Position

Senior Lecturer
Education

Biography

Dr. Trudy Sweeney is a senior lecturer in digital media in the College of Education, Psychology and Social Work. She is passionate about transforming learning with innovations in educational technology. Trudy worked for the Department of Education and Children's Services for 17 years as a primary school teacher, ICT Coordinator, Assistant Principal (Teaching and Learning), and Education Consultant and Leadership and ICT Project Coordinator at the Technology School of the Future. Trudy completed her PhD in 2002 focused on understanding teachers' work in a context of global and local school reform. Her research investigated issues related to local school management and organisational change. Trudy was previously the Associate Dean (Teaching and Learning) and the Director of Initial Teacher Education.

Qualifications

  • Doctor of Philosophy, Flinders University
  • Master of Education, Deakin University
  • Bachelor of Education (Junior Primary), Flinders University

Honours, awards and grants

Leader of the Year 2015 awarded by the Council for Computers in Education (ACCE).

Leader of the Year 2014 awarded by EdTechSA.

Key responsibilities

Coordinator of the Bachelor of Education and Master of Education Primary R-7 programs.

Assistant Dean (Teaching and Learning).

Teaching interests

  • The integration of educational technologies to enhance student learning outcomes
  • personal learning spaces, mobile technologies, augmented reality, blended learning environments and web 2.0 tools
  • The development of educators' Technological Pedagogical Content Knowledge
  • The Australian Curriculum and the ICT General Capability
  • The National Professional Standards for Teachers and eportfolios
  • The use of social media for learning and building professional learning networks
  • Leading and managing organisational change in the digital age

Topic Coordinator:

  • EDUC3625  Numeracy and ICT
  • EDUC9701  Effective Use of ICT for Learning and Teaching
  • EDUC9707  Leading Schools in the Digital Age

Research expertise

  • Education systems
  • Technology

Research interests

  • The integration of educational technologies to enhance student learning outcomes
  • mobile technologies, augmented reality, blended learning and web 2.0 tools
  • Activity Theory
  • The development of educators' Technological Pedagogical Content Knowledge
  • The National Professional Standards for Teachers and eportfolios

Supervisory interests

  • Australian teacher education
  • E-learning
  • Education
  • Education, Australian teacher
  • Education, computers in
  • Education, primary
  • Education, teaching and learning in higher
  • Information and communication technology (ICT)
  • Pedagogy

RHD research supervision

Completion

Principal supervisor : Technology use in an Indonesian Polytechnic (1) ; Online learning in vocational education and training sector (1) ; iPads in Early Learning (1) ;

Associate supervisor : Mathematics Education (2) ; Technology integration in English Foreign Language teaching (1) ;

