You are here:

Computers & Education

February 2008 Volume 50, Number 2

Search this issue

Table of Contents

Number of articles: 13

  1. The learner centric ecology of resources: A framework for using technology to scaffold learning

    Rosemary Luckin

    This paper is based upon a Keynote presentation at CAL07 and extends previous introductory descriptions of the Ecology of Resources model of educational contexts. The relationships between the... More

    pp. 449-462

    View Abstract
  2. The Emperor’s new clothes? A meta-study of education technology policies in Ireland, North and South (1996–2006)

    Kevin Marshall & John Anderson

    In this paper, we asked whether or not it matters if policy direction for embedding digital technology in education is aligned with the locus of control of curriculum reform and of teachers’... More

    pp. 463-474

    View Abstract
  3. Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory

    Francoise Blin & Morag Munro

    The advent of the Internet heralded predictions that e-learning would transform and disrupt teaching practices in higher education. E-learning also promised to expand opportunities for lifelong and... More

    pp. 475-490

    View Abstract
  4. The effectiveness of m-learning in the form of podcast revision lectures in higher education

    Chris Evans

    In this paper we describe a study of the effectiveness of mobile learning (m-learning) in the form of podcasting, for teaching undergraduate students in Higher Education. Podcasting involves... More

    pp. 491-498

    View Abstract
  5. Designing capacity-building in e-learning expertise: Challenges and strategies

    J.C. Aczel, S.R. Peake & P. Hardy

    This research study looks at how organizations in developing countries perceive the challenge of building capacity in e-learning expertise. Data was collected on six such organizations, and a range... More

    pp. 499-510

    View Abstract
  6. ‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology

    Grainne Conole, Maarten de Laat, Teresa Dillon & Jonathan Darby

    The paper describes the findings from a study of students’ use and experience of technologies. A series of in-depth case studies were carried out across four subject disciplines, with data... More

    pp. 511-524

    View Abstract
  7. E-learning: Between augmentation and disruption?

    Simon B. Heilesen & Jens Josephsen

    Based on a framework for analysis combining diffusion theory, content layer analysis and sense making, this paper discusses the theme of “e-learning as augmentation or disruption” from the point of... More

    pp. 525-534

    View Abstract
  8. E-Science in the classroom – Towards viability

    Joshua Underwood, Hilary Smith, Rosemary Luckin & Geraldine Fitzpatrick

    E-Science has the potential to transform school science by enabling learners, teachers and research scientists to engage together in authentic scientific enquiry, collaboration and learning.... More

    pp. 535-546

    View Abstract
  9. An online image analysis tool for science education

    L. Raeside, B. Busschots, S. Waddington & J.G. Keating

    This paper describes an online image analysis tool developed as part of an iterative, user-centered development of an online Virtual Learning Environment (VLE) called the Education through Virtual ... More

    pp. 547-558

    View Abstract
  10. Computer game design: Opportunities for successful learning

    Judy Robertson & Cathrin Howells

    Developing children as successful learners is a key aim of A Curriculum for Excellence in Scotland. This paper presents qualitative results from an eight week exploratory field study in which a... More

    pp. 559-578

    View Abstract
  11. IDR: A participatory methodology for interdisciplinary design in technology enhanced learning

    Niall Winters & Yishay Mor

    One of the important themes that emerged from the CAL’07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the... More

    pp. 579-600

    View Abstract
  12. Reuse, repurposing and learning design – Lessons from the DART project

    Stephen T. Bond, Caroline Ingram & Steve Ryan

    Digital Anthropological Resources for Teaching (DART) is a major project examining ways in which the use of online learning activities and repositories can enhance the teaching of anthropology and,... More

    pp. 601-612

    View Abstract
  13. Using a phenomenographic approach in evaluating hypermedia stories

    Peter Thomas & Elaine Martin

    This paper builds on research into using multimedia and hypermedia as creative writing tools and reports on a study in using a hypermedia authoring program with middle-years students at an... More

    pp. 613-626

    View Abstract