
Don PasseyLancaster University | LU · Department of Educational Research
Don Passey
PhD MBCS MA PGCE BSc(Hons)
About
104
Publications
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Introduction
Don is Professor of Technology Enhanced Learning in the Department of Educational Research, the Director of Studies of the E-Research and Technology Enhanced Learning doctoral programme, and a founding co-Director and former Director of the Centre for Technology Enhanced Learning. His research has been concerned with supporting international, government, regional and national policy and practice. He has looked at how digital technologies can be used to support learning, for those in compulsory, higher and adult education, in formal and informal settings, with a focus on those who find it hard to learn and across the lifespan. He uses mixed methods designs, bespoke to research needs.
Additional affiliations
August 2013 - present
Position
- Director of Studies, PhD Programme in e-Research and Technology Enhanced Learning
Description
- The Programme supports some 100 professionals worldwide. Largely run online, part-time study in a two-year modular programme assessed by assignments with short taught residentials, is followed by a research study period culminating in a PhD thesis.
July 1989 - present
Publications
Publications (104)
This conceptual paper draws on a wide range of research and policy literature, providing a contemporary view of issues, factors and practices that affect education for digitally excluded populations. Concern for how education for digitally excluded populations can be supported is focal to this paper, with different sections offering key related per...
This paper reports research that investigated how digital technologies were used to develop and maintain home–school connections and develop positive relationships when children transition to nursery schools and schools. School case studies, comprising four purposively selected schools with nursery provision in Northern Ireland and four primary sch...
Parents and guardians were supporting their children's learning prior to Covid-19, but evidence has indicated that many were not prepared for what happened and what was required of them during the Covid-19 period. Uses of digital technologies to ensure continuity of learning was frequently and rapidly used and developed, and pertinent literature of...
The reference framework and other documents can be fount at the website of informaticsforall.org
Blended learning (BL) tools are increasingly used in higher education (HE) due to global technological advancements. BL tools for this study are online tools integrated with face-to-face teaching that support program management and expedite some educational processes like assignment submission. Importantly, BL can enhance the development of student...
Die Informatik hat seit dem letzten Jahrhundert einen immensen Beitrag zu innovativen und bedeutenden technologischen Fortschritten geleistet. Sie beeinflusst die aktuelle wirtschaftliche, bildungsbezogene, industrielle und gesellschaftliche Entwicklung und umgekehrt.
Die Informatik hat die Fähigkeit, das menschliche Urteilsvermögen und Potenzial...
The Institute for Education’s Second Annual Symposium 2021 focuses on the topic of ‘Technology Enhanced & Remote Teaching & Learning’. In the current educational context, where we have grappled with issues and challenges posed by the COVID-19 pandemic, this topic and Symposium are particularly timely and relevant. The papers presented here form an...
IFIP’s Technical Committee 3 (TC3) is dedicated to concerns about uses of computing and digital technologies in education. TC3 covers the interests of those who are concerned with policy, practice and research in the fields of digital technologies and computing used for educational purposes, whether for management, teaching or learning, and whether...
This reference presents information about quality benchmarks of Indian higher education institute (HEI) accreditation bodies namely, the National Assessment and Accreditation Council (NAAC) and the National Institute Ranking Framework (NIRF). The objective of the book is to enlighten stakeholders working in Indian HEIs on the recently revised accre...
Higher education plays a crucial role in the growth and nation development in social, economic, cultural, scientific and political respects. Education empowers people to transform from a human being to having human resources. In present context of globalization, quality higher education is needed to uplift creativity, talent, adaptability and resea...
The concept of teacher wellbeing, the importance of considering teacher wellbeing, concerns for developing digital wellbeing and concerns for using digital technologies to support teaching practices have all been previously studied. The idea that uses of digital technologies can support teacher wellbeing (or not) and ways that uses might do this ha...
A contemporary challenge for education is to develop sustained, long-term, effective enactment of teacher practices with current and future digital technologies. Some people, throughout their lives, adapt to technological change; they apply technologies not just for social or leisure purposes, but also to their learning, training, or employment nee...
This book constitutes the refereed post-conference proceedings of the IFIP TC 3 Open Conference on Computers in Education, OCCE 2020, held in Mumbai, India, in January 2020.
The 11 full papers and 4 short papers included in this volume were carefully reviewed and selected from 57 submissions. The papers discuss key emerging topics and evolving prac...
