Dr. Keith Johnston
Assistant Professor, Education
Biography
My research has been focused on understanding and critiquing how technology and digital learning has been positioned in the wider eco system of education and education systems both in Ireland and internationally: how technology interacts with the system and with the key actors (such as teachers, students and school leaders) within it. It has focused on both the policy and practice of technology in schools and in learning settings generally, seeking in particular to identify the trends and rationales (or arguments for) technology adoption: this is of interest and relevance because identifying the drivers which influence the adoption of technology in schools helps us understand how technology is 'positioned' within schools, and how it is experienced by students. Recent research and related publications have identified a number of phases of technology policy for schools in the Irish context: and have addressed digital education futures in Irish education policies by analysing influences likely to impact on the next phase of policy and its implementation. A further strand of this research is focused on teacher experiences of technology in their professional practice. This has been reflected in research and publications which has addressed the adoption of number of technologies including mobile devices and virtual platforms by educators, and in the context of exploring approaches to teaching and learning which are considered as '21st century'. An additional strand of my research positions or sees technology as part of educational change and reform. This has been reflected in a recent co-edited book which addressed curriculum change in the context of the Irish Junior Cycle. Technology is considered as both a driver and an enabler of curriculum change, including in respect of 'key skills': an idea or concept which has become prominent in recent curriculum reforms both in Ireland and internationally. The work on junior cycle is significant as it identifies a number of clear lessons from the junior cycle reforms which have relevance to policy makers in planning and implementing further reform initiatives such as in respect of senior cycle.
Publications and Further Research Outputs
Peer-Reviewed Publications
Xiao, Q., Pitt, B., Johnston, K., Wade, V. , Multi-dimensional Learner Profiling by Modeling Irregular Multivariate Time Series with Self-supervised Deep Learning, Artificial Intelligence in Education AIED 2023, The International Conference on Artificial Intelligence in Education (AIED), Tokyo, Japan, July 3-7, 2023, edited by Wang, N., Rebolledo-Mendez, G., Matsuda, N., Santos, O.C., Dimitrova, V. (eds) , 13916, Springer, Cham, 2023, pp674 - 680
Amond, Margaret Mary, Desire Lines in Open Space: An Exploration of the TeachMeet Phenomenon, Trinity College Dublin, 2023
Keith Johnston & Oliver McGarr, Digital education futures in Irish educational policy: tempering commercial influence through an exploration of emerging ethical, environmental and educational realities, Irish Educational Studies, 41, (1), 2022, p135 - 149
Implementing a Professional Development Framework to Assist the Rollout of Computer Science in Second-Level Schools in Ireland in, editor(s)Chrystalla Mouza, Anne Ottenbreit-Leftwich & Aman Yadav , Professional Development for In-Service Teachers: Research and Practices in Computing Education , Charlotte, NC 28271 , IAP-Information Age Publishing, 2022, pp207 - 222, [Oliver McGarr, Merrilyn Goos, Clare McInerney, Keith Johnston & Una Flemming]
Murchan, D. & Johnston, K., Curriculum Change within Policy and Practice - Reforming Second-Level Education in Ireland, 1, Switzerland, Palgrave Macmillan, 2021, 1-277pp
Media/ting Educational Reform: Junior Cycle Reform in the Media in, editor(s)Damian Murchan & Keith Johnston , Curriculum Change within Policy and Practice - Reforming Second-Level Education in Ireland, Switzerland, Palgrave Macmillan, 2021, pp61 - 81, [Ann Devitt]
Key Skills in the Context of Twenty-First-Century Teaching and Learning in, editor(s)Damian Murchan & Keith Johnston , Curriculum Change within Policy and Practice - Reforming Second-Level Education in Ireland, Switzerland, Palgrave Macmillan, 2021, pp85 - 104, [Keith Johnston]
Junior Cycle Reform: Looking Forward in, editor(s)Damian Murchan & Keith Johnston , Curriculum Change within Policy and Practice - Reforming Second-Level Education in Ireland, Switzerland, Palgrave Macmillan, 2021, pp255 - 267, [Keith Johnston & Damian Murchan]
