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Dr. Keith Johnston

Assistant Professor (Education)
ARTS BUILDING

 Keith.Johnston@tcd.ie

 3531896 3589


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.

Research Tags

  Computer Education/Literacy   Teacher Education

Research Projects

 Teacher Digital Content Creation Competencies (TD3C)
 Evaluating the Bridge21 initiative
 Interactive Whiteboards in Primary Education
 Evaluation of the Primary Curriculum Support Programme (PCSP)
 The use of online teaching and learning materials with postgraduate Education students

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Languages

Language Skill Reading Skill Writing Skill Speaking
English Fluent Fluent Fluent

Memberships

Membership of Professional Institutions, Associations, Societies

Details Date From Date To
Member of the Educational Studies Association of Ireland (ESAI)
Member of the American Educational Research Association (AERA)
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
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, Notes: [DOI: http://dx.doi.org/10.4995/HEAd20.2020.11089], Conference Paper, PUBLISHED  DOI  URL
  

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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

  

Awards and Honours

Award Date
Master in Arts jure officii TCD 2010

Research Interests

Description Of Research Interests

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.