Search results for author:"Karen Littleton"
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Whether gender differences in performance using computer software are due to sex stereotyping or gender differentiation in the programs was investigated in two studies. An adventure game, "King and Crown," with all male characters, and a gender...
Technology, Pedagogy and Education Vol. 19, No. 2 (July 2010) pp. 285–292
This discussion paper highlights a number of themes emerging from contemporary research into teaching with whole-class interactive technologies. Focusing particularly on the contributions to this special issue, the paper considers the significance...
Digital Technologies and the Mediation of Undergraduate Students' Collaborative Music Compositional Practices
Learning, Media and Technology Vol. 41, No. 2 (2016) pp. 330–350
Music education is supported by an increasing range of digital technologies that afford a remarkable divergence of opportunities for learning within the classroom. Musical creativities are not, however, limited to classroom situations; all musicians ...
The Negotiation and Co-Construction of Meaning and Understanding within a Postgraduate Online Learning Community
Learning, Media and Technology Vol. 30, No. 2 (July 2005) pp. 147–164
There is an increasing development of courses and course components taught through teaching and learning dialogues online yet there is little secure knowledge regarding the educational quality of these dialogues. Drawing on contemporary...
Methods for Studying the Processes of Interaction and Collaborative Activity in Computer-Based Educational Activities
Technology, Pedagogy and Education Vol. 13, No. 2 (July 2004) pp. 195–212
Drawing on the work of researchers in several disciplines, this article describes and discusses methods which can be used for analysing joint activity during computer-based, side-by-side, collaborative activity in educational settings. It is argued...
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2138–2141
We describe and analyze two virtual university courses based on different pedagogical approaches. From the viewpoint of faded scaffolding we will highligt learner's possibility to become a subject of his/her own learning. As scaffolding fades the...
Topics: Virtual Environments
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...
Understanding computer-related attitudes through an idiographic analysis of gender- and self-representations
Learning and Instruction Vol. 14, No. 2 (April 2004) pp. 215–233
We assessed girls’ and boys’ attitudes towards computers in general, and their use and enjoyment of computers for specific purposes. In addition, we obtained their self-evaluation against their ideal self, their prototype of a child who would be...
Literacy Vol. 39, No. 3 (November 2005) pp. 135–141
This paper examines young children's working styles when they are engaged with a peer on a computer-based reading task. Two types of pairing were investigated: (i) "Equal pairs", where the children were of equal reading attainment and (ii) "Unequal...
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...
Educational Psychology Vol. 18, No. 3 (1998) pp. 327–40
Addresses the question of how far superficial aspects of software can affect the performance of girls and boys on computer-based problem-solving tasks. Finds, in two tests, a significant gender by software interaction, with girls' performances being ...
The Effects of Gender, Expectations of Success and Social Comparison on Children's Performance on a Computer-Based Task
Educational Psychology Vol. 18, No. 3 (1998) pp. 319–26
Examines the effects of gender, expectations of success, and social comparison on children's performance on a computer-based task. Finds that the presence of like students facilitated the performance of girls with high expectations of success but...
Educational Media International Vol. 47, No. 4 (December 2010) pp. 277–292
This paper describes a participatory design approach to the development of inquiry-based learning supported through a technology toolkit. The work is part of an interdisciplinary project--Personal Inquiry (PI). The paper focuses on the approach we...
Multimodality, Orchestration and Participation in the Context of Classroom Use of the Interactive Whiteboard: A Discussion
Technology, Pedagogy and Education Vol. 19, No. 2 (July 2010) pp. 211–223
This paper will offer a discussion of the literature concerning multimodality, orchestration and participation related to classroom use of the interactive whiteboard (IWB). Specifically, it will explore the place, or potential use, of the IWB to...
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 1580–1589
This paper presents the design and application of a web service architecture for providing shared access to web-based visual representations, such as dynamic models, simulations and visualizations. The Shared Representations (SR) system was created...
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2122–2129
The aim of the paper is to introduce the role of 'intentionality' of students' embodied subjectivity in virtual learning environments. Our intentional stance is a means to interpret the behavior of students. Our empirical material consists of...
Learning and Instruction Vol. 10, No. 6 pp. 483–496
Gender differences in relation to school children's learning with computers are frequently attributed to a tendency for boys to dominate computer resources in mixed sex settings. However, the evidence relating to children's performance with...
Computers & Education Vol. 26, No. 1 (1996) pp. 179–187
This paper reports a study involving 65 children (31 boys and 34 girls) aged between 10 and 11, which further examined the effect of software type by comparing children's performance on a male stereotyped version of the software with their...
European Journal of Psychology of Education Vol. 14, No. 1 (1999) pp. 129–39
Examines the effects of differential contextualization on girls' and boys' performance on a computer-based perceptual-motor skills task involving tracking a moving line. Reveals that generally the boys' performance is little affected by the context...
A "Learning Revolution"? Investigating Pedagogic Practice around Interactive Whiteboards in British Primary Classrooms
Learning, Media and Technology Vol. 32, No. 3 (September 2007) pp. 243–256
Interactive whiteboards have been rapidly introduced into all primary schools under UK Government initiatives. These large, touch-sensitive screens, which control a computer connected to a digital projector, seem to be the first type of educational...
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 ...
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...