This article explores influences on the development of collaborative learning practices in schools. Evidence from three cases in three countries is detailed and analyzed, using a theoretical framework concerned with school curricula: aims and intended learning outcomes; syllabus, learning and teaching methods; and assessment. In each of the three c...
Las Tecnologías de la Información y la Comunicación (TIC) en general, y el Internet en particular, están presenten diariamente en nuestras vidas. Es un hecho que vivimos en una sociedad digital, y por tanto, las nuevas generaciones pertenecen ya a lo que se ha denominado “nativos digitales”, ya que es el mundo en el que se desenvuelven continuament...
This theoretical paper is concerned with problematising the rethinking of theoretical backgrounds associated with one of the commonly used educational technology terms (fields)—technology‐enhanced learning—in the wider context of scholarship. Examples will show that the term itself is now used beyond its apparent, stated scope, that it is used in a...
[full article, abstract in English; abstract in Lithuanian]
Many countries are adopting computing (or informatics) in schools, for pupils from 5 years of age. Educational philosophies (and learning theories) that such curricula might be based on are not clear in curriculum documentation. Many Western countries’ curricula are based on developmental...
This paper reports how an information and communications technology (ICT) system can support greater connection across and outcomes from home and school mathematics learning practices for 11-to-14-year-old pupils. The article details: (1) the purpose, background and theoretical basis of the study; (2) the design approach, including features, access...
This book constitutes the refereed post-conference proceedings of the IFIP TC 3 Open Conference on Computers in Education, OCCE 2018, held in Linz, Austria, in June 2018.
The 24 revised full papers and 3 short papers included in this volume were carefully reviewed and selected from 63 submissions during two rounds of reviewing. The papers discuss...
This theoretical paper is concerned with conceptualizing a major issue that faces all those concerned with and charged with influencing the future of equity in education—the need for digital agency (DA). The paper offers a rationale for this concern, highlights the importance of the concept and its practices, presents the challenges it brings, some...
INTRODUCTION. The purpose of this paper is to explore ways that online learning might support the full spectrum of learners (those with specific social and emotional difficulties or mobility or physical disabilities, for example). METHOD. The paper draws out theoretical conceptions of inclusive practices for teaching and learning when activities de...
The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both s...
Erratum to: D. Passey and M. Kendall (Eds.) TelE-Learning DOI: 10.1007/978-0-387-35615-0
Previous research indicates positive influences on engagement, expectation and outcomes of learning when fathers and male guardians support and work with their children. In primary school settings, fathers and male guardians are less frequently seen to be involved in educational, school-based discussions and activities. The research reported in thi...
The aim of this paper is to explore further an under-developed area – how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of mathema...
Purpose
This paper explores the context, development and outcomes of a cross-European in-service training programme, developing mobile learning practices in school classrooms – MLEARN – in The Netherlands, England, Greece and Italy. This paper focuses on: contextual backgrounds; a training needs analysis; and initial, mid-term and final outcomes f...
In this conceptual paper, we consider issues and challenges of third party and governmental organisations in planning and implementing access to and uses of digital technologies for learning and teaching in developing countries. We consider failures and weaknesses in the planning and implementation processes highlighted by research in developed cou...
This book constitutes the thoroughly refereed post-conference proceedings of the First IFIP TC 3 International Conference on Stakeholders and Information Technology in Education, SaITE 2016, held in Guimarães, Portugal, in July 2016.
The 15 full papers presented together with 2 short papers were carefully reviewed and selected from 48 submissions....
This special issue focuses on an important contemporary concern—inclusive technologies and learning. Since the 1960s there has been a continued development and diversification of digital technologies used across societal sectors (Bijker, Hughes, Pinch, & Douglas, 2012), enabling applications not solely within business and commerce, but significantl...
MLEARN, a European Union (EU)-funded project, is exploring and promoting teacher development of mobile learning practices in four member states - the Netherlands, The United Kingdom (UK) (England), Greece and Italy. This paper details the ways research findings have both fed into and been elicited from this pilot, supporting development and impleme...
Digital technologies and lifelong learningLearning has not only been considered for some time as a lifelong endeavour (see, for example, Cotton 1998), but also as a necessary lifelong endeavour (see, for example, Hoznan 2009). Uses of digital technologies are supporting these endeavours; digital technologies enable wider access (described, for exam...
