2020
11.
Code, J, Ralph, R, Forde, K
Pandemic designs for the future: Perspectives of technology education teachers during COVID-19 Journal Article
In: Information and Learning Sciences, vol. 121, no. 5/6, pp. 419-431, 2020.
Abstract | BibTeX | Tags: 21st century learning, educational technology, learning design, mixed methods, qualitative, self-efficacy, teacher education | Links:
@article{code2020pandemic,
title = {Pandemic designs for the future: Perspectives of technology education teachers during COVID-19},
author = {J Code and R Ralph and K Forde},
url = {https://www.emerald.com/insight/content/doi/10.1108/ILS-04-2020-0112/full/pdf?title=pandemic-designs-for-the-future-perspectives-of-technology-education-teachers-during-covid-19},
doi = {10.1108/ILS-04-2020-0112},
year = {2020},
date = {2020-07-08},
journal = {Information and Learning Sciences},
volume = {121},
number = {5/6},
pages = {419-431},
publisher = {Emerald Publishing Limited},
abstract = {Purpose
The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?
Design/methodology/approach
A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).
Findings
The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.
Originality/value
This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.},
keywords = {21st century learning, educational technology, learning design, mixed methods, qualitative, self-efficacy, teacher education},
pubstate = {published},
tppubtype = {article}
}
Purpose
The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?
Design/methodology/approach
A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).
Findings
The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.
Originality/value
This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.
The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?
Design/methodology/approach
A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).
Findings
The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.
Originality/value
This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.
10.
Ralph, R, Pennefather, P, Code, J, Petrina, S
Too many apps to choose from: Using rubrics to select mobile apps for preschool Book Chapter
In: Papadakis, S, Kalogiannakis, M (Ed.): Mobile Learning Applications in Early Childhood Education, Chapter 2, pp. 20–38, Information Science Reference/IGI Global, 2020.
Abstract | BibTeX | Tags: 21st century learning, educational technology, learning design, mobile devices, preschool, qualitative, tablet technology | Links:
@inbook{ralph2020too,
title = {Too many apps to choose from: Using rubrics to select mobile apps for preschool},
author = {R Ralph and P Pennefather and J Code and S Petrina},
editor = {S Papadakis and M Kalogiannakis},
doi = {10.4018/978-1-7998-1486-3.ch002 },
year = {2020},
date = {2020-01-01},
booktitle = {Mobile Learning Applications in Early Childhood Education},
pages = {20--38},
publisher = {Information Science Reference/IGI Global},
chapter = {2},
abstract = {Substantive research investigates the effects and impacts of tablets, in particular iPads, on children’s education, but few papers discuss support for teachers in deciding which iPad applications can be integrated into the classroom. Even fewer articles are directed towards application developers. This chapter explores two standards for choosing apps for children—the four-pillar model of Hirsh-Pasek et al. (2015) and the rubric for the evaluations of educational apps for preschool children (REVEAC) by Papadakis, Kalogiannakis, and Zaranis (2017). This chapter draws from two standards for choosing iPad applications for young children in the classroom and through analysis of two applications will propose the REVEAC for educators and developers while also suggesting specific features that developers could consider when targeting children under 5 years old in educational contexts. (PsycINFO Database Record (c) 2020 APA, all rights reserved)},
keywords = {21st century learning, educational technology, learning design, mobile devices, preschool, qualitative, tablet technology},
pubstate = {published},
tppubtype = {inbook}
}
Substantive research investigates the effects and impacts of tablets, in particular iPads, on children’s education, but few papers discuss support for teachers in deciding which iPad applications can be integrated into the classroom. Even fewer articles are directed towards application developers. This chapter explores two standards for choosing apps for children—the four-pillar model of Hirsh-Pasek et al. (2015) and the rubric for the evaluations of educational apps for preschool children (REVEAC) by Papadakis, Kalogiannakis, and Zaranis (2017). This chapter draws from two standards for choosing iPad applications for young children in the classroom and through analysis of two applications will propose the REVEAC for educators and developers while also suggesting specific features that developers could consider when targeting children under 5 years old in educational contexts. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
2019
9.
Code, J
I am the clinical trial Journal Article
In: JACC: Heart Failure, vol. 7, no. 5, pp. 439-441, 2019.
BibTeX | Tags: autoethnography, clinical trial, heart failure, qualitative
@article{Code2019,
title = {I am the clinical trial},
author = {J Code},
year = {2019},
date = {2019-01-01},
journal = {JACC: Heart Failure},
volume = {7},
number = {5},
pages = {439-441},
keywords = {autoethnography, clinical trial, heart failure, qualitative},
pubstate = {published},
tppubtype = {article}
}
8.
Ralph, R, Code, J, Petrina, S
Measuring theory of mind (ToM) with preschool-aged children: storybooks and observations with iPads Journal Article
In: International Journal of Early Years Education, 2019.
