319:. In the forward to this report, Steve Wakefield, Chairman of the Trust explained: "The GCSN is a charitable trust which works to bridge the digital divide for school-aged students and their whānau through the development, implementation, and evaluation of programmes and initiatives in the greater Christchurch region. The findings of this report highlight the ongoing impact of the digital divide, particularly for students keeping up with their peers while learning from home. It demonstrates the importance of continuing local and national initiatives to bridge that divide for school-aged students". The author, Dr Gabrielle Wall, General Manager of GCSN, stated that "this was a huge learning curve for everyone, but what it highlights is that students on average liked being able to learn via digital tools. The challenge is to make sure that all students have equal access to digital tools and connectivity". As a member of the GCSN Board, Davis advised upon and reviewed this report. She also supported the leadership of Professor Amina Chariana to bridge even more extensive divides in India and deploy e-learning to reach underserved children in many states. Charaina's 2022 book
258:, a research project that investigated the establishment of a PhD specialization in Intercultural Educational Technology (IET). This was an acknowledgement of the new information and communication technologies that were happening internationally in schools and universities and the importance of these for teacher training and research. Follow up papers to this research, co-authored by Davis, noted that the project had highlighted the need to "extend the cultural and theoretical perspectives beyond the historically dominant European cultures", and that "while the project has also dispelled any naïve beliefs as to our ability to effect widespread change in our universities...... confirmed belief that communication technologies, blended with faculty collaboration and limited student travel, potent ingredients for the preparation of the next generation of leaders of educational technology".
357:. In 2014, Davis co-presented a paper noting that the New Zealand Ministry of Education was developing pilot programmes to explore inclusive approaches to meeting the needs of priority groups such as Māori, Pasifika and students with special needs. Davis had previously collaborated on research into how Māori had adopted digital technologies in Aotearoa New Zealand. It was noted in the abstract " their exploration in a discussion of the historical context of colonisation, Māori movement towards self-determination, and in a discussion of Māori values and approaches to knowledge......the ways Māori have taken and adapted digital technologies for a range of broadly defined educational purposes."
283:
person). It noted that common misconceptions and concerns around virtual schooling included threats to careers, possible "academic dishonesty, reduced interaction, teacher feedback, and lack of rigour......The curriculum innovations in this innovative teacher preparation program were shown to address these misconceptions and concerns and facilitate understanding and acceptance of VS as an alternative form of education by many of these pre-service teachers".
278:, and after co-authoring an article noting research in the United States that had shown by 2005 almost one-third of US public schools had students involved in this type of learning, she collaborated to produce a comprehensive analysis of this research that included clear definitions of the concepts and details of the educational teamwork in the US schools that was essential in making the programmes effective. Involvement in a project,
233:
reflection". Davis drew attention to the challenges for society as the world adjusted to a collaborative environment and the importance of the teaching profession becoming more evidence-based. In the same paper, Davis noted that this was about fitting education into complex cultures by integrating new technologies into an inclusive approach to understanding inequalities.
160:'s College of Education, noting that "she was attracted to the University by its desire to be a leader with new technologies to benefit society, including indigenous peoples." Davis was a Distinguished Professor of e-learning at the University of Canterbury from 2008 until 2020 when she retired and became
314:
that began around 2020 led to widespread distance learning by school-age children in many countries, including
Aotearoa, New Zealand. There were challenges learning online from home and some of the inequities were explored by the Greater Christchurch Schools' Network's (GCSN) survey of schools in its
232:
to incorporate global themes into learning, became a research focus for Davis. In 1999, she developed a set of principles for future teacher education that would use research to understand the role of ICT in increasing access to learning on a global scale and "stimulating rich contexts for critical
282:
from 2005 to 2008, resulted in Davis collaborating on research that addressed the concerns and misconceptions held about virtual schooling. Several papers on the research clarified that it was different from adult distance learning because a facilitator needed to be the same site as the learner (in
261:
In 2013, Davis was a
Principal investigator along with Julie Mackey in collaborative research in a New Zealand school that explored what successful leaders did to integrate digital technologies and how teacher capability could be improved as a result. The study found effective leaders ensured that
302:
involving clusters of schools. Identified positive outcomes included flexibility of learning, the development of higher-level critical thinking skills by students and professional growth for teachers, while challenges noted were about access to ICT, lack of experience of teachers and the need for
245:
and took the stance that intercultural education was a general term pertaining to the ability to "understand, empathize with, and respect all ethnicities" and part of gaining competence in this area involved understanding that education was global and could involve the facilitation of distance
262:
the relevance of IT learning was aligned with the school's vision, that teachers were supported to experience the new technologies before using them in their classes and increasing the expectation of staff to be innovative risk-takers, committed to using these to improve student learning.
