Search results for author:"Ann Jones"
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Education for Information Vol. 8, No. 4 (1990) pp. 313–24
This study assessed the effectiveness of a home computing policy for distance education students in terms of student access to computing equipment; the extent of computer use by faculty; the impact of home computing on students' organization of...
Journal of Interactive Media in Education Vol. 2015, No. 1 (2015)
Conole and Alevizou's social media typology (Conole and Alevizou, 2010) includes amongst its ten categories: media sharing; conversational arenas and chat; social networking and blogging. These are all media with which language learners are...
Computers & Education Vol. 18, No. 1 (1992) pp. 183–93
Describes an experiment at the Open University in Great Britain that expanded the use of home-based microcomputers for distance education students enrolled in higher education courses. Results of an evaluation of the program are discussed, computer...
Affective Issues in Learning Technologies: Emotional Responses to Technology and Technology's Role in Supporting Socio-Emotional Skills
Journal of Interactive Media in Education Vol. 2010, No. 1 (2010)
This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the...
Association for Learning Technology Journal Vol. 15, No. 3 (September 2007) pp. 247–258
There has been interest recently in how mobile devices may be motivating forces in the right contexts: for example, one of the themes for the IADIS International Conference on Mobile Learning in 2007 was "Affective Factors in Learning with Mobile...
Journal of Computing in Childhood Education Vol. 8 (1997)
Uses case studies to assess extent to which the "Bubble Dialogue," an application supporting role-play within a comic strip environment, helps abused, adopted, and foster children express feelings, reflect, and debate pertinent issues. Study of the...
British Journal of Educational Technology Vol. 13, No. 3 (October 1982) pp. 207–17
Summarizes the results of an evaluative study on the use of computer-assisted instruction at the Open University in Great Britain. Student responses on questionnaires identified computer-related problems such as physical access, equipment...
Computers & Education Vol. 44, No. 4 (May 2005) pp. 395–408
This paper is concerned with affective issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as...
Computers & Education Vol. 22, No. 1 (1994) pp. 27–37
Reports the results of a case study of home computing use in an Open University (Great Britain) multimedia course. The use of student questionnaires and journals is described; and student attitudes about relating new information to existing...
Integrating Technology in Educational Leadership Master and Doctoral Programs: NETS for Administrators (NETS*A)
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1558–1559
School administrators must play an important role in determining how well technology is used in our schools. In order for this to happen school administrators must be knowledgeable of and skillful with the use of technology in the field of education....
A Collaborative Model for Influencing the Technology Integration Behaviors and Dispositions of Preservice Social Studies Teachers
Journal of Computing in Teacher Education Vol. 21, No. 4 (2005) pp. 77–83
Collaboration among faculty can enhance the learning experience for preservice teachers and reinforce the integral role of technology in teaching, learning, and professional development in social studies education. Organized around the Performance...
International Journal of Educational Research Vol. 39, No. 8 (2003) pp. 851–860
This paper focuses on three distinctive ways in which educational software can support learning dialogues in primary classrooms. After a re-capitulation of published research on Initiation, Discussion, Response, Feedback (IDRF) exchanges, where the...
Teacher Development Vol. 15, No. 2 (2011) pp. 241–255
The Laptops for Teachers scheme in New Zealand provides teachers whose schools opt into the scheme access to a laptop for their exclusive use. This paper reports on the findings of the three-year evaluation of the impact of the laptops on secondary...
Exploring children’s responses to interpersonal conflict using bubble dialogue in a mainstream and EBD school
Computers & Education Vol. 30, No. 1 (1998) pp. 67–74
This paper discusses an investigation of the use of a computer application, Bubble Dialogue, to construct a narrative which reflects the child’s view of the world. In particular it reports on a comparative study of how a group of children with...
Learning, Media and Technology Vol. 30, No. 2 (July 2005) pp. 107–130
This paper describes the use of an activity theory (AT) framework to analyze the ways that distance part time learners and mobile workers adapted and appropriated mobile devices for their activities and in turn how their use of these new tools...
Mobile learning: Two case studies of supporting inquiry learning in informal and semiformal settings
Computers & Education Vol. 61, No. 1 (February 2013) pp. 21–32
Mobile technologies can support learning across different contexts as their portability enables them to be used by the learner in whichever context she or he is in. They can be particularly beneficial in informal and semiformal contexts where...