Publications

  • Sweeney, T.A. and Nielsen, B.A. (2018). Using a Developmental Assessment Rubric to Revitalise Stakeholder Conversations in Professional Experience. In Kriewaldt, J., Ambrosetti, A., Rorrison, D., Capeness, R., ed. Educating Teachers: Innovative Perspectives in Professional Experience. Springer.
  • Tam, E. and Sweeney, T.A. (2016). Learning with ipads in Early Childhood Education. In Janice Orrell, and David D. Curtis, ed. Publishing Higher Degree Researcher: Making the Transition from Student to Researcher. Rotterdam, Netherlands: Sense Publishers, pp. 43-52.
  • Page, S. and Sweeney, T.A. (2016). Promoting Powerful Positive Affect. In Janice Orrell and David D. Curtis, ed. Publishing Higher Degree Researcher: Making the Transition from Student to Researcher. Rotterdam, Netherlands: Sense Publishers, pp. 115-124.
  • Irion, T. and Sweeney, T.A. (2010). Interactive whiteboards in primary schools: Elements of modern learning environments or parts of old school drill centrered scenarios? In K.-H. Arnold, K. Hauenschild, B. Schmidt & B. Zlegenmeyer, ed. Primary education between subject and age orientation: New approaches for primary education. Yearbook Primary Education. Weisbaden, Germany: VS Verlag fur Sozialwissenschaften., pp. 103-106.
    [Web Link]
  • Sweeney, T.A. and Urban, S. (2014). ACEC2014 Now IT's Personal Conference Proceedings. In Trudy Sweeney and Sue Urban, ed. ACEC2014 Now IT's Personal. Adelaide: Australian Council for Computers in Education. ACEC2014 Now IT's Personal. Adelaide. Oct 2014, pp. 1-488.
    [Web Link]
  • Sweeney, T.A. (2002). Understanding what is happening to primary school teachers' work in context of global/local school reform, pp. 1-304.
  • Andrew, E. and Sweeney, T.A. (2014). Instructional Writing Strategies Using Text-to-Speech Technology. In Trudy Sweeney and Sue Urban, ed. Conference Proceedings of the Australian Computers in Education Conference 2014. Adelaide: Australian Council for Computers in Education (ACCE). ACEC2014 Now IT's Personal. Adelaide. Sep 2014, pp. 12-22.
    [Web Link] [Web Link]
  • Sweeney, T.A. and Drummond, A. (2012). How prepared are Australian pre-service teachers to integrate technology? A Pilot Study. In Australian Computers in Education Conference. Perth, WA: Australian Council of Computers in Education. ACEC2012: ITs Time Conference. South Perth, WA. Oct 2012.
    [Web Link]
  • Sweeney, T.A. and Geer, R. (2012). Contemporary Learning with ICT. In Australian Computers in Education Conference. Perth, WA: Australian Council of Computers in Education. ACEC2012: ITs Time Conference. South Perth, WA. Oct 2012, pp. 1-8.
    [Web Link]
  • Sweeney, T.A. and Drummond, A. (2012). How prepared are Australian pre-service teachers to integrate technology? In Proceedings of ISTE 2012. International Society of Technology in Education. ISTE 2012. San Diego. Jun 2012.
    [Web Link]
  • Geer, R. and Sweeney, T.A. (2011). What helps kids learn? In C Prachalias, ed. Proceedings of the 7th ICE. Athens, Greece: National and Kapodistrian University of Athens. 7th International Conference of Education. Samos, Greece. Jul 2011, pp. 476-482.
  • Page, S. and Sweeney, T.A. (2011). Promoting powerful positive affect: Using Stages of Concern and Activity Theory to understand teachers' practice in mathematics. In Mathematics: Traditions and [New] Practices. Online: MERGA. 34th Annual Conference of the Mathematics Education Research Group of Australasia. Alice Springs. Jul 2011, pp. 599-607.
  • Geer, R. and Sweeney, T.A. (2010). Telling it like it is: Digital journeys. In Australian Computers in Education Conference 2010 Digital Diversity Conference. Melbourne: Australian Council for Computers in Education. Australian Computers in Education Conference 2010 Digital Diversity Conference. Melbourne Convention and Exhibition Centre. Apr 2010.
    [Web Link]
  • Sweeney, T.A. (2010). Quality teaching and interactive whiteboards: using activity theory to improve practice. In Australian Computers in Education Conference 2010 Digital Diversity Conference. Melbourne, VIC: Australian Council for Computers in Education. Australian Computers in Education Conference 2010 Digital Diversity Conference. Melbourne, VIC. Apr 2010.
    [Web Link]
  • Sweeney, T.A. (2006). Are interactive whiteboards a novelty or can they be used as a catalyst for building professional learning communities and pedagogic change. In Michelle Williams, ed. ACEC 2006 Conference Proceedings. Earlville, QLD: ACCE Conferences. The Australian Computers in Education Conference 2006. Cairns, QLD. Oct 2006, pp. 1-7.
  • Sweeney, T.A. (2006). Negotiating primary teaching as a subject specialist: Tensions between Malcolm's self image, 'hidden pedagogy' and institutional structures. In Peter L. Jeffery, ed. Proceedings of the AARE 2006 International Education Research Conference. Coldstream, Vic: AARE. Engaging Pedagogies AARE 2006 International Education Research Conference. Adelaide, SA. Nov 2006, pp. 1-13.
  • Sweeney, T.A., West, D., Groessler, A., Haynie, A., Higgs, B., Macaulay, J., et al. (2017). Where's the Transformation? Unlocking the Potential of Technology Enhanced Assessment. Teaching & Learning Inquiry, 5(1) pp. 1-13.
    [10.20343/5.1.5]
  • Drummond, A. and Sweeney, T.A. (2016). Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures? BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY,