Abstract | BibTeX | Tags: 21st century learning, educational technology, iPads, learning design, preschool, qualitative | Links:
@article{Jillianne_Code64288027,
title = {Measuring theory of mind (ToM) with preschool-aged children: storybooks and observations with iPads},
author = {R Ralph and J Code and S Petrina},
doi = {10.1080/09669760.2019.1685468},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Early Years Education},
abstract = {Theory of Mind (ToM) is an individual’s ability to understand the cognitive states of others, including their desires, beliefs, and knowledge. ToM describes how children, by the age of four, understand how others may be thinking or feeling. It is the ability to understand the thinking or viewpoints of their peers. This paper will describe ToM levels with preschool-aged children (n = 5). The current research used a storybook task battery to measure children’s ToM, as well as developed observational measures, focused on three domains from the task battery. Results of this exploratory study indicate that three of the children had a high level of ToM while the other two were low, as they were not of age. Results also indicate that ToM was observed but challenging to measure as it is primarily an internal process. Future studies can use these suggested tools in conjunction to get a better understanding of ToM with groups preschool-aged children.},
keywords = {21st century learning, educational technology, iPads, learning design, preschool, qualitative},
pubstate = {published},
tppubtype = {article}
}
Theory of Mind (ToM) is an individual’s ability to understand the cognitive states of others, including their desires, beliefs, and knowledge. ToM describes how children, by the age of four, understand how others may be thinking or feeling. It is the ability to understand the thinking or viewpoints of their peers. This paper will describe ToM levels with preschool-aged children (n = 5). The current research used a storybook task battery to measure children’s ToM, as well as developed observational measures, focused on three domains from the task battery. Results of this exploratory study indicate that three of the children had a high level of ToM while the other two were low, as they were not of age. Results also indicate that ToM was observed but challenging to measure as it is primarily an internal process. Future studies can use these suggested tools in conjunction to get a better understanding of ToM with groups preschool-aged children.
2017
7.
Code, J, Zap, N
Assessment in immersive virtual environments: Cases for learning, of learning, and as learning Journal Article
In: Journal of Interactive Learning Research, vol. 28, no. 3, pp. 235-248, 2017.
BibTeX | Tags: 21st century learning, educational technology, immersive environments, learning design, qualitative | Links:
@article{Code2017,
title = {Assessment in immersive virtual environments: Cases for learning, of learning, and as learning},
author = {J Code and N Zap},
doi = {https://dx.doi.org/10.14288/1.0406650},
year = {2017},
date = {2017-01-01},
urldate = {2017-01-01},
journal = {Journal of Interactive Learning Research},
volume = {28},
number = {3},
pages = {235-248},
keywords = {21st century learning, educational technology, immersive environments, learning design, qualitative},
pubstate = {published},
tppubtype = {article}
}
2016
6.
Code, J, Hatzipanagos, S
Open badges in online learning environments: Peer feedback as an engagement intervention for promoting agency Proceeding
AACE World Conference on Educational Media and Technology, Vancouver, BC, 2016.
BibTeX | Tags: educational technology, gamification, higher education, learning design, mixed methods, OER, online learning, qualitative
@proceedings{Code2016b,
title = {Open badges in online learning environments: Peer feedback as an engagement intervention for promoting agency},
author = {J Code and S Hatzipanagos},
editor = {C Fulford and G Veletsianos },
year = {2016},
date = {2016-07-31},
publisher = {World Conference on Educational Media and Technology},
address = {Vancouver, BC},
organization = {AACE},
keywords = {educational technology, gamification, higher education, learning design, mixed methods, OER, online learning, qualitative},
pubstate = {published},
tppubtype = {proceedings}
}
2014
5.
Code, J, Zap, N
Assessments for learning, of learning, and as learning in 3D immersive virtual environments Book Chapter
In: Bastiaens, T, Marks, G (Ed.): Education and Information Technology 2014: A Selection of AACE Award Papers, pp. 209-219, Chesapeake, VA, 2014.
BibTeX | Tags: 21st century learning, educational technology, immersive environments, learning design, qualitative, systematic review
@inbook{RID:0528171654619-561,
title = {Assessments for learning, of learning, and as learning in 3D immersive virtual environments},
author = {J Code and N Zap},
editor = {T Bastiaens and G Marks},
year = {2014},
date = {2014-01-01},
booktitle = {Education and Information Technology 2014: A Selection of AACE Award Papers},
pages = {209-219},
address = {Chesapeake, VA},
keywords = {21st century learning, educational technology, immersive environments, learning design, qualitative, systematic review},
pubstate = {published},
tppubtype = {inbook}
}
2013
4.
Code, J, Zap, N
Assessments for learning, of learning, and as learning in 3D immersive virtual environments Proceeding
AACE World Conference on Educational Media and Technology, Victoria, BC, 2013.