The Distribution of Leadership as an Influence on the Implementation of a National Policy Initiative: The Example of the Laptops for Teachers Scheme
School Leadership & Management Vol. 31, No. 1 (February 2011) pp. 47–63
Research on the nature of and support for systemic sustainable innovation with ICT is converging with research on policy implementation and studies of school change and improvement to highlight the complex interplay of personal and contextual...
International Journal of Science Education Vol. 20, No. 5 (1998) pp. 533–50
Describes the development and evaluation of a pilot package as a prelude to the production of a series incorporating the use of puppets in video, comics, and print materials for primary science. Explains that science educators perceive the package...
The use of ICT to support the development of practical music skills through acquiring keyboard skills: a classroom based study
Computers & Education Vol. 46, No. 4 (May 2006) pp. 391–406
This paper concerns the use of Information and Communications Technology (ICT) in music classrooms, with the focus on the secondary school music curriculum in the United Kingdom. In particular, it reports on a study of learners in a UK school using...
Computers & Education Vol. 43, No. 1 (2004) pp. 91–107
Over the last 10 years there has been a rapid increase in the development and use of digital maps for teaching and learning in Higher Education. There is also a political drive to encourage and foster best practice in this area. This is part of a...
Distance Education: An Exploration of Alternative Methods and Types of Instructional Media in Teacher Education
Journal of Special Education Technology Vol. 20, No. 3 (2005) pp. 25–33
Universities currently are exploring an array of instructional media to facilitate the delivery of instruction. Consensus from the studies indicates that there is no significant difference in the achievement of students who participate in...
Gregory MacKinnon; Terry-Ann Marsh-Roberts; Yvonne Jones; Delise Williams; Ann Hamilton-Dopwell; Colin King
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1950–1958
Coaching of teachers to implement literacy instruction using international best practice has been complicated in Eastern Caribbean Countries due to travel constraints and limited human resources. In an effort to mitigate this situation and respond...
Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators: The SCAMP Framework
Ann Jones; Mark Gaved; Agnes Kukulska-Hulme; Eileen Scanlon; Charlie Pearson; Petros Lameras; Ian Dunwell; Jan Jones
International Journal of Mobile and Blended Learning Vol. 6, No. 4 (October 2014) pp. 75–92
Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress...
Computers & Education Vol. 24, No. 2 (1995) pp. 73–81
Recent research has shown that there are consistent differences between males and females and between students and teachers in their attitudes towards computers. Specifically they reveal that there are likely to be gender differences with male...
Topics: Secondary Education
Education and Training in Developmental Disabilities Vol. 40, No. 3 (September 2005) pp. 264–278
For individuals who have complex communication needs and for the interventionists who work with them, the collection of empirically derived data that support the use of an intervention approach is critical. The purposes of this study were to...
International Conference on Mobile Learning 2014 (2014)
This paper discusses how the particular features of mobile learning can be harnessed to provide new informal learning opportunities in relation to context aware and location based learning. The MASELTOV project is developing representations of an...
Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism
Assistive Technology Outcomes and Benefits Vol. 7, No. 1 (2011) pp. 24–38
In the current study, the researchers evaluated the effects of simultaneous prompting and computer-assisted instruction on the story-writing responses of 3 males with autism, 7 to 10 ears of age. Classroom teachers conducted all probe and training...
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...
Mark Gaved; Trevor Collins; Paul Mulholland; Lucinda Kerawalla; Ann Jones; Eileen Scanlon; Karen Littleton; Canan Blake; Marilena Petrou; Gill Clough; Alison Twiner
Open Learning Vol. 25, No. 3 (November 2010) pp. 187–200
We explore how small-format laptops ("netbooks") have been used within evidence-based investigations undertaken by secondary school students, to what extent these are suitable for effectively supporting learners across different locations and...
Mike Sharples; Eileen Scanlon; Shaaron Ainsworth; Stamatina Anastopoulou; Trevor Collins; Charles Crook; Ann Jones; Lucinda Kerawalla; Karen Littleton; Paul Mulholland; Claire O'Malley
Journal of the Learning Sciences Vol. 24, No. 2 (2015) pp. 308–341
A central challenge for science educators is to enable young people to act as scientists by gathering and assessing evidence, conducting experiments, and engaging in informed debate. We report the design of the nQuire toolkit, a system to support...
Lucinda Kerawalla; Karen Littleton; Eileen Scanlon; Ann Jones; Mark Gaved; Trevor Collins; Paul Mulholland; Canan Blake; Gill Clough; Gráinne Conole; Marilena Petrou
Interactive Learning Environments Vol. 21, No. 6 (2013) pp. 497–515
Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to ...