publication record.

@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}
}

@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}
}