Learning with Technology
Articles
Power, R., Kay, R., & Craig, C. (2023). The effects of COVID-19 on higher-education teaching practices. International Journal of E-Learning & Distance Education. 38(2). https://doi.org/10.55667/ijede.2023.v38.i2.1255
Banks, L., & Kay, R. (2022). Exploring flipped classrooms in undergraduate nursing and health science: A systematic review. Nurse Education in Practice, 64, Article 103417 https://doi.org/10.1016/j.nepr.2022.103417
Kay, R. H., & MacDonald, T. (2019). A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education. Journal of Computing in Higher Education, 31(3), 449–471. https://doi.org/10.1007/s12528-018-9197-x
Kay, R. H., & Carruthers, L. (2017). Examining school board leaders’ use of online resources to inform decision-making. Canadian Journal of Learning and Technology, 43 (1), 1-25. http://dx.doi.org/10.21432/T2NC93
Zomer, N., & Kay, R. H. (2016). Technology use in early childhood education: A review of the literature. Journal of Educational Informatics, 1, 1-25. http://dx.doi.org/10.51357/jei.v1i1.45
Kay. R.H., & Ahmadpour, K. (2015). Negotiating the digital maze of information literacy: A review of literature. Journal of Educational Informatics, 1, 1-25.
Kay, R. H. (2012). Using video podcasts to enhance technology-based learning in preservice teacher education: A formative analysis. Journal of Information Technology and Application in Education, 1(3), 97–104.
Kay, R. H., & Edwards, J. (2012). Examining the use of worked example video podcasts in middle school mathematics classrooms: A formative analysis. Canadian Journal of Learning and Technology, 38(3). https://doi.org/10.21432/T2PK5Z
Kay, R. H. (2011). Exploring the impact of web-based learning tools in middle school mathematics and science classrooms. Journal of Computers in Mathematics and Science Teaching, 30(2), 145–167. https://www.learntechlib.org/primary/p/33254/
Kay, R. H., & Knaack, L. (2009). Analysing the effectiveness of learning objects for secondary school science classrooms. Journal of Educational Multimedia and Hypermedia, 18(2), 113–135. https://mail.learntechlib.org/p/26163
Kay, R. H., & Knaack, L. (2008). Investigating the use of learning objects for secondary school mathematics. Interdisciplinary Journal of E-Learning and Learning Objects, 4, 269–289. https://doi.org/10.28945/379
Kay, R. H. (2007). A formative analysis of how preservice teachers learn to use technology. Journal of Computer Assisted Learning, 23(5), 366-383. http://dx.doi.org/10.1111/j.1365-2729.2007.00222.x
Kay, R. H. (2007). A formative analysis of resources used to learn software. Canadian Journal of Learning and Technology, 33(1), 9-40. https://doi.org/10.21432/T2RP5M
Kay, R. H. (2007). Learning performance and computer software: An exploration of knowledge transfer. Computers in Human Behavior, 23(1), 333-352. http://dx.doi.org/10.1016/j.chb.2004.10.029
Kay, R. H. (2007). The role of errors in learning computer software. Computers & Education, 49 (2), 441-459. http://dx.doi.org/10.1016/j.compedu.2005.09.006
Kay, R. H. (1996). Identifying effective knowledge building activities for learning computer software. Journal of Computer Science Education, 11 (1), p. 21-24.
Kay, R. H. (1992). Charting pathways of conceptual change in the use of computer software: A formative analysis. Journal of Research on Computing in Education, 26 (3), p. 403-417. http://dx.doi.org/10.1080/08886504.1994.10782100
Conference Proceedings
Banks, L., Kay, R. & Craig, C. D. (2021). Examining the effectiveness of flipped classrooms on academic performance and satisfaction in undergraduate nursing and health science: A systematic review. Proceedings of ICERI2021 Conference (pp. 1824-1831).
Craig, C. D. & Kay, R (2021). Self-assessment in online learning for higher education: A systematic review of the literature. Proceedings of ICERI2021 Conference (pp. 1824-1831).
Kay, R. H. (2019). Examining the impact of a mobile device program on pre-service teachers' attitudes, emotions, and learning related to technology use. In Proceedings of the 16th International Technology, Education and Development Conference (pp. 3486–3490). https://doi.org/10.21125/inted.2019.0903
Kay, R. H., & Ruttenberg-Rozen, R. (2019). An analysis of how elementary school pre-service teachers learn to use technology. In EDULEARN19 Proceedings (pp. 1464–1468). IATED. https://doi.org/10.21125/edulearn.2019.0440
Goulding, H., Kay, R. H.,& Li, J. (2016). Assessing the impact of a virtual lab in health care education. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 923–928). https://www.learntechlib.org/primary/p/174023/
Kay, R. H., Li, J., & Markovich, L. (2016). Examining blended learning for adult learners with special needs. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 711–718). https://www.learntechlib.org/primary/p/174103
Kay, R. H., & MacDonald, T. (2016). Comparing flipped, active, and lecture-based teaching approaches in higher education. EdMedia, Vancouver, Canada
Kay, R. H., Li, J., & Markovich, L. (2016). Examining blended learning for adult learners with special needs. ELearn, Washington, DC.
