Readings+and+Research

Harnessing the power of film in the primary classroom Rowena Watts

The Educational Uses of Digital Storytelling Bernard R. Robin University of Houston [] Boulos, M. & Wheeler, S. (2007) The emerging Web 2.0 social software: an enabling suite of sociable technologies in health and health care education.

Cole, M. (2009) Using wiki technology to support student engagement: Lessons from the trenches.

Godwin-Jones, R. (2003) Emerging Technologies.Blogs and Wikis: Environments for On-line Collaborartion.

Grant, L. (2006)  Wikis in Schools.

Lamb, B. (2004)  Wide open spaces: Wikis, ready or not.

Parker, K. & Chao, J. (2007)  Wiki as a teaching tool. Wheeler, S. & Wheeler, D. (2007)  Evaluating Wiki as a tool to promote quality academic writing skills.

Wheeler, S. & Wheeler, D. (2009)  Using wikis to promote quality learning in teacher training. Wheeler, S., Yeomans, P. & Wheeler, D. (2008)  The good, the bad and the wiki: Evaluating student-generated content for collaborative learning.

Electronic Paint: 251 Understanding Children’sRepresentation through theirInteractions with Digital Paint John Matthews and Peter Seow The good, the bad and the wiki: Evaluating student-generated content for collaborative learning [] Steve Wheeler, Peter Yeomans, Dawn Wheeler

Boulos, M. K., Maramba, I. & Wheeler, S. ( 2006 ) Wikis, blogs and podcasts: a new generation of web-based tools for virtual collaborative clinical practice and education. BMC Medical Education, 6 , 4. Retrieved June 16, 2007, from [] Very Young Children's Development in Moviemaking John Matthews a Nanyang Technological University. **Do They Really //Think// Differently?** By Marc Prensky From //On the Horizon// (NCB University Press, Vo 6, December 2001)
 * Digital Natives, Digital Immigrants, //Part II://**

‘benign addition’? Research on ICTand pre-school children <span style="display: block; font-family: "times new roman","serif"; font-size: 12pt;"> Church W, Welcome to the 21 Century

<span style="display: block; font-family: "times new roman","serif"; font-size: 12pt;">L. Plowman & C. Stephen Institute of Education, University of Stirling <span style="display: block; font-family: "times new roman","serif"; font-size: 12pt;">A sign of the times: looking critically at popular digital writing <span style="display: block; font-family: "times new roman","serif"; font-size: 12pt; line-height: 115%;">GuyMerchant

<span style="display: block; font-family: "times new roman","serif"; font-size: 12pt;">P.26 Evaluating the contribution which a digital camera and interactive whiteboard can make to improve speaking and listening in the nursery.Elizabeth Hayton Willington Primary **Who’s In Charge?** Who should set and control IT Policy in our schools? By Marc Prensky <span style="display: block; font-family: "times new roman","serif"; font-size: 12pt; line-height: 115%;">Published in //Educational Technology//, June 2007 Enhancing learning with information and communication technologies in pre-school Christine Stephen a; Lydia Plowman a a University of Stirling, UK Writing the future in the digital age <span style="font-family: Arial,Helvetica,sans-serif;">Guy Merchant

<span style="font-family: Arial,Helvetica,sans-serif;">Humans and Computers working together in Schools: Improving Achievement, Motivation and <span style="font-family: Arial,Helvetica,sans-serif;">Self-esteem with ICT in Key Stage One <span style="font-family: Arial,Helvetica,sans-serif;">Nuffield Foundation Grant EDU/00256/G <span style="font-family: Arial,Helvetica,sans-serif;">Final Report <span style="font-family: Arial,Helvetica,sans-serif;">Paul Brna and Bridget Cooper, Northumbria University

<span style="font-family: Arial,Helvetica,sans-serif;">Digital beginnings: Young children’s use of <span style="font-family: Arial,Helvetica,sans-serif;">popular culture, media and new <span style="font-family: Arial,Helvetica,sans-serif;">technologies <span style="font-family: Arial,Helvetica,sans-serif;">Jackie Marsh, Greg Brooks, Jane Hughes, <span style="font-family: Arial,Helvetica,sans-serif;">Louise Ritchie, Samuel Roberts and Katy Wright <span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;">Thinking Together around ICT in the Primary Mathematics <span style="font-family: Arial,Helvetica,sans-serif;">Curriculum: Improving Classroom Practice <span style="font-family: Arial,Helvetica,sans-serif;">Final project report to the Nuffield Foundation <span style="font-family: Arial,Helvetica,sans-serif;">Rupert Wegerif, Neil Mercer, Karen Littleton, Frank Monaghan, Jenny Houssart, Claire Sams, <span style="font-family: Arial,Helvetica,sans-serif;">Pat Cajee, Nathalie Manners, Mike Quigley