Reforming Curriculum: Policy Optimism Meets Practice in, editor(s)Damian Murchan & Keith Johnston , Curriculum Change within Policy and Practice - Reforming Second-Level Education in Ireland, Switzerland, Palgrave Macmillan, 2021, pp3 - 19, [Damian Murchan & Keith Johnston]
Oliver McGarr & Keith Johnston, British Educational Research Association (BERA) Blog post https://www.bera.ac.uk/blog/the-emerging-blind-spot-of-computer-science-provision-in-secondary-schools, 2020, -
Ruzana Binti Tukimin, Examining a Virtual Learning Environment: Utilisation Factors and Impacts on Post Primary National School Teachers in Malaysia, Trinity College Dublin, 2020
David Hamill, A case study of 21st century learning in an Irish context: An exploration of the utilisation of mobile devices and how they contribute to the realisation of the aims of the new Junior Cycle framework, Trinity College Dublin, 2020
Mags Amond, Keith Johnston, Richard Millwood, Ewan McIntosh, A decade of TeachMeet: an Interpretive Phenomenological Analysis of participants' tales of impact, 6th International Conference on Higher Education Advances (HEAd'20) Universitat Politecnica de Valencia 2020, Valencia, Espana, June 03-05, 2020, edited by Editorial Universitat Politecnica de Val ` encia , Creative Commons License Attribution-NonComercial-NoDerivatives 4.0 International., 2020, pp483 - 491
Oliver McGarr & Keith Johnston, Curricular responses to Computer Science provision in schools: current provision and alternative possibilities , The Curriculum Journal, 2020
Oliver McGarr & Keith Johnston, Exploring the Evolution of Educational Technology Policy in Ireland: From Catching-Up to Pedagogical Maturity, Educational Policy, 2019, p1 - 25
Reynolds, C. & Johnston, K., The role of Twitter in the Professional Learning of Irish Primary Teachers, International Technology, Education and Development Conference (INTED), Valencia, 10-13 March 2019, edited by L. Gomez Chova, A. Lopez Martinez, I. Candel Torres , 2019, pp4275 - 4284
Pre-Service Teachers' Technological Self-Efficacy : An Irish Perspective. in, editor(s)D. Gibson & M. Ochoa , Research Highlights in Technology and Teacher Education 2019 , Chesapeake, VA, Association for the Advancement of Computing in Education (AACE), 2019, pp149 - 158, [Egan, A., Fitzgibbon, A., Johnston, K., & Oldham, E. ]
Egan, A., FitzGibbon, A., Johnston, K. & Oldham. E., Pre-service teachers' technological self-efficacy - an Irish perspective, Society for Information Technology & Teacher Education International Conference 2019, Las Vegas, NV, United States, 18-22 March 2019, edited by K. Graziano , Association for the Advancement of Computing in Education (AACE), 2019, pp1474 - 1483
Eamon Costello, Keith Johnston & Vincent Wade, Crowded house: an analysis of how the Virtual Learning Environment Moodle is built via bug tracker participants, Interactive Learning Environments , 31, (5), 2019, p2583 - 2593
Egan, A., FitzGibbon, A., Johnston, K. & Oldham. E., Factors Influencing Pre-Service Teachers' Use of Technology on School Placement - Mind the Gap, Proceedings of Society for Information Technology & Teacher Education International Conference 2018, Washington, March 26-30 2018, edited by E. Langran & J. Borup , Association for the Advancement of Computing in Education (AACE), 2018, pp1377-1382
Amond, M., Johnston, K. & Millwood, R. , Self-Organised Professional Development - The TeachMeet Phenomenon, International Technology, Education and Development Conference (INTED), Valencia, 5-7 March 2018, edited by edited by L. Gomez Chova, A. Lopez Martinez, I. Candel Torres , 2018, pp239 - 248
Alison Egan, Pre-Service Teachers and their Experiences of Technology: A Mixed Methods Study, Trinity College Dublin, 2018
Egan, A., FitzGibbon, A., Johnston, K. & Oldham. E., , Use of Technology by Pre-Service Teachers on School Placement - An Irish Perspective, International Technology, Education and Development Conference (INTED), Valencia, 6-8th March, edited by L. Gomez Chova, A. Lopez Martinez, I. Candel Torres , 2017, pp1345 - 1354
Bruen, C., Kreiter, C., Wade, V., Johnston, K., & Pawlikowska, T., Virtual patient simulations for undergraduate medical students improve their knowledge of communication skills, Amee An International Association for Medical Education, Helsinki, Finland, 26-30 August 2017, 2017
