Video gaming and non-academic internet use can improve student achievement, but moderation and timing are key, according to a new Australian study by researchers from the University of Southern Queensland and UNSW Sydney.

One-to-one and small-group tutoring have emerged as a catch-up strategy for schools to address student learning gaps as a result of the COVID-19 pandemic, with government funded programs announced here in Australia and overseas. Dr Pauline Ho and Dr Tanya Vaughan look at the evidence and give five key takeaways for school leaders and teachers.

‘While it will take us some time before we understand the full effect of temporary school closures on student learning long term, we’ve (in the meantime) learnt some important things to inform our teaching practices going forward.’

Worrying analysis shows at least one-third of the world’s schoolchildren have been unable to access remote learning programs put in place to provide continuity of education as schools close their doors during the COVID-19 pandemic.

‘I can see using this book as a springboard to have further discussion with students about the ways that sports and other aspects of culture have brought people together over time.’ Assistant Professor of Reading Education Jason DeHart shares how teachers can use the graphic novel Dragon Hoops in their classroom.

Most Australian teachers believe the advantages of being a teacher outweigh any disadvantages, but fewer than half feel that they are valued by society for the job they do, according to new data from the Teaching and Learning International Survey (TALIS) 2018.

Researchers from Macquarie University and QUT conducted a series of interviews with students to hear their memories of former teachers to determine the quality and consistency of these relationships over time. In today’s article, Associate Professor Penny Van Bergen shares some of the key findings to come from the research.

'While people have different views on the role that digital technology can and should play in schools, we cannot ignore how digital tools have so fundamentally transformed the world outside of school,' OECD Director of Education and Skills Andreas Schleicher writes in his new column.

In this edited version of her presentation at ACER’s Research Conference Dr Sue Thomson looks at the assessment of social and emotional skills in an increasingly fast-changing and diverse world.

Much discussion of evidence-based teaching is based on a narrow definition that would benefit from a broader recognition of the role of evidence in teaching and learning, Professor Geoff Masters AO writes in his latest Teacher column.