Margaret Lloyd

Get to Know Margaret:

Dr Margaret Lloyd is an Associate Professor in the School of Maths, Science and Technology Education, QUT, with a specialisation in ICT education and specific responsibility for secondary computing curriculum studies.

She is Director of Oz-teachers, the volunteer group which oversees the Oz-TeacherNet and the Oz-teachers list community. In 2007, QSITE named her as the Outstanding Leader in ICT and she was nominated for a Vice-Chancellor’s Award for Excellence in Teaching and Learning. In 2009, she won an individual ALTC Teaching Excellence Award (for Social Sciences including Education).

Dr Lloyd has taken a leading role in ICT curriculum design and has co-authored an ICT textbook for junior secondary students and is currently involved in developing multimodal materials for the new Australian English syllabus.

Other roles she has held include:

• Past prior State Review Panel Chair for Information Processing and Technology (IPT)
• Member of the Queensland Studies Authority’s P-12 Technologies Committee
• Chair, sub-committee, QSA’s Information and Communication Technology Education (ICTE) syllabus
• Leader, Advocacy Committee, Queensland Society for Information Technology in Education (QSITE)
• Faculty of Education representative on QUT’s eResearch Working Party

Dr Lloyd is the Project Leader of the National Support Network for the national Teaching Teachers for the Future Project and is also involved in a research project concerned with ICT in the classroom, funded by the Norwegian Research Council.

Margaret’s Keynote:

ICT and the Australian Curriculum: Context or Content?

Is ICT a general capability? Is it a standalone learning area? Is it or can it possibly be both? If it is a learning area, what might it be called? These are the critical questions currently facing curriculum authorities and professional communities across Australia as the Australian Curriculum moves into its third phase of development. This keynote presentation will tackle these questions and benchmark possible and probable futures against contemporary research, policy and commentary.