1532:
103:
is an educator and researcher based in
Aotearoa New Zealand whose work has focused on equipping teachers to effectively deliver information and communication technologies in a global education context. Her research has explored how teaching, learning and assessment can be
340:
were not incompatible, particularly if there was a shared acceptance of the importance of critical analysis of the role of research in varied historical contexts. Davis has reflected that "cultural inclusiveness of online spaces" was important, and when experts at the
224:
Task force report which Davis said indicated the high priority that was being placed on the importance of distant learning techniques into education systems so that location no longer determined the ability of people to become skilled and educated.
289:
was investigated in a New
Zealand School in 2011 with data collected from observations of online and face-to-face learning and interviews with the teachers and students. The paper for this case study set the context within initiatives by the
1548:
1506:
164:, while remaining associated with the e-Learning Research Lab that she had set up in 2008, specifically as an adjunct staff member and Associated Lab Leader at the University of Canterbury's Child Well-being Research Institute.
831:
307:, an investigation by Davis revealed that the necessary virtual schooling in the area at the time had been a community success and recognised the value of engaging in twenty-first-century education in a fast-changing world.
1169:
1720:
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Davis was
President of the Distance Education Association of New Zealand (DEANZ) and, after the organisation changed its name to the 'Flexible Learning Association of New Zealand (FLANZ)', she was editor of the
1337:
335:
Davis co-presented at the Annual
Conference of the Australian Association for Research in Education (2009) and noted the work that had been done in New Zealand to build an awareness that kaupapa Māori and
1024:
430:
1620:
1497:
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used" by critically examining the potential of IT, teachers' professional development and strategies to manage this in schools or departments. In this book, Davis co-authored a chapter,
177:
from 2014 to 2017 when she stood down and took on the
Associate Editor role. Davis was thanked for the "care and expertise she has provided to both the Journal and the Editorial Team".
1779:
1662:
241:
How ICT could facilitate intercultural interactions within a global educational environment was a theme visited often by Davis. In 2005, she was an editor of a special issue of
1421:
132:
in 2020. Davis has been involved in a range of initiatives and organisations that promote knowledge of digital technologies in education and is widely published in this field.
1307:
561:
1277:
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819:
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504:
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1499:
Equitable
Evaluation of Teacher Preparation to Develop Culturally Sensitive Adaptive Expertise in Collaboration with 21st Century Networked Schools in New Zealand
1329:
1685:
820:"The Globalisation of Education Through Teacher Education with New Technologies: A View Informed by Research Through Teacher Education with New Technologies"
381:
A book by Davis that explored a framework for analysis of educational practices and systems as they responded to meeting the challenges of digital education.
1013:
991:
353:, she responded with an urgent call for "visionary leadership" in New Zealand education in response to the challenges and importance of engaging with
350:
229:
401:
which looked at how IT could develop more independent students as teachers questioned their traditional roles as holders and presenters of knowledge.
1774:
951:
422:
780:(Report: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10–14, 1998).)
1604:
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152:. From 2000 to 2008, she was a professor of Curriculum and Instruction and Director of the Center for Technology in Learning and Teaching at
887:
663:
200:
1643:
246:
learning technologies such as "e-mail, Internet, and computer simulations", which required specific pre-service training for teachers.
