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Apps, Tiffani L. Dr

Lecturer, Educational Technology

  • Faculty of Social Sciences
  • School of Education

Top Publications


Research Overview


    • Children and young people’s digital literacy practices across early years, school, higher education and work place settings.
    • The integration of digital technologies in curriculum, schools and higher education 
    • Digital inclusion/exclusion and transformative pedagogies 
    • The role of self-regulated learning in online and blended learning contexts  

    My research draws on sociological theory to critically engage with issues associated with digital technologies in education and society. My doctoral research employed Bourdieu’s theory of practice to explore inequalities in school students’ digital literacy practices.

    My current research examines young people’s technology practices as they transition into their post-school futures. This work draws on the theory of practice to understand how young people’s technology practices are structured and how these technology practices enable and/or constrain the experiences of transition into further study, work and other everyday life contexts. My other research interests include a critical analysis of popular digital discourses in education and the impact of platforms and data on schools, paying attention to the ways that teachers, students and parents engage with platforms and navigate the associated data.

    The central goal of my research is to connect evidence with teaching practice, policy and curriculum to promote digital inclusion, so that all young people can participate in digital society.   

Selected Publications


  • Journal Article

    Year Title
    2019

    Published In
    The Internet and Higher Education
    Volume
    42
    Pages
    25 - 33
    ISSN
    0742-2342
    2018

    Published In
    Learning, Media and Technology
    Volume
    43
    Pages
    197 - 210
    ISSN
    1743-9884
    2010

    Published In
    British Journal of Educational Technology
    Volume
    41
    Pages
    897 - 908
    ISSN
    0007-1013
  • Chapter

    Year Title
    2019

    Published In
    The Oxford Handbook of Cyberpyschology
    Publisher
    Oxford, England: Oxford University Press
    Pages
    98 - 114
    ISBN
    9780198812746
  • Conference Paper

    Year Title
    2011

    Published In
    Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011
    Pages
    3392 - 3397

Impact Story


Advisees


  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy Examining NSW Primary Students Outcomes of Learning Music in the School Curriculum Rogerson, Claire

Education And Training


  • School of Education, ICT literacy and the digital divide: Understanding primary students' ICT practices and possibilities 2015
  • University of Wollongong, School of Education 2003 - 2006

Top Publications


Research Overview


    • Children and young people’s digital literacy practices across early years, school, higher education and work place settings.
    • The integration of digital technologies in curriculum, schools and higher education 
    • Digital inclusion/exclusion and transformative pedagogies 
    • The role of self-regulated learning in online and blended learning contexts  

    My research draws on sociological theory to critically engage with issues associated with digital technologies in education and society. My doctoral research employed Bourdieu’s theory of practice to explore inequalities in school students’ digital literacy practices.

    My current research examines young people’s technology practices as they transition into their post-school futures. This work draws on the theory of practice to understand how young people’s technology practices are structured and how these technology practices enable and/or constrain the experiences of transition into further study, work and other everyday life contexts. My other research interests include a critical analysis of popular digital discourses in education and the impact of platforms and data on schools, paying attention to the ways that teachers, students and parents engage with platforms and navigate the associated data.

    The central goal of my research is to connect evidence with teaching practice, policy and curriculum to promote digital inclusion, so that all young people can participate in digital society.   

Selected Publications


  • Journal Article

    Year Title
    2019

    Published In
    The Internet and Higher Education
    Volume
    42
    Pages
    25 - 33
    ISSN
    0742-2342
    2018

    Published In
    Learning, Media and Technology
    Volume
    43
    Pages
    197 - 210
    ISSN
    1743-9884
    2010

    Published In
    British Journal of Educational Technology
    Volume
    41
    Pages
    897 - 908
    ISSN
    0007-1013
  • Chapter

    Year Title
    2019

    Published In
    The Oxford Handbook of Cyberpyschology
    Publisher
    Oxford, England: Oxford University Press
    Pages
    98 - 114
    ISBN
    9780198812746
  • Conference Paper

    Year Title
    2011

    Published In
    Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011
    Pages
    3392 - 3397

Impact Story


Advisees


  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy Examining NSW Primary Students Outcomes of Learning Music in the School Curriculum Rogerson, Claire

Education And Training


  • School of Education, ICT literacy and the digital divide: Understanding primary students' ICT practices and possibilities 2015
  • University of Wollongong, School of Education 2003 - 2006
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