THE CENTRE’S RESEARCH AND SCHOLARSHIP
The Equity through Education research outputs listed below include books, journal articles and book chapters. For other outputs such as conference presentations, dissertations and media posts please contact us. Please also contact us if you have trouble accessing any of these resources.
2024
Arden, D., & Pillay, M. (2024). Queer Representation in Mandarin Chinese Language Learning Textbooks of the United Kingdom. International Journal of Educational Research, 127. https://doi.org/10.1016/j.ijer.2024.102433
Anderson, K., & Clendon, S. (2024). Design considerations in augmentative and alternative communication. In Perspectives: Assistive Technology in Limited Resource Settings. NISH in collaboration with Department of Social Justice, Government of Kerala, India.
Barnes, H., Miles, A., & Clendon, S. (2024). Capturing communication: introducing a new communication classification system for adults with intellectual disabilities. Journal of Clinical Practice in Speech-Language Pathology. 25(1), 12-16. https://www.tandfonline.com/doi/full/10.1080/22087168.2023.12370381
Bone, E. K., Huber, E., Gribble, L., Lys, I., Dickson-Deane, C., Campbell, C., Yu, P., Markauskaite, L., Carvalho, L., & Brown, C. (2024). A community-based practice for the co-development of women academic leaders. International Journal for Academic Development, 29(2), 238–254. https://doi.org/10.1080/1360144X.2024.2356052
Bourke, R., Pullen, R. & Mincher, N. (2024). Understanding ethical drift in professional decision making: dilemmas in practice. International Journal of Inclusive Education, 28 (8), 1417-1434. https://doi.org/10.1080/13603116.2021.1992679
Bourke, R., O'Neill, J., & Loveridge, J. (2024). Understanding Children's Informal Learning: Appreciating Everyday Learners. Emerald Publishing Limited.
Carvalho, L. (2024). Co-Designing Future Learning Environments for Individuals, Society, and Beyond. In I.F. Christensen, L. Markauskaite, N.B. Dohn, D. Ripley, & R. Hachmann (Eds.), Creating Design Knowledge in Educational Innovation: Theory, Methods, and Practice. London: Routledge https://doi.org/10.4324/9781003391432
Carvalho, L., Garduño Freeman, C., & Lamb, J. (2024). Learning Spaces of Higher Education for Postdigital Citizens. Postdigital Science and Education. https://doi.org/10.1007/s42438-024-00504-1
Carvalho, L. (2024). AI in Education: Co-designing for learning in a world with AI. In Faul, M. V. (Ed.), Ai and Digital Inequities. Policy Insights 4 (pp. 25-27). NORRAG. https://resources.norrag.org/resource/845/policy-insights-ai-and-digital-inequities
Carvalho, L., & Lamb, J. (2024). Materialities, Temporalities, and Mobilities: Exploring the Postdigital through our Writing Spaces. In J. Lamb & L. Carvalho (Eds.), Postdigital Learning Spaces: Towards convivial, equitable and sustainable spaces for learning. Cham: Springer. https://doi.org/10.1007/978-3-031-59691-9_1
Dharan, V., & Mincher, N. (2024). Continual disobedience: a term perpetuating exclusive practices in schools. International Journal of Inclusive Education. 28(10), 2251-2264. https://doi.org/10.1080/13603116.2022.2092657
Esteley, C., Huang, R., Mellone, M., Soto, G., Eden, R., & Coles, A. (2024). Contexts, Forms and Outcomes of Mathematics Teacher Collaboration. In H. Borko, H., & D. Potari (Eds.), Teachers of Mathematics Working and Learning in Collaborative Groups. New ICMI Study Series. Springer, Cham. https://doi.org/10.1007/978-3-031-56488-8_3
Gao, Q., Chen, P., Huang, Q., & Wang, Z. (2024). Advanced theory of mind and children's prosocial lie-telling in middle childhood: A training study. Journal of Experimental Child Psychology, 246. https://doi.org/10.1016/j.jecp.2024.106012
Higgins, J., Bonne, L., & Eden, R. (2024). Responding to negative emotion in a pre-service mathematics classroom. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-024-10229-z
Jayes, M., Madima, V., Marshall, J., & Pillay, M. (2024). Dysphagia management in community/home settings: A scoping review investigating practices in Africa. International Journal of Speech-Language Pathology. https://doi.org/10.1080/17549507.2023.2287992
Koppenhaver, D. A., Erickson, K. A., Vanderheiden, G. C., Higginbotham, D. J., Mathy, P., Kraat, A., … Romski, M. (2024). Still having his say: David Yoder’s legacy in AAC. Augmentative and Alternative Communication, 40(2), 69–73. https://doi.org/10.1080/07434618.2024.2324259
Lamb, J., & Carvalho, L. (2024). Introduction: Exploring Postdigital Spaces for Learning. In J. Lamb & L. Carvalho (Eds.), Postdigital Learning Spaces: Towards convivial, equitable and sustainable spaces for learning. Cham: Springer. https://doi.org/10.1007/978-3-031-59691-9
Lamb, J., & Carvalho, L. (Eds.) (2024). Postdigital Learning Spaces: Towards convivial, equitable and sustainable spaces for learning. Cham: Springer. https://doi.org/10.1007/978-3-031-59691-9
Lamb, J., & Carvalho, L. (2024). Towards Harmonious, Positive, Postdigital Spaces for Learning. In J. Lamb & L. Carvalho (Eds.), Postdigital Learning Spaces: Towards convivial, equitable and sustainable spaces for learning. Cham: Springer. https://doi.org/10.1007/978-3-031-59691-9_13
Naidoo, L., Pillay, M., & Naidoo, U. (2024). Who really decides? Feeding decisions ‘made’ by caregivers of children with cerebral palsy. South African Journal of Communication Disorders, 71(1) https://doi.org/10.4102/sajcd.v71i1.1001
Narayan, V., Cochrane, T., Stretton, T., Chanane, N., Alizadeh, M., Birt, J., . . . Vanderburg, R. (2024). A model for nurturing a networked academic community: #ASCILITEMLSIG mobile learning special interest group. International Journal for Academic Development, 29(2), 185-200. https://doi.org/10.1080/1360144X.2024.2349930
