Search results for author:"Jean Underwood"
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GENDER DIFFERENCES IN CHILDREN’S LEARNING FROM INTERACTIVE B OOKS
Geoffrey Underwood; Jean Underwood
Society for Information Technology & Teacher Education International Conference 1996 (1996) pp. 168–171
There have been extensive claims of the educational benefits of multimedia and few studies of children’s use of interactive books. One of the exceptions is the study by Miller, Blackstock and Miller (1994) in which four case studies did suggest...
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Predicting Computer Literacy: How Do the Technological Experiences of Schoolchildren Predict Their Computer-Based Problem-Solving Skills?
Jean Underwood
Journal of Information Technology for Teacher Education Vol. 3, No. 1 (1994) pp. 115–26
Researchers observed relationships between exposure to home electronic technologies and classroom disposition and performance in secondary school students. Interviews to determine computer literacy and use suggested that successful performance and...
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Data Organisation and Retrieval by Children
Jean Underwood; Geoffrey Underwood
British Journal of Educational Psychology Vol. 57 (1987)
Discussion of the use of computer-based information retrieval systems in schools focuses on three paper and pencil experiments conducted in the United Kingdom that were designed to investigate how 9- to 11-year-olds organized and retrieved...
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A Comparison of Two Types of Computer Support for Reading Development
Jean Underwood
Journal of Research in Reading Vol. 23, No. 2 (2000) pp. 136–48
Presents evidence of learning outcomes in reading from the use of software incorporating two very different styles of learning, structured sub-skills tutoring (using an Integrated Learning System) versus free reading (using a talking book), but...
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Rethinking the Digital Divide: Impacts on Student-Tutor Relationships
Jean D. M. Underwood
European Journal of Education Vol. 42, No. 2 (June 2007) pp. 213–222
This article emerged from a series of debates and workshops on the impact of the Digital Divide on educational practice at the "Futures of Learning: New Learning Paradigms Conference" in Paris. The conceptualisation of the Digital Divide into the ...
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Chasing Dreams and Recognising Realities: Teachers' Responses to ICT
Jean Underwood; Gayle Dillon
Technology, Pedagogy and Education Vol. 20, No. 3 (2011) pp. 317–330
The teaching profession's response to the inexorable march of new technology into education has been a focus of research for some 30 years. Linked with the impact of ICT on measurable performance outcomes, teacher attitudes to technology and the...
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My Teachers a Helper Now: Changing Dynamics in The
Jean Underwood; Susan Cavendish
Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 890–893
One teaching approach being trialled in the UK is the use of large scale semi-intelligent teaching packages. These so called Integrated Learning Systems (ILS), are computer-based systems which present individualized teaching at a level appropriate...
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Capturing Complexity through Maturity Modelling
Jean Underwood; Gayle Dillon
Technology, Pedagogy and Education Vol. 13, No. 2 (July 2004) pp. 213–225
The impact of information and communication technologies (ICT) on the process and products of education is difficult to assess for a number of reasons. In brief, education is a complex system of interrelationships, of checks and balances. This...
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Managers', Teachers' and Learners' Perceptions of Personalised Learning: Evidence from Impact 2007
Jean Underwood; Phil Banyard
Technology, Pedagogy and Education Vol. 17, No. 3 (October 2008) pp. 233–246
The opening premise of this paper is that education must change but that the nature and direction of that change is uncertain. In England, but not necessarily the UK as a whole, the policy is to produce a more personalised learning experience for...
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Artificial Intelligence and Natural Language Comprehension
Geoffrey Underwood; Jean D. M. Underwood
RQ Vol. 23, No. 1 (1983) pp. 39–46
Discusses the extent to which computers can understand natural language. Considers assertions that computers can be described as literate, and considers more generally the purpose of designing machines which perform like humans. (RS)
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Children’s interactions and learning outcomes with interactive talking books
Geoffrey Underwood; Jean D. M. Underwood
Computers & Education Vol. 30, No. 1 (1998) pp. 95–102
How do pairs of children interact when using a multimedia CD-ROM storybook (“talking books”), and do their patterns of interaction reflect the gender composition of the pair? Do different types of pairs interact differently and remember the activity ...
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When Does Gender Matter? Interactions during Computer-based Problem Solving
Jean Underwood; Geoffrey Underwood; David Wood
Learning and Instruction Vol. 10, No. 5 (2000) pp. 447–62
Children worked in pairs or as individuals on a computer-based language problem-solving task, and their keyboard activities were monitored along with their discussions of the task. A total of 60 children worked in either single-gender or mixed...
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Collaboration and discourse while programming the KidSim microworld simulation
Geoffrey Underwood; Jean Underwood; Karen Pheasey; David Gilmore
Computers & Education Vol. 26, No. 1 (1996) pp. 143–151
How does group discussion predict performance while small groups of children work at a programming exercise? This question was approached using 11–14 year old children being introduced to a programming environment (KidSim) that employs graphical re...
Language: English
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Transition between Educational Sectors and Discontinuities of ICT Resource and Pedagogy
Alison Twiner; Philip Banyard; Jean Underwood
Computers in the Schools Vol. 24, No. 3 (Jan 18, 2008) pp. 139–152
Technologically supported education has introduced benefits but also challenges to the transition across school levels of education. While resolving some traditional issues, these technologies have in some instances created a new set of...
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Technology as a Tool for the Professional Development of Teachers
Jean Underwood; Sue Cavendish; Tony Lawson
Society for Information Technology & Teacher Education International Conference 1996 (1996) pp. 987–990
The formal evaluation of Integrated Learning Systems in U.K. schools has raised questions about the development of teachers as they worked with pupils using the system. In this paper we will present evidence to show that by encouraging the use of...
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Do Enhanced Communication Technologies Inhibit or Facilitate Self-Regulated Learning?
Philip Banyard; Jean Underwood; Alison Twiner
European Journal of Education Vol. 41, No. 3 (2006) pp. 473–489
The assumption tested here is whether the introduction of enhanced communication technologies in the form of high-speed broadband connectivity has removed or ameliorated any of the barriers to efficient and effective teaching and learning. Evidence...
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Does Knowing Lead to Doing in the Case of Learning Platforms?
Jean D. M. Underwood; James Stiller
Teachers and Teaching: Theory and Practice Vol. 20, No. 2 (2014) pp. 229–246
There have been significant advance in educational technology but they have not always brought about measurable shifts in user behavior. This study examined the relationship between teachers' knowledge about a tool and their use of that tool....
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Integrated learning systems in the classroom
David Wood; Jean Underwood; Peter Avis
Computers & Education Vol. 33, No. 2 (1999) pp. 91–108
The main focus for this paper is an overview and critique of an extensive series of empirical evaluations of Integrated Learning Systems (ILS) in UK classrooms which took place between 1994 and 1998. The main purpose of the investigations was to...
Language: English
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Cognitive style, hypermedia navigation and learning
Andrea Calcaterra; Alessandro Antonietti; Jean Underwood
Computers & Education Vol. 44, No. 4 (May 2005) pp. 441–457
This study examined the influence of cognitive style, spatial orientation and computer expertise on hypertext navigation patterns and learning outcomes when participants interacted with a hypermedia presentation. A sample of 306 undergraduates was...
Language: English
Topics: Multimedia, Navigation