Reconceptualising Schooling With Technology for the 21st Century: Images and Reflections

Nicola Yelland

Information Technology in Childhood Education Annual Vol. 1999, No. 1 (1999) pp. 39–59

This chapter explores the potential of computer technology in classroom environments. It considers the role of technology in elementary schools and suggests that computers will not be used effectively in educational contexts unless five conditions...

Topics: Elementary Education, Computers, Educational Technology

Young Children's Attitudes to Computers and Computing

Nicola Yelland

Australian Journal of Early Childhood Vol. 20, No. 2 (1995) pp. 20–25

Sixty Australian second grade students were interviewed about computers and their uses, and about their own experiences with them. Results showed positive attitudes toward computers and computing at home and school. Students were able to describe...

Creating microworlds for exploration of mathematical concepts

Yelland Nicola

International Conference on Mathematics / Science Education and Technology 2000 (2000) pp. 315–320

This paper describes the strategies and interactions of pairs of children (average age 7 years 4 months) while they worked on novel tasks in a computer microworld embedded within a mathematics curriculum. The curriculum encouraged the active ...

Topics: Children, Curriculum, Computers

The Future Is Now: A Review of the Literature on the Use of Computers in Early Childhood Education (1994 - 2004)

Nicola Yelland

AACE Journal Vol. 13, No. 3 (July 2005) pp. 201–232

This article considers the research literature of the past decade pertaining to the use of computers in early childhood education. It notes that there have been considerable changes in all aspects of our lives over this time period and considers...

Topics: Technology integration, Integration, Educational Technology, Curriculum, Constructivism, early childhood, Inclusive Education

Logo Experiences with Young Children: Describing Performance, Problem-Solving and Social Contexts of Learning

Nicola Yelland

Early Child Development and Care Vol. 109 (1995) pp. 61–74

Explored the performance of primary school children in Logo programming tasks while they worked in one of three gender pairs (girl, boy, or boy-girl). Found no considerable differences in performance based on gender. Results suggest that what...

Changing Worlds and New Curricula in the Knowledge Era

Nicola Yelland

Educational Media International Vol. 43, No. 2 (June 2006) pp. 121–131

This paper will consider some of the new directions for curriculum that have been promoted to ensure that contemporary school experiences are relevant to the lives of the young people who attend them. It will then provide two examples and a...

Creating Microworlds for Exploring Mathematical Understandings in the Early Years of School

Nicola Yelland

Journal of Educational Computing Research Vol. 27, No. 1 (2002) pp. 77–92

Explores the strategies and interactions of elementary school children in a computer-based microworld related to the concept of length. Included both on and off computer activities that contributed to the collaborative learning environment, a high...

Young Child Section Intro

Nicola Yelland

Society for Information Technology & Teacher Education International Conference 2002 (2002) p. 2543

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A pedagogy of multiliteracies: Young children and multimodal learning with tablets

Nicola J. Yelland

British Journal of Educational Technology Vol. 49, No. 5 (September 2018) pp. 847–858

The data reported in this paper are part of a larger case study with children from 2 to 12 years of age, that took place over 4 years. The data reported here pertains to children in the age range 4–8 years of age in Australia. The children were from ...

Virtual Kids of the 21 st Century: Understanding the Children in Schools Today

Nicola Yelland; Margaret Lloyd

Information Technology in Childhood Education Annual Vol. 2001, No. 1 (2001) pp. 175–192

This article reports on a study which interviewed 934 chil-dren ranging from 10 to 13 years of age about their owner-ship, use, and views of computer and video games. Computer games are viewed as an important part of the lives of children and we ...

Topics: Computers, Educational Technology, Children, Games, Video

Rethinking scaffolding in the information age

Nicola Yelland; Jennifer Masters

Computers & Education Vol. 48, No. 3 (April 2007) pp. 362–382

This paper addresses the use of scaffolding in learning contexts that incorporate technologically based novel problems. We suggest that in computer contexts extended conceptualisations of scaffolding are needed in order to gain greater insights into ...

Language: English

Becoming Numerate with Information and Communications Technologies in the Twenty-First Century

Nicola Yelland; Anna Kilderry

International Journal of Early Years Education Vol. 18, No. 2 (June 2010) pp. 91–106

This article draws on data from a three-year Australian Research Council-funded study that examined the ways in which young children become numerate in the twenty-first century. We were interested in the authentic problem-solving contexts that we...