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1017:(Project start date: January 2013 Project end date: March 2015 Principal investigator(s): Dr. Julie Mackey and Professor Niki Davis)
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531:
291:
478:
1430:
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1552:(Chapter in: International Exploration of Technology Equity and the Digital Divide: Critical, Historical and Social Perspectives)
1299:
1078:
793:
1396:(Paper presented at the Annual Conference of the Australian Association for Research in Education, 29 November–3 December 2009)
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456:
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1048:"Preparing Teachers for the 'Schools That Technology Built': Evaluation of a Program to Train Teachers for Virtual Schooling"
1359:
718:
920:
393:
This book, co-edited by
Bridget Somekh and Davis, considered "cultural, sociological and psychological factors that how
633:
508:
1534:
Creating
Virtual Marae: An Examination of How Digital Technologies Have Been Adopted by Maori in Aotearoa New Zealand
1503:(Proceedings of Society for Information Technology & Teacher Education International Conference 2014, 1394-1397.)
692:
304:
185:
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125:
984:
Developing International Leadership in Educational Technology: Strategies to Promote Intercultural Competence
1769:
394:
345:-hosted Edusummit in 2011 highlighted the need for a radical restructuring of schools, including reaching
324:
295:
153:
105:
1014:"Extending innovative leadership to enable e-learning for better student outcomes in primary schools"
959:
149:
145:
592:
116:
in assisting to build critically reflective research communities. She worked in universities in the
1719:
Davis, Niki; Desforge, Charles; Jessels, John; Somekh, Bridget; Taylor, Chris; Vaughn, Gay (1996).
830:(12). Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA: 8–12.
217:
1161:
1070:
346:
275:
161:
129:
113:
317:
Closing the Digital Divide during the COVID-19 Lockdown: Student, whānau and staff perspectives
1531:
Greenwood, Janinka; Te Aika, Lynne Harata; Davis, Niki (2011). Leigh, Patricia Randolph (ed.).
655:
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1699:
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1610:
1538:
783:
311:
63:
Certificate for Vocational Preparation Tutors (Royal Academy Schools - Royal Academy of Arts).
1728:
1691:
1153:
1142:"Pre-service teachers' preconceptions, misconceptions, and concerns about virtual schooling"
1062:
866:
776:
Developing Telecommunications Within European Teacher Education: Progress, Plans, and Policy
286:
271:
1274:
Closing the Digital Divide during the COVID-Lockdown: Student, whanau and staff perpectives
1193:"The first blended or hybrid online course in a New Zealand secondary school: A case study"
952:"Intercultural competence for future leaders of educational technology and its evaluation"
337:
782:. Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA.
482:
354:
199:
and served on the advisory board of the National Language Foreign Resource Centre, the
117:
539:
369:
by the International Society of Information Technology and Teacher Education in 2010.
1763:
1505:. Jacksonville, FL, USA: Society for Information Technology & Teacher Education.
1141:
1074:
228:
The globalisation of education and the need for teachers to be trained in the use of
1330:"Integrated Approach to Technology in Education in India: Implementation and Impact"
1457:"New forms of networked schooling are evolving – fast! Visionary leadership please"
1165:
1066:
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1047:
774:
40:
Informing how teaching, leadership and research can effectively manage e-learning.