Oliveira, G., Carvalho, L., Gallego, R., & Vicentini, P. (2024). Beyond Campuses and Across Cultures: Circles of Conversation in Postdigital Learning Spaces. In J. Lamb & L. Carvalho (Eds.), Postdigital Learning Spaces: Towards convivial, equitable and sustainable spaces for learning. Cham: Springer. https://doi.org/10.1007/978-3-031-59691-9_5
Peter, VZ., Rea, P., Pillay, M., & Saman, Y. (2024). “Us versus Them”: is the voice of the community heard when planning communication screening programmes for preschoolers?. Public Health. 236, 297-306. https://doi.org/10.1016/j.puhe.2024.08.003
Pillay, M., Kara, R., Govindasamy, P., & Motala, R. (2024). Food security and disability in South Africa: an analysis of General Household Survey data. Disability and Rehabilitation. https://doi.org/10.1080/09638288.2024.2388264
Samaraweera, BP., Pillay, M., Muttiah, N., & Moodley, L. (2024). Exploring clinical reasoning in child language assessment through decoloniality. International Journal of Speech-Language Pathology. https://doi.org/10.1080/17549507.2023.2296864
Sleeman, M., Everatt, J., Arrow, A., & Denston, A. (2024). Exploring the distribution and cognitive profiles of poor readers across varying levels of reading difficulty: implications for identification and support. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12454
Wang, Z., Gao, X., & Shao, Y. (2024). Earlier false belief understanding predicts later lie-telling behavior in preschool children, but not vice versa. Social Development. https://doi.org/10.1111/sode.12757
Wang, Z., & Shao, Y. (2024). Picture book reading improves children's learning understanding. British Journal of Developmental Psychology. https://doi.org/10.1111/bjdp.12479
2023
Adams, N., & Bourke, R. (2023). Teachers’ joy of teaching children with a chronic illness: the opportunities to learn. International Journal of Inclusive Education. 27(6), 704-717.
Bayldon, H., Clendon, S., & Doell, E. (2023). Shared Storybook Intervention for Children with Complex Physical, Cognitive and Sensory Needs Who Use Partner-Assisted Scanning. International Journal of Disability, Development and Education. 70(5), 751-768.
Carvalho, L. (2023). Foreword. In P. Jandrić, A. MacKenzie, & J. Knox (Eds.) Constructing Postdigital Research: Method and Emancipation (pp. ix-xi). Springer.
Carvalho, L. (2023). Learning spaces and materiality: Embracing past and present when designing for the future. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Fourth Edition) (pp. 390-398). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.14085-0
Carvalho, L., & Lamb, J. (2023). Postdigital Learning Spaces. In P. Jandrić (Ed.) Encyclopedia of Postdigital Science and Education. Springer. https://doi.org/10.1007/978-3-031-35469-4_13-1
Carvalho, L., & Yeoman, P. (2023). Postdigital Learning Design. In P. Jandrić, (Ed.) Encyclopedia of Postdigital Science and Education. Springer. https://doi.org/10.1007/978-3-031-35469-4_38-1
Carvalho, L., Castañeda, L., & Yeoman, P. (2023). The ‘birth of doubt’ and ‘the existence of other possibilities’: exploring how the ACAD toolkit supports design for learning. Journal of New Approaches in Educational Research, 12(2), https://doi.org/10.7821/naer.2023.7.1494
Hartnett, M., Butler, P., & Rawlins, P. (2023). Online proctored exams and digital inequalities during the pandemic. Journal of Computer Assisted Learning. 39(4), 1103-1115
Markauskaite, L., Carvalho, L., & Fawns, T. (2023). The role of teachers in a sustainable university: From digital competencies to postdigital capabilities. Educational Technology Research & Development 71,181–198., https://doi.org/10.1007/s11423-023-10199-z
Markauskaite, L., Carvalho, L., & Damşa, C. (2023). Ecological perspectives on learning and methodological implications for research. In C. Damşa, A. Rajala, G. Ritella, & J. Brouwer (Eds.) Re-theorising Learning and Research Methods in Learning Research. Routledge
McLay, L., Emerson, LM., Waddington, H., van Deurs, J., Hunter, J., Blampied, N., . . . Rispoli, M. (2023). Telehealth-delivered naturalistic developmental behavioural intervention with and without caregiver acceptance and commitment therapy for autistic children and their caregivers: protocol for a multi-arm parallel group randomised clinical trial. BMJ Open. 13(5), e071235
Miller, H., Bourke, R., & Dharan, V. (2023). Fostering success: young people’s experience of education while in foster care. International Journal of Inclusive Education. 27(6), 689-703
Paken, J., Govender, CD., Pillay, M., Feyasa, M., & Sewram, V. (2023). Cisplatin-associated ototoxicity amongst cervical cancer patients: A prospective cohort study in south Africa. PLoS ONE. 18(4 April)
Pillay, M., Quigan, E., & Kathard, H. (2023). Questions of suitability: The Sustainable Development Goals. International Journal of Speech-Language Pathology. 25(1), 162-166
Pillay, T., & Pillay, M. (2023). The power struggle: exploring the reality of clinical reasoning. Health (United Kingdom). 27(4), 559-587.
Qi, G. Y., Sun, S. Y. H., & Carvalho, L. (2023). Designing for diversity in Aotearoa / New Zealand Chinese language classrooms. Language Teaching Research, 0(0). https://doi-org/10.1177/13621688231167933
Sutton, D., Kearney, A., & Ashton, K. (2023). Improving educational inclusion for refugee-background learners through appreciation of diversity. International Journal of Inclusive Education. 27(6), 671-688.
Vilanova Miranda De Oliveira, G., & Wood, B. (2023). Social Sciences Education in New Zealand Schools. Oxford Research Encyclopedia of Education.
Vilanova Miranda De Oliveira, G., Te Maro, P., & Tweed, B. (2023). He waka eke noa: Indigenising initial and teacher education in Aotearoa New Zealand. In P. Singh, D. Heck, S. Heimans, & A. Ambrosetti (Eds.) Beyond Southern Theory and Teacher Education. Springer/ATEA.
