Science & Technology
Articles
Kay, R. H. (2011). Examining the effectiveness of web-based learning tools in middle and secondary school science classrooms. Interdisciplinary Journal of E-Learning and Learning Objects, 7, 360–374. https://doi.org/10.28945/1534
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), 141-162.
Kay, R. H., & Knaack, L. (2009). Analysing the effectiveness of learning objects for secondary school science classrooms. Journal of Educational Multimedia and Hypermedia, 18(1), 113–135.
Kay, R. H., & Knaack, L. (2009). Exploring the use of audience response systems in secondary school science classrooms. Journal of Science Education and Technology, 18(5), 382–392. https://doi.org/10.1007/s10956-009-9153-7
Kay, R. H., & Knaack, L. (2008). Exploring the impact of learning objects in middle school mathematics and science classrooms: A formative analysis. Canadian Journal of Learning and Technology, 34(1). https://doi.org/10.21432/T2459C
Kay, R. H., & Knaack, L. (2007). Evaluating the use of learning objects for secondary school science. Journal of Computers in Mathematics and Science Teaching, 26(4), 261–289
Conference Proceedings
Kay, R. H. (2019). A case study exploring the use of student response systems in STEM-based secondary school classrooms. In INTED2019 Proceedings (pp. 3455–3462). IATED. https://doi.org/10.21125/inted.2019.0894
Kay, R. H. (2018). Understanding how teachers influence the effectiveness of STEM-based mobile apps. In Proceedings of EdMedia + Innovate Learning 2018 (pp. 1182-1186). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/184220/
Kay, R. (2018). Examining individual differences in the use of STEM-based mobile apps. Proceedings of the 10th International Conference on Education and New Learning Technologies (EDULEARN18), Palma de Mallorca, Spain, 2069–2076.
Kay, R., & Dermott, K. (2018). Examining STEM-based flipped classrooms in higher education: A review of the literature. In ICERI2018 Proceedings (pp. 9487-9494). IATED. https://doi.org/10.21125/iceri.2018.0076
Kay, R., & Kwak, J. (2018). Creating an evidence-based framework for selecting and evaluating mathematics apps. In Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. 754–759). Association for the Advancement of Computing in Education (AACE)
Kay, R. H., & Lauricella, S. (2018). Investigating elementary school teachers' attitudes toward and use of STEM-based apps. In Proceedings of EdMedia + Innovate Learning 2018 (pp. 2057–2061). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/184221/
Kay, R. H. (2011). Examining the effectiveness of web-based learning tools in middle and secondary school science classrooms. Interdisciplinary Journal of E-Learning and Learning Objects, 7, 360–374. https://doi.org/10.28945/1534
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), 141-162.
Kay, R. H., & Knaack, L. (2009). Analysing the effectiveness of learning objects for secondary school science classrooms. Journal of Educational Multimedia and Hypermedia, 18(1), 113–135.
Kay, R. H., & Knaack, L. (2009). Exploring the use of audience response systems in secondary school science classrooms. Journal of Science Education and Technology, 18(5), 382–392. https://doi.org/10.1007/s10956-009-9153-7
Kay, R. H., & Knaack, L. (2008). Exploring the impact of learning objects in middle school mathematics and science classrooms: A formative analysis. Canadian Journal of Learning and Technology, 34(1). https://doi.org/10.21432/T2459C
Kay, R. H., & Knaack, L. (2007). Evaluating the use of learning objects for secondary school science. Journal of Computers in Mathematics and Science Teaching, 26(4), 261–289
Conference Proceedings
Kay, R. H. (2019). A case study exploring the use of student response systems in STEM-based secondary school classrooms. In INTED2019 Proceedings (pp. 3455–3462). IATED. https://doi.org/10.21125/inted.2019.0894
Kay, R. H. (2018). Understanding how teachers influence the effectiveness of STEM-based mobile apps. In Proceedings of EdMedia + Innovate Learning 2018 (pp. 1182-1186). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/184220/
Kay, R. (2018). Examining individual differences in the use of STEM-based mobile apps. Proceedings of the 10th International Conference on Education and New Learning Technologies (EDULEARN18), Palma de Mallorca, Spain, 2069–2076.
Kay, R., & Dermott, K. (2018). Examining STEM-based flipped classrooms in higher education: A review of the literature. In ICERI2018 Proceedings (pp. 9487-9494). IATED. https://doi.org/10.21125/iceri.2018.0076
Kay, R., & Kwak, J. (2018). Creating an evidence-based framework for selecting and evaluating mathematics apps. In Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. 754–759). Association for the Advancement of Computing in Education (AACE)
Kay, R. H., & Lauricella, S. (2018). Investigating elementary school teachers' attitudes toward and use of STEM-based apps. In Proceedings of EdMedia + Innovate Learning 2018 (pp. 2057–2061). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/184221/