1471:
1248:
1207:
855:"Teacher Education and Information Technology: challenges for teacher education"
452:
180:
In 2020, Davis was acknowledged for her contributions toward the setting up of
1573:
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141:
109:
714:
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121:
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888:"Intercultural Competence and the Role of Technology in Teacher Education"
685:
148:
in 1995, later becoming a part-time professor of ICT in Education in the
196:
741:
423:"Going the distance: e-learning expert says we still have a way to go"
140:
Davis was raised in Ireland, and started her career as a professor of
342:
1392:
The Puzzles of Practice: Initiating a collaborative research culture
1234:"Canterbury 'quakes and virtual schooling grows to cover the fault"
1300:"Report: Closing the Digital Divide during the COVID-19 Lockdown"
303:
more school infrastructure to support the process. Following the
1606:
Digital Technologies and Change in Education The Arena Framework
1464:
Computers in New Zealand Schools: Learning, Teaching, Technology
1241:
Computers in New Zealand Schools: Learning, Teaching, Technology
1211:(Research embedded within a postgraduate programme in eLearning)
1200:
Computers in New Zealand Schools: Learning, Teaching, Technology
742:
Report of the Task Force: 'Educational Software and Multimedia'
90:
Educational systems being prepared for a digital learning world
299:
222:
Report of the Task Force: Educational Software and Multimedia
1721:"Can quality in learning be enhanced through the use of IT?"
1389:
Davis, Niki; Fletcher, Jo; Groundwater-Smith, Susan (2009).
1580:. Society of Information Technology and Teacher Education.
1140:
Compton, Lily; Davis, Niki; Correia, Ana-Paula (May 2010).
921:"International Leadership in Educational Technology (ILET)"
399:
Can quality in learning be enhanced through the use of IT?
108:
and ethically managed in non-traditional spaces involving
981:
Davis, Niki; Brown, Andrew; Ferdig, Rick (January 2003).
256:
International Leadership in Educational Technology (ILET)
66:
1996: Doctor of Philosophy (Queen's University Belfast).
895:
Contemporary Issues in Technology and Teacher Education
859:
Journal of Information Technology for Teacher Education
417:
415:
321:
Integrated Approach to Technology in Education in India
243:
Contemporary Issues in Technology and Teacher Education
886:
Davis, Niki; Cho, Mi Ok; Hagenson, Lara, eds. (2005).
294:, including laptops for teachers, the rollout of fast
280:
Teacher Education Goes Into Virtual Schooling (TEGIVS)
254:
Between 2001 and 2005, Davis was a project partner in
120:
and the United States before becoming a Distinguished
60:
Bachelor of Science Honours (University of Edinburgh).
656:"A Better Start Successful Learning: Research Themes"
391:
Using IT Effectively in Teaching and Learning (1998):
385:
Digital technology, communities and education (2004):
1725:
Using IT Effectively in Teaching and Learning. eBook
530:
Child Well-being Research Institute (team members).
379:
Digital Technologies and Change in Education (2017):
156:. She moved to New Zealand in 2008 and joined the
86:
78:
73:
53:
48:
36:
28:
21:
740:Bannerman, Martin; Cresson, Edith (23 July 1996).
1651:. London; New York : RoutledgeFalmer, 2004.
1103:Davis, Niki; Niederhauser, Dale S. (April 2007).
112:while acknowledging the role of the knowledge of
1649:(Includes bibliographical references and index.)
175:Journal of Open, Flexible and Distance Learning
1780:Academic staff of the University of Canterbury
1055:Journal of Research on Technology in Education
1687:Using IT Effectively in Teaching and Learning
1645:Digital technology, communities and education
717:. National Foreign Language Resource Centre.
691:. National Foreign Language Resource Center.
8:
1684:Davis, Niki; Somekh, Bridget, eds. (1996).
1021:Teaching & Learning Research Initiative
230:information communications technology (ICT)
538:. University of Canterbury. Archived from
507:. University of Canterbury. Archived from
184:, one of 11 New Zealand Government-funded
18:
1642:Brown, Andrew; Davis, Niki, eds. (2004).
870:
747:(Report). European Commission, Brussels.
1574:"SITE Outstanding Global Educator Award"
1191:Parkes, S.; Zaka, P.; Davis, N. (2011).
197:Better Start Literacy Approach programme
411:
1276:(Report). August 2020. pp. 1–97.
1112:Learning & Leading with Technology
950:Davis, Niki; Cho, Mi Ok (April 2005).