Walker, S., Clendon, S., Paynter, J., Flückiger, B., Bowen, R., Sullivan, R., . . . Westerveld, M. (2023). Observing the classroom literacy environment of children on the autism spectrum in specialist classrooms. Australian Journal of Education. 67(1), 28-45.
Wang, Z., Wang, L., Gao, X., & Zhu, L. (2023). Cognitive flexibility moderates the association between theory of mind and children’s offer in the Ultimatum Game (La flexibilidad cognitiva modera la relación entre la teoría de la mente y las ofertas de los niños en el Juego del Ultimátum). Infancia y Aprendizaje. 46(2), 264-284.
Xu, H., Wang, Z., Gao, X., Wang, X., & Wu, Q. (2023). Psychometric validation of the sibling inventory of behavior in three- to six-year-old Chinese children. Frontiers in Psychology, 14.
Young, A., Clendon, S., & Doell, E. (2023). Exploring augmentative and alternative communication use through collaborative planning and peer modelling: a descriptive case-study. International Journal of Inclusive Education. 27(6), 755-770.
2022
Bourke, R., O’Neill J., & Loveridge, J. (2022). Children’s rights, student voice, and partnerships in learning and teaching. In M. A. Peters (Ed.), Encyclopaedia of teacher education. Springer. https://doi.org/10.1007/978-981-13-1179-6_426-1
Bowden, N., Gibb, S., Audas, R., Clendon, S., Dacombe, J., Kokaua, J., Milne, B., Mujoo, H., Murray, S., Smiler, K., Stace, H., van der Meer, L., & Taylor, B. (2022). Association between high need education-based funding support and school suspension for autistic students. Journal of the American Medical Association.
Carvalho, L., Martinez-Maldonado, R., Tsai, Y. S., Markauskaite, L., De Laat, M. (2022). How can we design for learning in an AI world? Computers & Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2022.100053
Carvalho, L., & Freeman, CG. (2022). Materials and Places for Learning: Experiences of Doctoral Students in and around University Spaces. Postdigital Science and Education.https://doi.org/10.1007/s42438-022-00328-x
Czerniewicz, L., & Carvalho, L. (2022). Open, Distance, and Digital Education (ODDE) – An Equity View. In O. Zawacki-Richter & I. Jung (Eds.). Handbook of Open, Distance and Digital Education. Singapore: Springer. https://doi.org/10.1007/978-981-19-0351-9_93-1
Dharan, V. (2022). Autistic learners and Education – Multiple ‘maskings’. Kairaranga, 23, 1, 106-109.
Dharan, V., Pond, R., & Mincher, N. (2022). Teacher student well-being in the COVID-19 pandemic. Research Report. Massey University. Palmerston North
Dharan, V., & Mincher, N. (2022). Continual disobedience: A term perpetuating exclusive practices in schools. International Journal of Inclusive Education, Online, 1-14. https://doi.org/10.1080/13603116.2022.2092657
Eden, R. (2022). Co-teaching to develop reform-based practices in mathematics: Classrooms as shared spaces for teacher learning. In O. Kartal, G. Popovic, & S. Morrissey (Eds.), Global perspectives and practices for reform-based mathematics teaching (pp. 273-292). IGI Global. https://doi.org/10.4018/978-1-7998-9422-3.ch013
Everatt, J., Arrow, A., Denston, A., & Sleeman, M. (2022). Dyslexia in Aotearoa New Zealand: An issue both old and new. In G. Elbeheri & L. Siang (Eds.), The Routledge international handbook of dyslexia in education. https://doi.org/10.4324/9781003162520-29
Fawns, T., Markauskaite, L., Carvalho, L., & Goodyear, P. (2022). H2m pedagogy: Designing for hybrid learning in medical education. In E. Gil, Y. Mor, Y. Dimitriadis, & C. Köppe (Eds.), Hybrid learning spaces (pp.61-76). Springer. https://doi.org/10.1007/978-3-030-88520-5_5
Green, J., Carvalho, L., & Sheriddan, N. (2022). Hybrid learning environments: It’s all about ecology! In Jaldemark, J., Håkansson Lindqvist, M., Mozelius, P., Öberg, L.M., De Laat, M., Dohn, N.B., & Ryberg, T. (Eds.), Proceedings for the Thirteenth International Conference on Networked Learning 2022. https://www.networkedlearning.aau.dk/digitalAssets/1159/1159061_nlc2022_contribution_45.pdf
Harris, C., & Bourke, R. (2022). Students’ experiences of decision-making at school. International Journal of Student Voice. https://ijsv.psu.edu/article/students-experience-of-decision-making/
Lamb, J., Carvalho, L., Gallagher, M., & Knox, J. (2022). The postdigital learning spaces of higher education. Postdigital Science and Education, 1-12. https://doi.org/10.1007/s42438-021-00279-9
Makker, L., Clendon, S., & Doell, E. (2022). Speech language pathologists’ perspectives of communication strategies for young people in the New Zealand youth justice system. International Journal of Speech-Language Pathology.
Owen, A., & Bourke, R. (2022). Young persons’ rights to influence learning in their everyday lives. International Journal of Student Voice. https://ijsv.psu.edu/article/young-persons-rights-to-influence-learning/
Rawlins, P., Butler, P., & Lilley, S. (2022). What can organisations learn from kaupapa Māori research? In S. Dhakal, R. Cameron, J. & Burgess (Eds.), A field guide to managing diversity, equality and inclusion in organisations (pp. 207-221). Edgar. https://doi.org/10.4337/9781800379008.00027
Sleeman, M., Everatt, J., Arrow, A., & Denston, A. (2022). Evaluation of the “three steps in screening for dyslexia” assessment protocol designed for New Zealand teachers. New Zealand Journal of Educational Studies. Advance online publication. https://doi.org/10.1007/s40841-022-00254-3
Sleeman, M., Everatt, J., Arrow, A., & Denston, A. (2022). The identification and classification of struggling readers based on the simple view of reading. Dyslexia, 28(3), 256-275. https://onlinelibrary.wiley.com/doi/10.1002/dys.1719
Te Maro, P., & Averill, R. (Eds.). (2022). Ki te hoe! Education for Aotearoa. NZCER Press.