<span style="font-family: Arial,Helvetica,sans-serif;">From ‘bored’ to screen: the use of the <span style="font-family: Arial,Helvetica,sans-serif;">interactive whiteboard for literacy in six <span style="font-family: Arial,Helvetica,sans-serif;">primary classrooms in England <span style="font-family: Arial,Helvetica,sans-serif;">Arthur Shenton and Linda Pagett

<span style="font-family: Arial,Helvetica,sans-serif;">Learning by Design: <span style="font-family: Arial,Helvetica,sans-serif;">good video games as learning machines <span style="font-family: Arial,Helvetica,sans-serif;">JAMES PAUL GEE University of Wisconsin-Madison, USA

‘‘It came alive outside my head.’’ Developing literacies through comparison: the reading of classic text and moving image Mary Bousted and Alayne Ozturk

Digital connections: transforming literacy in the primary school Cathy Burnett*, Paul Dickinson, Julia Myers and Guy Merchant Sheffield Hallam University, UK

Digikids: cool dudes and the new writing GUY MERCHANT Sheffield Hallam University, United Kingdom <span style="font-family: arial,helvetica,sans-serif;">[|Embracing emergent technologies and envisioning new ways of using them for **literacy** learning in the **primary classroom**]

<span style="font-family: arial,helvetica,sans-serif;">[|**psu.edu**] ** [PDF] **S Halsey - English Teaching: Practice and Critique, 2007 – Citeseer <span style="font-family: arial,helvetica,sans-serif;">[|A 'learning revolution'? Investigating pedagogic practice around interactive whiteboards in British **primary classrooms**]

<span style="font-family: Arial,Helvetica,sans-serif;">[|New literacies and old pedagogies: recontextualizing rules and practices] <span style="font-family: Arial,Helvetica,sans-serif;"> [|Full Text@IngentaConnect] J Marsh - International Journal of Inclusive Education, 2007 - informaworld.com

<span style="font-family: Arial,Helvetica,sans-serif;">[|New literacies and old pedagogies: recontextualizing rules and practices] <span style="font-family: Arial,Helvetica,sans-serif;"> [|Full Text@IngentaConnect] J Marsh - International Journal of Inclusive Education, 2007 - informaworld.com <span style="font-family: Arial,Helvetica,sans-serif;">[|Multimodality, orchestration and participation in the context of **classroom** use of the interactive whiteboard: A discussion] <span class="gsa1" style="font-family: Arial,Helvetica,sans-serif;"> A Twiner, C Coffin, K Littleton, D … - Technology, Pedagogy …, 2010 - informaworld.com

