Phillip Towndrow - Academia.edu (original) (raw)

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Papers by Phillip Towndrow

Research paper thumbnail of Setting expectations for educational innovations

Journal of Educational ChangeJournal of Educational Change, 11, 425-255, 2010

This paper considers the problematic enactment of instructional innovations. We examine how diffe... more This paper considers the problematic enactment of instructional innovations. We examine how different interpretations of “success” might be explained within a frame of reference that confronts the complexities of and uncovers the contingencies relating to educational policy implementation in schools. Based on the detailed description and comparison of three different educational innovations developed and implemented in the same educational context—Singapore—we show how the intricate and delicate interrelationships that exist within and across adopters, innovators and environments (Cohen and Ball 2007) influence what might be reasonably expected and achieved from specific innovation initiatives. By doing so, we hope not only to test Cohen and Ball’s framework and conjectures but also lay the groundwork for future comparative work on innovation design and evaluation, moving the research agenda forward by critically examining reasonable expectations for educational innovation

Research paper thumbnail of Towards the ‘informed use’ of information and communication technology in education: a response to Adams’ ‘PowerPoint, habits of mind, and classroom culture’

Journal of Curriculum Studies, 2007

... Review of the Research Literature on the Use of Managed learning Envioronments and VirtualLea... more ... Review of the Research Literature on the Use of Managed learning Envioronments and VirtualLearning Environments in Education ... Growing up Digital: The Rise of the Net Generation, New York: McGraw‐Hill. ... “The fellowship of the microchip: global technologies as evocative ...

Research paper thumbnail of Curriculum mapping for pedagogical change? Case studies from Asia

Research paper thumbnail of Making the right decisions: leadership in 1‐to‐1 computing in education

International Journal of Educational Management, 2013

Research paper thumbnail of Squaring Literacy Assessment With Multimodal Design: An Analytic Case for Semiotic Awareness

Over the past few decades, there has been a marked shift away from conceptualizing literacy as a... more Over the past few decades, there has been a marked shift away from conceptualizing
literacy as a functional skill set toward its recognition, particularly for children and
youth, as a social achievement that is buttressed, in part, by access to digital tools
and new media. Yet, beyond the mere consumption of multimedia and the mundane
assemblage of words, images, and other resources, we ask, “What does a successful
multimedia literacy performance look like and how might ‘designful’ multimedia
thinking and composition be taught, learned, and assessed?” In addressing these
issues, we present a fine-grained description and analysis of the work of a 13-year-old
Singaporean named “Jeremy,” who produced a personal digital story of considerable
theoretical and practical interest to us as researchers and new literacy scholars.
Building on prior research in the field of multiliteracies, we argue that educators (and
students) must cultivate their own senses of “semiotic awareness” before meaningful
assessment of children’s multimodal design work can be conceived or implemented.
We also sketch a preliminary approach to assessing multimodal literacies and explicate
a range of interconnected representational possibilities that we expect will prompt
a timely and urgent reconsideration of multimodal meaning design in school settings.

Research paper thumbnail of Setting expectations for educational innovations

Journal of Educational ChangeJournal of Educational Change, 11, 425-255, 2010

This paper considers the problematic enactment of instructional innovations. We examine how diffe... more This paper considers the problematic enactment of instructional innovations. We examine how different interpretations of “success” might be explained within a frame of reference that confronts the complexities of and uncovers the contingencies relating to educational policy implementation in schools. Based on the detailed description and comparison of three different educational innovations developed and implemented in the same educational context—Singapore—we show how the intricate and delicate interrelationships that exist within and across adopters, innovators and environments (Cohen and Ball 2007) influence what might be reasonably expected and achieved from specific innovation initiatives. By doing so, we hope not only to test Cohen and Ball’s framework and conjectures but also lay the groundwork for future comparative work on innovation design and evaluation, moving the research agenda forward by critically examining reasonable expectations for educational innovation

Research paper thumbnail of Towards the ‘informed use’ of information and communication technology in education: a response to Adams’ ‘PowerPoint, habits of mind, and classroom culture’

Journal of Curriculum Studies, 2007

... Review of the Research Literature on the Use of Managed learning Envioronments and VirtualLea... more ... Review of the Research Literature on the Use of Managed learning Envioronments and VirtualLearning Environments in Education ... Growing up Digital: The Rise of the Net Generation, New York: McGraw‐Hill. ... “The fellowship of the microchip: global technologies as evocative ...

Research paper thumbnail of Curriculum mapping for pedagogical change? Case studies from Asia

Research paper thumbnail of Making the right decisions: leadership in 1‐to‐1 computing in education

International Journal of Educational Management, 2013

Research paper thumbnail of Squaring Literacy Assessment With Multimodal Design: An Analytic Case for Semiotic Awareness

Over the past few decades, there has been a marked shift away from conceptualizing literacy as a... more Over the past few decades, there has been a marked shift away from conceptualizing
literacy as a functional skill set toward its recognition, particularly for children and
youth, as a social achievement that is buttressed, in part, by access to digital tools
and new media. Yet, beyond the mere consumption of multimedia and the mundane
assemblage of words, images, and other resources, we ask, “What does a successful
multimedia literacy performance look like and how might ‘designful’ multimedia
thinking and composition be taught, learned, and assessed?” In addressing these
issues, we present a fine-grained description and analysis of the work of a 13-year-old
Singaporean named “Jeremy,” who produced a personal digital story of considerable
theoretical and practical interest to us as researchers and new literacy scholars.
Building on prior research in the field of multiliteracies, we argue that educators (and
students) must cultivate their own senses of “semiotic awareness” before meaningful
assessment of children’s multimodal design work can be conceived or implemented.
We also sketch a preliminary approach to assessing multimodal literacies and explicate
a range of interconnected representational possibilities that we expect will prompt
a timely and urgent reconsideration of multimodal meaning design in school settings.

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