Murchan D., Lombard, P., Oldham, E., & Johnston, K., Supplementary online tutoring as a response to high-stakes testing in mathematics, Annual Meeting of the American Educational Research Association, San Antonio, Texas, 27 April-1 May 2017, 2017
McGarr, O. & Johnston, K., 'Never Let The Facts Get in the Way of a Good Story': Exploring The Reporting of the OECD 'Students, Computers and Learning' Study in the National Media in Ireland., International Technology, Education and Development Conference (INTED), Valencia, 7-9th March, edited by Gomez Chova, A. Lopez Martinez, I. Candel Torres , 2016, pp7152 - 7161
Copeland, C. & Johnston, K, A Case Study of Blended Learning in Senior Cycle Economics, Technology, Education and Development Conference, Madrid, 2nd-4th March 2015, edited by Gomez Chova, A. Lopez Martinez, I. Candel Torres , 2015, pp4181 - 4191
Egan, A., FitzGibbon, A., Johnston, K. & Oldham. E., Professional Use of Technology on School Placement - an Irish study., Society for Information Technology & Teacher Education International Conference 2015 , Las Vegas, March 2-6 2015, Association for the Advancement of Computing in Education (AACE), 2015, pp2040 - 2047
Smith, E. & Johnston, K., iPads In Action: A Case Study Of The Perceived Benefits and Limitations Of The Adoption Of Tablet PC's by an Irish Post-Primary School, International Technology, Education and Development Conference, Madrid, Spain, 2nd-4th March 2015, edited by Gomez Chova, A. Lopez Martinez, I. Candel Torres , 2015, pp4171 - 4180
Murchan, D., Tangney, B., Johnston, K. & Conneely, C., Lessons from using the Bridge21 model in the context of 21st century learning approaches., British Educational Research Association, Belfast, 15th-17th September, 2015
ICT and School Improvement: The OECD/CERI Study Revisited in, editor(s)Butler, D., Marshall, K. and M. Leahy , Shaping the future - How Technology Can Lead to Educational Transformation , Dublin, Liffey Press, 2015, pp210 - 234, [Gleeson, J., Johnston, K. and McGarr, O.]
Johnston, K., Conneely, C., Murchan, D. & Tangney, B., Enacting key skills-based curricula in secondary education: Lessons from a technology-mediated, group-based learning initiative, Technology, Pedagogy and Education, 24, (4), 2015, p423 - 442
Dr. Eamon Costello, Participatory Practices in Open Source Educational Software - The Case of the Moodle Bug Tracker Community, Trinity College Dublin, 2014
Egan, A., Fitzgibbon, A., Oldham, E. & Johnston, K., So You're A Technology Expect - What Can You Do?, International Technology, Education and Development Conference, Valencia, Spain, 10th-12th March 2014, edited by by L. Gomez Chova, A. Lopez Martinez, I. Candel Torres , 2014, pp6166 - 6176
Heeney, J & Johnston, K., The Integration of Tablet PCs in Irish Post-Primary Education: The Views and Experiences of Participants in the 'Tablet PC Project', International Technology, Education and Development Conference, Valencia, Spain, 10th-12th March 2014, edited by L. Gomez Chova, A. Lopez Martinez, I. Candel Torres , 2014, pp3975 - 3985
Johnston, K., The Development and Implementation of ICT Policy for Schools in the Irish Post-Primary Context: A Critical Analysis, PhD Thesis submitted to the University of Limerick, 2014
Conneely, C., Murchan, D., Tangney, B. & Johnston, K, 21 Century Learning -Teachers' and Students' Experiences and Views of the Bridge21 Approach within Mainstream Education, Proceedings of Society for Information Technology & Teacher Education International Conference, March, AACE., 2013, pp5125 - 5132
Michael O'Connor, The Infusion of ICT in Initial Teacher Education programmes in Ireland, 2013
Johnston, K.; Conneely, C.; Murchan, D.; Tangney, B., Enacting Key Skills-based Curricula in Secondary Education: Lessons from a Technology-mediated, Group-based Learning Initiative , The European Conference on Educational Research 2012, Cadiz, 18-21 September 2012, 2012
Murchan, D., Johnston, K., From Brussels to Belmullet: Policy and situational factors influencing the introduction of interactive whiteboards into primary classrooms in Ireland , Educational Studies Association of Ireland 2012, Cork, 29-31 March 2012 , 2012
Thomas Farrelly, The role of VLEs in distance adult learning from the participant's perspective: a case study, Trinity College Dublin, 2010
Murchan, D., Loxley, A., & Johnston, K. , Teacher Learning and Policy Intention: Selected Findings from an Evaluation of a Large-Scale Programme of Professional Development in the Republic of Ireland, European Journal of Teacher Education, 32, (4), 2009, p455 - 471