2021
Adams, N., & Bourke, R. (2021). Teachers’ joy of teaching children with a chronic illness: the opportunities to learn. International Journal of Inclusive Education. DOI: 10.1080/13603116.2020.1867380
Aspden, K., McLaughlin, T., & Clarke, L. (2021). Specialized pedagogical approaches to enhance quality for infants and toddlers: Some thoughts from Aotearoa New Zealand. In S. Garvis (Ed.) Quality improvement in early childhood.
Busch, R. & Dharan, V. (2021). The Impact of Innovative Learning Environments on Sensory Processing Difficulties: Students’ Perspectives. International Journal of Student Voice, 7 (1).
Carvalho, L. (2021). (Re)Shaping spaces for learning: Experiences from Aotearoa New Zealand. The New Zealand Annual Review of Education, 26, 52-59. https://doi.org/10.26686/nzaroe.v26.6858
Carvalho, L., & Yeoman, P. (2021). Performativity of materials in learning: The learning-whole in action. Journal of New Approaches in Educational Research, 10 (1), 43-56. https://doi.org/10.7821/naer.2021.1.627
Carvalho, L., Yeoman, P., & Carvalho, J. (2021). It’s your turn! Supporting social change through networked learning and game playing. In N. Bonderup Dohn, S. Børsen Hansen, J. Jørgen Hansen, M. de Laat, & T. Ryberg (Eds.), Conceptualizing and innovating education and work with networked learning (pp. 115-133). Springer. https://doi.org/10.1007/978-3-030-85241-2_7
Clarke, L., McLaughlin, T., Aspden, K., & Riley, T. (2021). Supporting teachers’ practice through professional learning and development: What’s happening in New Zealand early childhood education? Australasian Journal of Early Childhood. 46(1), 66-79
Dharan V.M. (2021). Autistic Students and Learning Partnerships. In: M.A. Peters (Eds.) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_430-1
Franklyn, R., & Dharan, V. (2021). Perspectives of Students with Attention Deficit Hyperactivity Disorder. International Journal of Student Voice, 7 (1).
Goodyear, P., Carvalho, L., & Yeoman, P. (2021). Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments. Educational Technology Research & Development, 69, 445–464. https://doi.org/10.1007/s11423-020-09926-7
Gourlay, L., Rodríguez‑Illera, JL., Barberà, E., Bali, M., Gachago, D., Pallitt, N., . . . Knox, J. (2021). Networked Learning in 2021: A community definition. Postdigital Science and Education, 3, 326–369. https://doi.org/10.1007/s42438-021-00222-y
Maccann, V., & Carvalho, L. (2021). Teachers use of public makerspaces to support students’ development of digital technology competencies, New Zealand Journal of Educational Studies. https://doi.org/10.1007/s40841-020-00190-0
McDowell, N. (2021). A review of the literature to inform the development of a practice framework for supporting children with cerebral visual impairment (CVI). International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1867381
McDowell, N. (2021). Power is knowledge: empowering parents of children with cerebral visual impairment. Disability and Society, 36(4), 596-617. https://doi.org/10.1080/09687599.2020.1751586
Miller, H., Bourke, R., & Dharan, V. (2021). Fostering success: young people’s experience of education while in foster care. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1867378
Muralidharan, V. (2021). Autistic students and Learning Partnerships. Encyclopedia of Teacher Education.
Smith, D., Beaton, M., Harju-Luukkainen, H., Vilanova Miranda De Oliveira, G., Jannok Nutti, Y., Basha, T., . . . Aàrelà, RIA. (2021). The Impact of a Global Pandemic on University Teaching: a cross-national comparative study. Research and Change.
Snyder, P., Shannon, D., Bishop, C., & McLaughlin, T. (2021). Putting it all together: Implement Pyramid Model practices to make a difference for children. In ML. Hemmeter, M. Ostrosky, & L. Fox (Eds.) Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers.
Sutton, D., Kearney, A., & Ashton, K. (2021). Improving educational inclusion for refugee-background learners through appreciation of diversity. International Journal of Inclusive Education. , 1-18 https://www.tandfonline.com/doi/full/10.1080/13603116.2020.1867377
Thibaut, P., & Carvalho, L. (2021). Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile". E-Learning and Digital Media.
2020
Annan, J., Mentis, M., Somerville, M. P., & Holley-Boen, W. (2020). The Learning Theories Profile: A metacognitive tool for reflecting on professional practice. Kairaranga: New Zealand Journal of Education Practice, 21(2), 15-27.
Carvalho, L., Nicholson, T., Yeoman, P. & Thibaut, P. (2020). Space matters: Framing the New Zealand learning landscape. Learning Environments Research, 23(3), 307–329. https://doi.org/10.1007/s10984-020-09311-4
Cochrane, T., Narayan, V., & Birt, J. (2020). Special collection on mobile mixed reality 2019 update. Research in Learning Technology. 28
Dharan, V. (2020). It is not THEM and US – Sustainable outcomes for children and young people on the autism spectrum.. Kairaranga. 21(1), 17-28
Goodyear, P., Carvalho, L., Yeoman, P., Castañeda, L., & Adell, J. (2020). Una herramienta tangible para facilitar procesos de diseño y análisis didáctico: Traducción y adaptación transcultural del Toolkit ACAD. Pixel-Bit. Online first.
