Mary Webb

King's College London | KCL · School of Education and Professional Studies

This paper is based on a study that developed and used a predictive evaluation method to evaluate educational software with embedded Artificial Intelligence (AI) functionalities for children’s learning of English pronunciation. The approach built on Squires and Preece’s [1] heuristics which used a social constructivist view of learning but were dev...

The reference framework and other documents can be fount at the website of informaticsforall.org

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...

This paper reports on a study which designed and developed a multi-fingered haptic interface in conjunction with a three-dimensional (3D) virtual model of a section of the cell membrane in order to enable students to work collaboratively to learn cell biology. Furthermore, the study investigated whether the addition of haptic feedback to the 3D vir...

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...

Machine learning systems are infiltrating our lives and are beginning to become important in our education systems. This article, developed from a synthesis and analysis of previous research, examines the implications of recent developments in machine learning for human learners and learning. In this article we first compare deep learning in comput...

This paper reports on a study which investigated whether the addition of haptics (virtual touch) to a three-dimensional (3D) virtual reality (VR) simulation promotes learning of key concepts in biology for students aged 12 to 13 years. We developed a virtual model of a section of the cell membrane and a haptic-enabled interface that allows students...

This paper reports on a study which investigated whether the addition of haptics (virtual touch) to a 3D virtual reality (VR) simulation promotes understanding of key nanoscale concepts in membrane systems for students aged 12 to 13. We developed a virtual model of a section of the cell membrane and a haptic enabled interface that enables students...

This chapter discusses four measurement challenges of data science in educational assessments that are enabled by technology: (1) Dealing with change over time. (2) How a digital performance space’s relationships interact with learner actions, communications and products. (3) How layers of interpretation are formed from translations of atomistic da...

In this article, we identify and examine opportunities for formative assessment provided by information technologies (IT) and the challenges which these opportunities present. We address some of these challenges by examining key aspects of assessment processes that can be facilitated by IT: datafication of learning; feedback and scaffolding; peer a...

The use of haptic systems in the classroom for enhancing science education is an underexplored area. In the education literature, it has been reported that certain concepts in science education are difficult for students to grasp and, as a result, misconceptions can be formed in the students’ knowledge. We conducted a study with 62 Year 8 (typicall...

In this article we examine key issues and tensions for developing and specifying Computing-related elements of curricula design, particularly the role of Computer Science in the curriculum. The article is based on a series of discussions and analyses of curriculum design across various countries with different approaches and traditions of Computing...

This pilot study evaluated the student user experience of a performance indicator tool (PIT) for formative assessment of a cohort of fourth year medical undergraduates undertaking a 12 week rotation. Scoping and elaboration for the standalone web-based tool was based on the existing paper-based formative assessment system for which training and sec...

In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federa...

Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At ED...

Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is disc...

Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is disc...

This article is the second of two articles in this special issue that were developed following discussions of the Assessment Working Group at EDUsummIT 2013. The article extends the analysis of assessments of collaborative problem solving (CPS) to examine the significance of the data concerning this complex assessment problem and then for education...

Building upon discussions by the Assessment Working Group at EDUsummIT 2013, this article reviews recent developments in technology enabled assessments of collaborative problem solving in order to point out where computerised assessments are particularly useful (and where non-computerised assessments need to be retained or developed) while assuring...

Students’ ability to regulate their learning is considered important for the quality of collaborative inquiry learning. However, there is still limited understanding about how students engage in social forms of regulation processes and what roles these regulatory processes may play during collaborative learning. The purpose of this study was to ide...

This paper originated from discussions about the need for important changes in the curriculum for Computing including two focus group meetings at IFIP conferences over the last two years. The paper examines how recent developments in curriculum, together with insights from curriculum thinking in other subject areas, especially mathematics and scien...

EDUSummIT (Education Summit on ICT in Education) is a global community of researchers, policy-makers, and educators committed to support the effective integration of ICT in education by promoting active dissemination and use of research. Supported by SITE, ISTE, Kennisnet, IFIP, ATE, and UNESCO, EDUSummIT has been held three times in the past, in T...

