Search results for author:"Sara Hennessy"
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Educational Studies in Mathematics Vol. 20, No. 3 (1989) pp. 273–92
Described is an article that describes an adaptive computer tutor for arithmetic entitled "Shopping on Mars." The purpose of the tutor is to help children develop an extensive repertoire of information techniques for performing arithmetic in...
Integrating Technology into Teaching and Learning of School Science: A Situated Perspective on Pedagogical Issues in Research
Studies in Science Education Vol. 42, No. 1 (2006) pp. 1–48
This article summarises the main uses and affordances (the perceived qualities of systems that can support or hinder interactions: Greeno & MMAP, 1998) of interactive technologies commonly used in school science. Its main emphasis, however, is on...
Technology, Pedagogy and Education Vol. 19, No. 2 (July 2010) pp. 269–275
The study reported examined the level of integration of Information and Communication Technologies (ICT) into whole-class teaching, and considered the teachers' attempts to align technology use with their pedagogical approach and lesson objectives....
A Practitioner Model of the Use of Computer-Based Tools and Resources to Support Mathematics Teaching and Learning
Educational Studies in Mathematics Vol. 49, No. 1 (2002) pp. 47–88
Analyzes the pedagogical ideas underpinning teachers' accounts of the successful use of computer-based tools and resources to support the teaching and learning of mathematics. Organizes central themes to form a pedagogical model capable of informing ...
"Intermediate Theory" Building: Integrating Multiple Teacher and Researcher Perspectives through In-Depth Video Analysis of Pedagogic Strategies
Teachers College Record Vol. 111, No. 7 (2009) pp. 1753–1795
Background/Context: This work draws on a "participatory" approach to research collaboration that respects the teacher's "voice" in building on and extending the interactive "colearning" agreements between researchers and practitioners that work...
Computers & Education Vol. 68, No. 1 (October 2013) pp. 380–387
The study explored uses of educational technology as echoed in teachers' beliefs and practices with ICT. The research is situated in Cyprus where ICT in education is still at an early stage, and is premised on the argument that teachers' limited use ...
Emerging Teacher Strategies for Mediating "Technology-Integrated Instructional Conversations": A Socio-Cultural Perspective
Curriculum Journal Vol. 16, No. 3 (September 2005) pp. 265–292
This article draws on socio-cultural learning theory as a conceptual framework for analysing how teachers structure classroom activities and interactions during "Technology-integrated Instructional Conversations" (TICs). It reports on a...
Teachers' Developing "Practical Theories" of the Contribution of Information and Communication Technologies to Subject Teaching and Learning: An Analysis of Cases from English Secondary Schools
British Educational Research Journal Vol. 32, No. 3 (June 2006) pp. 459–480
This article examines teachers' "practical theories" concerning the contribution of information and communications technology (ICT) to teaching and learning, as they are elaborated and refined in action. The study arose from a collaborative...
International Journal of Science Education Vol. 28, No. 7 (Jun 01, 2006) pp. 701–732
This study explored teachers' pedagogical strategies for using multimedia simulation to structure and support secondary science teaching. Expertise was investigated across a range of classroom settings to analyse how specialist knowledge is situated ...
Incorporating Internet resources into classroom practice: pedagogical perspectives and strategies of secondary-school subject teachers
Computers & Education Vol. 44, No. 1 (January 2005) pp. 1–34
Drawing on evidence from lesson observations, teacher interviews and project reports, this paper examines the pedagogical perspectives and strategies of teachers working to incorporate use of Internet resources and associated ICT tools into...
Challenges and Opportunities for Teacher Professional Development in Interactive Use of Technology in African Schools
Technology, Pedagogy and Education Vol. 24, No. 5 (2015) pp. 537–564
This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative...
Using Graphing Software to Teach about Algebraic Forms: A Study of Technology-Supported Practice in Secondary-School Mathematics
Educational Studies in Mathematics Vol. 71, No. 3 (July 2009) pp. 279–297
From preliminary analysis of teacher-nominated examples of successful technology-supported practice in secondary-school mathematics, the use of graphing software to teach about algebraic forms was identified as being an important archetype....
A Case-Study of One Teacher's Use of an Interactive Whiteboard System to Support Knowledge Co-Construction in the History Classroom
Curriculum Journal Vol. 20, No. 4 (December 2009) pp. 365–387
Interactive whiteboards (IWBs) have rapidly become an integral feature of many classrooms across the UK and elsewhere, but debate continues regarding the pedagogical implications of their use. This article reports on an in-depth case-study from the...
Teacher representations of the successful use of computer-based tools and resources in secondary-school English, mathematics and science
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 20, No. 3 (April 2004) pp. 259–275
This study investigated professional thinking about pedagogical aspects of technology use in mainstream classroom practice. It focuses on the systems of ideas which frame teacher accounts of the successful use of computer-based tools and resources...
Promoting Teacher and School Development through Co-Enquiry: Developing Interactive Whiteboard Use in a "Dialogic Classroom"
Teachers and Teaching: Theory and Practice Vol. 17, No. 3 (2011) pp. 303–324
This paper reports on the work of a teacher-researcher collaborative group in the UK, who explored the idea of 'a dialogic approach' to classroom interaction and examined its relationship to use of the interactive whiteboard (IWB) in orchestrating...
Teachers College Record Vol. 113, No. 9 (2011) pp. 1906–1959
Background/Context: This article describes how we refined an innovative methodology for equitable collaboration between university researchers and classroom practitioners building and refining theory together. The work builds on other coinquiry...
Technology, Pedagogy and Education Vol. 19, No. 2 (July 2010) pp. 195–209
This paper focuses on the use of interactive whiteboards (IWBs) as a tool for encouraging and supporting classroom dialogue. The authors' concern here is with the promotion of "dialogic" communication between teachers and students, which is now...
Teacher Perspectives on Integrating ICT into Subject Teaching: Commitment, Constraints, Caution, and Change
Journal of Curriculum Studies Vol. 37, No. 2 (2005) pp. 155–192
This paper examines how secondary teachers of the core subjects of English, mathematics, and science have begun to integrate information and communication technology (ICT) into mainstream classroom practice in English schools. It draws on an...
Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development
Journal of Learning for Development Vol. 5, No. 1 (2018) pp. 58–78
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the...
Constructions of dynamic geometry: A study of the interpretative flexibility of educational software in classroom practice
Computers & Education Vol. 51, No. 1 (August 2008) pp. 297–317
The idea of ‘interpretative flexibility’ underpins new approaches to studying technological artefacts and curricular resources in use. This paper opens by reviewing – in this light – the evolving design of dynamic geometry, its pioneering use within ...
Developing an Open Resource Bank for Interactive Teaching of STEM: Perspecives of School Teachers and Teacher Educators
Journal of Interactive Media in Education Vol. 2014, No. 1 (2014)
Much of the current literature related to Open Educational Resource (OER) development and practice concentrates on higher education, although a growing body of work is also emerging for the primary and secondary school sectors. This article examines ...
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...