Sarah Prestridge
Biographic Data
| ID | 6511284 |
|---|---|
| NAME | Sarah Prestridge |
| GIVEN NAMES | Sarah |
| FAMILY NAME | Prestridge |
| SIGNATURE | PRESTRIDGE S |
| AFFILIATIONS | Griffith University |
| ORCID | 0000-0002-7873-1538 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Beyond access alone
In this issue, the six contributions collectively suggest that the central challenge for distance education is expanding from access to sustained engagement. For much of its history, distance educa...
Unpacking the digital competence challenge in vocational education
The rapid advancement of technology in the workplace requires workers to be highly skilled in the industry. However, many vocational educators, who are essential in preparing graduates for these roles, exhibit low levels of digital competence. This deficiency impacts students' competence in technology in their future careers. Therefore, this study aims to identify the factors contributing to vocational educators' low level of digital competence. …
Preparing pre-service teachers to teach with information technology
Research, primarily from pre-service teachers’ perspectives, has found that teacher education programmes are not providing adequate preparation for constructivist pedagogy using information technology. This subject is pronounced in Ghana’s teacher education programmes, where local research that investigates knowledge patterns in technology training methods and competencies pre-service teachers mainly acquire is also scarce. In addressing this gap…
Mastering the writing game
This paper provides insights for early career researchers and supervisors on constructing a journal article. Strategies are provided for each section of the journal article with reference to elements that early career researchers generally do well and ways they can strengthen their writing. This paper also gives strategies for building and maintaining resilience as academic authors and uses the analogy of game play to explore the publication proc…
Self-Efficacy in a 3-Dimensional Virtual Reality Classroom—Initial Teacher Education Students’ Experiences
This study explores initial teacher education (ITE) university students’ experiences of work-integrated-learning (WiL) placements in a virtual reality environment. The COVID-19 pandemic was the catalyst for this study when schools around the world were inaccessible to ITE students. Undertaking WiL, which is typically a mandated component of ITE programs, became challenging, if not impossible. In this uncertain environment and the broader context …
International insights about a holistic model of teaching competence for a digital era
This paper qualitative examines a holistic framework for teaching in the digital era. The examination is based on teachers’ perspectives of their career, that is, what core features can be said to characterise teacher’s practice, across contexts, cultures and subjects. Semi-structured interviews of expert teachers, specifically from Australia, Europe and the Latin-America, are the main data source. The design process sought to examine teachers’ a…
New alignments for the digital age
The interplay of five elements of influence on educators’ PLN actions
Categorising teachers’ use of social media for their professional learning
Continuing Professional Development and teachers’ perceptions and practices - A tenable relationship
Research on the impacts of Continuing Professional Development (CPD) on perceptions and practices has been conducted separately. This study attempts to investigate a relationship between the involvement of CPD and the alignment of teachers’ perceptions and practices about effective English teaching to draw a critical link between the relationship and the alignment. This study involved 6 teachers of English as a Second Language in Indonesia. Quali…
A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies
Preparing beginning teachers for technology integration in education
The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, …
ICT professional development for teachers in online forums
A networked learning community approach to sustain teacher ICT professional development
This paper explores the process of collaboratively creating a networked learning community of practising teachers to support information and communication technology (ICT) professional development. The paper reports on one aspect of a continuing ARC funded Linkage project that is concerned with models of teacher ICT professional development that result in multiliterate classroom outcomes. The industry partner for the project is the Suncoast Cyber…
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A networked learning community approach to sustain teacher ICT professional development
This paper explores the process of collaboratively creating a networked learning community of practising teachers to support information and communication technology (ICT) professional development. The paper reports on one aspect of a continuing ARC funded Linkage project that is concerned with models of teacher ICT professional development that result in multiliterate classroom outcomes. The industry partner for the project is the Suncoast Cyber…
ICT professional development for teachers in online forums
Preparing beginning teachers for technology integration in education
The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, …
A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies
Categorising teachers’ use of social media for their professional learning
Continuing Professional Development and teachers’ perceptions and practices - A tenable relationship
Research on the impacts of Continuing Professional Development (CPD) on perceptions and practices has been conducted separately. This study attempts to investigate a relationship between the involvement of CPD and the alignment of teachers’ perceptions and practices about effective English teaching to draw a critical link between the relationship and the alignment. This study involved 6 teachers of English as a Second Language in Indonesia. Quali…
The interplay of five elements of influence on educators’ PLN actions
New alignments for the digital age
Self-Efficacy in a 3-Dimensional Virtual Reality Classroom—Initial Teacher Education Students’ Experiences
This study explores initial teacher education (ITE) university students’ experiences of work-integrated-learning (WiL) placements in a virtual reality environment. The COVID-19 pandemic was the catalyst for this study when schools around the world were inaccessible to ITE students. Undertaking WiL, which is typically a mandated component of ITE programs, became challenging, if not impossible. In this uncertain environment and the broader context …
International insights about a holistic model of teaching competence for a digital era
This paper qualitative examines a holistic framework for teaching in the digital era. The examination is based on teachers’ perspectives of their career, that is, what core features can be said to characterise teacher’s practice, across contexts, cultures and subjects. Semi-structured interviews of expert teachers, specifically from Australia, Europe and the Latin-America, are the main data source. The design process sought to examine teachers’ a…
Mastering the writing game
This paper provides insights for early career researchers and supervisors on constructing a journal article. Strategies are provided for each section of the journal article with reference to elements that early career researchers generally do well and ways they can strengthen their writing. This paper also gives strategies for building and maintaining resilience as academic authors and uses the analogy of game play to explore the publication proc…
Preparing pre-service teachers to teach with information technology
Research, primarily from pre-service teachers’ perspectives, has found that teacher education programmes are not providing adequate preparation for constructivist pedagogy using information technology. This subject is pronounced in Ghana’s teacher education programmes, where local research that investigates knowledge patterns in technology training methods and competencies pre-service teachers mainly acquire is also scarce. In addressing this gap…
Unpacking the digital competence challenge in vocational education
The rapid advancement of technology in the workplace requires workers to be highly skilled in the industry. However, many vocational educators, who are essential in preparing graduates for these roles, exhibit low levels of digital competence. This deficiency impacts students' competence in technology in their future careers. Therefore, this study aims to identify the factors contributing to vocational educators' low level of digital competence. …
Beyond access alone
In this issue, the six contributions collectively suggest that the central challenge for distance education is expanding from access to sustained engagement. For much of its history, distance educa...
Pedagogy (13 works) · Psychology (12 works) · Computer Science (10 works) · Sociology (10 works) · Mathematics education (8 works) · Online and Blended Learning (7 works) · Professional development (6 works) · Educational technology (5 works) · Education and Technology Integration (4 works) · Innovative Teaching and Learning Methods (4 works)