Garry Falloon
Biographic Data
| ID | 4685822 |
|---|---|
| NAME | Garry Falloon |
| GIVEN NAMES | Garry |
| FAMILY NAME | Falloon |
| SIGNATURE | FALLOON G |
| AFFILIATIONS | Federation University |
| ORCID | 0000-0002-6369-8771 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Human–machine knowledge building
Increasingly ubiquitous access to Generative Artificial Intelligence (GenAI) presents many challenges, but also opportunities. The fundamental capacity of GenAI to mimic and augment human cognitive functioning, sets it aside from the myriad of previous technological ‘cognitive tool’ innovations that have been promoted as supporting human thinking, problem solving and knowledge construction. Indeed, GenAI has the potential to play a far more subst…
Moving beyond the rhetoric
Coding and computational thinking are being hailed as the new literacy for the twenty-first century, and have become increasingly common in schools world-wide. At the same time, the sector is facing a global shortage of technology teachers, and technology lessons are frequently being delivered by non-specialist teachers. Therefore, some have suggested integrating coding into other curricula as a practical solution for non-specialist teachers to d…
Learning contexts and visions for STEM in schools
STEM education is viewed as being vital for economic prosperity and productivity; and can contribute productively to changing technological, economic, and social demands of the twenty-first Century. However, there is limited consensus on how STEM education is understood and taught, and inadequate discussion around its role in addressing global issues such as climate change, health, poverty, food security, and other STEM-related social concerns. I…
A self-determination theory approach to teacher digital competence development
Teacher Digital Competence (TDC) framework guides policy revision and professional development, empowering teachers for future classrooms by technologies such as artificial intelligence (AI) and metaverse. Falloon (2020) expanded the TPACK framework to include personal-ethic and personal-professional competencies, addressing ethical, safe, and productive functioning in diverse, digital environments for a new TDC framework. The two new sets of per…
Advancing young students’ computational thinking
In recent years, the development of computational thinking (CT) has become integral to many school curricula worldwide. This has been associated with calls for computational thinking to be considered a ‘21St Century’ competency, valuable to all students as a transferable process for solving problems and building understanding of human behaviour and systems. However, while computational thinking is a focus of most secondary school computer science…
Imagined Communities of Chinese International Graduates in Australia and New Zealand
The rapid increase in the number of international graduates seeking employment opportunities in host countries has been accompanied by a corresponding growth in related discourse regarding how international students could successfully benefit from post‐study work visa schemes and whether or not they are ‘career‐ready’ in local job markets. This study focuses on the linguistic capital among international graduates during their study–work transitio…
Twelve years of iPads and apps in schools
Since their release in 2010, iPads and their associated apps have been touted as ‘game changers’ for schools struggling with technology provisioning issues, that limited their ability to fully leverage the educational potential of digital devices on a ‘whole class’ basis. Since then, a variety of schemes have been implemented such as ‘Bring Your Own Device’ (BYOD) and portable ‘device pods’, as systems for improving access to, and utilisation of,…
Understanding the translingual practices among international students in multilingual cities
The impact of global mobility and technology innovations on urban linguistic diversity poses a key challenge to understand how and to what extent international students are immersed in the target language. Such diversity of languages and modes of communication has pointed to a fundamental transformation in the way that international students interact with both online and offline resources. The translingual practices of Chinese international stude…
Shaping science, technology, engineering and mathematics curriculum in Australian schools
Improving young people’s engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations’ economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and …
An Analysis of the Nature of Young Students’ STEM Learning in 3D Technology-Enhanced Makerspaces
Research Findings: This study was undertaken to investigate learning processes and outcomes from using 3D design and printing technologies with children aged 5–8 years, in three schools in a metropolitan city in Australia. Data were collected from five sources (teacher interviews, surveys, journals; student interviews; and iPad screen recordings) and analyzed to identify themes responding to the question: What is the nature of students’ learning …
Children’s views on making and designing
This paper will focus on children’s views on their making and design capabilities. There is a paucity of research investigating learning in makerspaces particularly for younger children. Theoretical ideas based on constructionism (Papert), Vygotsky (socio-constructivism) and Dewey's pragmatic, inquiry based and reflective learning underpin this study. Fourteen group interviews were conducted with 34 young children (five to eight years old). Their…
From digital literacy to digital competence
Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and …
Adoption of innovative e-learning support for teaching
In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting e-learning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall go…
Learning objects and the development of students' key competencies
This paper outlines a study investigating the impact of the use of learning objects on the development of two key competencies from the revised New Zealand Curriculum Framework (Ministry of Education, 2007). It specifically focuses on the key competencies of 'thinking' and 'relating to others', and explores how teachers in an urban intermediate school (year 7 and 8) planned and integrated learning objects into a wider 'community' social studies t…
Learning contexts and visions for STEM in schools
