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Dr. Keith Johnston

Assistant Professor (Education)
ARTS BUILDING
      
Profile Photo

Dr. Keith Johnston

Assistant Professor (Education)
ARTS BUILDING

 Keith.Johnston@tcd.ie

 3531896 3589


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.
  Computer Education/Literacy   Teacher Education
Project Title
 Teacher Digital Content Creation Competencies (TD3C)
From
October 2023
To
Marchg 2026
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
Programme
Erasmus+
Project Title
 Evaluating the Bridge21 initiative
From
2011
To
ongoing
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.
Project Title
 Interactive Whiteboards in Primary Education
From
2010
To
2012
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.
Project Title
 Evaluation of the Primary Curriculum Support Programme (PCSP)
From
2003
To
2005
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)
Project Title
 The use of online teaching and learning materials with postgraduate Education students
From
2003
To
2004
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

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Language Skill Reading Skill Writing Skill Speaking
English Fluent Fluent Fluent
Details Date From Date To
Member of the Educational Studies Association of Ireland (ESAI)
Member of the American Educational Research Association (AERA)
Amond, M., Johnston, K., & Millwood, R., The characteristic elements of TeachMeet, Irish Educational Studies, 43, (4), 2024, p1601 - 1621, Notes: [https://doi.org/10.1080/03323315.2024.2401030], Journal Article, PUBLISHED  URL
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, Conference Paper, PUBLISHED  DOI
Amond, Margaret Mary, Desire Lines in Open Space: An Exploration of the TeachMeet Phenomenon, Trinity College Dublin, 2023, Thesis, APPROVED
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], Book Chapter, PUBLISHED
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, Notes: [DOI: 10.1080/03323315.2021.2022516 ], Journal Article, PUBLISHED  DOI
Murchan, D. & Johnston, K., Curriculum Change within Policy and Practice - Reforming Second-Level Education in Ireland, 1, Switzerland, Palgrave Macmillan, 2021, 1-277pp, Book, PUBLISHED  DOI
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], Book Chapter, PUBLISHED  DOI
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], Book Chapter, PUBLISHED  DOI
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], Book Chapter, PUBLISHED  DOI
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], Book Chapter, PUBLISHED  DOI
  

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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, Review, PUBLISHED
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, Report, SUBMITTED
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, Report, SUBMITTED
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, Report, SUBMITTED
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, Report, SUBMITTED

  


Award Date
Master in Arts jure officii TCD 2010
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.