This paper explores the management and outcomes of a specific model of intergenerational learning, concerned with student digital leader support in a number of secondary schools in England. A local educational partnership set up a student digital leader project late in 2011, which aimed to develop a range of skills and outcomes for both the digital...
How do digital technologies support life transitions? This chapter will provide an overview, accommodating findings presented within the previous six chapters, and highlighting areas for future research. In this context, it is clear that different learning landscapes allow for different learning approaches and enable uses of sometimes specific digi...
This positional paper opened a symposium within the Information Technology in Educational Management (ITEM) strand of the IFIP KEYCIT conference in Potsdam, Germany, on 2nd July 2014. The key question asked, across the seven papers presented and included as chapters in this book, was: how do digital technologies support life transitions? The argume...
This chapter describes the early development and introduction of computers into schools in the United Kingdom from the 1970s to the evaluation of their impacts and a shift in the focus of their uses in the 1990s. The chapter explores key factors influencing the direction and deployment of uses of computers in schools. It considers influences of nat...
This book features a selection of thoroughly refereed papers presented at two subconferences of the IFIP TC 3 Conference on Key Competencies in Informatics and Information and Communication Technologies: the IFIP WG 3.4 Conference on Key Competencies for Educating ICT Professionals, KCICTP 2014, and the IFIP WG 3.7 Conference on Information Technol...
21st century learning involves virtual, physical and remote learning spaces. Access to a variety of learning technologies has led to next generation physical spaces: Technology Enhanced Learning Environments (TELEs) being designed for active, social and collaborative learning. This paper reviews how TELEs have been adopted widely, including those i...
Inclusive Technology Enhanced Learning draws together a remarkable breadth of research findings from across the field, providing useful data on the power of technology to solve cognitive, physical, emotional or geographic challenges in education. A far-ranging assessment, this book combines research, policy, and practical evidence to show what digi...
From existing research, we know little about possible relationships between individual characteristics
of young people who are not in education, training or employment (NEET) and how they interact with
specific technologies to communicate and interact with support agencies. This key issue was the main
focus of this study. The study was supported by...
This paper explores ways that open and social technologies relate to educational transformation, analysing three case studies of exemplar school-based projects. Schools in England have been asked to develop ‘educational transformation’. Although there is no single definition, aspects of community and social interactions and networking are intended,...
Handling data in schools has moved from recording data in repositories, to reporting data to different stakeholders, to decision making using specific types of data. There are clear arguments that decision making functions require access to data, but the research literature indicates that discussion about points and issues is an important pre-requi...
The Titan Partnership piloted uses of ‘hand-held’ technologies in schools during 2012. The project presented in this report, the focus of an evaluation study, concerned uses of iPads (although Titan also piloted uses of other devices at the same time). The pilot involved two primary and two secondary schools. The Titan Partnership commissioned the...
This research study has gathered evidence to support the Educational Recording Agency (ERA) in exploring possible ways to develop policies and approaches that could enhance teacher access to digital online resources. Existing studies show that many teachers across the United Kingdom (UK) already use video and audio clips with learners to support te...
This text offers a selection of papers presented at the latest international conference of Working Group 3.7 of the International Federation for Information Processing (IFIP). This conference, the 10th international conference organised by the Working Group, focused on an important contemporary issue – the next generation of information technology...
inspire, Wolverhampton’s Local Education Partnership (LEP), set up a student digital leader project late in 2011. inspire managed this digital leader project, which aimed to develop a range of skills and outcomes for both the digital leaders themselves and for a potentially wide variety of personnel within the schools. By the 2012 to 2013 school ye...
This book constitutes the refereed post-proceedings of the 10th IFIP WG 3.7 Conference on Information Technology in Educational Management, ITEM 2012, held in Bremen, Germany, in August 2012. The 16 revised full papers presented were carefully reviewed and selected. The papers offer an outstanding overview of the contemporary field of information t...
In this article the author focuses on signature pedagogies that are associated with different forms of educational technologies. The author categorizes forms of technologies that support the teaching and learning of mathematics in different ways, and identifies signature pedagogies associated with each category. Outcomes and impacts of different te...
• This project aimed to encourage teachers in schools to bring together teams of young people to use a well-known video game, Little Big Planet 2, to create new levels that would be published and used by other players.
• The project started with 15 schools and over 100 students.
• Teams of students were often selected by teachers, and most were run...
