Search results for author:"Angela McFarlane"
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Journal of Computer Assisted Learning Vol. 17, No. 3 (2001) pp. 227–34
Considers the use of information and communications technologies (ICT) in schools as a set of skills or competencies, as a vehicle for teaching and learning, and as an agent of change. Discusses the impact of ICT on assessment and concludes that the ...
Educational Media International Vol. 40, No. 3 (2003) pp. 219–27
Looks at the implications for curricular improvement and reform of the National Grid for Learning Strategy in the United Kingdom. A theorization of the possible relationships between different features of information and communications technologies...
British Journal of Educational Technology Vol. 50, No. 3 (May 2019) pp. 1125–1136
The long anticipated ubiquity of digital technologies is now established in the developed world. The manifestations and consequences are not entirely as predicted, perhaps nowhere more so than in the classroom. Amid a clamour for the banning of...
Cambridge Journal of Education Vol. 32, No. 2 (2002) pp. 219–32
States the role of information and communications technology (ICTs) in education is not homogeneous, only some are designed to support learning. Considers the role of ICT in two models of a British science curriculum: (1) based on empirical science; ...
Technology, Pedagogy and Education Vol. 16, No. 1 (March 2007) pp. 95–110
In order to evaluate the potential of Personal Digital Assistants (PDAs) or handheld computers to support initial teacher training (ITT), 14 science teacher trainees at the Graduate School of Education in the University of Bristol were given PDAs...
Journal of Educational Technology & Society Vol. 17, No. 3 pp. 308–319
Searching online is one of the most powerful resources today's students have for accessing information. Searching in groups is a daily practice across multiple contexts; however, the tools we use for searching online do not enable collaborative ...
Research in Science & Technological Education Vol. 25, No. 3 (November 2007) pp. 339–349
This paper reports some of the findings from the science subject design initiative team in the ESRC Interactive Education Project at the University of Bristol. The subject culture of secondary school science, characterised by a content-laden...
Computers & Education Vol. 52, No. 1 (January 2009) pp. 147–153
There is a wealth of evidence that collaboration between learners can enhance the outcomes for all concerned. This supports the theorization of learning as a socio-cultural practice, framed by Vygotsky and developed by other researchers such as...
Sara Hennessy; Jocelyn Wishart; Denise Whitelock; Rosemary Deaney; Richard Brawn; Linda la Velle; Angela McFarlane; Kenneth Ruthven; Mark Winterbottom
Computers & Education Vol. 48, No. 1 (January 2007) pp. 137–152
The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are...