<span style="font-family: Arial,Helvetica,sans-serif;">A document by the UK Department for Children, Schools and Families for instance stated that: <span style="font-family: Arial,Helvetica,sans-serif;">multimodal texts **combine** elements of: gesture and/or movement images: moving and still **sound**: <span style="font-family: Arial,Helvetica,sans-serif;">spoken words, **sound** effects and music writing. (DCSF, 2007, np) **...** <span style="font-family: Arial,Helvetica,sans-serif;">** December 2008 ** <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;"><span style="font-family: Arial,Helvetica,sans-serif;">What the research says about Interactive whiteboards. Becta Research. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;"><span style="font-family: Arial,Helvetica,sans-serif;">Armstrong, A., Barnes, S., Suthertland, R., Curran, S., Mills, S. & Thompson, I. (2005) <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;"><span style="font-family: Arial,Helvetica,sans-serif;">Collaborative research methodology for investigating teaching and learning: The use of interactive whiteboard technology. Educational Review. 57(4), 457-469. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Braham, G. (2006) How to survive and succeed with a interactive whiteboard. LDA: Cambridge <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Gillen, J., Staarman, J., Littleton, K. & Mercer, N. (2007) A 'learning revolution'? Investigating pedagogic practice around interactive whiteboards in British primary classrooms. Learning, Media and Technology. 32(3), 243-256. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Goodison, T.A. (2002) Learning with ICT at primary level: Pupil's perceptions. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Journal of Computer Assisted Learning. 18, 282-295. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Haldane, M. (2007) Interactivity and the digital whiteboard: Weaving the fabric of learning. Learning, Media and Technology. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">32(3) Pages 283-301. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Hall, I. & Higgins, S. (2005) Primary school students' perceptions of interacrtive whiteboards. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Journal of Computer Assisted Learning. 21, 102-117. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Hennessy, S., Ruthven, K. & Winterbottom, M. (2007) Pedagogical strategies for using the interactive whiteboard to foster learner participation in school science. Learning, Media and Technology. 32(3) Pages 283-301. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Hodge, S. & Anderson, B. (2007) Teaching and learning with an interactive whiteboard. A teacher's journey. Learning, Media and Technology. 32(3), 271-282. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Kennewell, S. & Higgins, S. (2007) [|Introduction to IWBs.] Learning, Media and Technology. 32(3), 207-212. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Kennewell, S. & Beauchamp, G. (2007) The features of interactive whiteboards and their influence on learning. Learning, Media and Technology. 32(3), 227-241. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Levy, P. (2002) Interactive whiteboards in learning and teaching in two Sheffield schools: A development study. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Moss, G., Jewitt, C., Levaaic, R., Armstrong, V., Cardini, A. & Castle, F. (2007) [|The interactive whiteboard, pedagogy and pupil performance evaluation: An evaluation of the Schools Whiteboard Expansion (SWE) Project London Challenge]. Institute of Education, Univesity of London/DfES. London. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Smith, F., Hardman, F. & Higgins, S. (2006) The impact of interactive whiteboards on teacher-pupil interaction in the National Literacy and Numeracy Strategies. British Educational Research Journal. 32(3), 443-457. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;">Wall, K. Higgins, S. & Smith, H. (2005) The visual helps me understand the complicated things. Pupil views of teaching and learning with interactive whiteboards. BJET, 36(5), 851-867. <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;"> Emily Holmes research on the use of different types of computer games to affect memory and recall, specifically to enhance or reduce flashback in people with post traumatic stress? It was the subject of a radio programme on radio 4 recently [] []

Kirriemuir, JK, McFarlane, A, [2003] Use of Computer and Video Games in the Classroom. Proceedings of the Level Up Digital Games Research Conference, Universiteit Utrecht, Netherlands.

<span style="font-family: "times new roman",times,serif; font-size: 110%;">Discussion Papers from Future lab <span style="display: block; font-family: "times new roman",times,serif; font-size: 110%;"> [|Learning objects] [|Learning to be part of the knowledge economy: digital divides and media literacy] > September 2007 The ‘ [|digital divide] ’ refers to the difference between those with access to new technologies and those without. However, as well as creating a ‘gap’, could digital technologies also hold the potential to bridge that gap? > June 2006 Sean McDougall imagines how we could embrace all the technologies that children use and re-organise our learning system to take account of them. [|Using wikis in schools: a case study] April 2006 Social software has the potential to support and structure communities where individuals come together to share, learn, create and collaborate with each other. Based on a case study in a UK secondary school, this paper explores the use of wikis in schools. > September 2004 This paper describes the components from which games are constructed. It is prompted by the development at Futurelab of new formats of games, and the need for advice and guidance for designing and constructing games by considering some of the affordances of previous games. [|The potential role of ICT in modern foreign languages learning 5-19] > August 2004 Looking at the current provision of language teaching, and at the future languages strategy, there are a number of key roles that ICTs have the potential to fulfil in Modern Foreign Languages (MFL) teaching and learning. [|Computer games and learning] > September 2003 Why do we think it's worth talking about computer games and learning in the same breath? The over-riding reason for interest in this field is that computer games seem to motivate young people in a way that formal education doesn't. > September 2003 The participation of children in the design of new educational technology has gained popularity in recent years, with approaches ranging from usability testing at the end of a production cycle to long-term partnership.
 * April 2008 Distance educator Ken Allan discusses the learning object, its design, development and appropriate use as one of the many <span style="font-family: Arial,Helvetica,sans-serif;">components in the portfolio of applied [|e-learning] tools and strategies available to the 21st century teacher.
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|pdf version] <span class="file_info">(pdf, 161KB
 * [|pdf version] <span class="file_info">(pdf, 141KB
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|One tablet or two? Opportunities for change in educational provision in the next 20 years]
 * [|pdf version] <span class="file_info">(pdf, 118KB
 * [|pdf version]<span class="file_info">(pdf, 279KB
 * <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">[|An anatomy of games]
 * [|pdf version]<span class="file_info">(pdf, 167KB
 * [|pdf version]<span class="file_info">(pdf, 113KB
 * [|pdf version] <span class="file_info">(pdf, 176KB
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|The participation of children in the design of new technology]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|pdf version] <span class="file_info">(pdf, 200KB