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Beckman, Karley Dr

Lecturer in Digital Technologies for Learning

  • Faculty of the Arts, Social Sciences and Humanities - School of Education
  • Dean's Scholar Coordinator (School of Education) - School of Education

Overview


Karley Beckman is a researcher and teacher educator in educational technology in the School of Education. Karley’s area of expertise is in digital technologies and education. Her body of research explores children, young people and adult learners’ technology practice and implications for learning. Central to Karley’s body of research is a sociological framing to critically engage with issues of digital inequality, digital literacy and toward developing a theoretically informed understanding of the place of technology in people’s lives.

 

Karley has extensive experience in education, particularly in teaching about educational technologies in pre-service teacher education and postgraduate education programs.

Top Publications


Research Overview


  • Karley Beckman is a researcher and teacher educator in educational technology in the School of Education. Karley’s area of expertise is in digital technologies and education. Her body of research explores children, young people and adult learners’ technology practice and implications for learning. Her doctoral research investigated high school students’ technology practices with particular interest in understanding how young people engage with technologies across their everyday lives and educational contexts. Central to Karley’s body of research is a sociological framing to critically engage with issues of digital inequality, digital literacy and toward developing a theoretically informed understanding of the place of technology in people’s lives.

    Her current research, undertaken with colleagues both locally and internationally, involves a number of projects that explore aspects of technology practice in young people’s lives as they transition from high school into a range of post-school contexts; and projects exploring higher education students’ engagement in online learning.

    One current focus of Beckman’s research is higher education student’s approaches to learning online. This body of research spans a number of research projects and collaborations with researchers across Australian universities, exploring aspects such as self-regulated learning and approach to engaging in online learning environments, including blended and wholly online.

    A shift to online forms of learning has been evidenced across all education sectors including universities world-wide over the past two decades. As a result of the current global pandemic we have seen a rapid move to online forms of teaching and learning, thus making this work highly relevant. While, online learning has been touted as a form of learning that allows for flexibility as it collapses time and space, research findings demonstrate that online forms of learning place more burden on students to manage their learning. As outlined in Beckman’s recent publications (Beckman, et al., 2019, Apps, et al., 2019), student’s varied circumstances and self-regulation skills influence their practices in online learning and ability to manage their learning.

    The key drive of this research is to better understand student experiences, which are often invisible to educators in an online learning environment. The aim of this body of research is to better inform online teaching and learning that supports students to manage their learning and is cognisant and responsive to student approaches in online learning environments. Additionally, the research findings have also provided practical implications for students to develop self-awareness of their practices and the development of self-regulation skills.

    Other research interests include pre-service teachers and teacher’s digital literacy and learning design with digital technology, particularly the ways teachers can design learning to address digital inequality; the role of self-regulation in online learning environments in higher education; the use of social media in schools for communications with community; and sociology of education and technology.

Available as Research Supervisor

Selected Publications


  • Journal Article

    Year Title
    2019

    Published In
    Technology, Pedagogy and Education
    2019

    Published In
    British Journal of Educational Technology
    2019

    Published In
    Studies in Higher Education
    2019

    Published In
    The Internet and Higher Education
    2018

    Published In
    Learning, Media and Technology
    2014

    Published In
    Learning, Media and Technology
  • Chapter

    Year Title
    2020

    Published In
    Re-imagining University Assessment in a Digital World
    Publisher
    Switzerland
    2019

    Published In
    The Oxford Handbook of Cyberpyschology
    Publisher
    Oxford, England
  • Conference Paper

    Year Title
    2014

    Published In
    EdMedia World Conference on Educational Media and Technology 2014

Impact Story


Available as Research Supervisor

Potential Supervision Topics


    • Pre-service teachers or teacher’s digital literacy and learning design with digital technology
    • Young people’s experiences with technology inside and outside formal education settings
    • Higher education student's engagement in online learning
    • Higher education student's self-regulation in online learning
    • Datafication of schools and schooling

Advisees


  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy (Integrated) Digital Literacy and Learning Practices: Observation, Intention, Interaction, Analytics and Action Cook, Henry

Education And Training


  • Doctor of Philosophy, School of Education, Secondary school students' technology practices in their everyday lives and at school 2015
  • B.E., Faculty of Education 2003 - 2006

Teaching Overview


  • Karley is a lecturer in the School of Education at the University of Wollongong. Informed by her work as a primary school teacher, research and professional relationships with primary schools, she teaches mainly in the area of educational technologies in pre-service teacher education. She has taught in the Masters of Education, Masters of Teaching, Bachelor of Primary Education, and Bachelor of Physical and Health Education programs, in the following subjects areas:
    • Educational technology for teaching and learning 

    • Educational psychology 

    • Curriculum and pedagogy.