Murchan, D., Loxley, A. & Johnston, K. , Policy Drivers and Negotiated Decision-Making in a National Professional Development Initiative, Annual meeting of the American Educational Research Association, San Diego, 13 - 17 April, 2009
Johnston, K., Murchan, D., & Loxley, A., Professional development for teachers and the implications for school leadership: Recent experience in Irish education, Annual meeting of the American Educational Research Association, New York, March, 2008
Ann FitzGibbon, Elizabeth Oldham and Keith Johnston, Are Irish Student-Teachers Prepared to be Agents of Change in using IT in Education?, Society for Information Technology & Teacher Education International Conference, Las Vegas,, March 2008, edited by Roger Carlsen, Karen McFerrin, Roberta Weber and Dee Anna Willis , Association for the Advancement of Computing in Education, 2008, pp1397 - 1404
Damian Murchan, Andrew Loxley and Keith Johnston, Aligning System, Teacher and Student Needs: Towards a Coherent Framework for Continuing Professional Development for Teachers in the Republic of Ireland, European Conference on Educational Research (ECER), Ghent, September, 2007
Damian Murchan, Andrew Loxley and Keith Johnston, Effective Learning Methodologies for Curriculum-Specific In-career Teacher Education: Where Intentions Meet Practice, Annual Meeting of the American Educational Research Association (AERA), Chicago, 9th-13th April, 2007
Andrew Loxley, Keith Johnston and Damian Murchan, The role of whole-school contexts in shaping the experiences and outcomes associated with professional development, Journal for InService Education , 33, (3), 2007, p265 - 285
Keith Johnston, Damian Murchan and Andrew Loxley, The Role and Impact of the Regional Curriculum Support Service in Irish Primary Education, Irish Educational Studies, 26, (3), 2007, p219 - 239
Ann FitzGibbon, Elizabeth Oldham and Keith Johnston, An investigation of student-teachers' use of social networks and their perceptions of using technology for teaching and learning, Society for Information Technology & Teacher Education International Conference, San Antonio, March 2007, edited by Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber and Dee Anna Willis , Association for the Advancement of Computing in Education, 2007, pp788 - 795
Damian Murchan, Keith Johnston and Andrew Loxley, Teacher Learning and Policy Intention: Same Coin, Different Sides? , European Conference on Educational Research (ECER), Geneva, 13th-16th September , 2006
Keith Johnston, Ann FitzGibbon, Elizabeth Oldham and Aidan Seery, Have Irish Pre-Service Teachers Crossed the Digital Divide?, Society for Information Technology & Teacher Education International Conference, Orlando, Florida, March 2006, edited by Caroline Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber and Dee Anna Willis , Association for the Advancement of Computing in Education, 2006, pp1651 - 1658
Elizabeth E. Oldham, Ann FitzGibbon and Keith Johnston, Ubiquitous devices - a preparation for student-teachers' use of technology for teaching and learning?, Society for Information Technology & Teacher Education International Conference, Phoenix, Arizona, March 2005, edited by Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber and Dee Anna Willis , Association for the Advancement of Computing in Education, 2005, pp1524 - 1531
Catherine Bruen and Keith Johnston, Initial Teacher Education in ICT: An Online Approach, Fifth Annual Educational Technology Users Conference, Tralee, Ireland, 3rd-4th June, 2004
Keith Johnston and Catherine Bruen , Practice What You Preach: Initial Teacher Education In ICT, Ed-Media World Conference on Educational Multimedia, Hypermedia and Telecommunications, Lugano, Switzerland, June 21-26, edited by Lorenzo Cantoni and Catherine McLoughlin , Association for the Advancement for Computing in Education, 2004, 2004, pp3095-3102
Ann FitzGibbon, Keith Johnston, Elizabeth Oldham and Andrew Loxley, Experiences and expectations of preservice teachers in the Republic of Ireland with regard to information and communications technologies in education, Society for Information Technology & Teacher Education International Conference, Atlanta, Georgia, March 2004, edited by Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber and Dee Anna Willis , Association for the Advancement of Computing in Education, 2004, pp2158 - 2165
