or failure of any proposed educational reform.

Discourses in Conflict: The Relationship between Gen Y Pre-Service Teachers, Digital Technologies and Lifelong Learning.

Abstract: This paper analyses Gen Y pre-service primary school teachers' conceptualisations of lifelong learning. It is situated within a context of improving the provision and delivery of pre-service teacher education. This paper argues that Gen Y's understanding of lifelong learning has been influenced by their engagements with digital technologies and that while they may have appropriated the Discourse of change in this context, it does not necessarily indicate an overall capacity for change agency. This is a concern for programs of teacher education whose mission, arguably, is to prepare future activist teaching professionals. This paper argues that higher education and teacher education programs of study need to consider the relationship between Gen Y, lifelong learning and change agency when aligning pedagogy and curriculum with the new generation of students.

Challenging mobile learning discourse through research: Student perceptions of Blackboard Mobile Learn and iPads

Abstract: Many university academics disagree with the rationale that we should pursue mobile learning because 21st century students are apparently demanding it. We argue that the only defensible rationale for making mobile learning part of pedagogy is because it enhances student learning. This presentation shares results from research with 135 students engaged in mobile learning over two semesters. It addresses the question of whether Blackboard Mobile Learn made a perceived difference to their learning. Results revealed that in-class, students used their mobile devices for Blackboard Mobile Learn to the same extent as they used them for searching the web for study, accessing university web pages, email and making Facebook posts, but less than they used them for browsing the web for pleasure and Facebook reading. The majority of students were neutral when asked if they prefer Mobile Learn over PC access to Blackboard. Students were likewise neutral when asked whether they perceived iPads to improve their learning. There was higher frequency agreement that using iPads motivated them to learn. Qualitative feedback from focus groups was mixed, but largely positive. The overall interpretation was that it is a matter of course that students would access their subject site via mobile devices.

Service-learning: A valuable component of pre-service teacher education

Abstract: There is recognition that involvement in service-learning can impact positively on the development of pre-service teachers professionally, culturally and academically (Billig and Freeman, 2010; Anderson, 1998). This article explores and describes the experiences of pre-service teachers in the School of Education at the University of Notre Dame Australia (UNDA) who are undertaking two service learning units as part of their teacher education. This research is based on qualitative data collected from pre-service teachers on completion of their service learning units. Initially, service-learning as a concept is explored with particular reference to four basic elements identified in the literature (Jacoby, 1996; Kaye, 2004; Schoenfield, 2006; Scott, 2006). These elements are: the service addresses real life needs, the service and learning goals are of equal importance, there is reciprocity between those serving and those being served, and the program is clearly structured for participants. The two specific service-learning units in the School of Education are then outlined. A reflective journal and a written report provide the data for the study. Discourse analysis employing a symbolic interactionist lens was utilised to determine themes within the data. Six themes emerged which detailed the experiences and reflections of the pre-service teachers. These themes are: empathy, leadership, self and societal reflection, confidence, professional practice, and knowledge and skills. These themes serve to illustrate the potential importance and value of the incorporation of service learning experiences in pre-service teacher programs.