Green, J., Burrow, M., & Carvalho, L. (2020). Designing for Transition: Supporting Teachers and Students Cope with Emergency Remote Education. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00185-6
Fields, A., & Hartnett, M. (2020). Raranga te kete aronui, weaving the basket: Continuing with open, flexible and distance learning. Journal of Open, Flexible and Distance Learning. 24(2), 1-3 Retrieved from http://jofdl.nz/index.php/JOFDL/article/view/467/287
Fields, A., & Hartnett, M. (2020). Online teaching and learning: COVID-19 special issue. Journal of Open, Flexible and Distance Learning. 24(1), 1-2 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/399/285
Hartnett, M. (2020). Relationships between online motivation, participation, and achievement: More complex than you might think. Journal of Open, Flexible and Distance Learning Special Issue: Best of Online Teaching and Learning: COVID-19. 24(1), 28-41 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/415
Irons, J., & Hartnett, M. (2020). Computational thinking in junior classrooms in New Zealand. Journal of Open, Flexible and Distance Learning. 24(2), 28-42 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/425
Kearney, A., Alghamdi, Y., & Hansen, S. (2020). The Value high school teachers place on CPD for their professional development. International Journal of Scientific Research Engineering & Technology (IJSRET). 11(5), 741-764
McDowell, N. (2020). A pilot study of the Austin Playing Card Assessment: A tool to detect and find the degree of visual perceptual difficulties related to clutter. British Journal of Visual Impairment. 38(2), 118-136
McLaughlin, T., Cherrington, S., McLachlan, C., Aspden, K., & Hunt, L. (2020). Building a data culture to enhance quality teaching and learning.. New Zealand Council for Educational Research: Early Childhood Folio. 24, 3-18
Oliveira, G. (2020). A “great priest of civilization”: Reinterpreting Victor Meirelles’ A Primeira Missa through newspapers. Brasiliana : Journal for Brazilian Studies. 9(1), 194-215 Retrieved from https://tidsskrift.dk/bras/article/view/120083
Pretorius, E., Clendon, S., & McLaughlin, T. (2020). Parent perspectives on receiving support for enhancing parent–child interactions. Journal of Clinical Practice in Speech-Language Pathology, 22, 74-78
Rouse, B., McLaughlin, T., & Sandall, S. (Eds.) (2020). DEC Recommended Practices Monograph: Transition. Lawrence KS: Allen Press
Rowan, Y., & Hartnett, M. (2020). How have MOOCs been portrayed in the New Zealand public media? Journal of Open, Flexible and Distance Learning. 23(2), 25-41 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/367
Thrupp, M., O’Neill, J., Powell, D., & Butler, P. (2020). Private actors in New Zealand schooling: the path to saturation. Journal of Educational Administration and History, 52(4), 385-402
Tyler-Merrick, G., Cherrington, S., McLaughlin, T., McLachlan, C., Aspden, K., & Phillips, J. (2020). Aotearoa/ New Zealand early childhood education: Moving forward with intention.. In S. Garvis, S. Phillipson, & H. Harju Luukainnen (Eds.) Volume III Early Childhood Education in the 21st Century: An international perspective.
2019
Aiono, S., McLaughlin, T., & Riley, T. (2019). While they play what should I do? Strengthening learning through play and intentional teaching at primary school. Ke Kupu. 6(2), 59-68
Acer, S., Hix, H., & McLaughlin, T. (Eds.) (2019). Young Exceptional Children Monograph #18: International Perspectives on Early Intervention and Early Childhood Special Education. Lawrence, KS: Allen Press
Aspden, K., Baxter, SM., Clendon, S., & McLaughlin, TW. (2019). Identification and Referral for Early Intervention Services in New Zealand: A Look at Teachers’ Perspectives – Past and Present. Topics in Early Childhood Special Education.
Aspden, K., McLachlan, C., Cherrington, S., Tyler-Merrick, G., McLaughlin, T., & Phillips, J. (2019). Partnership with families in ECE: New Zealand’s policy and professional context.. In S. Garvis, S. Phillipson, & H. Harju Luukainnen (Eds.) Volume II Early Childhood Education in the 21st Century: An international perspective.
Attwood, S., MacArthur, J., & Kearney, A. (2019). Beginner secondary teacher preparedness for inclusion. International Journal of Inclusive Education. 23(10), 1032-1048
Carvalho, L., & Yeoman, P. (2019). Connecting the dots: Theorizing and mapping learning entanglement through archaeology and design. British Journal of Educational Technology, 50(3), 1104-1117. https://doi:10.1111/bjet.12761
Carvalho, L., Martinez-Maldonado, R., & Goodyear, P. (2019). Instrumental Genesis in the Design Studio. International Journal of Computer-Supported Collaborative Learning, 14, 77–107. https://doi.org/10.1007/s11412-019-09294-2
Carvalho, L, & Goodeyar, P. (2019). Productive learning networks. In M. Peters (Ed.) Encyclopaedia of Teacher Education. Springer
Clarke, L., McLaughlin, TW., & Aspden, K. (2019). Promoting learning during toddlers’ peer conflicts: teachers’ perspectives. Early Years. 39(4), 426-440
Fields, A., & Hartnett, M. (2019). Taking stock of our journal's journey: A statement of impact. Journal of Open, Flexible and Distance Learning. 23(1), 1-4 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/363
Hanrahan, V., Aspden, K., & McLaughlin, T. (2019). Playing safe: Factors that enable, or challenge teachers to support safe risk-taking for young children as they transition into or within an early childhood setting. Ke Kupu. 6(1), 26-37
Hartnett, M. (2019). Theories of motivation in open and distance education. In Briefs in Open and Distance Education (pp. 105 - 113). Springer
Hartnett, M. (2019). Digital divide and digital inclusion. In MA. Peters (Ed.) Encyclopedia of Teacher Education (pp. 1 - 5). Singapore: Springer
Hartnett, M. (2019). Digital divides. In A. Hynds (Ed.) Oxford Bibliographies in Education. New York: Oxford University Press
Hartnett, M. (2019). Theories of motivation in open and distance education. In I. Jung (Ed.) Open and Distance Education Theory Revisited Implications for the Digital Era (pp. 105 - 113). Singapore: Springer
Hartnett, M. (2019). Flexible and distance learning. In A. Tatnall (Ed.) Encyclopedia of education and information technologies (pp. 1 - 11). Cham, Switzerland: Springer.
Hartnett, M., & Rawlins, P. (2019). Reconceptualising Postgraduate Research: An Online Blended Learning Approach. In KN. Sim (Ed.) Enhancing the role of ICT in doctoral research processes (pp. 1 - 23). IGI Global
Hartnett, M., & Fields, A. (2019). Digital inclusion in New Zealand. Journal of Open, Flexible and Distance Learning. 23(2), 1-4 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/391
Heredia, J. de M., Carvalho, L., Viera, E. M. F. (2019). Designing for distance learning in developing countries: A case study. Journal of Open, Flexible and Distance Learning, 23(1), 5–16.
