A2 Reference list

*Please note that Squarespace does not allow me to format my reference list with a hanging indent.

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). General capabilities (version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Bower, M. (2017). Pedagogy and technology-enhanced learning. In M. Bower (Ed.), Design of technology-enhanced learning: Integrating research and practice (1st ed., pp. 35–64). Emerald Publishing Limited.


Haleem, A., Javaid, M., Qadri, M., & Suman, R. Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(1), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Harasim, L. (2017). Constructivist learning theory. In L. Harasim (Ed.), Learning theory and online technologies (2nd ed., pp. 61–79). Routledge.

Henderson, M., Snyder, I., & Beale, D. (2013). Social media for collaborative learning: A review of school literature. Australian Educational Computing, 28(2), 51–63. https://journal.acce.edu.au/index.php/AEC/article/view/18/PDF

Isik, A. (2018). Use of technology in constructivist approach. Education research and reviews, 13(21), 704–711. 10.5897/ERR2018.3609

Johnson, A. M., Jacovina, M. E., Russell, D. E., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. In S. Crossley & D. McNamara (Eds.), Adaptive educational technologies for literacy instruction (1st ed., pp. 13–29). Routledge.


Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in schools. Journal of Educational Technology and Society, 16(2), 59–68. https://www.jstor.org/stable/jeductechsoci.16.2.59

Ministerial Council on Education, Employment Training and Youth Affairs. (2008). Melbourne declaration on educational goals for young Australians. ACARA. https://www.acara.edu.au/docs/default-source/default-document-library/melbourne_declaration_on_the_educational_goals_for_young_australians_2008.pdf

Newhouse, C.P. (2013). ICT in the Australian Curriculum. In L.H. Wong, C.C. Liu, T. Hirashima, P. Sumedi, & M. Lukman (Eds.), Proceedings of the 21st International Conference on Computers in Education 2013 (pp. 914–919). Uhamka Press.

NSW Education Standards Authority [NESA]. (n.d.). Statement of equity principles. NESA. https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/curriculum-development/syllabus-development/statement-equity-principles

Peters, J., Le Cornu, R., & Collins, J. (2003). Towards constructivist teaching and learning. University of South Australia. https://www.education.sa.gov.au/docs/curriculum/tfel/towards_constructivist_teaching_and_learning.pdf

Sampasa-Kanyinga, H., Hamilton, H. A., Goldfield, G. S., & Chaput, J.-P. (2022). Problem technology use, academic performance, and school connectedness among adolescents. International Journal of Environmental Research and Public Health, 19(4), 1–14. https://doi.org/10.3390/ijerph19042337

Sandberg, G., Kallberg, P., & Hellblom-Thibblin, T. (2022). The use of digital technology for differentiation of teaching in early school years. Nordic Journal of Literacy Research, 8(1), 172–188. https://dx.doi.org/10.23865/njlr.v8.3104

Stanford, P., Crowe, M., & Flice, H. (2010). Differentiating with technology. Teaching exceptional children plus, 6(4), 2–9. https://files.eric.ed.gov/fulltext/EJ907030.pdf

Selwyn, N. (2011). Education and technology: Key issues and debates (2nd ed.). Bloomsbury Publishing Plc.

Smith, B., & MacGregor, J. (1992). What is collaborative learning?. ResearchGate. https://www.researchgate.net/publication/242282475_What_is_Collaborative_Learning

Thomson, S. (2015). Policy insights: Australian students in a digital world. Australian Council for Educational Research. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1002&context=policyinsights


Zajda, J. (2018). Effective constructivist pedagogy for quality learning in schools. Educational Practice and Theory, 40(1), 67–80. https://doi.org/10.7459/ept/40.1.05