Search results for author:"Natalia Kucirkova"
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An Integrative Framework for Studying, Designing and Conceptualising Interactivity in Children's Digital Books
British Educational Research Journal Vol. 43, No. 6 (2017) pp. 1168–1185
In the past five years, there have been significant changes concerning the material and design properties of digital books, with an impact on children's enjoyment and learning from reading on screen. Despite the rapid advances in technology,...
Reading Teacher Vol. 71, No. 3 (2017) pp. 275–284
Digital personal(ized) books are a relatively recent addition to the rich repertoire of literacy resources available to pre-K and elementary school teachers. This article summarizes the key ways in which personal(ized) books can enrich the language...
British Journal of Educational Technology Vol. 48, No. 2 (March 2017) pp. 598–610
The last 5 years have been marked by an explosion of tablet and smartphone applications designed for young children and several calls to encourage educational researchers to engage in children's app research. This paper presents a novel prospect for ...
Educational Media International Vol. 55, No. 3 (2018) pp. 255–272
This paper reviews the key types of personalization in children's literacy apps to propose a taxonomy and research framework for future empirical studies Systematic content analysis was used to identify the amount and type of personalization in a...
Percolating spaces: Creative ways of using digital technologies to connect young children's school and home lives
British Journal of Educational Technology Vol. 49, No. 5 (September 2018) pp. 834–846
Contemporary research suggests there are many missed opportunities for home and school to work together to define and promote effective practices with digital technologies, especially in early years. This study outlines ways in which one Early Years ...
British Journal of Educational Technology Vol. 49, No. 3 (May 2018) pp. 545–559
This study is the first to systematically investigate the influence of child gender and age, on parents’ perceptions of UK children's digital media use at home. It provides an in-depth exploration of how children's age and gender influence the...
Journal of Early Childhood Literacy Vol. 13, No. 4 (December 2013) pp. 445–470
The aim of this study was to investigate the effects of personalized books on parents' and children's engagement during shared book reading. Seven native English parents and their children aged between 12 and 33 months were observed at...
Evaluating the Effectiveness of an Educational Programming Intervention on Children's Mathematics Skills, Spatial Awareness and Working Memory
Education and Information Technologies Vol. 23, No. 6 (2018) pp. 2879–2888
This investigation concerns two questions: (i) is simple educational programming with children, compared to working on mathematical tasks, more effective in increasing scores in mathematical abilities, spatial awareness and working memory? (ii) is...
Computers & Education Vol. 71, No. 1 (February 2014) pp. 175–184
This study investigates the effects of a story-making app called Our Story and a selection of other educational apps on the learning engagement of forty-one Spanish 4–5-year-olds. Children were observed interacting in small groups with the story...
Communication Disorders Quarterly Vol. 36, No. 1 (November 2014) pp. 44–54
The two case studies reported in this clinical exchange describe the way in which iPads can foster children's motivation to engage in communication and literacy-related activities such as story-sharing and story-creation. A detailed description ...
Literacy Vol. 47, No. 3 (November 2013) pp. 115–122
Little is known about how specific iPad applications affect parent-child story-sharing interactions. This study utilises a case-study approach to provide an insight into the patterns of interaction, which emerge when a mother and her 33-month-old...
Dimensions of personalisation in technology-enhanced learning: A framework and implications for design
Elizabeth FitzGerald; Natalia Kucirkova; Ann Jones; Simon Cross; Rebecca Ferguson; Christothea Herodotou; Garron Hillaire; Eileen Scanlon
British Journal of Educational Technology Vol. 49, No. 1 (January 2018) pp. 165–181
Personalisation of learning is a recurring trend in our society, referred to in government speeches, popular media, conference and research papers and technological innovations. This latter aspect—of using personalisation in technology-enhanced...