A review of pedagogy related to information and communications technology

By Mary E. Webb, Margaret J. Cox. 2004

404 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/97798c5ed54835791bcdde9da318c4c6f19460b2

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In Artificial Intelligence

In Computer Science Applications

In Developmental and Educational Psychology

Citations in the corpus

Technological pedagogical content knowledge - a review of the literature (2013, background): “Because teacher knowledge and beliefs are closely connected, Webb and Cox (2004) argued that it is not enough to only define teacher knowledge but also to study teachers' pedagogical reasoning in order to fully understand teachers' decision making about technology use.”
Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme (2007, background): “Simulations provide a wide range of affordances by supporting learning in science, enabling students to perform at higher cognitive levels (Webb & Cox, 2004 ) and promoting conceptual change (Jimoyiannis & Komis, 2001 ).”
Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development (2010, background): “Rather it is associated to fundamental changes in the learning process while the teaching profession is evolving from an emphasis on teacher-centred instruction to student-centred learning environments (Webb & Cox, 2004).”
Risk-aversion: understanding teachers’ resistance to technology integration (2013, background): “…critical factor in teachers’ use of technology in teaching is belief that it supports learning outcomes in their subject area (see Baylor & Ritchie, 2002; Hennessy et al., 2005; Webb & Cox, 2004), therefore how well a technology tool is expected to support the goal of student learning and teaching.”
Teachers' pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the 'will, skill, tool' model and integrating teachers' constructivist orientations (2012, background): “Instead, the real challenge is to address a complex interplay of multiple factors at several levels (Mumtaz, 2000; Somekh, 2008; Webb & Cox, 2004).”