Search results for author:"Nicola Yelland"
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Information Technology in Childhood Education Annual Vol. 1999, No. 1 (1999) pp. 39–59
This chapter explores the potential of computer technology in classroom environments. It considers the role of technology in elementary schools and suggests that computers will not be used effectively in educational contexts unless five conditions...
Logo Experiences with Young Children: Describing Performance, Problem-Solving and Social Contexts of Learning
Early Child Development and Care Vol. 109 (1995) pp. 61–74
Explored the performance of primary school children in Logo programming tasks while they worked in one of three gender pairs (girl, boy, or boy-girl). Found no considerable differences in performance based on gender. Results suggest that what...
Educational Media International Vol. 43, No. 2 (June 2006) pp. 121–131
This paper will consider some of the new directions for curriculum that have been promoted to ensure that contemporary school experiences are relevant to the lives of the young people who attend them. It will then provide two examples and a...
Journal of Educational Computing Research Vol. 27, No. 1 (2002) pp. 77–92
Explores the strategies and interactions of elementary school children in a computer-based microworld related to the concept of length. Included both on and off computer activities that contributed to the collaborative learning environment, a high...
Society for Information Technology & Teacher Education International Conference 2002 (2002) p. 2543
Australian Journal of Early Childhood Vol. 20, No. 2 (1995) pp. 20–25
Sixty Australian second grade students were interviewed about computers and their uses, and about their own experiences with them. Results showed positive attitudes toward computers and computing at home and school. Students were able to describe...
International Conference on Mathematics / Science Education and Technology 2000 (2000) pp. 315–320
This paper describes the strategies and interactions of pairs of children (average age 7 years 4 months) while they worked on novel tasks in a computer microworld embedded within a mathematics curriculum. The curriculum encouraged the active ...
The Future Is Now: A Review of the Literature on the Use of Computers in Early Childhood Education (1994 - 2004)
AACE Journal Vol. 13, No. 3 (July 2005) pp. 201–232
This article considers the research literature of the past decade pertaining to the use of computers in early childhood education. It notes that there have been considerable changes in all aspects of our lives over this time period and considers...
British Journal of Educational Technology Vol. 49, No. 5 (September 2018) pp. 847–858
The data reported in this paper are part of a larger case study with children from 2 to 12 years of age, that took place over 4 years. The data reported here pertains to children in the age range 4–8 years of age in Australia. The children were from ...
Information Technology in Childhood Education Annual Vol. 2001, No. 1 (2001) pp. 175–192
This article reports on a study which interviewed 934 chil-dren ranging from 10 to 13 years of age about their owner-ship, use, and views of computer and video games. Computer games are viewed as an important part of the lives of children and we ...
Computers & Education Vol. 48, No. 3 (April 2007) pp. 362–382
This paper addresses the use of scaffolding in learning contexts that incorporate technologically based novel problems. We suggest that in computer contexts extended conceptualisations of scaffolding are needed in order to gain greater insights into ...
International Journal of Early Years Education Vol. 18, No. 2 (June 2010) pp. 91–106
This article draws on data from a three-year Australian Research Council-funded study that examined the ways in which young children become numerate in the twenty-first century. We were interested in the authentic problem-solving contexts that we...
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 3156–3157
Last year there was a great deal of press discussion around a report produced by the Alliance for Childhood entitled Fool's gold: A critical look at computers in childhood. The report was critical of the amount of funding spent on introducing and...
Childhood Education Vol. 79, No. 5 (2003) pp. 258–60
World-wide incorporation of new technologies into the classroom has revealed many common issues. These include the following: governments link educational technology to their country's stature; appropriate teacher training is lacking; equity and...
Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 2488–2493
The purpose of this paper is to explore ways in which teachers can use technology to create learning environments for their students. Such contexts are characterised by knowledge building and information exploration, which enable learners to use...
Learning by Design: Creating Pedagogical Frameworks for Knowledge Building in the Twenty-First Century
Asia-Pacific Journal of Teacher Education Vol. 36, No. 3 (August 2008) pp. 197–213
In this paper we present a new theoretical framework for effective teaching and learning in the twenty-first century. We focus on learning activities that exemplify pedagogy as knowing in action and consider the ways in which this enables a...
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 2302–2311
Argumentation becomes an essential element in science education. It plays an important role in leading to deep learning, fostering conceptual change, promoting knowledge co-construction and supporting problem solving. This research develops a...
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1884–1891
This paper considers new ways of thinking about and planning learning experiences in the middle years of schooling. It foregrounds the notion that educational experiences can be viewed as Learning by Design and explores the ways in which teachers...
Topics: Middle School Education
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 2312–2322
Intelligent agents are active components in education. However, there is no intelligent agent that is able to conduct argumentation dialogues with learners to facilitate argumentative learning. This research develops an intelligent agent which is...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3971–3978
In this paper we present a theoretical framework for effective teaching and learning in the 21st century that incorporates the use of effective and appropriate educational media. We focus on learning activities that exemplify pedagogy as knowing in...
Childhood Education Vol. 79, No. 5 (2003) pp. 293–98
Drawing on the experience of two first-year classrooms in Melbourne, Australia, this article explores numeracy learning within an information and communication technology (ICT) environment. Included are examples of how mathematical skills can be...
In Search Of The Revolutionary Power Of Critical Pedagogy: Issues Of Ideology, Power, And Culture In Technology Teacher Education
Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 2419–2424
Critical pedagogy is a perspective on teaching that seeks to increase equality, voice, individual & cultural expression and democracy in classrooms. The following three authors describe contexts in which they find critical pedagogy meaningful in...
Topics: Educational Technology
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 3179–3194
Argumentation plays an important role in learning processes. However, due to the difficulties in modeling human cognitive processes with computers, there are few computer-based learning systems that facilitate argumentation dialogues between...