Search results for author:"Cathy Lewin"
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Journal of Computing in Childhood Education Vol. 8 (1997)
Examines contributions of computer-assisted reading software (CARS) to current teaching practice. Presented framework for evaluating the technical and pedagogic characteristics of CARS. Described case study using proposed framework to evaluate the...
Computers & Education Vol. 30, No. 1 (1998) pp. 87–94
Talking Book software has been available for some time and software publishers report high sales, but there is little information on how practitioners are using them in their classrooms or indeed whether they do. Talking Book software facilitates a...
Journal of Research in Reading Vol. 23, No. 2 (2000) pp. 149–57
Reports on an exploratory study concerning the effectiveness of specific design features in talking book software. Considers how talking book software has the potential to complement current approaches to literacy instruction. Notes that electronic...
Computers & Education Vol. 54, No. 3 (April 2010) pp. 749–758
This paper compares and contrasts two projects in order to better understand the complex issues surrounding the use of technology to support parental involvement with schools and their children’s learning. The Becta-funded ICT Test Bed evaluation ...
Learning, Media and Technology Vol. 41, No. 1 (2016) pp. 6–30
It is argued that social media has the potential to bridge formal and informal learning through participatory digital cultures. Exemplars of sophisticated use by young people support this claim, although the majority of young people adopt the role...
Broadening Access to the Curriculum through Using Technology To Link Home and School: A Critical Analysis of Reforms To Improve Educational Attainment for All K-12 Students
Annual Meeting of the American Educational Research Association 2002 (April 2002)
This paper examines the impact of networked technologies on educational reform in the context of linking home and school within this context of political and social struggle. The theoretical framework is presented first, grounding the study in an...
British Journal of Educational Technology Vol. 49, No. 6 (November 2018) pp. 1131–1144
Learning design is growing in importance but is not yet widely adopted by teachers. This paper describes the development of a scenario-led learning design process, divided into two stages, which was implemented with over 500 teachers altogether from ...
The Impact of Formal and Informal Professional Development Opportunities on Primary Teachers' Adoption of Interactive Whiteboards
Technology, Pedagogy and Education Vol. 18, No. 2 (July 2009) pp. 173–185
This paper reports on the approaches undertaken to support the development of teachers' uses of interactive whiteboards in the Primary Schools Whiteboard Expansion project. Mixed methods were used to identify practices and staff perceptions about...
Niki Davis; Margaret Leahy; Amina Charania; Hasniza Nordin; Davor Orlic; Cathy Lewin; Olatz Lopez-Fernandez
Global Learn 2016 (Apr 28, 2016) pp. 154–163
This paper which arises from EDUsummIT 2015 provides an overview of the development of a working definition of Smart Partnerships (SP) in education before describing and analysing three potential SPs of which only one is identified as a SP. Further...
Margaret Leahy; Niki Davis; Cathy Lewin; Amina Charania; Hasniza Nordin; Davor Orlic; Deirdre Butler; Olatz Lopez-Fernadez
Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 84–98
This exploratory analysis of smart partnerships identifies the risk of increasing the digital divide with the deployment of data analytics. Smart partnerships in education appear to include a process of evolution into a synergy of strategic and...
Integrating Academic and Everyday Learning through Technology: Issues and Challenges for Researchers, Policy Makers and Practitioners
Cathy Lewin; Kwok-Wing Lai; Hans van Bergen; Amina Charania; Jean Gabin Ntebutse; Barry Quinn; Roger Sherman; David Smith
Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 391–407
This paper builds on work undertaken over a number of years by a group of international researchers with an interest in the potential of connecting academic and everyday practices and knowledge. Drawing extensively on literature and our own work, we ...