Search results for author:"Suzanne de Castell"
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From Data and Information to Learning and Understanding
Suzanne de Castell
Education Canada Vol. 38, No. 1 (1998) pp. 9–19
Explores the history, present condition, and future prospects of the library, its relationship to the community, its educational significance, and various literacies in relation to new technologies. The library's essence as the cultural memory of...
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Facilitating On-line Professional Development
Suzanne de Castell
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 147–148
In today's "knowledge economy," institutions of higher education struggle to keep up with the demands of lifelong learners, driven as these are by shifting economic and political conditions both nationally and globally. Significant among these new...
Topics: Teachers, Professional Development
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In-Service On-Line: 'Computers for Lunch!'
Suzanne de Castell; Jennifer Jenson
WebNet World Conference on the WWW and Internet 1999 (1999) pp. 1502–1503
Based on a need identified in the conduct of field research with the GenTech (gender/equity/technology) project (http://www.educ.sfu.ca/gentech/) on the equitable implementation of new information technologies in classroom learning activities, the ...
Topics: Computers, Teachers, Instructional Design, Schools
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How Content Matters: Rethinking Educational Games
Suzanne de Castell; Jennifer Jenson
World Conference on Educational Media and Technology 2006 (June 2006) pp. 1802–1808
This paper describes the ways learner attention is mobilized and directed in an educational computer game, "Contagion!", co-developed by the author. Using a multimodal analysis program (MAP, online at http://www.sfu.ca/~decaste/MAP/) in conjunction...
Topics: Learning Objects, Games
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Virtual Short Cuts: Actor-Network Theory, Production Pedagogies, New Media
Kurt Thumlert; Suzanne de Castell
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 1544–1552
Taking our cue from actor-network theorists, this paper considers the technologically-mediated networks in which learning actors are situated, acted upon, and acting within, and traces the novel positions of creative capacity and participation that...
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Gender, Simulation, and Gaming: Research Review and Redirections
Jennifer Jenson; Suzanne de Castell
Simulation & Gaming Vol. 41, No. 1 (2010) pp. 51–71
This review of gender and gameplay research over the past three decades documents a set of persistent methodological repetitions that have systematically impeded its progress since the inception of this trajectory of research. The first is, in fact, ...
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Paying Attention to Attention: New Economies for Learning
Suzanne de Castell; Jennifer Jenson
Educational Theory Vol. 54, No. 4 (November 2004) pp. 381–397
Challenging formal education's traditional monopoly over the mass-scale acculturation of youth, the technological infrastructure of the new economy brings in its wake a new attentional economy in which any connected adult or child owns and controls...
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Shifting Design Values: A Playful Approach to Serious Content
Jennifer Jenson; Nicholas Taylor; Suzanne de Castell
E-Learning Vol. 4, No. 4 (2007) pp. 497–507
This article documents the design and development of an online tutorial for student and practising teachers at York University, Canada, that familiarizes them with the ethical and legal aspects of teaching. In particular, it focuses on the key...
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Short Cuts and Extended Techniques: Rethinking Relations between Technology and Educational Theory
Kurt Thumlert; Suzanne de Castell; Jennifer Jenson
Educational Philosophy and Theory Vol. 47, No. 8 (2015) pp. 786–803
Building upon a recent call to renew actor-network theory (ANT) for educational research, this article reconsiders relations between technology and educational theory. Taking cues from actor-network theorists, this discussion considers the...
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Object Lessons: Towards an Educational Theory of Technology
Suzanne de Castell; Mary Bryson; Jennifer Jenson
First Monday Vol. 7, No. 1 (2002)
Discusses the emphasis in schools on using new technologies for education, particularly integrated learning systems and networked electronic learning environments, and suggests that more emphasis needs to be placed on educational goals first to lead ...
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Gaming Experience and Spatial Learning in a Virtual Morris Water Maze
Suzanne de Castell; Jennifer Jenson; Hector Larios
Journal of Virtual Worlds Research Vol. 8, No. 1 (Mar 05, 2015)
Experience playing video games has been associated with perceptual and cognitive improvements (e.g., Castel, Pratt, & Drummond, 2005; Boot, Kramer, Simons, Fabiani, & Gratton, 2008; Colzato, van den Wildenberg, & Hommel, 2013; Oei &...
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Playing and Learning: An iPad Game Development & Implementation Case Study | Jouer et apprendre : une étude de cas du développement et de la mise en œuvre d’un jeu sur iPad
Jennifer Jenson; Suzanne de Castell; Rachel Muehrer; Erin McLaughlin-Jenkins
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 42, No. 3 (Aug 08, 2016)
There is a great deal of enthusiasm for the use of games in formal educational contexts; however, there is a notable and problematic lack of studies that make use of replicable study designs to empirically link games to learning (Young, et al., 2012)...
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Playing and Learning: An iPad Game Development & Implementation Case Study | Jouer et apprendre : une étude de cas du développement et de la mise en œuvre d’un jeu sur iPad
Jennifer Jenson; Suzanne de Castell; Rachel Muehrer; Erin McLaughlin-Jenkins
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 42, No. 3 (Aug 08, 2016)
There is a great deal of enthusiasm for the use of games in formal educational contexts; however, there is a notable and problematic lack of studies that make use of replicable study designs to empirically link games to learning (Young, et al., 2012)...
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Re-Mediating Research Ethics: End-User License Agreements in Online Games
Florence M. Chee; Nicholas T. Taylor; Suzanne de Castell
Bulletin of Science, Technology & Society Vol. 32, No. 6 (December 2012) pp. 497–506
This article is a theoretical and empirical exploration of the meaning that accompanies contractual agreements, such as the End-User License Agreements (EULAs) that participants of online communities are required to sign as a condition of...
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Levelling Up: Minors' Play in a Closed-system MMOG
Jennifer Jenson; Suzanne de Castell; Victoria McArthur; Stephanie Fisher
Journal of Virtual Worlds Research Vol. 10, No. 1 (Jun 19, 2017)
In this paper, we present a study of 182 youths (ages 9 - 17) playing a closed-system Massively Multiplayer Online Game (MMOG), Guardian Academy. Its purpose was to investigate the online virtual world behaviours of youth under the age of 18 playing ...
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Addressing bullying through critical making
Janette Hughes; Laura Morrison; Ami Mamolo; Jennifer Laffier; Suzanne de Castell
British Journal of Educational Technology Vol. 50, No. 1 (January 2019) pp. 309–325
This paper explores how maker pedagogies helped middle school students develop transferable competencies, such as creativity, problem solving, self‐directed learning and citizenship skills. We offer an in‐depth look at how purposeful or critical...
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How the Construction & Analysis of Digital Movies Support Theory-Building
Mary Bryson; Ricki Goldman-Segall; Suzanne de Castell; Maggie Beers; Brian Reilly
EdMedia + Innovate Learning 1999 (1999) pp. 1783–1788