Beckman, Karley Dr

Member Of

• The European Association for Research on Learning and 2019 -
• Australian Association for Research in Education 2015 -

Selected Publications

• Journal Article

  Year	Title
  2020	Engaging with Bourdieu’s theory of practice: an empirical tool for exploring school students’ technology practice Published In Technology, Pedagogy and Education
  2020	Reproduction and transformation of students’ technology practice: The tale of two distinctive secondary student cases Published In British Journal of Educational Technology
  2020	Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting Published In Studies in Higher Education
  2020	The role of social cues in supporting students to overcome challenges in online multi-stage assignments Published In The Internet and Higher Education
  2019	Engaging with Bourdieu’s theory of practice: an empirical tool for exploring school students’ technology practice Published In Technology, Pedagogy and Education
  2019	Reproduction and transformation of students’ technology practice: The tale of two distinctive secondary student cases Published In British Journal of Educational Technology
  2019	Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting Published In Studies in Higher Education
  2019	The role of social cues in supporting students to overcome challenges in online multi-stage assignments Published In The Internet and Higher Education
  2018	Conceptualising technology practice in education using Bourdieu’s sociology Published In Learning, Media and Technology
  2014	Understanding students' use and value of technology for learning Published In Learning, Media and Technology

• Chapter

  Year	Title
  2020	The Myth of the Digital Native and What It Means for Higher Education Published In The Oxford Handbook of Cyberpyschology Publisher Oxford, England
  2020	Challenges with Designing Online Assessment to Support Student Task Understanding Published In Re-imagining University Assessment in a Digital World Publisher Switzerland
  2019	The Myth of the Digital Native and What It Means for Higher Education Published In The Oxford Handbook of Cyberpyschology Publisher Oxford, England
  2018	The Myth of the Digital Native and What It Means for Higher Education Published In The Oxford Handbook of Cyberpsychology Publisher Oxford University Press

• Conference Paper

  Year	Title
  2014	Reconceptualizing technology as a social tool: A secondary school student case study Published In EdMedia World Conference on Educational Media and Technology 2014

Other Research Activities

• Australian Research Council Centre of Excellence for the Digital Child Associate Investigator 2021 -
• Future Makers Global Challenges Keystone Project Investigator 2019 - 2021
• Exploring young people’s digital futures through the transition from school to post school contexts Cheif investigator 2019 - 2020

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)	Student Digital Literacy and post-university transition: Control, Alt, Delete	Cook, Henry
  Doctor of Philosophy (Integrated)	Changing Attitudes to the Utilisation of ICT as a Tool for the Development and Expansion of Literacy Skills	Hilder, Sarah

Reviewer Of

• British Journal of Educational Technology  (Journal)
• Computers and Education  (Journal)

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

Orcid Id

• http://orcid.org/0000-0002-3435-5083 (confirmed)

Top Publications

Year	Title
2019	Reproduction and transformation of students’ technology practice: The tale of two distinctive secondary student cases Published in   British Journal of Educational Technology
2019	The role of social cues in supporting students to overcome challenges in online multi-stage assignments Published in   The Internet and Higher Education
2018	Conceptualising technology practice in education using Bourdieu’s sociology Published in   Learning, Media and Technology
2014	Reconceptualizing technology as a social tool: A secondary school student case study
2014	Understanding students' use and value of technology for learning Published in   Learning, Media and Technology

Research Areas

• 130299 - CURRICULUM AND PEDAGOGY NOT ELSEWHERE CLASSIFIED
• 130306 - EDUCATIONAL TECHNOLOGY AND COMPUTING

Research Overview

• Karley’s body of research, undertaken with colleagues both locally and internationally, involves a number of projects that explores children, young people and adult learners’ digital technology practice. This includes research:

  • Critical analysis of the uses of social media and learning applications and platforms within schools. This research uses a socio-technical lens to explore children, young people, families, teachers and principal’s understanding of data in these digital practices, specifically investigating issues of power, structure and agency.
  • Children and young people’s digital technology practice across school and their everyday lives. Bourdieu. Drawing on sociological theories to critically engage with issues associated with digital literacy and digital inequalities. This body of work included a study of secondary school students’ digital literacy and technology practices as they transition into post-school contexts. This project was awarded a Faculty of Social Sciences Early Career Researcher Grant (2019-2020).
  • Students and educators’ uses of digital technologies through their engagement with Makerspaces and STEM education. As part of the Future Makers Global Challenges Keystone Project (2019-2021), this research explores aspects of digital literacy development, engagement in STEM learning and developing supportive pathways into future STEM learning and careers.
  • University students’ technology practices and engagement in online learning and the role of self-regulation in online and blended learning contexts.

   

  Central to Karley’s body of research is a sociological framing to critically engage with issues of digital inequality, digital literacy and the use of digital data in schools toward developing a theoretically informed understanding of the place of technology in people’s lives. Through her work as an Associate Investigator in the Australian Research Council Centre of Excellence for the Digital Child, Karley’s body of research will continue to investigate datafication and data literacy associated with children and young people’s digital practice as well as how families and schools may support and shape these practices.  Karley’s research endeavours to protect children’s digital rights and empower children and young people in their digital technology practices in a rapidly changing world.

Member Of

• The European Association for Research on Learning and 2019 -
• Australian Association for Research in Education 2015 -

Selected Publications

• Journal Article

  Year	Title
  2020	Engaging with Bourdieu’s theory of practice: an empirical tool for exploring school students’ technology practice Published In Technology, Pedagogy and Education
  2020	Reproduction and transformation of students’ technology practice: The tale of two distinctive secondary student cases Published In British Journal of Educational Technology
  2020	Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting Published In Studies in Higher Education
  2020	The role of social cues in supporting students to overcome challenges in online multi-stage assignments Published In The Internet and Higher Education
  2019	Engaging with Bourdieu’s theory of practice: an empirical tool for exploring school students’ technology practice Published In Technology, Pedagogy and Education
  2019	Reproduction and transformation of students’ technology practice: The tale of two distinctive secondary student cases Published In British Journal of Educational Technology
  2019	Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting Published In Studies in Higher Education
  2019	The role of social cues in supporting students to overcome challenges in online multi-stage assignments Published In The Internet and Higher Education
  2018	Conceptualising technology practice in education using Bourdieu’s sociology Published In Learning, Media and Technology
  2014	Understanding students' use and value of technology for learning Published In Learning, Media and Technology

• Chapter

  Year	Title
  2020	The Myth of the Digital Native and What It Means for Higher Education Published In The Oxford Handbook of Cyberpyschology Publisher Oxford, England
  2020	Challenges with Designing Online Assessment to Support Student Task Understanding Published In Re-imagining University Assessment in a Digital World Publisher Switzerland
  2019	The Myth of the Digital Native and What It Means for Higher Education Published In The Oxford Handbook of Cyberpyschology Publisher Oxford, England
  2018	The Myth of the Digital Native and What It Means for Higher Education Published In The Oxford Handbook of Cyberpsychology Publisher Oxford University Press

• Conference Paper

  Year	Title
  2014	Reconceptualizing technology as a social tool: A secondary school student case study Published In EdMedia World Conference on Educational Media and Technology 2014

Other Research Activities

• Australian Research Council Centre of Excellence for the Digital Child Associate Investigator 2021 -
• Future Makers Global Challenges Keystone Project Investigator 2019 - 2021
• Exploring young people’s digital futures through the transition from school to post school contexts Cheif investigator 2019 - 2020

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)	Student Digital Literacy and post-university transition: Control, Alt, Delete	Cook, Henry
  Doctor of Philosophy (Integrated)	Changing Attitudes to the Utilisation of ICT as a Tool for the Development and Expansion of Literacy Skills	Hilder, Sarah

Reviewer Of

• British Journal of Educational Technology  (Journal)
• Computers and Education  (Journal)

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

Orcid Id

• http://orcid.org/0000-0002-3435-5083 (confirmed)