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ORCIDJournal of Computer Assisted Learning, Volume 27
Volume 27, Number 1, February 2011
- Nenagh Kemp
:
Mobile technology and literacy: effects across cultures, abilities and the lifespan. 1-3
- J. E. L. Coe, J. V. Oakhill:
'txtN is ez f u no h2 rd': the relation between reading ability and text-messaging behaviour. 4-17 - Nenagh Kemp, C. Bushnell:
Children's text messaging: abbreviations, input methods and links with literacy. 18-27 - Clare Wood, Emma Jackson, Lucy Hart, Beverly Plester, L. Wilde:
The effect of text messaging on 9- and 10-year-old children's reading, spelling and phonological processing skills. 28-36 - Beverly Plester, M.-K. Lerkkanen, L. J. Linjama, Helena Rasku-Puttonen, Karen Littleton:
Finnish and UK English pre-teen children's text message language and its relationship with their literacy skills. 37-48 - Kevin Durkin, Gina Conti-Ramsden, Allan J. Walker:
Txt lang: Texting, textism use and literacy abilities in adolescents with and without specific language impairment. 49-57 - Daisy Powell, Maureen Dixon:
Does SMS text messaging help or harm adults' knowledge of standard spelling? 58-66 - Michelle A. Drouin:
College students' text messaging, use of textese and literacy skills. 67-75
- Calvin C. Y. Liao, Zhi-Hong Chen, Hercy N. H. Cheng, Fei Ching Chen, Tak-Wai Chan:
My-Mini-Pet: a handheld pet-nurturing game to engage students in arithmetic practices. 76-89 - Paulina Lindström, Agneta Gulz, Magnus Haake, Björn Sjödén:
Matching and mismatching between the pedagogical design principles of a math game and the actual practices of play. 90-102
Volume 27, Number 2, April 2011
- Antoine Van den Beemt, Sanne Akkerman, P. Robert-Jan Simons:
Patterns of interactive media use among contemporary youth. 103-118 - Reynol Junco, Greg Heiberger, E. Loken:
The effect of Twitter on college student engagement and grades. 119-132 - Jennifer J. Vogel-Walcutt, J. B. Gebrim, Clint A. Bowers, T. M. Carper, Denise M. Nicholson:
Cognitive load theory vs. constructivist approaches: which best leads to efficient, deep learning? 133-145 - George Palaigeorgiou, George Triantafyllakos, Avgoustos A. Tsinakos:
What if undergraduate students designed their own web learning environment? Exploring students' web 2.0 mentality through participatory design. 146-159 - Guoyuan Sang, Martin Valcke, Johan van Braak, Jo Tondeur, Chang Zhu:
Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables. 160-172 - Padraig Nash, David Williamson Shaffer:
Mentor modeling: the internalization of modeled professional thinking in an epistemic game. 173-189
Volume 27, Number 3, June 2011
- Michael Hammond, L. Reynolds, Jenni Ingram:
How and why do student teachers use ICT? 191-203 - Xiaoqing Gu, F. Gu, James M. Laffey:
Designing a mobile system for lifelong learning on the move. 204-215 - Aubteen Darabi, M. C. Arrastia, David W. Nelson, T. Cornille, Xinya Liang:
Cognitive presence in asynchronous online learning: a comparison of four discussion strategies. 216-227 - Laura Naismith, B.-H. Lee, Rachel M. Pilkington:
Collaborative learning with a wiki: Differences in perceived usefulness in two contexts of use. 228-242 - Anastasios Karakostas, Stavros N. Demetriadis:
Enhancing collaborative learning through dynamic forms of support: the impact of an adaptive domain-specific support strategy. 243-258 - Maria Zenios:
Epistemic activities and collaborative learning: towards an analytical model for studying knowledge construction in networked learning settings. 259-268 - Chee-Kit Looi, Baohui Zhang, Wenli Chen, Peter Sen Kee Seow, Gean Chia, Cathie Norris, Elliot Soloway:
1: 1 mobile inquiry learning experience for primary science students: a study of learning effectiveness. 269-287
Volume 27, Number 4, August 2011
- C. Davies, Carey Jewitt:
Introduction to the special issue on parental engagement in children's uses of technologies for learning: putting policy into practice in the home. 289-291
- Lyndsay Grant:
'I'm a completely different person at home': using digital technologies to connect learning between home and school. 292-302 - Carey Jewitt, U. Parashar:
Technology and learning at home: findings from the evaluation of the Home Access Programme pilot. 303-313 - Neil Selwyn, Shakuntala Banaji, Christina Hadjithoma-Garstka, Wilma Clark:
Providing a platform for parents? Exploring the nature of parental engagement with school Learning Platforms. 314-323 - C. Davies:
Digitally strategic: how young people respond to parental views about the use of technology for learning in the home. 324-335 - Olivia Stevenson:
From public policy to family practices: researching the everyday realities of families' technology use at home. 336-346 - S. Hollingworth, Ayo Mansaray, K. Allen, A. Rose:
Parents' perspectives on technology and children's learning in the home: social class and the role of the habitus. 347-360 - Lydia Plowman, Olivia Stevenson, Joanna McPake, Christine Stephen, C. Adey:
Parents, pre-schoolers and learning with technology at home: some implications for policy. 361-371
Volume 27, Number 5, October 2011
- Martin Oliver:
Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology. 373-384 - Mary Thorpe, Rob Edmunds:
Practices with technology: learning at the boundary between study and work. 385-398 - Corrado Petrucco:
Learning about evaluation and assessment: teacher's use of folksonomies and ontologies in an online narrative environment. 399-410 - Jan van der Meij, Ton de Jong:
The effects of directive self-explanation prompts to support active processing of multiple representations in a simulation-based learning environment. 411-423 - Demetris Lazarou:
Using Cultural-Historical Activity Theory to design and evaluate an educational game in science education. 424-439 - M. P. Escudier, T. J. Newton, Margaret J. Cox, Patricia A. Reynolds, E. W. Odell:
University students' attainment and perceptions of computer delivered assessment; a comparison between computer-based and traditional tests in a 'high-stakes' examination. 440-447 - Lars O. Häll, Tor Söderström, Jan Ahlqvist, Tore Nilsson:
Collaborative learning with screen-based simulation in health care education: an empirical study of collaborative patterns and proficiency development. 448-461
Volume 27, Number 6, December 2011
- Sara Hennessy:
The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue. 463-489 - Matthew Inglis, A. Palipana, Sven Trenholm, John Ward:
Individual differences in students' use of optional learning resources. 490-502 - Robert A. Ellis, Peter Goodyear, Ana-Maria Bliuc, M. Ellis:
High school students' experiences of learning through research on the Internet. 503-515 - Eileen Scanlon, Stamatina Anastopoulou, Lucinda Kerawalla, Paul Mulholland:
How technology resources can be used to represent personal inquiry and support students' understanding of it across contexts. 516-529 - David Wible, Anne Li-E Liu, Nai-Lung Tsao:
A browser-based approach to incidental individualization of vocabulary learning. 530-543 - Hüseyin Uzunboylu, Fezile Ozdamli:
Teacher perception for m-learning: scale development and teachers' perceptions. 544-556 - Milou J. R. de Smet, H. Broekkamp, Saskia Brand-Gruwel, Paul A. Kirschner:
Effects of electronic outlining on students' argumentative writing performance. 557-574 - Teemu Valtonen, S. Havu-Nuutinen, Patrick Dillon, Mikko Vesisenaho:
Facilitating collaboration in lecture-based learning through shared notes using wireless technologies. 575-586
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