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Maria Nicholas

Senior Lecturer

Deakin University

Australia

Research Interests

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About

Maria Nicholas is a Senior Lecturer at Deakin University in Australia. Her research focuses on children's engagement with digital technology in educational contexts, literacy learning, and teacher agency in diverse classroom settings. Recent publications include a scoping review of children's interactions with digital artworks and explorations of educational prototyping through collaborative design initiatives.

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Senior Lecturer

Deakin University - Geelong Waterfront Campus

AUSTRALIA

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Maria Nicholas

Research Interests

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About

Articles (25)

Children's engagement with digital technology in educational spaces: A scoping review

The Design and Development of an Application that Scaffolds the Notetaking Process in Higher Education

The architecture of crisis: problematising a global ban on the three-cueing system in reading education

Cyborg Tools and Centaur Signs: Digital Technologies as Cybernetic and Semiotic Systems for Initial Teacher Education

The Responsive Teacher: An Exploration of Teachers’ Dialogic Behaviours Throughout Their Gradual Release of Responsibility-Inspired Reading Lessons

A Review of the Three-Cueing System: Correcting a Misunderstanding About the Reading Process

How Individuals Matter: An Analysis, an Emulation, and a Response to Nathalie Bulle

Alice’s rabbit: Vygotsky, Halliday, and the subtle science of showing what you mean

Exploring children’s meaning-making as they interact with digital artworks through play at a museum exhibition

Using a ‘Design Summit’ for Educational Prototyping

Teacher agency and student diversity in reading education: What do Australian teachers think?

Embeddables: Designing Physical-Digital Manipulatives for Young Children

Wobblies: Designing Intentional Playthings with Young Children

Rehabilitate Defectology! Teaching Foundation Reading as Compensation

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

Transition into school-aged care – how do services support children starting school?

Cross-sector collaborations via Facebook: teachers’ use of social media

School readiness – what does this mean? Educators’ perceptions using a cross sector comparison

The shared reading of digital storybooks with young children: Parents’ perspectives

Literacy learning in infant-toddler programs: Practice architectures as a lens for examining educator pedagogy

The Barometer of Agency: Reconceptualising the ‘Guided Reading’ Teaching Approach

Cross-sector early years teacher collaboration: using professional learning workshops as boundary objects for professional boundary crossing

Learning to read: where should early childhood educators begin?

Child-Centred Teaching: Helping Each Child to Reach Their Full Potential

Mothers’ views on shared reading with their two-year olds using printed and electronic texts: Purpose, confidence and practice

Collaborators (9)

Peta Wyeth

John Cripps Clark

Elizabeth Rouse

Hyejeong Ahn

Sharon Horwood

Louise Paatsch

Shaun Rawolle

Rosemarie Scott

Sophie McKenzie

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