Technology Devices in Education
Clickers
Kay, R. H. (2009). Examining gender differences in attitudes toward interactive classroom communications systems (ICCS). Computers and Education, 52, 730-740. https://doi.org/10.1016/j.compedu.2008.11.015
Kay, R. H., & Knaack, L. (2009). Exploring individual differences in attitudes toward audience response systems. Canadian Journal of Learning and Technology. 35(1). https://doi.org/10.21432/T2830H
Kay, R. H., LeSage, A. & 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., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computer & Education, 53(3), 819-827. https://doi.org/10.1016/j.compedu.2009.05.001
Kay, R. H., & LeSage, A. (2009). A strategic assessment of audience response systems used in higher education. Australian Journal of Educational Technology, 25(2), 235-249. https://doi.org/10.14742/ajet.1152
Kay, R. H., LeSage, A., & Knaack, L. (2010). Examining the use of audience response systems in secondary school classrooms: A formative analysis. Journal of Interactive Learning Research, 21(3), 343-365.
Laptops
Kay, R. & Schellenberg, D. (2019). Comparing BYOD and one-to-one laptop programs in secondary school classrooms: A review of the literature. In Society for Information Technology and Teacher Education International Conference (SITE 2019). Las Vegas, NV.
Kay, R. & Schellenberg, D. (2017). Integrating a BYOD program in high school English: Advantage or distraction? In EdMedia 2017: World Conference on Educational Media and Technology (June 20). Washington, DC.
Kay, R. H., & Benzimra, D. (2016). An examination of laptop-based off-task behaviors in secondary school classrooms. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 705–710). 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 use 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. http://dx.doi.org/10.21432/T2VC76
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). http://dx.doi.org/10.21432/T2S598
Kay, R.H., & Lauricella, S. (2011). Unstructured vs. structured use of laptops in higher education. Journal of Information Technology Education, 10, 33-42. http://dx.doi.org/10.28945/1363
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. https://link.springer.com/article/10.1007/s12528-015-9106-5
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. http://dx.doi.org/10.2190/9BLQ-883Y-XQMA-FCAH
Kay, R. H., & Knaack, L. (2005) A case for ubiquitous, integrated computing in teacher education. Technology, Pedagogy, & Education, 14(3), 391-412. http://dx.doi.org/10.1080/14759390500200218
Wearable Devices
Jovanovic, P., & Kay, R. (2022). Exploring ethical issues with using wearable technology in K-12 classrooms: A review of the literature. Journal of Digital Life and Learning, 2(2), 3–11. http://dx.doi.org/10.51357/jdll.v2i2.203
Jovanovic, P., & Kay, R. (2021). Examining the use of wearable technologies for K-12 students: A systematic review of the literature. Journal of Digital Life and Learning, 1(1), 56–67. http://dx.doi.org/10.51357/jdll.v1i1.142
Kay, R., & Jovanovic, P. (2021). Examining practical issues associated with the use of wearable technology in K-12 classrooms: A review of the literature. In INTED2021 Proceedings (pp. 8093–8098). http://dx.doi.org/10.21125/inted.2021.1635
Kay, R., & Jovanovic, P. (2020). Examining benefits and challenges of using wearable technologies for K-12 students: A review of the literature. In ICERI2020 Proceedings (pp. 7342–7348). IATED.
Kay, R., Jovanovic, P., & Hughes, J. (2020). Exploring the benefits and challenges of using wearable technologies for K-12 teachers: A review of the literature. In EdMedia+ Innovate Learning (pp. 229–236).
Virtual Reality
Craig, C. D., & Kay, R. (2023). A systematic overview of reviews of the use of immersive virtual reality in higher education. Higher Learning Research Communications, 13(2), 42–60. http://dx.doi.org/10.18870/hlrc.v13i2.1430
Kay, R. H. (2009). Examining gender differences in attitudes toward interactive classroom communications systems (ICCS). Computers and Education, 52, 730-740. https://doi.org/10.1016/j.compedu.2008.11.015
Kay, R. H., & Knaack, L. (2009). Exploring individual differences in attitudes toward audience response systems. Canadian Journal of Learning and Technology. 35(1). https://doi.org/10.21432/T2830H
Kay, R. H., LeSage, A. & 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., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computer & Education, 53(3), 819-827. https://doi.org/10.1016/j.compedu.2009.05.001
Kay, R. H., & LeSage, A. (2009). A strategic assessment of audience response systems used in higher education. Australian Journal of Educational Technology, 25(2), 235-249. https://doi.org/10.14742/ajet.1152
Kay, R. H., LeSage, A., & Knaack, L. (2010). Examining the use of audience response systems in secondary school classrooms: A formative analysis. Journal of Interactive Learning Research, 21(3), 343-365.
Laptops
Kay, R. & Schellenberg, D. (2019). Comparing BYOD and one-to-one laptop programs in secondary school classrooms: A review of the literature. In Society for Information Technology and Teacher Education International Conference (SITE 2019). Las Vegas, NV.
Kay, R. & Schellenberg, D. (2017). Integrating a BYOD program in high school English: Advantage or distraction? In EdMedia 2017: World Conference on Educational Media and Technology (June 20). Washington, DC.
Kay, R. H., & Benzimra, D. (2016). An examination of laptop-based off-task behaviors in secondary school classrooms. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 705–710). 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 use 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. http://dx.doi.org/10.21432/T2VC76
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). http://dx.doi.org/10.21432/T2S598
Kay, R.H., & Lauricella, S. (2011). Unstructured vs. structured use of laptops in higher education. Journal of Information Technology Education, 10, 33-42. http://dx.doi.org/10.28945/1363
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. https://link.springer.com/article/10.1007/s12528-015-9106-5
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. http://dx.doi.org/10.2190/9BLQ-883Y-XQMA-FCAH
Kay, R. H., & Knaack, L. (2005) A case for ubiquitous, integrated computing in teacher education. Technology, Pedagogy, & Education, 14(3), 391-412. http://dx.doi.org/10.1080/14759390500200218
Wearable Devices
Jovanovic, P., & Kay, R. (2022). Exploring ethical issues with using wearable technology in K-12 classrooms: A review of the literature. Journal of Digital Life and Learning, 2(2), 3–11. http://dx.doi.org/10.51357/jdll.v2i2.203
Jovanovic, P., & Kay, R. (2021). Examining the use of wearable technologies for K-12 students: A systematic review of the literature. Journal of Digital Life and Learning, 1(1), 56–67. http://dx.doi.org/10.51357/jdll.v1i1.142
Kay, R., & Jovanovic, P. (2021). Examining practical issues associated with the use of wearable technology in K-12 classrooms: A review of the literature. In INTED2021 Proceedings (pp. 8093–8098). http://dx.doi.org/10.21125/inted.2021.1635
Kay, R., & Jovanovic, P. (2020). Examining benefits and challenges of using wearable technologies for K-12 students: A review of the literature. In ICERI2020 Proceedings (pp. 7342–7348). IATED.
Kay, R., Jovanovic, P., & Hughes, J. (2020). Exploring the benefits and challenges of using wearable technologies for K-12 teachers: A review of the literature. In EdMedia+ Innovate Learning (pp. 229–236).
Virtual Reality
Craig, C. D., & Kay, R. (2023). A systematic overview of reviews of the use of immersive virtual reality in higher education. Higher Learning Research Communications, 13(2), 42–60. http://dx.doi.org/10.18870/hlrc.v13i2.1430
