This study focused on ways teachers and students in an urban high school used technologies often labeled as disruptive (i.e. social media and mobile phones) as learning and relationship building tools, inside and outside the classroom. In this teacher research study, secondary teachers discussed digital literacies, the digital divide, and digital…

Direct student experience of the real organism, object, place or environment is recognised by teachers as having powerful potential for high-quality learning. Mobile technologies offer a way for students to capture their authentic learning experiences, but rendering this rich experience into explicit and highly situated learning contexts for…

The overarching questions guiding this interprofessional design-based research study are: (1) How might a suite of assessment tools help K-7 educators visualize learning in their classrooms and (2) How might these visualization approaches inform K-7 educators' changes in classroom assessment? Recognized by their administrators as having…

This paper reports results from a case study focused on understanding student practices regarding production-oriented problem-solving with digital media. Thirty-seven students participated in an elective curriculum called, "Techno Savvy," a nine-week course focused on student exploration of global issues, and designed around Web 2.0…

Many students enroll in video production courses in high school as part of a vocational, career, or technical program. While there has been an explosion of scholarly work in digital literacy in informal settings, less is known about how digital and media literacy competencies are developed through school-based video production courses. This study…

In this study of 109 adolescents from the eighth grade of seven public elementary schools in Canada, the relationship between adolescents' violent video game playing patterns, habits and attitudes, and their levels of moral reasoning was investigated. The results suggested that playing violent video games in general was a very popular…

Evolving technologies and globalisation presents educators with the challenge of creating learning experiences to help students develop competencies to enable them to function successfully in a dynamic society. Today's learner is expected to be multiliterate--able to analyse and construct multi-modal texts. A qualitative embedded multi-case study…

This comparative case study examined factors affecting behaviour and learning in social networking sites (SNS). The behaviour and learning of two classes completing identical SNS based modules of work was observed and compared. All student contributions to the SNS were analysed, with the cognitive process dimension of the Revised Bloom's Taxonomy…

This paper reports on a case study investigating students' participation and learning presence in an educational blog implemented as a cross-thematic inquiry activity exploring and debating on the acid rain problem. Twenty-one secondary education students (14-15 years aged), coming from two separate classes, were involved. The content and…

This paper presents a case study about the use of digital comics in teaching modern Greek in high schools (aged 12-13). The ultimate goal of the educational use of digital comics is to promote students' acquisition of language skills and to help them apply their imaginations and reuse their cultural experiences in creating multimodal comic-like…

Educational change, such as technology integration, involves risk. Teachers are encouraged to "take risks", but what risks they are asked to take and how do they perceive these risks? Developing an understanding of teachers' technology-related risk perceptions can help explain their choices and behaviours. This paper presents a way to understand…

The present study aims at investigating which factors are relevant to induce teachers' student-centered classroom computer use. Survey data were collected from 361 teachers at comprehensive schools. Based on a systemic view of technology use in schools, different individual teacher characteristics and school contextual factors were examined.…

Over the past 40 years, the goal of using technologies within learning and teaching processes has always been the incorporation of more effective practices and strategies to redefine the task of learning. Some authors claim that the exercise is not working; other authors beseech us to rethink learning processes to the extent that we are dealing…

This paper describes a participatory design approach to the development of inquiry-based learning supported through a technology toolkit. The work is part of an interdisciplinary project--Personal Inquiry (PI). The paper focuses on the approach we adopted, concentrating in particular on the two mediating artefacts we used to guide and frame the…

This study used two surveys, the Activities of Instruction 2.0 (AOI 2.0) and the School Technology Needs Assessment (STNA) to assess the relationship between teachers' level of constructivism and their level of technology use. Results indicate that constructivist practices and beliefs were significant predictors of technology use, after accounting…