The purpose of this report is to provide an overview of the evidence base for Espresso Education digital resources impacting on the learning of pupils in primary schools. The report will use findings from previous studies conducted by the author; one study explored uses and outcomes for teachers and pupils across a national sample, while another st...
A recently completed evaluation study for Espresso Education highlighted that, across a wide user base, Espresso digital resources designed for use in primary schools were valued by very many teachers and managers in those schools, for their qualities, for certain recognised features, for their width of application across the curriculum, and for th...
A government department directive in England required all schools to implement facilities to support important aspects of learning, and such facilities were deemed to require inclusion of a learning platform (LP). Looking at the implementation of a single LP across schools in one local authority, it is clear that schools face challenges when implem...
Each year BBC News School Report events support teams of British pupils in producing authentic news outputs. Some items are broadcast on radio or television, and all are made available online. Conducting the independent national evaluation in 2009, we found positive results in terms of learning outcomes and attitudes towards current affairs and med...
In 2010, Espresso commissioned an academically-based and fully independent evaluation study to
explore outcomes of uses of its online resources in primary schools. The aims of the study were to
explore how Espresso resources are used to support teaching and learning, to assess cost and
associated benefits arising, and to explore whether levels or t...
The final evaluation report of the New Deals for Communities (NDfC) initiative (Batty et al., 2010)
details outcomes for all 39 projects run nationally. It stated that: “There has been considerable positive
change in the 39 NDC areas: in many respects these neighbourhoods have been transformed in the last
10 years.” The report went on to say, howev...
Espresso online digital resources have been developed and made available to schools since 1998,
when the National Grid for Learning (NGfL) initiative was launched by the government department
for education. The company was able, through a £91,000 grant won in 1997 from the British National
Space Centre, to set up its first online distribution trial...
This paper focuses on learning and teaching impacts arising when mathematics is taught using digital resources (often involving also the use of interactive whiteboards in classrooms). It reports outcomes of a national evaluation study, which explored uses and outcomes of digital resources to support mathematics teaching and learning for 11 to 14 ye...
Espresso has commissioned this academically-based and fully independent evaluation study to explore
outcomes of uses of its online resources in primary and secondary schools. For this evaluation, there
are three complementary aspects to, or aims of, the study. In this section of the report, it is the second
of those aims that are detailed: An asses...
Espresso has commissioned this academically-based and fully independent evaluation study to explore
outcomes of uses of its online resources in primary and secondary schools. For this evaluation, there
are three complementary aspects to, or aims of, the study. In this section of the report, it is the third of
those aims that are detailed: An explor...
The National Education Network (NEN) Safeguarding Group has a key role in promoting and raising awareness amongst key stakeholder communities about internet safety in the context of a wider development and understanding by young people of aspects of digital citizenship. The NEN Safeguarding Group undertook an exploratory survey in 2008, which gathe...
Why would learners want to be digitally literate? Digital literacy (in the form of capabilities associated with using social networking sites, creating videos, writing reviews accessible to others, or the making of online news, for example) is reported often as being undertaken by pupils outside, rather than inside, schools. It is often access to s...
This chapter focuses on those who support the vulnerable, explores their support and intervention needs, and their current
access to and interactions with technologies and associated data. At any one point in time, many individuals can be
classed, albeit in very different ways, as being vulnerable, or at risk. These young people commonly need suppo...
This chapter will consider impacts of affordances of technologies on parental and guardian engagement with their children’s learning. Past evidence about effects of different practices will be reviewed. More recent findings from national and regional-level research undertaken in this field in England will be discussed in more detail. Although the c...
The United Kingdom (UK) government, in common with those in many other countries, recognises the significant numbers of young
people who are not in education, employment or training (NEET) from the age of 16 years. Perceptions associated with this
group of young people have often been negative, yet recent research suggests that reasons for the lack...
Do teachers have access yet to the forms of data that will allow them to meet the needs of different learners? School head teachers and managers, when seeking to manage quality education, are challenged by the dilemmas of balancing quality of provision through classroom interactions with quality of provision that meets the needs of the individual l...
Evidence from a range of studies indicates the potential that mobile technologies have to support important aspects of learning. However, it is clear from a number of study findings offering evidence about implementation approaches that developing relevant uses of mobile technologies to support learning is not concerned just with appropriateness of...
http://news.bbc.co.uk/1/shared/bsp/hi/pdfs/SchoolReportEvaluation09_170210.pdf
Data management has moved in evolutionary ways in the education system in England. Although some might say that the current
evolution has moved from a situation where there was no choice (20 and more years ago), to one where there was some choice
(up to 20 years ago), to a position where there is now overload, this paper will argue that that is not...