Jim Gleeson, David O'Grady, Keith Johnston and Oliver McGarr , ICT for Teaching and Learning - The Irish Experience, The 10th Biennial Conference of The International Study Association on Teachers and Teaching (ISATT), Portugal, 21-25 September, 2001
Keith Johnston and Sarah Moore, Exploring the Impact of Tutorial Group Cohesiveness on Student Learning in a Third-level Setting, The 23rd EAIR (European Association for Institutional Research) Forum, Porto, 9-12 September, 2001
Non-Peer-Reviewed Publications
Keith Johnston, Review of Teaching and Learning During School Closures: Lessons Learned. Irish Second-Level Teacher Perspectives, by Ann Devitt, Aibhin Bray, Joanne Banks & Eilis Ni Chorcora , 2020
Damian Murchan, Andrew Loxley, Keith Johnston, Micheline Quinn, Helen Fitzgerald, Evaluation of the Primary Curriculum Support Programme (PCSP), A report commissioned by the Department of Education and Science and the NCCA, 2005
Jim Gleeson, David O'Grady, Keith Johnston and Oliver McGarr , OECD/CERI Work Programme, ICT and School Improvement, Executive Summary for Ireland, Organisation for Economic and Co-operative Development, 2001
Teresa O'Doherty, Jim Gleeson, Keith Johnston, Janet Moody, Oliver McGarr, Computers and Curriculum - difficulties and dichotomies, A report commissioned by the National Council for Curriculum and Assessment, 2001
Teresa O'Doherty, Jim Gleeson, Janet Moody, Keith Johnston, Lisa Kiely and Oliver McGarr , An Investigation into the Interest in and Feasibility of Introducing a Computer-based Subject to the Established Leaving Certificate Programme, Report commissioned by the National Council for Curriculum and Assessment, 2000
Research Expertise
Description
My research has been focused on understanding and critiquing how technology and digital learning has been positioned in the wider eco system of education and education systems both in Ireland and internationally: how technology interacts with the system and with the key actors (such as teachers, students and school leaders) within it. It has focused on both the policy and practice of technology in schools and in learning settings generally, seeking in particular to identify the trends and rationales (or arguments for) technology adoption: this is of interest and relevance because identifying the drivers which influence the adoption of technology in schools helps us understand how technology is 'positioned' within schools, and how it is experienced by students. Recent research and related publications have identified a number of phases of technology policy for schools in the Irish context: and have addressed digital education futures in Irish education policies by analysing influences likely to impact on the next phase of policy and its implementation. A further strand of this research is focused on teacher experiences of technology in their professional practice. This has been reflected in research and publications which has addressed the adoption of number of technologies including mobile devices and virtual platforms by educators, and in the context of exploring approaches to teaching and learning which are considered as '21st century'. An additional strand of my research positions or sees technology as part of educational change and reform. This has been reflected in a recent co-edited book which addressed curriculum change in the context of the Irish Junior Cycle. Technology is considered as both a driver and an enabler of curriculum change, including in respect of 'key skills': an idea or concept which has become prominent in recent curriculum reforms both in Ireland and internationally. The work on junior cycle is significant as it identifies a number of clear lessons from the junior cycle reforms which have relevance to policy makers in planning and implementing further reform initiatives such as in respect of senior cycle.Projects
- Title
- Evaluating the Bridge21 initiative
- Summary
- The Bridge21 programme is designed to support an innovative 21st century learning environment within post-primary schools that is team and project-based, technology mediated and cross- curricular. Central to the Bridge21 programme is the mediation of key skills to students in keeping with the Government's current reform agenda at Junior Cycle level. The on-going evaluation investigates the viability of the Bridge21 model in facilitating the promotion of key skills and explores the factors associated with implementation of the programme in schools.
