Laptops in Education
Kay, R. H., & Benzimra, D. (2016, Nov). Examining laptop-based off-task behaviors in secondary school classrooms. ELearn, Washington, DC
Kay, R. H., Benzimra, D., & Li, J. (2017). Exploring factors that influence technology-based distractions in BYOD classrooms. Journal of Educational Computing Research, 55(7), 974-995. doi: 10.1177/0735633117690004
Kay, R. H. & Lauricella, S. (2016). Assessing laptop use in higher education: The laptop behaviour scale. Journal of Computing in Higher Education, 28(1), 18-44. doi: 10.1007/s12528-015-9106-5
Kay, R. H. & Lauricella, S. (2014). Investigating the benefits and challenges of using laptop computers in higher education. Canadian Journal of Learning and Technology, 40(2), 1-25.
Kay, R.H., & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis. Canadian Journal of Learning and Technology, 37(1).
Kay, R.H., & Lauricella, S. (2011). Unstructured vs. structured use of laptops in higher education. Journal of Information Technology Education, 10, 33-42.
Lauricella, S. & Kay, R. H. (2010). Assessing laptop use in higher education classrooms: The laptop effectiveness scale (LES). Australian Journal of Educational Technology, 26(2), 151-163.
Kay, R. H. (2006). Addressing gender differences in computer ability, attitudes, and use: The laptop effect. Journal of Educational Computing Research, 34(2), 187-211.
Kay, R. H., & Knaack, L. (2005) A case for ubiquitous, integrated computing in teacher education. Technology, Pedagogy, & Education, 14(3), 391-412.
Kay. R. H., & Schellenberg, D. (2017, June). Integrating a BYOD program in high school English: Advantage or distraction? Ed Media, Washington, DC.
Kay, R. H., Benzimra, D., & Li, J. (2017). Exploring factors that influence technology-based distractions in BYOD classrooms. Journal of Educational Computing Research, 55(7), 974-995. doi: 10.1177/0735633117690004
Kay, R. H. & Lauricella, S. (2016). Assessing laptop use in higher education: The laptop behaviour scale. Journal of Computing in Higher Education, 28(1), 18-44. doi: 10.1007/s12528-015-9106-5
Kay, R. H. & Lauricella, S. (2014). Investigating the benefits and challenges of using laptop computers in higher education. Canadian Journal of Learning and Technology, 40(2), 1-25.
Kay, R.H., & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis. Canadian Journal of Learning and Technology, 37(1).
Kay, R.H., & Lauricella, S. (2011). Unstructured vs. structured use of laptops in higher education. Journal of Information Technology Education, 10, 33-42.
Lauricella, S. & Kay, R. H. (2010). Assessing laptop use in higher education classrooms: The laptop effectiveness scale (LES). Australian Journal of Educational Technology, 26(2), 151-163.
Kay, R. H. (2006). Addressing gender differences in computer ability, attitudes, and use: The laptop effect. Journal of Educational Computing Research, 34(2), 187-211.
Kay, R. H., & Knaack, L. (2005) A case for ubiquitous, integrated computing in teacher education. Technology, Pedagogy, & Education, 14(3), 391-412.
Kay. R. H., & Schellenberg, D. (2017, June). Integrating a BYOD program in high school English: Advantage or distraction? Ed Media, Washington, DC.