Y O U N G CH I L D

Nicola Yelland; Glenn DeVoogd

Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 3156–3157

Last year there was a great deal of press discussion around a report produced by the Alliance for Childhood entitled Fool's gold: A critical look at computers in childhood. The report was critical of the amount of funding spent on introducing and...

Topics: Elementary Education, Computers, Physical Education, Children

Global Perspectives on Educational Technology: Trends and Issues

Sudha Swaminathan; Nicola Yelland

Childhood Education Vol. 79, No. 5 (2003) pp. 258–60

World-wide incorporation of new technologies into the classroom has revealed many common issues. These include the following: governments link educational technology to their country's stature; appropriate teacher training is lacking; equity and...

Creative Computer Contexts: Teachers Building Computer Based Resources for Young Children.

Nicola Yelland; Jennifer Masters

Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 2488–2493

The purpose of this paper is to explore ways in which teachers can use technology to create learning environments for their students. Such contexts are characterised by knowledge building and information exploration, which enable learners to use...

Topics: Students

Learning by Design: Creating Pedagogical Frameworks for Knowledge Building in the Twenty-First Century

Nicola Yelland; Bill Cope; Mary Kalantzis

Asia-Pacific Journal of Teacher Education Vol. 36, No. 3 (August 2008) pp. 197–213

In this paper we present a new theoretical framework for effective teaching and learning in the twenty-first century. We focus on learning activities that exemplify pedagogy as knowing in action and consider the ways in which this enables a...

Learning by Design: Creating effective contexts for curriculum and pedagogies in contemporary times

Nicola Yelland; Bill Cope; Mary Kalantzis

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3971–3978

In this paper we present a theoretical framework for effective teaching and learning in the 21st century that incorporates the use of effective and appropriate educational media. We focus on learning activities that exemplify pedagogy as knowing in...

Do Learners Argue with Intelligent Virtual Characters Seriously?

Xuehong Tao; Nicola Yelland; Zhiqi Shen

EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 2302–2311

Argumentation becomes an essential element in science education. It plays an important role in leading to deep learning, fostering conceptual change, promoting knowledge co-construction and supporting problem solving. This research develops a...

Topics: Usability/User Studies, Agents

Learning by Design: Creating effective contexts for curriculum and pedagogies in contemporary times

Nicola Yelland; Mary Kalantzis; Bill Cope

Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1884–1891

This paper considers new ways of thinking about and planning learning experiences in the middle years of schooling. It foregrounds the notion that educational experiences can be viewed as Learning by Design and explores the ways in which teachers...

Topics: Middle School Education

Learning Outcomes and Experiences while Learning with an Argumentative Agent

Xuehong Tao; Nicola Yelland; Zhiqi Shen

EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 2312–2322

Intelligent agents are active components in education. However, there is no intelligent agent that is able to conduct argumentation dialogues with learners to facilitate argumentative learning. This research develops an intelligent agent which is...

Topics: Usability/User Studies, Agents

In Search Of The Revolutionary Power Of Critical Pedagogy: Issues Of Ideology, Power, And Culture In Technology Teacher Education

Glenn DeVoogd; Jerry Willis; Avril Loveless; Nicola Yelland

Society for Information Technology & Teacher Education International Conference 2000 (2000) pp. 2419–2424

Critical pedagogy is a perspective on teaching that seeks to increase equality, voice, individual & cultural expression and democracy in classrooms. The following three authors describe contexts in which they find critical pedagogy meaningful in...

Topics: Educational Technology

ICT and Numeracy in the Knowledge Era: Creating Contexts for New Understandings

Anna Kilderry; Nicola Yelland; Vicky Lazaridis; Silvana Dragicevic

Childhood Education Vol. 79, No. 5 (2003) pp. 293–98

Drawing on the experience of two first-year classrooms in Melbourne, Australia, this article explores numeracy learning within an information and communication technology (ICT) environment. Included are examples of how mathematical skills can be...

Learning through Argumentation with Cognitive Virtual Companions

Xuehong Tao; Yin-Leng Theng; Nicola Yelland; Zhiqi Shen; Chunyan Miao

World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 3179–3194

Argumentation plays an important role in learning processes. However, due to the difficulties in modeling human cognitive processes with computers, there are few computer-based learning systems that facilitate argumentation dialogues between...