BibTeX | Tags: 21st century learning, assessment, educational technology, immersive environments, learning design, qualitative, systematic review
@proceedings{Code2013b,
title = {Assessments for learning, of learning, and as learning in 3D immersive virtual environments},
author = {J Code and N Zap},
editor = {J Herrington},
year = {2013},
date = {2013-07-28},
publisher = {World Conference on Educational Media and Technology},
address = {Victoria, BC},
organization = {AACE},
keywords = {21st century learning, assessment, educational technology, immersive environments, learning design, qualitative, systematic review},
pubstate = {published},
tppubtype = {proceedings}
}
3.
Elbert, J, Code, J, Irvine, V
Integrating iPads: Perspectives and Possibilities in a High School ELA Context Proceeding
World Conference on Educational Media and Technology, Victoria, BC, 2013.
BibTeX | Tags: 21st century learning, educational technology, iPads, learning design, qualitative, secondary education, tablet technology, teacher education
@proceedings{RID:0528171654621-580,
title = {Integrating iPads: Perspectives and Possibilities in a High School ELA Context},
author = {J Elbert and J Code and V Irvine},
editor = {J Herrington and A Couros and V Irvine},
year = {2013},
date = {2013-01-01},
pages = {1739-1742},
publisher = {World Conference on Educational Media and Technology},
address = {Victoria, BC},
keywords = {21st century learning, educational technology, iPads, learning design, qualitative, secondary education, tablet technology, teacher education},
pubstate = {published},
tppubtype = {proceedings}
}
2.
Elbert, J, Code, J, Irvine, V
iPads on practicum: Perspective of a student-teacher Journal Article
In: The Arbutus Review, vol. 4, no. 1, 2013, ISSN: 1923-1334.
Abstract | BibTeX | Tags: 21st century learning, action research, educational technology, English language arts, iPads, learning design, media literacy, mobile devices, practicum, qualitative, secondary education, tablet technology, teacher education | Links:
@article{Jillianne_Code62323557,
title = {iPads on practicum: Perspective of a student-teacher},
author = {J Elbert and J Code and V Irvine},
doi = {10.18357/tar41201312703},
issn = {1923-1334},
year = {2013},
date = {2013-01-01},
journal = {The Arbutus Review},
volume = {4},
number = {1},
abstract = {Educators are embracing technology as a key to transforming learning for the 21st century. As the 21st century learning movement emphasizes the development of skills that are seen as uniquely relevant to the modern world, in the educational community, many are looking to technology, such as tablets, as a tool to modernizing classrooms. This research presents a case study of a participatory action research project, where participants provide input into the research process, examining the experiences of a secondary education level student-teacher implementing iPads during practicum. For two weeks, the student teacher integrated a set of 22 iPads into a grade ten Media Literacy unit. Qualitative data from the teacher’s daily blog and a post-practicum interview revealed six main themes in two categories: Teacher Impacts (Planning and Curricular Design, Delivery, Practicum Experience) and Student Impacts (Classroom, Learning Outcomes, Learning Experience). While generalizations to other English Language Arts (ELA) classes cannot be made, the results of this pilot study suggest that tablet technology has the potential to aid the transition to 21st century learning at the secondary level, and warrants further research and attention.},
keywords = {21st century learning, action research, educational technology, English language arts, iPads, learning design, media literacy, mobile devices, practicum, qualitative, secondary education, tablet technology, teacher education},
pubstate = {published},
tppubtype = {article}
}
Educators are embracing technology as a key to transforming learning for the 21st century. As the 21st century learning movement emphasizes the development of skills that are seen as uniquely relevant to the modern world, in the educational community, many are looking to technology, such as tablets, as a tool to modernizing classrooms. This research presents a case study of a participatory action research project, where participants provide input into the research process, examining the experiences of a secondary education level student-teacher implementing iPads during practicum. For two weeks, the student teacher integrated a set of 22 iPads into a grade ten Media Literacy unit. Qualitative data from the teacher’s daily blog and a post-practicum interview revealed six main themes in two categories: Teacher Impacts (Planning and Curricular Design, Delivery, Practicum Experience) and Student Impacts (Classroom, Learning Outcomes, Learning Experience). While generalizations to other English Language Arts (ELA) classes cannot be made, the results of this pilot study suggest that tablet technology has the potential to aid the transition to 21st century learning at the secondary level, and warrants further research and attention.
2002
1.
Code, J, Stewart, V
Action Learning: Applications in Technology Training and Professional Development Proceeding
World Conference on Educational Media and Technology, Honolulu, HI, 2002.
BibTeX | Tags: educational technology, qualitative
@proceedings{RID:0528171654628-705,
title = {Action Learning: Applications in Technology Training and Professional Development},
author = {J Code and V Stewart},
editor = {P Barker and S Rebelsky},
year = {2002},
date = {2002-01-01},
booktitle = {World Conference on Educational Media and Technology 2002},
pages = {323-324},
publisher = {World Conference on Educational Media and Technology},
address = {Honolulu, HI},
keywords = {educational technology, qualitative},
pubstate = {published},
tppubtype = {proceedings}
}