Kearney, A. (2019). Don't fix the child fix the system. Education HQ. July Retrieved from https://educationhq.com/news/dont-fix-the-child-fix-the-system-prof-alison-kearney-talks-inclusion-in-nz-schools-61610/
McDowell, N., & Dutton, GN. (2019). Hemianopia and Features of Bálint Syndrome following Occipital Lobe Hemorrhage: Identification and Patient Understanding Have Aided Functional Improvement Years after Onset. Case Reports in Ophthalmological Medicine. 2019, Retrieved from https://www.hindawi.com/journals/criopm/2019/3864572/
Mentis, M. (2019). Digital Equity and Education. In M. Peters (Ed.) Encyclopedia of Teacher Education. Springer.
Narayan, V., Herrington, J., & Cochrane, T. (2019). Design principles for heutagogical learning: Implementing student-determined learning with mobile and social media tools. Australasian Journal of Educational Technology. 35(3), 86-101
Narayan, V., Cochrane, T., Birt, J., Aguayo, C., Stretton, T., Hong, J., . . . Cowling, M.Mobile learning special interest group symposium: revisiting mobile mixed reality. ASCILITE 2019 - Conference Proceedings - 36th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Personalised Learning. Diverse Goals. One Heart. (pp. 638 - 640).
O'Brien, R., Hartnett, M., & Rawlins, P. (2019). The centralisation of elearning resource development within the New Zealand vocational tertiary education sector. Australasian Journal of Educational Technology, 35(5), 95-110
Porter-Samuels, T., & Holley-Boen, W. (2019). Culturally-Responsive Relational Practice at the Chalk-Face: A Journey to Authenticity. Kairaranga, 20(1), 33-45.
Smith, J., McLaughlin, T., & Aspden, K. (2019). Teachers’ perspectives of children’s social behaviours in preschool: Does gender matter? Australasian Journal of Early Childhood, 44(4), 408-422
Yeoman, P., & Carvalho, L. (2019). Moving between material and conceptual structure: Developing a card-based method to support design for learning. Design Studies, 64, 64-89. https://doi.org/10.1016/j.destud.2019.05.003
2018
Armstrong, H., MacArthur, J., & Holley-Boen, WR. (2018). Space, voice, audience and influence: Article 12 as a lens to consider Mandy’s school experience. In J. Berman, & J. MacArthur (Eds.) Student Perspectives on School - Informing Inclusive Practice. (pp. 55 - 71). Rotterdam, Netherlands: Brill Sense
Bourke, R. (2018). Self-assessment to incite learning in higher education: developing ontological awareness. Assessment and Evaluation in Higher Education. 43(5), 827-839
Bourke, R. (Ed.) (2018). Ethical and inclusive research with children. Routledge
Bourke, R., & Loveridge, J. (2018). Using student voice to challenge understandings of educational research, policy and practice. In Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. (pp. 1 - 16).
Bourke, R., & Loveridge, J. (2018). Students’ voice shifting the gaze from measured learning to the point of learning. In Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. (pp. 143 - 157).
Bourke, R., & Loveridge, J. (2018). Beyond the official language of learning: Teachers engaging with student voice research. In Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. (pp. 159 - 177).
Bourke, R., O'Neill, J., & Loveridge, J. (2018). Children's conceptions of informal and everyday learning. Oxford Review of Education. 44(6), 771-786 Retrieved from https://www.tandfonline.com/doi/full/10.1080/03054985.2018.1450238
Bourke, R., O’Neill, J., & Loveridge, J. (2018). What starts to happen to assessment when teachers learn about their children’s informal learning?. Australian Educational Researcher, 45(1), 33-50
Cameron, M., McLachlan, C., Rawlins, P., & McLaughlin, T. (2018). Assessment of, as and for learning. The challenges of assessment terminology. Early Education, 64, 18-23 https://www.aut.ac.nz/study/study-options/education/research/early-education-journal
Carvalho, L., & Yeoman, P. (2018). Framing learning entanglement in innovative learning spaces: Connecting theory, design, and practice. British Educational Research Journal, 44(6), 1120-1137.
Carvalho, L., Garduño Freeman, C., Kearney, A., Mentis, M., & Martinez-Maldonado, R. (2018). Spaces of inclusion and belonging: The learning imaginaries of doctoral students in a multi-campus and distance university. Australasian Journal of Educational Technology, 34(6), 41-52.
Carvalho, L., & Goodyear, P. (2018). Design, learning networks and service innovation. Design Studies, 55, 27-53. DOI: 10.1016/j.destud.2017.09.003
Carvalho, L., & Saunders, R. (2018). Coding, designing and networking: fostering learning through social connections. Research in Learning Technology, 26: 2006. DOI: http://dx.doi.org/10.25304/rlt.v26.2006
Clarke, L., Aspden, K., & McLaughlin, T. (2018). Teachers’ perspectives on how to support and promote toddlers’ learning during peer conflicts.. The First Years: New Zealand Journal of Infant and Toddler Education. 20, 19-26
Clarke, L., & McLaughlin, T. (2018). Brain development and high quality early learning environments: What do teachers need to know?. Early Education. 64, 12-17 Retrieved from https://www.aut.ac.nz/study/study-options/education/research/early-education-journal
Cochrane, T., & Narayan, V. (2018). Nurturing collaborative networks of mobile learning researchers and practitioners. International Journal of Mobile and Blended Learning. 10(4), 73-92
Cochrane, T., Smart, F., & Narayan, V. (2018). Special issue on mobile mixed reality. Research in Learning Technology. 26
Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic interprofessional health education scenarios using mobile VR. Research in Learning Technology. 26
Cummings, S., McLaughlin, T., & Finch, B. (2018). Examining preadolescent children's engagement in out-of-school literacy and exploring opportunities for supporting literacy development. Australian Journal of Language and Literacy. 41(2), 103-116 Retrieved from https://www.alea.edu.au/resources/australian-journal-of-language-and-literacy-ajll-2/ajll-archive-2011
Fields, A., & Hartnett, M. (2018). Digital fluency in open, flexible and distance learning. Journal of Open, Flexible and Distance Learning, 22(1), 2.