This paper introduces a simple categorisation of school performance feedback systems. It explores how a cross-national review
of systems in each category, using a number of selected criteria, can identify features that warrant development, if user
accessibility is to be enhanced in the future. The paper indicates potential value to be gained from b...
Teachers have been ‘visualising’ ideas or information that emerge from data for a long time. Mark books have provided teachers
with ‘visual', albeit normally numerical, records of pupil attainment and achievement, which they have used to generate views
about progress, trends, or the identification of appropriate learning support, for example. The a...
This paper considers the role of management information systems (MISs) in supporting practices that can lead to enhanced achievement.
In England, MISs have not been provided centrally by government or government departments, but have been purchased by schools.
MISs have offered resources focused largely for use by managers rather than teachers. Tha...
Successive national policy in England has striven to develop uses of information and communication technologies (ICT) to support teaching and learning, and has promoted the adoption of ICT in schools over a period of some 25 years (since the ‘Microcomputer in schools initiative’ of 1981). The current level of deployment of ICT in schools is high. N...
This study was designed to investigate the impacts of information and communication technologies (ICT) on pupil motivation. The aim was to quantify impacts where possible, and
to relate impacts to aspects such as learning outcomes, behaviour, school attendance, truancy, wider issues such as crime and anti-social behaviour, and uses of digital conte...
Many of the early issues in the field of telE-learning are now not only recognised but are being addressed, through professional and staff development routes, through innovative technological solutions, and through approaches and concepts that are better suited to particular educational contexts. TelE-LEARNING: The Challenge for the Third Millenniu...
A rise in quantities of web-based resources on ?Grids for Learning? is not being matched currently by a rise in effective use by teachers and learners. This paper explores features and factors which can lead to effective use of such resources for teaching and learning.
The width of uses of ICT in education, society and in the workplace means that the development of basic skills needs to be considered within a multimedia as well as in a paper-based environment. ICT use is being considered a basic core skill. ICT provides opportunities for teachers and pupils to develop on-line projects, across national boundaries,...
It is a fact that school-home links can be developed now by utilising a range of possible communications and information technologies. Yet there has been rather limited exploration of the implications of developing such links. It appears often to be a commonly held view that creating mere physical links will create positive outcomes. This paper wil...
English: The advent of a diversity of forms of information and communication technologies (ICT) enables a range of learning interactions and opportunities to be developed, at a distance. A range of initiatives, within the United Kingdom (UK) and elsewhere, are utilizing different forms of technology to support the teaching and learning of primary a...
The United Kingdom (UK) is not alone in its decision to move forward in major ways with technological provision in schools, and has had the experience of a wide range of evaluation studies conducted over many years on which to base its planning. The author argues in this paper that neither this basis nor the methods used will necessarily equip all...
The United Kingdom (UK) has embarked on an ambitious path — it intends to develop a connected learning community that links and involves schools, libraries, museums, business, industry, and community centres. The first stages of the plans to achieve this vision are laid and being put in place — a strategic vision has been developed, a plan which in...
This report is the third in a sequence examining the issues influencing the effective use of information technology (IT) in education. The first report (Watson and Tinsley, 1995) examined the issues around the integration of informatics in education. The report from the World Conference on Computers in Education then examined the theoretical basis...
During the last twenty five years, a series of initiatives have been undertaken in the UK, in a range of ways, in order to introduce information and communication technologies into school practice. The fact that uses in practice are often scarce and vary considerably from one school to another might be considered somewhat disappointing, particularl...
This book considers how the fundamental issues relating to the use of information technology in education, are being tackled across the world. Significantly it features international perspectives on the challenge that information and communications technology poses to teacher education; views of trainee teacher experiences with computers; insights...
A study was conducted into the mathematical needs of engineering apprentices, triggered by a decline in the basic number skills of applicants. The mathematical challenges of engineering differ from the mathematics taught in school. In particular, great precision is required and different techniques; a good deal of practical problem solving is neces...
In England and Wales Information Technology (IT) is to be used to support the teaching of all subjects; in addition, all students have an entitlement to IT capability. Data from several surveys are reported, which do not match this vision of IT. Rather, IT is seen by teachers to be concerned with the acquisition of technical skills, or as a support...