Charting Pathways of Conceptual Change in the Use of Computer Software

Robin H. Kay

Researchers of computer ability have been largely influenced by the Galtonian perspective of intelligence assessment: a predominantly linear, construct-driven model based on identifying statistically determined factors. The use of this methodology,...

Exploring the relationship between emotions and the acquisition of computer knowledge

Robin H. Kay

Computers & Education Vol. 50, No. 4 (May 2008) pp. 1269–1283

Most computer users have to deal with major software upgrades every 6–18 months. Given the pressure of having to adjust so quickly and so often, it is reasonable to assume that users will express emotional reactions such as anger, desperation,...

Language: English

A Practical and Theoretical Approach to Assessing Computer Attitudes: The Computer Attitudes Measure (CAM)

Robin H. Kay

Journal of Research on Computing in Education Vol. 21, No. 4 (1989) pp. 456–63

Describes study conducted at the University of Toronto that assessed the attitudes of student teachers toward computers by using a multicomponent model, the Computer Attitude Measure (CAM). Cognitive, affective, and behavioral attitudes are examined,...

An Examination of Gender Differences in Computer Attitudes, Aptitude, and Use

Robin H. Kay

Researchers of gender differences in computer-related behaviors have reported a confusing picture. When asked which sex is more positive toward computers, more apt at using computers, and more likely to use a computer, one would be best advised to...

Evaluating Strategies Used to Incorporate Technology into Preservice Education: A Review of the Literature

Robin H. Kay

Journal of Research on Technology in Education Vol. 38, No. 4 (2006) pp. 383–408

The following paper is based on a review of 68 referred journal articles that focused on introducing technology to preservice teachers. Ten key strategies emerged from this review, including delivering a single technology course; offering mini...

Examining gender differences in attitudes toward interactive classroom communications systems (ICCS)

Robin H. Kay

Computers & Education Vol. 52, No. 4 (May 2009) pp. 730–740

An interactive classroom communication system (ICCS) involves the use of remote devices that permit all students in a class to respond to multiple choice questions displayed on a LCD projector. After responses are clicked in, the results are...

Language: English

Topics: Gender

Identifying Effective Knowledge Building Activities for Learning Computer Software

Robin H. Kay

This paper details a study of knowledge-building activities in the domain of computer software. Thirty-six adults--evenly split among beginning, intermediate, and advanced knowledge levels--were videotaped while they attempted to learn a common...

Examining Factors that Influence the Effectiveness of Learning Objects in Mathematics Classrooms

Robin H. Kay

Canadian Journal of Science, Mathematics and Technology Education Vol. 12, No. 4 (2012) pp. 350–366

Learning objects are interactive online tools that support the acquisition of specific concepts. Limited research has been conducted on factors that affect the use of learning objects in K-12 mathematics classrooms. The current study examines the...

The role of errors in learning computer software

Robin H. Kay

Computers & Education Vol. 49, No. 2 (September 2007) pp. 441–459

Little research has been done examining the role of errors in learning computer software. It is argued, though, that understanding the errors that people make while learning new software is important to improving instruction. The purpose of the...

Language: English

Gender Differences in Computer Attitudes, Literacy, Locus of Control and Commitment

Robin H. Kay

Journal of Research on Computing in Education Vol. 21, No. 3 (1989) pp. 307–16

Describes study that compared differences in computer attitudes, degree of computer literacy, locus of control, and commitment to computers between male and female student teachers at the University of Toronto. A literature review of previous...

A Case for Ubiquitous, Integrated Computing in Teacher Education

Robin H. Kay; Liesel Knaack

Technology, Pedagogy and Education Vol. 14, No. 3 (October 2005) pp. 391–412

The purpose of this study was to evaluate the effect of an integrated, laptop-based approach on pre-service teachers' computer attitudes, ability and use. Pre-post program analysis revealed significant differences in behavioural attitudes and...

Gender Differences in the Use of Laptops in Higher Education: A Formative Analysis

Robin H. Kay; Sharon Lauricella

Journal of Educational Computing Research Vol. 44, No. 3 (2011) pp. 361–380

Over the past 18 years, a number of large scale reviews of the literature have documented that gender differences in computer attitudes, ability, and use tend to favor males. Since the use of laptops in higher education classrooms is increasing, it...

A formative analysis of individual differences in the effectiveness of learning objects in secondary school

Robin H. Kay; Liesel Knaack

Computers & Education Vol. 51, No. 3 (November 2008) pp. 1304–1320

The purpose of this study was to examine individual differences in the effectiveness of learning objects in secondary school classrooms. Specifically, gender, age, grade, subject area, and computer comfort (self-efficacy) were examined in 850...

Language: English

Analysing the Effectiveness of Learning Objects for Secondary School Science Classrooms

Robin H. Kay; Liesel Knaack

Journal of Educational Multimedia and Hypermedia pp. 113–135

The current study offers a comprehensive, systematic analysis of learning objects in secondary school science classrooms. Five reliable and valid measures were used to examine the effectiveness of learning objects for 503 students and 15 teachers...

Topics: Multimedia, Educational Technology, Evaluation, Learning Outcomes, Teachers, Science, Attitudes, Secondary Education, Learning Objects, Research Methods, Students

Examining the benefits and challenges of using audience response systems: A review of the literature

Robin H. Kay; Ann LeSage

Computers & Education Vol. 53, No. 3 (November 2009) pp. 819–827

Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the...

Language: English

Evaluating the Learning in Learning Objects

Robin H. Kay; Liesel Knaack

Open Learning Vol. 22, No. 1 (February 2007) pp. 5–28

A comprehensive review of the literature on the evaluation of learning objects revealed a number of problem areas, including emphasizing technology ahead of learning, an absence of reliability and validity estimates, over-reliance on informal...

Assessing Learning, Quality and Engagement in Learning Objects: The Learning Object Evaluation Scale for Students (LOES-S)

Robin H. Kay; Liesel Knaack

Educational Technology Research and Development Vol. 57, No. 2 (April 2009) pp. 147–168

Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects...

Unstructured vs. Structured Use of Laptops in Higher Education

Robin H. Kay; Sharon Lauricella

Journal of Information Technology Education Vol. 10 (2011)

A majority of today's higher education students have been nurtured on a steady diet of technology and Internet access, leading to the increased presence of laptops in higher education classrooms. However, many instructors are unsure whether or how...