Hartnett, M. (2018). Digital badges - What is the state of play within the New Zealand Higher Education sector? ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders. (pp. 390 - 395).
Hartnett, M., Carvalho, L., Lamond, H., Murray, F., O'Hara, D., & Fields, A. (2018). Inhabiting the multiple places, spaces, and time for learning. Journal of Open, Flexible and Distance Learning. 22(2), 1-9 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/348
Hartnett, M., & Rawlins, P. (2018). Rethinking postgraduate researcher training and development using an innovative blended learning approach. Inception to infinity: Places, spaces and time for learning. (pp. 55 - 57). Palmerston North, New Zealand: Inception to infinity: Places, spaces and time for learning
Holley-Boen, W. (2018). Practising Fiercely: Fulfilment through Stance, Supports and Stamina. A Participatory Narrative Inquiry of Specialist Teachers' Practice in Aotearoa. Kairaranga, 19(2), 9-18.
Holley-Boen, WR., Graham, C., & Harre, P. (2018). Whaikorero akoranga: Voices of teachers as learners. In J. Berman, & J. MacArthur (Eds.) Student Perspectives on School - Informing Inclusive Practice. (pp. 227 - 242). Rotterdam, Netherlands: Brill Sense
Jackson, J., Aspden, K., & Blucher, M. (2018). Play-based learning in an Aotearoa NZ classroom: What are student, parent, teacher and school leader perspectives? SET Research Information for Teachers Special Edition on Play.
Kearney, A. (2018). An interview with the Children's Commissioner, Judge Andrew Becroft. Kairaranga. 19(2), 3-8
Kearney, A., McKay, S., & MacArthur, J. (2018). Supporting teacher agency when planning and implementing inclusive classroom programmes. SET. Research Information for Teachers. 2018(1), 34-41. https://www.nzcer.org.nz/node/60627
Kearney, A., Mentis, M., Carvalho, L., Hartnett, M., & Erueti, B. (2018). ThreadED: A networked learning initiative. Proceedings of the 11th International Conference on Networked Learning. (pp. 318 - 321). 11th International Conference on Networked Learning.
McDowell, N., & Budd, J. (2018). The perspectives of teachers and paraeducators on the relationship between classroom clutter and learning experiences for students with cerebral visual impairment. Journal of Visual Impairment and Blindness. 112(3), 248-260
McLaughlin, T., & Cherrington, S. (2018). Creating a rich curriculum through intentional teaching. Early Childhood Folio. 22(1), 33-38 Retrieved from https://www.nzcer.org.nz/node/60679
McLachlan, C., Cherrington, S., Aspden, K., & McLaughlin, T. (2018). Defining quality in a divided sector: A review of policy and practice in early childhood settings in New Zealand from 2008 to 2018. New Zealand Annual Review of Education. 23, 111-125 Retrieved from https://ojs.victoria.ac.nz/nzaroe/article/view/5319
McLaughlin, T., Duley, L., & Sewell, A. (2018). Using puppets to support children’s prosocial thinking and action: “What would we tell Pig and Frog to do?”. Early Childhood Folio,. 22(2), 20-25 Retrieved from https://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/using-puppets-support-children-s-prosocial-thinking-and
McLaughlin, TW., Snyder, PA., & Algina, J. (2018). Examining young children’s social competence using functional ability profiles. Disability and Rehabilitation. 40(25), 2987-2997
Mentis, M., & Kearney, A. (2018). Equity through individualised and interconnected teacher education. In Teacher Education for Diversity: Conversations from the Global South. (pp. 103 - 120).
Milne, J., & McLaughlin, T. (2018). Examining the teachers’ role in play-based learning: One teachers’ perspective. Set: Research Information for Teachers. 3, 44-50 Retrieved from https://www.nzcer.org.nz/nzcerpress/set/articles/examining-teacher-s-role-play-based-learning-one-teacher-s-perspective
Munoz, J. A., Hernandez, D., Carvalho, L., Thompson, K., Wardak, D., Martinez-Maldonado, R., & Goodyear, P. (2018). 4FAD: A Framework for Mapping the Evolution of Artefacts in the Learning Design Process. Australasian Journal of Educational Technology, 34(2), 16-34. DOI: https://doi.org/10.14742/ajet.3706.
Snyder, P., Hemmeter, ML., McLean, M., Sandall, S., McLaughlin, T., & Algina, J. (2018). Effects of professional development on preschool teachers’ use of embedded instruction practices. Exceptional Children. 84(2), 213-232
Snyder, P., McLaughlin, T., & Bishop, C. (2018). Maximising contextually relevant learning opportunities through embedded instruction.. PA. Snyder, & ML. Hemmeter (Eds.): Division for Early Childhood of the Council for Exceptional Children
Stretton, T., Cochrane, T., & Narayan, V. (2018). Exploring mobile mixed reality in healthcare higher education: A systematic review. Research in Learning Technology. 26
Tyler-Merrick, G., Phillips, J., McLachlan, C., McLaughlin, T., Aspden, K., & Cherington, S. (2018). Early childhood education and care in Aotearoa/New Zealand: History and features. In International Perspectives on Early Childhood Education and Care: Early Childhood Education in the 21st Century. (pp. 127 - 142).