    [10.1111/bjet.12473]
  • Finger, G., Romeo, G., Lloyd, M., Heck, D., Sweeney, T.A., Albion, P., et al. (2015). Developing Graduate TPACK Capabilities in Initial Teacher Education Programs: Insights from the Teaching Teachers for the Future Project. The Asia-Pacific Education Researcher, 24(3) pp. 505-513.
    [10.1007/s40299-014-0226-x] [Scopus]
  • Sweeney, T.A. (2013). Understanding the use of interactive whiteboards in primary science. Australasian Journal of Educational Technology, 29(2) pp. 217-232.
    [Scopus] [Web Link]
  • Geer, R. and Sweeney, T.A. (2012). Students' Voices about Learning with Technology. Journal of Social Sciences, 8(2) pp. 294-303.
    [10.3844/jssp.2012.294.303]
  • Heck, D. and Sweeney, T.A. (2012). Using the Most Significant Change Stories to Document the Impact of the Teaching Teachers for the Future Project: An Australian Teacher Education Story. Australian Educational Computing, 27(3) pp. 36-47.
    [Scopus] [Web Link]
  • Sweeney, T.A. and Geer, R. (2010). Students Capabilities and Attitudes Towards ICT in the Early Years. Australian Educational Computing, 25(1) pp. 18-24.
    [Scopus] [Web Link]
  • Marwan, A. and Sweeney, T.A. (2010). Teachers' perceptions of educational technology integration in an Indonesian polytechnic. Asia Pacific Journal of Education, 30(4) pp. 463-476.
    [10.1080/02188791.2010.519554] [Scopus] [Web Link]
  • Sweeney, T.A. (2010). Transforming pedagogy: using activity theory to understand tensions in practice. Australian Educational Computing, 24(2) pp. 28-34.
    [Scopus] [Web Link]
  • Sweeney, T.A. (2008). Transforming learning with interactive whiteboards: Towards a developmental framework. Australian Educational Computing, 23(2) pp. 24-31.
    [Scopus]
  • Sweeney, T.A., West, D., Groessler, A., Haynie, A., Higgs, B., Macaulay, J., et al. (2017). Where's the Transformation? Unlocking the Potential of Technology Enhanced Assessment. Teaching & Learning Inquiry, 5(1) pp. 1-13.
    [10.20343/5.1.5]
  • Drummond, A. and Sweeney, T.A. (2016). Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures? BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY,
    [10.1111/bjet.12473]
  • Finger, G., Romeo, G., Lloyd, M., Heck, D., Sweeney, T.A., Albion, P., et al. (2015). Developing Graduate TPACK Capabilities in Initial Teacher Education Programs: Insights from the Teaching Teachers for the Future Project. The Asia-Pacific Education Researcher, 24(3) pp. 505-513.
    [10.1007/s40299-014-0226-x] [Scopus]
  • Sweeney, T.A. (2013). Understanding the use of interactive whiteboards in primary science. Australasian Journal of Educational Technology, 29(2) pp. 217-232.
    [Scopus] [Web Link]
  • Heck, D. and Sweeney, T.A. (2012). Using the Most Significant Change Stories to Document the Impact of the Teaching Teachers for the Future Project: An Australian Teacher Education Story. Australian Educational Computing, 27(3) pp. 36-47.
    [Scopus] [Web Link]
  • Geer, R. and Sweeney, T.A. (2012). Students' Voices about Learning with Technology. Journal of Social Sciences, 8(2) pp. 294-303.
    [10.3844/jssp.2012.294.303]
  • Sweeney, T.A. and Nielsen, B.A. (2018). Using a Developmental Assessment Rubric to Revitalise Stakeholder Conversations in Professional Experience. In Kriewaldt, J., Ambrosetti, A., Rorrison, D., Capeness, R., ed. Educating Teachers: Innovative Perspectives in Professional Experience. Springer.
  • Tam, E. and Sweeney, T.A. (2016). Learning with ipads in Early Childhood Education. In Janice Orrell, and David D. Curtis, ed. Publishing Higher Degree Researcher: Making the Transition from Student to Researcher. Rotterdam, Netherlands: Sense Publishers, pp. 43-52.
  • Page, S. and Sweeney, T.A. (2016). Promoting Powerful Positive Affect. In Janice Orrell and David D. Curtis, ed. Publishing Higher Degree Researcher: Making the Transition from Student to Researcher. Rotterdam, Netherlands: Sense Publishers, pp. 115-124.
  • Irion, T. and Sweeney, T.A. (2010). Interactive whiteboards in primary schools: Elements of modern learning environments or parts of old school drill centrered scenarios? In K.-H. Arnold, K. Hauenschild, B. Schmidt & B. Zlegenmeyer, ed. Primary education between subject and age orientation: New approaches for primary education. Yearbook Primary Education. Weisbaden, Germany: VS Verlag fur Sozialwissenschaften., pp. 103-106.
    [Web Link]

Professional and community engagement

Trudy is the immediate past President of EdTechSA (formally called the Computers in Education Group of South Australia CEGSA) and former Board member and Treasurer of the Australian Council for Computers in Education (ACCE). She was Chair of the Australian Computers in Education Conference, held in Adelaide in 2014 (ACEC2014). In 2012, she led a delegation of educators and school leaders on the ACCE Study Tour to Canada and the United States.

Expertise for media contact

Subject Titles

  • Education - Technology

Interests

  • Educational Technology - (The use of digital technology for learning and teaching.)

Contact

Add to address book
Phone: +61 8 82013941
Email:
Location: Education Building (5.06)
Postal address: GPO Box 2100, Adelaide 5001, South Australia
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