Volume 27, Number 1, February 2011

• 
  N. Kemp: Mobile technology and literacy: effects across cultures, abilities and the lifespan. 1-3

• 
  J. E. L. Coe, J. V. Oakhill: 'txtN is ez f u no h2 rd': the relation between reading ability and text-messaging behaviour. 4-17
• 
  N. Kemp, C. Bushnell: Children's text messaging: abbreviations, input methods and links with literacy. 18-27
• 
  Clare Wood, Emma Jackson, L. Hart, Beverly Plester, L. Wilde: The effect of text messaging on 9- and 10-year-old children's reading, spelling and phonological processing skills. 28-36
• 
  Beverly Plester, M.-K. Lerkkanen, L. J. Linjama, H. Rasku-Puttonen, Karen Littleton: Finnish and UK English pre-teen children's text message language and its relationship with their literacy skills. 37-48
• 
  Kevin Durkin, Gina Conti-Ramsden, Allan J. Walker: Txt lang: Texting, textism use and literacy abilities in adolescents with and without specific language impairment. 49-57
• 
  D. Powell, M. Dixon: Does SMS text messaging help or harm adults' knowledge of standard spelling? 58-66
• 
  Michelle A. Drouin: College students' text messaging, use of textese and literacy skills. 67-75

• 
  Calvin C. Y. Liao, Zhi-Hong Chen, Hercy N. H. Cheng, Fei Ching Chen, Tak-Wai Chan: My-Mini-Pet: a handheld pet-nurturing game to engage students in arithmetic practices. 76-89
• 
  Paulina Lindström, Agneta Gulz, Magnus Haake, Björn Sjödén: Matching and mismatching between the pedagogical design principles of a math game and the actual practices of play. 90-102

Volume 27, Number 2, April 2011

• 
  Antoine Van den Beemt, Sanne Akkerman, P. Robert-Jan Simons: Patterns of interactive media use among contemporary youth. 103-118
• 
  Reynol Junco, G. Heiberger, E. Loken: The effect of Twitter on college student engagement and grades. 119-132
• 
  Jennifer J. Vogel-Walcutt, J. B. Gebrim, Clint A. Bowers, T. M. Carper, Denise M. Nicholson: Cognitive load theory vs. constructivist approaches: which best leads to efficient, deep learning? 133-145
• 
  George Palaigeorgiou, George Triantafyllakos, Avgoustos A. Tsinakos: What if undergraduate students designed their own web learning environment? Exploring students' web 2.0 mentality through participatory design. 146-159
• 
  Guoyuan Sang, Martin Valcke, Johan van Braak, Jo Tondeur, Chang Zhu: Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables. 160-172
• 
  Padraig Nash, David Williamson Shaffer: Mentor modeling: the internalization of modeled professional thinking in an epistemic game. 173-189

Volume 27, Number 3, June 2011

• 
  M. Hammond, L. Reynolds, J. Ingram: How and why do student teachers use ICT? 191-203
• 
  X. Gu, F. Gu, J. M. Laffey: Designing a mobile system for lifelong learning on the move. 204-215
• 
  Aubteen Darabi, M. C. Arrastia, David W. Nelson, T. Cornille, X. Liang: Cognitive presence in asynchronous online learning: a comparison of four discussion strategies. 216-227
• 
  Laura Naismith, B.-H. Lee, Rachel M. Pilkington: Collaborative learning with a wiki: Differences in perceived usefulness in two contexts of use. 228-242
• 
  Anastasios Karakostas, Stavros N. Demetriadis: Enhancing collaborative learning through dynamic forms of support: the impact of an adaptive domain-specific support strategy. 243-258
• 
  Maria Zenios: Epistemic activities and collaborative learning: towards an analytical model for studying knowledge construction in networked learning settings. 259-268
• 
  Chee-Kit Looi, Baohui Zhang, Wenli Chen, Peter Sen Kee Seow, Gean Chia, Cathie Norris, Elliot Soloway: 1: 1 mobile inquiry learning experience for primary science students: a study of learning effectiveness. 269-287