Yeo, L., Riley, T., & Dharan, V. (2018). Banter, belonging, and being unique: Boys’ experiences of acceleration in New Zealand. Australasian Journal of Gifted Education. 27(2), 16-27
2017
Aguayo, C., Cochrane, T., & Narayan, V. (2017). Key themes in mobile learning: Prospects for learner-generated learning through AR and VR. Australasian Journal of Educational Technology. 33(6), 27-40
Arnold, J. (2017). Practice Leader Role in Developing Resource Teachers: Learning and Behaviour Professional Identity Through Induction. Kairaranga. 18(2), 8-21
Aspden, KM. (2017). The complexity of practicum assessment in teacher education: An examination of four New Zealand case studies. Australian Journal of Teacher Education. 42(12), 128-143
Bakoh, N., Intarakamhang, U., & McLaughlin, T. (2017). The research synthesis of relationships between positive psychological capital, self-management and family coping in Thailand.. Social Science Asia. 3, 67-83
Bourke, R. (2017). Untangling optical illusions: The moral dilemmas and ethics in assessment practices for inclusive education. In A. Gajewski (Ed.) Ethics, Equity and Inclusive Education. (pp. 215 - 238). : Emerald Group Publishing
Bourke, R., & Loveridge, J. (2017). Editorial: Educational Research and Why It’s Important. New Zealand Journal of Educational Studies. 52(2), 207-210
Bourke, R., & Loveridge, J. (2017). Exploring Wicked Problems and Challenging Status Quo Thinking Through Educational Research. New Zealand Journal of Educational Studies. 52(1)
Bourke, R., & MacDonald, J. (2017). Reflecting on evaluation practice by considering an educative values-engaged approach: How would it have changed this utilisation-focused evaluation? http://www.nzcer.org.nz/system/files/journals/evaluation-maters/downloads/Evaluation%20Matters_08_MacDonald%20and%20Bourke_prf1.pdf. Evaluation Matters. Retrieved from http://nzcer/
Bourke, R., MacDonald, J., Lucas, M., Williams, J., & Sheerin, M. (2017). Enriching the Wellbeing of Young Adolescents in Secondary School. In J. Berman, & J. MacArthur (Eds.) Student Perspectives on School. Informing Inclusive Practice. (pp. 177 - 196). : Leiden: Brill Sense
Carvalho, L., Goodyear, P., & de Laat, M. (Eds.) (2017). Place-based spaces for networked learning. New York: Routledge.
Carvalho, L., Goodyear, P., & de Laat, M. (2017). Place, space and networked learning. In L. Carvalho, P. Goodyear & de Laat, M. (Eds.), Place-based spaces for networked learning (pp. 1-10). New York: Routledge.
Carvalho, L. (2017). The O in MONA: Reshaping museum spaces. In L. Carvalho, P. Goodyear, & de Laat, M. (Eds.), Place-based spaces for networked learning (pp.144-159). New York: Routledge.
Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Christie, D., Cook, S., . . . Narayan, V.Developing virtual collaborative health team educational environments. ASCILITE 2017 - Conference Proceedings - 34th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education. (pp. 37 - 41).
Drysdale, D., Hartnett, MK., Sewell, A., Gray, D., Kemp, P., & Wood, B. (2017). Measuring farmers’ self-efficacy for managing perennial summer forages. Rural Extension and Innovation Systems Journal. 13(2), 86-95 Retrieved from http://www.apen.org.au/rural-extension-and-innovation-systems-journal
Goodyear, P., Carvalho, L., Hodgson, V. & de Laat, M., (2017). Place-based spaces for Networked Learning: emerging themes. In L. Carvalho, P. Goodyear & de Laat, M. (Eds.), Place-based spaces for networked learning (pp. 242-260). New York: Routledge.
Hartnett, M. (2017). Differences in the digital home lives of young people in New Zealand. British Journal of Educational Technology. 48(2), 642-652
Henwood, R., Wood, BA., Sewell, A., Gray, D., Blair, H., Cranston, L., . . . Morris, S. (2017). Engaging with individuality in agricultural learning: A sociocultural study of innovation in a farmer-scientist community. Rural Extension and Innovation Systems Journal. 13(2), 76-85 Retrieved from http://www.apen.org.au/reis-vol-13-no-2
Holley-Boen, W. (2017). Practising fiercely: fulfilment through stance, supports and stamina: a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand: a thesis presented in partial fulfilment of the requirements for the degree of Ph. D. in Education at Massey University, Albany, Aotearoa New Zealand (Doctoral dissertation, Massey University).
Kearney, AC., Mentis, M., & Holley-Boen, W. (2017). Informal, non-formal, and formal networking: Ensuring autonomy and flexibility for special needs coordinators. New Zealand Journal of Teachers' Work. 14(2), 114-135
Martinez Maldonado, R., Goodyear, P., Carvalho, L., Thompson, K., Hernandez-Leo, D., Dimitriadis, Y., Prieto, L., & Wardak, D. (2017). Supporting collaborative design activity in a multi-user digital design ecology. Computers in Human Behavior, 71, 327-342. DOI: 10.1016/j.chb.2017.01.055
McLaughlin, TW., Aspden, KM., & Clarke, L. (2017). How do teachers support children’s social emotional competence: Strategies for teachers. New Zealand Council for Educational Research: Early Childhood Folio. 21(2), 21-27
McLachlan, C., Smith, J., McLaughlin, T., Ali, A., Conlon, C., Mugridge, O., . . . Foster, S. (2017). Development of Teachers’ Knowledge and Skills in Implementing a Physical Education Curriculum: A New Zealand Early Childhood Intervention Study. International Journal of Early Childhood. 4
Mentis, M., & Kearney, A. (2017). Networked teaching and learning for life-long professional development. In A Companion to Research in Teacher Education. (pp. 253 - 268). 9(2), 211-228
O'Brien, J., Riley, T., & Holley-Boen, WR. (2017). How do interprofessional practice teams work together to identify and provide for gifted students with multiple exceptionalities?. Kairaranga. 17(2), 14-22
Sewell, AM., Hartnett, MK., Gray, DI., Blair, HT., Kemp, PD., Kenyon, PR., . . . Wood, BA. (2017). Using educational theory and research to refine agricultural extension: affordances and barriers for farmers’ learning and practice change. Journal of Agricultural Education and Extension. 23(4), 313-333
Snyder, PA., Bishop, CC., & McLaughlin, TW. (2017). Frameworks for guiding program focus and practices in early intervention. In Handbook of Special Education: Second Edition. (pp. 865 - 881).
Soljan, I., & Holley-Boen, WR. (2017). The Art of Community ... What principles and practices do RTLB need to develop an effective community of practice?. Kairaranga. 18(1), 12-24
Willems, J., Farley, H., Freund, K., Britten, D., Tickner, S., Tucker, S., . . . Nolton, M. (2017). Digital equity: Not just an ‘add on’ but business as usual. ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders. (pp. 565 - 567).