• Publications
  • Influence
Beyond Web 2.0: mapping the technology landscapes of young learners
Results of the study show that a sense of ‘digital dissonance’ occurs around learners' experience of Web 2.0 activity in and out of school. Expand
Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 11–16‐year‐old students
In this paper, we report on survey and focus group data relating to the activities and perceptions of learning with Web 2.0 technologies of students aged between 11 and 16 years in 27 UK secondaryExpand
“Making it real”: exploring the potential of augmented reality for teaching primary school science
Analysis of teacher–child dialogue in a comparative study between use of an AR virtual mirror interface and more traditional science teaching methods for 10-year-old children revealed that the children using AR were less engaged than those using traditional resources. Expand
The learner centric ecology of resources: A framework for using technology to scaffold learning
  • R. Luckin
  • Computer Science
  • Comput. Educ.
  • 1 February 2008
This paper considers how to use the Ecology of Resources model to scaffold learning so that a wide range of the resources available to a learner within their context can be used to best support their learning needs. Expand
Intelligence Unleashed: An argument for AI in Education
This paper on artificial intelligence in education (AIEd) has two aims. The first: to explain to a non-specialist, interested, reader what AIEd is: its goals, how it is built, and how it works. TheExpand
Web 2.0 technologies for learning at Key Stages 3 and 4:summary report
The research project on Web 2.0 technologies for learning at Key Stages 3 and 4 was a major initiative funded by Becta to investigate the use and impact of such technologies in and out of school. TheExpand
iPads in the Classroom
Affordances for Learning in a Non-linear Narrative Medium
It is explained how the direct manipulation authoring environment in HyperMap simplifies the construction of a curriculum in spatial hypermedia, and the theoretical prospects of further integration of hypermedia with rules for intelligent tutoring are outlined. Expand