Learning with Technology
Kay, R. H. (2007). A formative analysis of how preservice teachers learn to use technology. Journal of Computer Assisted Learning, 23(5), 366-383.
Kay, R. H. (2007). A formative analysis of resources used to learn software. Canadian Journal of Learning and Technology, 33(1), 9-40.
Kay, R. H. (2007). Learning performance and computer software: An exploration of knowledge transfer. Computers in Human Behavior, 23(1), 333-352.
Kay, R. H. (2007). The role of errors in learning computer software. Computers & Education, 49 (2), 441-459.
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. (1994). 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.
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., & 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. Retrieved from https://www.cjlt.ca/index.php/cjlt/article/view/27465/20235
Kay, R. H., & MacDonald, T. (2016, June). Comparing flipped, active, and lecture-based teaching approaches in higher education. EdMedia, Vancouver, Canada
Kay, R. H., Li, J., & Markovich, L. (2016, Nov). Examining blended learning for adult learners with special needs. ELearn, Washington, DC.
Zomer, N., & Kay, R. H. (2016). Technology use in early childhood education: A review of the literature. Journal of Educational Informatics, 1, 1-25. Retrieved from http://goo.gl/8wJ6nL
Kay, R. H. (2007). A formative analysis of resources used to learn software. Canadian Journal of Learning and Technology, 33(1), 9-40.
Kay, R. H. (2007). Learning performance and computer software: An exploration of knowledge transfer. Computers in Human Behavior, 23(1), 333-352.
Kay, R. H. (2007). The role of errors in learning computer software. Computers & Education, 49 (2), 441-459.
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. (1994). 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.
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., & 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. Retrieved from https://www.cjlt.ca/index.php/cjlt/article/view/27465/20235
Kay, R. H., & MacDonald, T. (2016, June). Comparing flipped, active, and lecture-based teaching approaches in higher education. EdMedia, Vancouver, Canada
Kay, R. H., Li, J., & Markovich, L. (2016, Nov). Examining blended learning for adult learners with special needs. ELearn, Washington, DC.
Zomer, N., & Kay, R. H. (2016). Technology use in early childhood education: A review of the literature. Journal of Educational Informatics, 1, 1-25. Retrieved from http://goo.gl/8wJ6nL