1785:Alumni of the University of Edinburgh
1690:(eBook ed.). Routledge, London.
1512:from the original on 14 February 2018
1402:from the original on 10 December 2022
1304:Greater Christchurch Schools' Network
1172:from the original on 10 December 2022
994:from the original on 10 December 2022
666:from the original on 19 December 2018
7:
1790:Alumni of Queen's University Belfast
1623:from the original on 19 January 2021
1340:from the original on 7 February 2022
1280:from the original on 26 October 2020
1027:from the original on 22 January 2016
931:from the original on 26 October 2021
754:from the original on 1 November 2018
721:from the original on 17 January 2022
636:from the original on 28 January 2021
603:from the original on 22 January 2020
298:and the establishment of a national
1310:from the original on 19 August 2020
1046:Davis, N.E.; Roblyer, M.D. (2005).
591:Flexible Leaning NZ (5 June 2017).
1121:from the original on 12 April 2015
1084:from the original on 12 April 2015
956:Interactive Educational Multimedia
593:"New Editor-In-Chief Announcement"
481:. canterbury.ac.nz. Archived from
323:included a chapter on integrating
150:University of London Knowledge Lab
14:
1665:from the original on 11 July 2021
1603:Davis, Niki (18 September 2017).
1584:from the original on 6 March 2018
695:from the original on 7 March 2021
433:from the original on 11 July 2021
292:New Zealand Ministry of Education
195:She is a Research Advisor to the
1496:Davis, N.E.; Fickel, L. (2014).
834:from the original on 9 July 2021
799:from the original on 9 July 2021
459:from the original on 9 July 2021
1775:New Zealand computer scientists
270:Davis's work began to focus on
128:in 2008, retiring and becoming
1429:. Unesco. 2011. Archived from
1067:10.1080/15391523.2005.10782445
745:(EU Commission - SEC Document)
201:University of Hawaiʻi at Mānoa
16:New Zealand computer scientist
1:
1360:"Principles of Kaupapa Māori"
455:. Iowa Academy of Education.
315:region in 2020, published as
1470:(2): 177–181. Archived from
623:"A Better Start: Our People"
532:"Emeritus and Adjunct Staff"
365:Davis was awarded the first
212:Learning in a global context
367:Outstanding Global Educator
186:National Science Challenges
1806:
958:(10): 1–22. Archived from
387:A book co-edited by Davis.
305:2010 Canterbury earthquake
237:Intercultural interactions
1334:Routledge & CRC Press
1158:10.1080/01587911003725006
872:10.1080/14759399900200052
562:"DEANZ Committee Members"
188:, and as a member of the
94:
44:
427:University of Canterbury
300:Virtual Learning Network
158:University of Canterbury
126:University of Canterbury
192:team on the Challenge.
32:Academic and researcher
689:(Celebrating 30 years)
325:information technology
1733:10.4324/9780203645345
1696:10.4324/9780203645345
373:Selected publications
331:Traditional knowledge
296:internet connectivity
154:Iowa State University
1455:Davis, Niki (2011).
1232:Davis, Niki (2010).
853:Davis, Niki (1999).
818:Davis, Niki (1996).
773:Davis, Niki (1998).
250:Effective leadership
146:University of Exeter
82:Educational research
1554:on 10 December 2022
1247:(3). Archived from
1206:(1). Archived from
1105:"Virtual Schooling"
429:. 6 December 2019.
218:European Commission
203:from 2014 to 2017.
190:Successful Learning
49:Academic background
1370:on 24 October 2022
1146:Distance Education
988:(Conference paper)
925:Allborg University
572:on 6 February 2013
542:on 2 February 2019
485:on 13 January 2015
347:indigenous peoples
327:in the Covid era.
276:distance education
162:Professor Emeritus
130:Professor Emeritus
114:indigenous peoples
1434:(Programme notes)
789:978-1-880094-28-0
686:"About the NFLRC"
626:(Acknowledgement)
312:COVID-19 pandemic
266:Distance learning
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