STEM education is viewed as being vital for economic prosperity and productivity; and can contribute productively to changing technological, economic, and social demands of the twenty-first Century. However, there is limited consensus on how STEM education is understood and taught, and inadequate discussion around its role in addressing global issues such as climate change, health, poverty, food security, and other STEM-related social concerns. I…
Learning objects and the development of students' key competencies
This paper outlines a study investigating the impact of the use of learning objects on the development of two key competencies from the revised New Zealand Curriculum Framework (Ministry of Education, 2007). It specifically focuses on the key competencies of 'thinking' and 'relating to others', and explores how teachers in an urban intermediate school (year 7 and 8) planned and integrated learning objects into a wider 'community' social studies t…
Adoption of innovative e-learning support for teaching
In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting e-learning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall go…
Children’s views on making and designing
This paper will focus on children’s views on their making and design capabilities. There is a paucity of research investigating learning in makerspaces particularly for younger children. Theoretical ideas based on constructionism (Papert), Vygotsky (socio-constructivism) and Dewey's pragmatic, inquiry based and reflective learning underpin this study. Fourteen group interviews were conducted with 34 young children (five to eight years old). Their…
From digital literacy to digital competence
Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and …
An Analysis of the Nature of Young Students’ STEM Learning in 3D Technology-Enhanced Makerspaces
Research Findings: This study was undertaken to investigate learning processes and outcomes from using 3D design and printing technologies with children aged 5–8 years, in three schools in a metropolitan city in Australia. Data were collected from five sources (teacher interviews, surveys, journals; student interviews; and iPad screen recordings) and analyzed to identify themes responding to the question: What is the nature of students’ learning …
Shaping science, technology, engineering and mathematics curriculum in Australian schools
Improving young people’s engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations’ economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and …
Twelve years of iPads and apps in schools
Since their release in 2010, iPads and their associated apps have been touted as ‘game changers’ for schools struggling with technology provisioning issues, that limited their ability to fully leverage the educational potential of digital devices on a ‘whole class’ basis. Since then, a variety of schemes have been implemented such as ‘Bring Your Own Device’ (BYOD) and portable ‘device pods’, as systems for improving access to, and utilisation of,…
Understanding the translingual practices among international students in multilingual cities
The impact of global mobility and technology innovations on urban linguistic diversity poses a key challenge to understand how and to what extent international students are immersed in the target language. Such diversity of languages and modes of communication has pointed to a fundamental transformation in the way that international students interact with both online and offline resources. The translingual practices of Chinese international stude…
A self-determination theory approach to teacher digital competence development
Teacher Digital Competence (TDC) framework guides policy revision and professional development, empowering teachers for future classrooms by technologies such as artificial intelligence (AI) and metaverse. Falloon (2020) expanded the TPACK framework to include personal-ethic and personal-professional competencies, addressing ethical, safe, and productive functioning in diverse, digital environments for a new TDC framework. The two new sets of per…
Advancing young students’ computational thinking
In recent years, the development of computational thinking (CT) has become integral to many school curricula worldwide. This has been associated with calls for computational thinking to be considered a ‘21St Century’ competency, valuable to all students as a transferable process for solving problems and building understanding of human behaviour and systems. However, while computational thinking is a focus of most secondary school computer science…
Imagined Communities of Chinese International Graduates in Australia and New Zealand
The rapid increase in the number of international graduates seeking employment opportunities in host countries has been accompanied by a corresponding growth in related discourse regarding how international students could successfully benefit from post‐study work visa schemes and whether or not they are ‘career‐ready’ in local job markets. This study focuses on the linguistic capital among international graduates during their study–work transitio…
Moving beyond the rhetoric
Coding and computational thinking are being hailed as the new literacy for the twenty-first century, and have become increasingly common in schools world-wide. At the same time, the sector is facing a global shortage of technology teachers, and technology lessons are frequently being delivered by non-specialist teachers. Therefore, some have suggested integrating coding into other curricula as a practical solution for non-specialist teachers to d…
Learning contexts and visions for STEM in schools
STEM education is viewed as being vital for economic prosperity and productivity; and can contribute productively to changing technological, economic, and social demands of the twenty-first Century. However, there is limited consensus on how STEM education is understood and taught, and inadequate discussion around its role in addressing global issues such as climate change, health, poverty, food security, and other STEM-related social concerns. I…
Human–machine knowledge building
Increasingly ubiquitous access to Generative Artificial Intelligence (GenAI) presents many challenges, but also opportunities. The fundamental capacity of GenAI to mimic and augment human cognitive functioning, sets it aside from the myriad of previous technological ‘cognitive tool’ innovations that have been promoted as supporting human thinking, problem solving and knowledge construction. Indeed, GenAI has the potential to play a far more subst…
Pedagogy (11 works) · Psychology (11 works) · Mathematics education (9 works) · Computer Science (8 works) · Sociology (8 works) · Curriculum (5 works) · Teaching and Learning Programming (5 works) · Child Development and Digital Technology (3 works) · Political science (3 works) · Digital literacy in education (2 works)