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Technology, Pedagogy and Education Volume 19, 2010 - Issue 2: Research into School Teaching and Learning with Whole Class Interactive Technologies
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Developing a user guide to integrating new technologies in science teaching and learning: teachers’ and pupils’ perceptions of their affordances

James de Winter Faculty of Education, University of Cambridge, Cambridge, UKCorrespondence[email protected]
,
Mark Winterbottom Faculty of Education, University of Cambridge, Cambridge, UK
&
Elaine Wilson Faculty of Education, University of Cambridge, Cambridge, UK
Pages 261-267 | Published online: 08 Jul 2010

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Karen Littleton. (2010) Research into teaching with whole‐class interactive technologies: emergent themes. Technology, Pedagogy and Education 19:2, pages 285-292.
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Articles from other publishers (19)

Xinyue Li & Keith S. Taber. 2022. STEM, Robotics, Mobile Apps in Early Childhood and Primary Education. STEM, Robotics, Mobile Apps in Early Childhood and Primary Education 415 442 .
Xiaotong Yang. (2021) Students’ and Teachers’ Perceptions of Using Video Games in Science Classroom: A Literature Review. SN Computer Science 2:5.
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Xin Zhang, Patrick Lo, Stuart So, Dickson K.W. Chiu, Tin Nok Leung, Kevin K.W. Ho & Andrew Stark. (2020) Medical students’ attitudes and perceptions towards the effectiveness of mobile learning: A comparative information-need perspective. Journal of Librarianship and Information Science 53:1, pages 116-129.
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Geraldo W. Rocha Fernandes, António M. Rodrigues & Carlos Alberto Ferreira. (2018) Professional Development and Use of Digital Technologies by Science Teachers: a Review of Theoretical Frameworks. Research in Science Education 50:2, pages 673-708.
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Deepika Menon, Meera Chandrasekhar, Dorina Kosztin & Douglas C. Steinhoff. (2019) Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy. Science Education 104:2, pages 252-289.
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Fernando Flores-Camacho, Leticia Gallegos-Cázares, Beatriz-Eugenia García-Rivera & Araceli Báez-Islas. (2019) Efectos de los laboratorios de ciencias con TIC en la comprensión y representación de los conocimientos científicos en estudiantes del bachillerato en un contexto escolar cotidiano. Revista Iberoamericana de Educación Superior 10:29, pages 124-142.
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James R. Ford. 2019. Educational Technology and the New World of Persistent Learning. Educational Technology and the New World of Persistent Learning 56 74 .
Geraldo W. Rocha Fernandes, António M. Rodrigues & Carlos Alberto Rosa FerreiraGeraldo W. Rocha Fernandes, António M. Rodrigues & Carlos Alberto Rosa Ferreira. 2019. Using ICT in Inquiry-Based Science Education. Using ICT in Inquiry-Based Science Education 1 37 .
Tal Soffer & Efrat Yaron. (2017) Perceived Learning and Students’ Perceptions Toward Using Tablets for Learning: The Mediating Role of Perceived Engagement Among High School Students. Journal of Educational Computing Research 55:7, pages 951-973.
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Stephanie A. Bluestein & Taehyun Kim. (2016) Expectations and fulfillment of course engagement, gained skills, and non-academic usage of college students utilizing tablets in an undergraduate skills course. Education and Information Technologies 22:4, pages 1757-1770.
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Michael D. L. Johnson & Kate A. Ayers. (2016) Science Sound Bites, a Podcast for STEM Curriculum Supplementation. Journal of Microbiology & Biology Education 17:2, pages 286-287.
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Christina Gitsaki & Matthew A. Robby. 2016. Human-Computer Interaction. Human-Computer Interaction 1628 1651 .
Shannon Kennedy-Clark, Vilma Galstaun & Kate Anderson. 2015. STEM Education. STEM Education 1118 1132 .
Christina Gitsaki & Matthew A. Robby. (2014) Post-Secondary Students Using the iPad to Learn English. International Journal of Mobile and Blended Learning 6:4, pages 53-74.
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Shannon Kennedy-Clark & Kate Thompson. 2014. K-12 Education. K-12 Education 614 638 .
Ove Edvard Hatlevik & Gunstein Egeberg. 2014. Methodological Challenges When Exploring Digital Learning Spaces in Education. Methodological Challenges When Exploring Digital Learning Spaces in Education 79 94 .
Shannon Kennedy-Clark, Vilma Galstaun & Kate Anderson. 2013. Cases on Digital Game-Based Learning. Cases on Digital Game-Based Learning 364 382 .
Shannon Kennedy-Clark & Kate Thompson. 2013. Immersive Environments, Augmented Realities, and Virtual Worlds. Immersive Environments, Augmented Realities, and Virtual Worlds 16 41 .
Shannon Kennedy-Clark. (2011) Pre-service teachers’ perspectives on using scenario-based virtual worlds in science education. Computers & Education 57:4, pages 2224-2235.
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