Keywords


  • Education; educational technology; sociology of education; online learning; self-regulated learning; theory of practice

Top Publications


Research Overview


  • Karley Beckman is a researcher and teacher educator in educational technology in the School of Education. Karley’s area of expertise is in digital technologies and education. Her body of research explores children, young people and adult learners’ technology practice and implications for learning. Her doctoral research investigated high school students’ technology practices with particular interest in understanding how young people engage with technologies across their everyday lives and educational contexts. Central to Karley’s body of research is a sociological framing to critically engage with issues of digital inequality, digital literacy and toward developing a theoretically informed understanding of the place of technology in people’s lives.

    Her current research, undertaken with colleagues both locally and internationally, involves a number of projects that explore aspects of technology practice in young people’s lives as they transition from high school into a range of post-school contexts; and projects exploring higher education students’ engagement in online learning.

    One current focus of Beckman’s research is higher education student’s approaches to learning online. This body of research spans a number of research projects and collaborations with researchers across Australian universities, exploring aspects such as self-regulated learning and approach to engaging in online learning environments, including blended and wholly online.

    A shift to online forms of learning has been evidenced across all education sectors including universities world-wide over the past two decades. As a result of the current global pandemic we have seen a rapid move to online forms of teaching and learning, thus making this work highly relevant. While, online learning has been touted as a form of learning that allows for flexibility as it collapses time and space, research findings demonstrate that online forms of learning place more burden on students to manage their learning. As outlined in Beckman’s recent publications (Beckman, et al., 2019, Apps, et al., 2019), student’s varied circumstances and self-regulation skills influence their practices in online learning and ability to manage their learning.

    The key drive of this research is to better understand student experiences, which are often invisible to educators in an online learning environment. The aim of this body of research is to better inform online teaching and learning that supports students to manage their learning and is cognisant and responsive to student approaches in online learning environments. Additionally, the research findings have also provided practical implications for students to develop self-awareness of their practices and the development of self-regulation skills.

    Other research interests include pre-service teachers and teacher’s digital literacy and learning design with digital technology, particularly the ways teachers can design learning to address digital inequality; the role of self-regulation in online learning environments in higher education; the use of social media in schools for communications with community; and sociology of education and technology.

Selected Publications


  • Journal Article

    Year Title
    2019

    Published In
    Technology, Pedagogy and Education
    2019

    Published In
    British Journal of Educational Technology
    2019

    Published In
    Studies in Higher Education
    2019

    Published In
    The Internet and Higher Education
    2018

    Published In
    Learning, Media and Technology
    2014

    Published In
    Learning, Media and Technology
  • Chapter

    Year Title
    2020

    Published In
    Re-imagining University Assessment in a Digital World
    Publisher
    Switzerland
    2019

    Published In
    The Oxford Handbook of Cyberpyschology
    Publisher
    Oxford, England
  • Conference Paper

    Year Title
    2014

    Published In
    EdMedia World Conference on Educational Media and Technology 2014

Impact Story


Potential Supervision Topics


    • Pre-service teachers or teacher’s digital literacy and learning design with digital technology
    • Young people’s experiences with technology inside and outside formal education settings
    • Higher education student's engagement in online learning
    • Higher education student's self-regulation in online learning
    • Datafication of schools and schooling

Advisees


  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy (Integrated) Digital Literacy and Learning Practices: Observation, Intention, Interaction, Analytics and Action Cook, Henry

Education And Training


  • Doctor of Philosophy, School of Education, Secondary school students' technology practices in their everyday lives and at school 2015
  • B.E., Faculty of Education 2003 - 2006

Teaching Overview


  • Karley is a lecturer in the School of Education at the University of Wollongong. Informed by her work as a primary school teacher, research and professional relationships with primary schools, she teaches mainly in the area of educational technologies in pre-service teacher education. She has taught in the Masters of Education, Masters of Teaching, Bachelor of Primary Education, and Bachelor of Physical and Health Education programs, in the following subjects areas:
    • Educational technology for teaching and learning 

    • Educational psychology 

    • Curriculum and pedagogy.

Keywords


  • Education; educational technology; sociology of education; online learning; self-regulated learning; theory of practice
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