Volume 27, Number 4, August 2011

• 
  C. Davies, C. Jewitt: Introduction to the special issue on parental engagement in children's uses of technologies for learning: putting policy into practice in the home. 289-291

• 
  L. Grant: 'I'm a completely different person at home': using digital technologies to connect learning between home and school. 292-302
• 
  C. Jewitt, U. Parashar: Technology and learning at home: findings from the evaluation of the Home Access Programme pilot. 303-313
• 
  N. Selwyn, S. Banaji, C. Hadjithoma-Garstka, W. Clark: Providing a platform for parents? Exploring the nature of parental engagement with school Learning Platforms. 314-323
• 
  C. Davies: Digitally strategic: how young people respond to parental views about the use of technology for learning in the home. 324-335
• 
  Olivia Stevenson: From public policy to family practices: researching the everyday realities of families' technology use at home. 336-346
• 
  S. Hollingworth, A. Mansaray, K. Allen, A. Rose: Parents' perspectives on technology and children's learning in the home: social class and the role of the habitus. 347-360
• 
  Lydia Plowman, Olivia Stevenson, Joanna McPake, Christine Stephen, C. Adey: Parents, pre-schoolers and learning with technology at home: some implications for policy. 361-371

Volume 27, Number 5, October 2011

• 
  M. Oliver: Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology. 373-384
• 
  M. Thorpe, R. Edmunds: Practices with technology: learning at the boundary between study and work. 385-398
• 
  Corrado Petrucco: Learning about evaluation and assessment: teacher's use of folksonomies and ontologies in an online narrative environment. 399-410
• 
  J. van der Meij, T. de Jong: The effects of directive self-explanation prompts to support active processing of multiple representations in a simulation-based learning environment. 411-423
• 
  D. Lazarou: Using Cultural-Historical Activity Theory to design and evaluate an educational game in science education. 424-439
• 
  M. P. Escudier, T. J. Newton, M. J. Cox, P. A. Reynolds, E. W. Odell: University students' attainment and perceptions of computer delivered assessment; a comparison between computer-based and traditional tests in a 'high-stakes' examination. 440-447
• 
  Lars O. Häll, Tor Söderström, Jan Ahlqvist, Tore Nilsson: Collaborative learning with screen-based simulation in health care education: an empirical study of collaborative patterns and proficiency development. 448-461

Volume 27, Number 6, December 2011

• 
  S. Hennessy: The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue. 463-489
• 
  M. Inglis, A. Palipana, S. Trenholm, J. Ward: Individual differences in students' use of optional learning resources. 490-502
• 
  Robert A. Ellis, Peter Goodyear, Ana-Maria Bliuc, M. Ellis: High school students' experiences of learning through research on the Internet. 503-515
• 
  Eileen Scanlon, Stamatina Anastopoulou, Lucinda Kerawalla, Paul Mulholland: How technology resources can be used to represent personal inquiry and support students' understanding of it across contexts. 516-529
• 
  David Wible, A. L.-E. Liu, Nai-Lung Tsao: A browser-based approach to incidental individualization of vocabulary learning. 530-543
• 
  Hüseyin Uzunboylu, F. Ozdamli: Teacher perception for m-learning: scale development and teachers' perceptions. 544-556
• 
  M. J. R. de Smet, H. Broekkamp, Saskia Brand-Gruwel, Paul A. Kirschner: Effects of electronic outlining on students' argumentative writing performance. 557-574
• 
  Teemu Valtonen, S. Havu-Nuutinen, Patrick Dillon, Mikko Vesisenaho: Facilitating collaboration in lecture-based learning through shared notes using wireless technologies. 575-586

last updated on Fri May 24 06:15:30 2013 by the dblp team
data released under the ODC-BY 1.0 license
see also our legal information page