Sarah K Howard
Biographic Data
| ID | 3856047 |
|---|---|
| NAME | Sarah K Howard |
| GIVEN NAMES | Sarah K |
| FAMILY NAME | Howard |
| SIGNATURE | HOWARD S K |
| AFFILIATIONS | University of Wollongong |
| ORCID | 0000-0002-9690-2134 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 111 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Teacher education for artificial intelligence literacy through a self-determination theory perspective
Existing research often isolates professional development from professional learning communities, overlooking their critical connection. This may hinder the scaling and sustainability of professional learning. This study bridges this gap by applying self-determination theory to investigate how need-supportive professional development impacts teachers’ AI literacy, attitudes, anxiety and engagement in online professional learning communities. Usin…
The GenAI divide among university students
The rapid pace of technological change with generative artificial intelligence is accelerating much faster than our capacity to understand and regulate it. Higher education institutions have been firmly focused on the impacts of this innovation on academic integrity while grappling with unknown longer-term impacts on students' academic study and future work. This mixed method study aims to capture student perspectives on their self-reported under…
Preparing preservice teachers to teach with digital technologies
This systematic review responds to the critical need to equip preservice teachers with the competencies to use technologies within an increasingly digital educational landscape. Given the fact that new ways to learn digitally are constantly emerging, new strategies are needed to support future teachers' digital practices in a different context. This replication study builds upon the Synthesis of Qualitative Data (SQD) model, offering an updated s…
Valuable data? Using walkthrough methods to understand the impact of digital reading platforms in Australian primary schools
This paper critically examines the design and impact of two commonly used education platforms for reading, PM eCollection and Epic. Framed by a data justice lens, the study employs a walkthrough methodology to examine the ways each platform (re)configures teaching and learning practice, and more broadly schooling. The study extends the method by engaging three primary school teachers in the walkthrough process embedded in their practice. Findings…
Higher education teachers' digital competencies for a blended future
Welcome to this special issue, focussing on teachers’ digital competencies in Higher Education. The articles in this special issue explore the question of how digital competencies in higher education are conceptualized after the Great Online Transition, during and after the pandemic. A few of the topics addressed in the special issue are: new competency frameworks, the issue of disciplines and artificial intelligence and looks into the future of …
The HeDiCom framework
There is little consensus about the nature of teachers’ digital competencies in Higher Education. Moreover, existing digital competence frameworks have largely been developed for teachers in secondary education. In response to this, the current study focuses on developing and validating a framework of digital competencies for teachers in Higher Education. First, a review was conducted to determine the state of digital competence research regardin…
The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning
In the present study, we tested the common assumption that teachers with more experience consider themselves better prepared for online teaching and learning (OTL). Utilizing the data from a survey of 366 higher-education teachers from Portugal at the beginning of the COVID-19 pandemic in 2020, we performed structural equation modeling to quantify the experience-readiness relationship. The survey contained an assessment of teachers' OTL readiness…
Untangling the Great Online Transition
The Covid-19 pandemic provided a critical opportunity to understand how teachers experienced and perceived online practices, as they transitioned to emergency remote teaching. However, how these experiences relate, and how they should be addressed together to support teachers and schools, remains unclear. Therefore, the main aim of the current study is to examine associations among teachers’ experiences and perceptions of online teaching and lear…
Gender divides in teachers' readiness for online teaching and learning in higher education
During the last years, the “Great Online Transition” has brought to light large variation in teachers' readiness for online teaching and learning (OTL). Drawing from an international sample of 731 higher-education teachers, we examined gender differences in OTL readiness as a source of this variation. Currently, in the field of OTL, better evidence is needed to understand the associated dimensions and effects of gender on teachers’ experiences an…
Rethinking the entwinement between artificial intelligence and human learning
The proliferation of AI in many aspects of human life—from personal leisure, to collaborative professional work, to global policy decisions—poses a sharp question about how to prepare people for an interconnected, fast-changing world which is increasingly becoming saturated with technological devices and agentic machines. What kinds of capabilities do people need in a world infused with AI? How can we conceptualise these capabilities? How can we …
Designing research to inform sustainability and scalability of digital technology innovations
One-size does not fit all
Profiling teachers' readiness for online teaching and learning in higher education
The COVID-19 pandemic has forced a shift to online teaching and learning (OTL) in colleges and universities across the globe, requiring teachers to adapt their teaching in a very short time—independent of whether they were prepared. Drawing from an international sample of N = 739 higher education teachers in 58 countries, the present study sheds light on teachers' readiness for OTL at the time of the pandemic by (a) identifying teacher profiles b…
What to teach? Strategies for developing digital competency in preservice teacher training
Privacy and app use in Australian primary schools
This article identifies the apps that are most frequently used in 148 Australian primary schools and categorises them by their stated treatment of identifiable information. Rather than providing a legal analysis, we use this as evidence of Internet governance insofar as it illuminates the influence of the education sector on the behaviour of technology companies. Teachers' decision-making in the selection of apps is far from uniform, making indiv…
Rescue Archaeology
This volume marks 40 years since the establishment of the charity RESCUE – The British Archaeological Trust, and the publication of their seminal 1974 volume which summarised contemporary challenge
Three cats and a watermelon; summer 1955 and the arrival of the Algerian War in Paris
This article examines the arrival of Algerian War in Paris during the summer of 1955 through particular reference to a small-scale riot which broke out in the Goutte d’Or, an immigrant area in the heart of the city. It suggests that the riot, together with the subsequent, almost unprecedented, police blockade of the area, illustrates the ways that uniquely Parisian circumstances interwove with wider tensions to make this, at once an inner-city ri…
Professional identity creation
Distinguishing between archaeological sheep and goat bones using a single collagen peptide