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Power, R., Kay, R., & Craig, C. (2023). The effects of COVID-19 on higher-education teaching practices. International Journal of E-Learning & Distance Education. 38(2). https://doi.org/10.55667/ijede.2023.v38.i2.1255
Banks, L., & Kay, R. (2022). Exploring flipped classrooms in undergraduate nursing and health science: A systematic review. Nurse Education in Practice, 64, Article 103417 https://doi.org/10.1016/j.nepr.2022.103417
Kay, R. H., & MacDonald, T. (2019). A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education. Journal of Computing in Higher Education, 31(3), 449–471. https://doi.org/10.1007/s12528-018-9197-x
Kay, R. H., & Carruthers, L. (2017). Examining school board leaders’ use of online resources to inform decision-making. Canadian Journal of Learning and Technology, 43 (1), 1-25. http://dx.doi.org/10.21432/T2NC93
Zomer, N., & Kay, R. H. (2016). Technology use in early childhood education: A review of the literature. Journal of Educational Informatics, 1, 1-25. http://dx.doi.org/10.51357/jei.v1i1.45
Kay. R.H., & Ahmadpour, K. (2015). Negotiating the digital maze of information literacy: A review of literature. Journal of Educational Informatics, 1, 1-25.
Kay, R. H. (2012). Using video podcasts to enhance technology-based learning in preservice teacher education: A formative analysis. Journal of Information Technology and Application in Education, 1(3), 97–104.
Kay, R. H., & Edwards, J. (2012). Examining the use of worked example video podcasts in middle school mathematics classrooms: A formative analysis. Canadian Journal of Learning and Technology, 38(3). https://doi.org/10.21432/T2PK5Z
Kay, R. H. (2011). Exploring the impact of web-based learning tools in middle school mathematics and science classrooms. Journal of Computers in Mathematics and Science Teaching, 30(2), 145–167. https://www.learntechlib.org/primary/p/33254/
Kay, R. H., & Knaack, L. (2009). Analysing the effectiveness of learning objects for secondary school science classrooms. Journal of Educational Multimedia and Hypermedia, 18(2), 113–135. https://mail.learntechlib.org/p/26163
Kay, R. H., & Knaack, L. (2008). Investigating the use of learning objects for secondary school mathematics. Interdisciplinary Journal of E-Learning and Learning Objects, 4, 269–289. https://doi.org/10.28945/379
Kay, R. H. (2007). A formative analysis of how preservice teachers learn to use technology. Journal of Computer Assisted Learning, 23(5), 366-383. http://dx.doi.org/10.1111/j.1365-2729.2007.00222.x
Kay, R. H. (2007). A formative analysis of resources used to learn software. Canadian Journal of Learning and Technology, 33(1), 9-40. https://doi.org/10.21432/T2RP5M
Kay, R. H. (2007). Learning performance and computer software: An exploration of knowledge transfer. Computers in Human Behavior, 23(1), 333-352. http://dx.doi.org/10.1016/j.chb.2004.10.029
Kay, R. H. (2007). The role of errors in learning computer software. Computers & Education, 49 (2), 441-459. http://dx.doi.org/10.1016/j.compedu.2005.09.006
Kay, R. H. (1996). Identifying effective knowledge building activities for learning computer software. Journal of Computer Science Education, 11 (1), p. 21-24.
Kay, R. H. (1992). Charting pathways of conceptual change in the use of computer software: A formative analysis. Journal of Research on Computing in Education, 26 (3), p. 403-417. http://dx.doi.org/10.1080/08886504.1994.10782100
Conference Proceedings
Banks, L., Kay, R. & Craig, C. D. (2021). Examining the effectiveness of flipped classrooms on academic performance and satisfaction in undergraduate nursing and health science: A systematic review. Proceedings of ICERI2021 Conference (pp. 1824-1831).
Craig, C. D. & Kay, R (2021). Self-assessment in online learning for higher education: A systematic review of the literature. Proceedings of ICERI2021 Conference (pp. 1824-1831).
Kay, R. H. (2019). Examining the impact of a mobile device program on pre-service teachers' attitudes, emotions, and learning related to technology use. In Proceedings of the 16th International Technology, Education and Development Conference (pp. 3486–3490). https://doi.org/10.21125/inted.2019.0903
Kay, R. H., & Ruttenberg-Rozen, R. (2019). An analysis of how elementary school pre-service teachers learn to use technology. In EDULEARN19 Proceedings (pp. 1464–1468). IATED. https://doi.org/10.21125/edulearn.2019.0440
Goulding, H., Kay, R. H.,& Li, J. (2016). Assessing the impact of a virtual lab in health care education. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 923–928). https://www.learntechlib.org/primary/p/174023/
Kay, R. H., Li, J., & Markovich, L. (2016). Examining blended learning for adult learners with special needs. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 711–718). https://www.learntechlib.org/primary/p/174103
Kay, R. H., & MacDonald, T. (2016). Comparing flipped, active, and lecture-based teaching approaches in higher education. EdMedia, Vancouver, Canada
Kay, R. H., Li, J., & Markovich, L. (2016). Examining blended learning for adult learners with special needs. ELearn, Washington, DC.
Download ci