This article examines the scope for IT‐enabled assessments to serve simultaneously both learners and the enterprise of education. The article proposes ways of combining frameworks that come from two different perspectives: 1) a conceptual approach to assessment design for computerized assessment based on evidence‐centred design (ECD) and 2) a frame...

This paper presents an analysis of ways in which pedagogy with information and communications technologies (ICTs) may need to adapt to accommodate to a major shift in our conceptions of knowledge and learning. A holistic approach to this analysis based on Checkland’s “systems thinking” suggested changes in pedagogy needed for 21st century learning...

This paper examines changing models of pedagogy by drawing on recent research with teachers and their students as well as theoretical developments. In relation to a participatory view of learning, the paper reviews existing pedagogical models that take little account of the use of information and communications technologies as well as those that ar...

This paper is based on research and development over the last three years that set out to investigate how technology can facilitate interaction and collaborative learning between beginning teachers on a one‐year Postgraduate Certificate in Education programme. These developments drew on research into formative assessment and collaborative group wor...

This paper is based on a study of classroom practice of primary school teachers who were engaged in a programme of professional development to implement formative assessment in their classrooms. The programme sought to develop the skills and expertise of teachers to enable formative assessment to be used to support and improve the learning of stude...

This paper is based on a study that explored the relationship between the implementation of ICT pedagogy and the factors that influenced seven teachers of English for Business Purposes in Chinese higher education concerning their adoption of ICT into their teaching. Activity Theory was used as an analytical tool to investigate the relationships and...

This chapter reviews science learning in schools and evidence for the use and impact of IT. How a range of different IT-based resources that can enable science learning in particular contexts is discussed. The nature of science curricula is examined and recent developments in various countries are considered. Developments in pedagogy in relation to...

This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence...

This paper is based on findings from an exploratory study carried out during 2004/05 among members of the London Providers Mentoring Group. Qualitative data from nine teacher education partnerships working with a significant proportion of the schools in London was subjected to interpretative analysis. The paper explores how the London Providers Men...

This paper presents an analysis of how affordances of ICT-rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education (promoting...

This paper is based on case studies of 26 British teachers who were known to be using ICT to support pupils' learning. The main focus of these studies was to investigate aspects of the pedagogical reasoning process of teachers including the beliefs and knowledge used and the reasoning behind decisions that are made in relation to ICT use. As a resu...

Acknowledgements The project team wishes to acknowledge the support of Becta (the British Educational Communications and Technology Agency) for initiating and funding this project on behalf of the Department for Education and Skills (DfES), and the ongoing advice, encouragement and support which we have received, in particular from Malcolm Hunt, He...

Confusion has developed over the role of ICT in schools as a result of conflicting messages from government-led initiatives and changes in the technology. Amidst the ongoing debate about the purpose and rational for ICT in schools a subject has evolved called ICT (Information and Communications Technology), IT or Informatics. Whilst the nature and...

The need for developing a pedagogy for ICT/informatics has been identified. While a great deal of research and thinking has focused on theories of learning in relation to ICT this has concentrated on using ICT rather than learning about ICT or Informatics. The links between theories of learning and practice of teaching are, therefore, much less cle...

This paper describes an investigation of how children in primary schools can start to build their own models on a computer and what skills are inherent in this modelling process. The study focused on qualitative modelling using a rule-based expert system shell, Expert Builder, which made the knowledge structure and inference mechanism clearly visib...

Modeling is important in science and in science education. Computer-based modeling opens up new possibilities for learning science, particularly now that appropriate software is available. This article describes high school students' use of Model Builder software in high school classrooms. (PR)

Computer based modelling offers opportunities for the enhancement of the learning environment. A study of teachers' perceptions of the types of modelling activities which they felt could be usefully undertaken by children suggested that many of the tasks fall in the category of qualitative models of logical reasoning. The Modus Project, a collabora...

This paper explores some of the background to the development of MODUS by the Integrated Modelling Project (a collaboration between The Advisory Unit, Hatfield and King's College London) and illustrates some of the features which the software will incorporate. The growing interest in computer based modelling for school pupils has highlighted that c...

Thesis (Ph. D.)--Open University, 1995.