- Date From
- 2011
- Date To
- ongoing
- Title
- Teacher Digital Content Creation Competencies (TD3C)
- Summary
- The TD3C project focuses on teacher creation of digital content. It aims to identify the competencies which enable teachers to create digital content and will work with teachers to trial and iterate a related framework which scaffolds teachers in digital content creation.
- Funding Agency
- European Union
- Date From
- October 2023
- Date To
- Marchg 2026
- Title
- Interactive Whiteboards in Primary Education
- Summary
- This project is a longitudinal investigation of the policy antecedents, current practice and efficacy of interactive whiteboard (IWB) use in primary education. Through analysis of the broader national and international policy and non-policy contexts in which IWBs have/are being introduced, the study will help understand the complex milieu in which this advanced technology has been adopted in schools. Decision-making processes at local school and community levels are also investigated, along impacts on teaching and learning. Situated in the broader context of the smart-economy and e-learning, it is hoped that the research will retrospectively reveal the complex rationale behind the embracing of IWBs and highlight best practice in optimising the technology for the curriculum and learning.
- Date From
- 2010
- Date To
- 2012
- Title
- Evaluation of the Primary Curriculum Support Programme (PCSP)
- Summary
- This project was designed to assess the impact of the programme of profession development, provided by the PCSP, on teachers' understanding and implementation of the Primary School Curriculum (1999). A mixed methods design was used to gather data from a broad range of relevant sources. The final report includes recommendations relevant to future professional development for teachers.
- Funding Agency
- Department of Education and Science (DES)/National Council for Curriculum and Assessment (NCCA)
- Date From
- 2003
- Date To
- 2005
- Title
- The use of online teaching and learning materials with postgraduate Education students
- Summary
- As part of this project, research was conducted into the use of online teaching and learning materials with postgraduate Education students, in cooperation with the Centre for Learning Technology at Trinity College, Dublin. It entailed the development of an online course with was used with students of the Higher Diploma in Education course. Evaluative data were obtained from questionnaires, workshop observations, and from data generated by the instructional management system.
- Funding Agency
- Centre for Learning Technology, TCD
- Date From
- 2003
- Date To
- 2004
- Title
- The organisational impact of ICT on Irish schools
- Summary
- This research focused on the impact of ICT in six case study schools (both primary and post-primary). Data for this study were obtained from classroom observations, interviews and questionnaires in each school. This research formed the Irish leg of an OECD study being conducted in all member countries.
- Funding Agency
- Organisation for Economic Co-operation and Development (OECD)
- Date From
- 2000
- Date To
- 2001
- Title
- An investigation into the feasibility of introducing a computer based subject to the Established Leaving Certificate
- Summary
- This study investigated the preferred form and content of a new computer-based subject and its perceived impact if introduced to the Leaving Certificate programme. Methodologies employed included focus group interviews, interviews and questionnaires. A final report entitled 'Computers and Curriculum - difficulties and dichotomies' was published in 2001.
- Funding Agency
- National Council for Curriculum and Assessment (NCCA)
- Date From
- 2000
- Date To
- 2001
Recognition
Awards and Honours
Master in Arts jure officii TCD
Memberships
Member of the Educational Studies Association of Ireland (ESAI)
Member of the American Educational Research Association (AERA)