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Niki Davis

Personal Statement | ICT Details | Recent Projects | Case Histories | Publications


Personal Statement

Note from the Editor: in 2008 Niki moved to the University of Canterbury, Christchurch, New Zealand.

Within MirandaNet I am working on supporting and developing models of professional development, including wider links across the preparation of teachers in USA and Europe. I am also working strategically with teacher educators supporting change in pre-service teacher education.

Curriculum Vitae
Niki Davis is Director of Iowa State University Center of Technology in Learning where she leads the graduate program in Curriculum and Instructional Technology that is well known for its emphasis in teacher education. She also holds a Chair in ICT in Education at the Institute of Education, University of London, where she is a member of the London Knowledge Lab. Before this she held a chair in Educational Telematics in the University of Exeter in the UK where she set up the Telematics Centre.

Niki has researched information technologies extensively, particularly in teacher education and in flexible and distance learning. She is currently the President of the international Society of Information Technology in Teacher Education and Chair of the International Federation of Information Processing Technical Committee 3 on Education's Working Group on Research. She is also an invited expert of UNESCO on ICT teacher education.

ICT Interests

Leader in the field researching and teaching ICT for teacher education. Started with punch cards way back when. These days I teach on-line, lead scholarship in the area of computers and education. President of the Society of IT in Teacher Education and senior General Editor of the Journal of Information Technology for Teacher Education.

Recent Projects

My MirandaNet/Think project "Distance learning" is aims to integrate with my courses for masters and doctoral students in ISU and the IOE: "Principles and practices of distance learning". This case based teaching includes Think, encouraging these teachers to work it into their classroom practice and/or professional development. In summer 2001 I hope to teach a collaborative mix of graduate students/teachers studying in both London and Iowa, USA.

Case Histories

Abstract
Views on the educational and social potential of new technologies are peppered with cyber-utopias and cyber-dystopias, but research evidence is hard to pin down. My contribution will pull multiple perspectives from a collection of reviews of research from around the world to synthesize a view for today's information society. Threads will include the ways in which information technology appears to enhance traditional education; and new modes of 'distance' education made possible with communication technologies; and the preparation of teachers to use information technology effectively. These will be woven across the phases of education and extended into education that reaches into the community to serve social and economic purposes. Perspectives will be interpreted using a variety of educational theories, curricula and change frameworks. We will see enormous challenges of research in the complex and rapidly changing contexts of education where new generations of information technology continue to permeate and influence new generations of learners and those who support them. Old issues also reemerge, including that of social justice and equity. The contribution will end with a call to increase systematic and purposeful research and its dissemination, including the identification of pressing questions for our information society in technology-rich and technology-poor communities of our world.

Publications

Davis, N.E. (2001) The Virtual Community of Teachers: ‘power stations’ for learners nationwide? In M. Leask (Ed.) Using information and communication technologies in schools: key issues. London: Routledge.

Davis NE (2000) Section Editor. Telecomm: Preservice applications. In D.A. Willis, J.D. Price & J. Willis (Eds.) Proceedings of SITE 2000. San Diego, Ca: February 2000. pp 2248 - 2250.

Davis NE, Hawkes M., Heineke W. & Veen W. (2000) Evaluating educational technology: an invited SITE panel. In D.A. Willis, J.D. Price & J. Willis (Eds.) Proceedings of SITE 2000. San Diego, Ca: February 2000. pp 2497 – 2513.

Davis NE, Laferriere T., Somekh B., Veen W. & Willis J. (2000) Developing and researching the international dimension in teacher education and technology. In D.A. Willis, J.D. Price & J. Willis (Eds.) Proceedings of SITE 2000. San Diego, Ca: February 2000. pp 860 – 865.

Davis NE (2000) Teacher education in the information age. Proceedings of IFUT conference ‘Towards 2010 – teacher education in Ireland over the next decade. Dublin, Ireland: Irish Federation of University Teachers (IFUT).

Davis N.E. (1999) The globalization of education through teacher education with technologies: A view informed by research. Educational Technology Review, Autumn/Winter, 12, 8-12.

Books:
Trend R.D., Davis N.E. and Loveless A. (1998) Information and Communications Technology. In Letts QTS series. London: Letts.

Somekh B. and Davis N.E. (Eds.) (1997) Using IT effectively in teaching and learning: studies in pre-service and in-service teacher education. Routledge: London and New York.

Boucher A., Davis N.E., Dillon P. Hobbs P. and Tearle P. (1997) Information Technology Assisted Teaching and Learning in Higher Education. HEFCE Research Series. Bristol: Higher Education Funding Council for England. 150 pp

Davis NE (Ed.) (1995) Telecommunications and teacher education. Special edition of the Journal of Information Technology and Teacher Education. 4, 2. Triangle Press. 158 pp http://www.traingle.co.uk/jit

My JITTE Editorials are also available on the web at the Triangle web site.


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