Professional identity creation
Distinguishing between archaeological sheep and goat bones using a single collagen peptide
Three cats and a watermelon; summer 1955 and the arrival of the Algerian War in Paris
This article examines the arrival of Algerian War in Paris during the summer of 1955 through particular reference to a small-scale riot which broke out in the Goutte d’Or, an immigrant area in the heart of the city. It suggests that the riot, together with the subsequent, almost unprecedented, police blockade of the area, illustrates the ways that uniquely Parisian circumstances interwove with wider tensions to make this, at once an inner-city ri…
Rescue Archaeology
This volume marks 40 years since the establishment of the charity RESCUE – The British Archaeological Trust, and the publication of their seminal 1974 volume which summarised contemporary challenge
Privacy and app use in Australian primary schools
This article identifies the apps that are most frequently used in 148 Australian primary schools and categorises them by their stated treatment of identifiable information. Rather than providing a legal analysis, we use this as evidence of Internet governance insofar as it illuminates the influence of the education sector on the behaviour of technology companies. Teachers' decision-making in the selection of apps is far from uniform, making indiv…
Designing research to inform sustainability and scalability of digital technology innovations
One-size does not fit all
Profiling teachers' readiness for online teaching and learning in higher education
The COVID-19 pandemic has forced a shift to online teaching and learning (OTL) in colleges and universities across the globe, requiring teachers to adapt their teaching in a very short time—independent of whether they were prepared. Drawing from an international sample of N = 739 higher education teachers in 58 countries, the present study sheds light on teachers' readiness for OTL at the time of the pandemic by (a) identifying teacher profiles b…
What to teach? Strategies for developing digital competency in preservice teacher training
Rethinking the entwinement between artificial intelligence and human learning
The proliferation of AI in many aspects of human life—from personal leisure, to collaborative professional work, to global policy decisions—poses a sharp question about how to prepare people for an interconnected, fast-changing world which is increasingly becoming saturated with technological devices and agentic machines. What kinds of capabilities do people need in a world infused with AI? How can we conceptualise these capabilities? How can we …
Valuable data? Using walkthrough methods to understand the impact of digital reading platforms in Australian primary schools
This paper critically examines the design and impact of two commonly used education platforms for reading, PM eCollection and Epic. Framed by a data justice lens, the study employs a walkthrough methodology to examine the ways each platform (re)configures teaching and learning practice, and more broadly schooling. The study extends the method by engaging three primary school teachers in the walkthrough process embedded in their practice. Findings…
Higher education teachers' digital competencies for a blended future
Welcome to this special issue, focussing on teachers’ digital competencies in Higher Education. The articles in this special issue explore the question of how digital competencies in higher education are conceptualized after the Great Online Transition, during and after the pandemic. A few of the topics addressed in the special issue are: new competency frameworks, the issue of disciplines and artificial intelligence and looks into the future of …
The HeDiCom framework
There is little consensus about the nature of teachers’ digital competencies in Higher Education. Moreover, existing digital competence frameworks have largely been developed for teachers in secondary education. In response to this, the current study focuses on developing and validating a framework of digital competencies for teachers in Higher Education. First, a review was conducted to determine the state of digital competence research regardin…
The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning
In the present study, we tested the common assumption that teachers with more experience consider themselves better prepared for online teaching and learning (OTL). Utilizing the data from a survey of 366 higher-education teachers from Portugal at the beginning of the COVID-19 pandemic in 2020, we performed structural equation modeling to quantify the experience-readiness relationship. The survey contained an assessment of teachers' OTL readiness…
Untangling the Great Online Transition
The Covid-19 pandemic provided a critical opportunity to understand how teachers experienced and perceived online practices, as they transitioned to emergency remote teaching. However, how these experiences relate, and how they should be addressed together to support teachers and schools, remains unclear. Therefore, the main aim of the current study is to examine associations among teachers’ experiences and perceptions of online teaching and lear…
Gender divides in teachers' readiness for online teaching and learning in higher education
During the last years, the “Great Online Transition” has brought to light large variation in teachers' readiness for online teaching and learning (OTL). Drawing from an international sample of 731 higher-education teachers, we examined gender differences in OTL readiness as a source of this variation. Currently, in the field of OTL, better evidence is needed to understand the associated dimensions and effects of gender on teachers’ experiences an…
The GenAI divide among university students
The rapid pace of technological change with generative artificial intelligence is accelerating much faster than our capacity to understand and regulate it. Higher education institutions have been firmly focused on the impacts of this innovation on academic integrity while grappling with unknown longer-term impacts on students' academic study and future work. This mixed method study aims to capture student perspectives on their self-reported under…
Preparing preservice teachers to teach with digital technologies
This systematic review responds to the critical need to equip preservice teachers with the competencies to use technologies within an increasingly digital educational landscape. Given the fact that new ways to learn digitally are constantly emerging, new strategies are needed to support future teachers' digital practices in a different context. This replication study builds upon the Synthesis of Qualitative Data (SQD) model, offering an updated s…
Teacher education for artificial intelligence literacy through a self-determination theory perspective
Existing research often isolates professional development from professional learning communities, overlooking their critical connection. This may hinder the scaling and sustainability of professional learning. This study bridges this gap by applying self-determination theory to investigate how need-supportive professional development impacts teachers’ AI literacy, attitudes, anxiety and engagement in online professional learning communities. Usin…
Psychology (13 works) · Computer Science (12 works) · Mathematics education (12 works) · Digital literacy in education (8 works) · Pedagogy (8 works) · Sociology (5 works) · Technology-Enhanced Education Studies (5 works) · Educational Innovations and Technology (4 works) · Medical education (4 works) · Online and Blended Learning (4 works)