ºÝºÝߣshows by User: colinharrison83 / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: colinharrison83 / Tue, 28 Feb 2023 12:39:21 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: colinharrison83 Using a Critical Internet Literacy perspective to assess students' Internet searching activity. INTED2023.pptx /slideshow/inted2023-harrison-pptpptx/256161523 inted2023harrisonppt-230228123921-ef4a6983
Using a Critical Internet Literacy perspective to assess students' Internet searching activity]]>
Using a Critical Internet Literacy perspective to assess students' Internet searching activity]]> Tue, 28 Feb 2023 12:39:21 GMT /slideshow/inted2023-harrison-pptpptx/256161523 colinharrison83@slideshare.net(colinharrison83) Using a Critical Internet Literacy perspective to assess students' Internet searching activity. INTED2023.pptx colinharrison83 Using a Critical Internet Literacy perspective to assess students' Internet searching activity <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/inted2023harrisonppt-230228123921-ef4a6983-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Using a Critical Internet Literacy perspective to assess students&#39; Internet searching activity
Using a Critical Internet Literacy perspective to assess students' Internet searching activity. INTED2023.pptx from Colin Harrison
]]> 25 0 https://cdn.slidesharecdn.com/ss_thumbnails/inted2023harrisonppt-230228123921-ef4a6983-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 How should we judge the quality of students’ Internet search activity? A review of research /slideshow/how-should-we-judge-the-quality-of-students-internet-search-activity-a-review-of-research/239505071 harrisoninted2020-201126163121
The ability to search the Internet for information is perhaps one of the most important life skills for the twenty-first century. This review argues that there have been three broad areas of research focus on these skills since the World Wide Web was launched: interaction processes, search completion outcomes, and dialogic criticality]]>
The ability to search the Internet for information is perhaps one of the most important life skills for the twenty-first century. This review argues that there have been three broad areas of research focus on these skills since the World Wide Web was launched: interaction processes, search completion outcomes, and dialogic criticality]]> Thu, 26 Nov 2020 16:31:21 GMT /slideshow/how-should-we-judge-the-quality-of-students-internet-search-activity-a-review-of-research/239505071 colinharrison83@slideshare.net(colinharrison83) How should we judge the quality of students’ Internet search activity? A review of research colinharrison83 The ability to search the Internet for information is perhaps one of the most important life skills for the twenty-first century. This review argues that there have been three broad areas of research focus on these skills since the World Wide Web was launched: interaction processes, search completion outcomes, and dialogic criticality <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/harrisoninted2020-201126163121-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The ability to search the Internet for information is perhaps one of the most important life skills for the twenty-first century. This review argues that there have been three broad areas of research focus on these skills since the World Wide Web was launched: interaction processes, search completion outcomes, and dialogic criticality
How should we judge the quality of students’ Internet search activity? A review of research from Colin Harrison
]]> 57 0 https://cdn.slidesharecdn.com/ss_thumbnails/harrisoninted2020-201126163121-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Nine Strategies for Enhancing Critical Internet Literacy. Colin Harrison ukla 2019 /slideshow/nine-strategies-for-enhancing-critical-internet-literacy-colin-harrison-ukla-2019/155915638 harrisonukla2019ss-190716153710
This presentation identifies the high-level demands for critical Internet literacies and indicates how to develop them when reading with digital technologies. Based on recent challenges faced by literacy learners, he outlines and provides practical examples of nine strategies for enhancing critical Internet literacies. For example, the strategy to Be Alert! Be Suspicious! induces readers to be circumspect of web material by asking questions, raising doubts, noticing discordant details, and making it challenging to be convinced. The strategy to Integrate Information Across Sources directs readers to think laterally and vertically among the many modes of information, remaining open to more than one possible meaning or interpretation for the task or challenge the are addressing. In all, seven other strategies will be presented with classroom-focused examples.]]>
This presentation identifies the high-level demands for critical Internet literacies and indicates how to develop them when reading with digital technologies. Based on recent challenges faced by literacy learners, he outlines and provides practical examples of nine strategies for enhancing critical Internet literacies. For example, the strategy to Be Alert! Be Suspicious! induces readers to be circumspect of web material by asking questions, raising doubts, noticing discordant details, and making it challenging to be convinced. The strategy to Integrate Information Across Sources directs readers to think laterally and vertically among the many modes of information, remaining open to more than one possible meaning or interpretation for the task or challenge the are addressing. In all, seven other strategies will be presented with classroom-focused examples.]]> Tue, 16 Jul 2019 15:37:10 GMT /slideshow/nine-strategies-for-enhancing-critical-internet-literacy-colin-harrison-ukla-2019/155915638 colinharrison83@slideshare.net(colinharrison83) Nine Strategies for Enhancing Critical Internet Literacy. Colin Harrison ukla 2019 colinharrison83 This presentation identifies the high-level demands for critical Internet literacies and indicates how to develop them when reading with digital technologies. Based on recent challenges faced by literacy learners, he outlines and provides practical examples of nine strategies for enhancing critical Internet literacies. For example, the strategy to Be Alert! Be Suspicious! induces readers to be circumspect of web material by asking questions, raising doubts, noticing discordant details, and making it challenging to be convinced. The strategy to Integrate Information Across Sources directs readers to think laterally and vertically among the many modes of information, remaining open to more than one possible meaning or interpretation for the task or challenge the are addressing. In all, seven other strategies will be presented with classroom-focused examples. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/harrisonukla2019ss-190716153710-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation identifies the high-level demands for critical Internet literacies and indicates how to develop them when reading with digital technologies. Based on recent challenges faced by literacy learners, he outlines and provides practical examples of nine strategies for enhancing critical Internet literacies. For example, the strategy to Be Alert! Be Suspicious! induces readers to be circumspect of web material by asking questions, raising doubts, noticing discordant details, and making it challenging to be convinced. The strategy to Integrate Information Across Sources directs readers to think laterally and vertically among the many modes of information, remaining open to more than one possible meaning or interpretation for the task or challenge the are addressing. In all, seven other strategies will be presented with classroom-focused examples.
Nine Strategies for Enhancing Critical Internet Literacy. Colin Harrison ukla 2019 from Colin Harrison
]]> 370 2 https://cdn.slidesharecdn.com/ss_thumbnails/harrisonukla2019ss-190716153710-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Are new technologies a boon or a barrier for the weaker reader? /slideshow/are-new-technologies-a-boon-or-a-barrier-for-the-weaker-reader/77309162 harrisonukla2017-170627174938
Colin Harrison's presentation to the international United Kingdom Literacy Association conference, Glasgow, 2017.]]>
Colin Harrison's presentation to the international United Kingdom Literacy Association conference, Glasgow, 2017.]]> Tue, 27 Jun 2017 17:49:38 GMT /slideshow/are-new-technologies-a-boon-or-a-barrier-for-the-weaker-reader/77309162 colinharrison83@slideshare.net(colinharrison83) Are new technologies a boon or a barrier for the weaker reader? colinharrison83 Colin Harrison's presentation to the international United Kingdom Literacy Association conference, Glasgow, 2017. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/harrisonukla2017-170627174938-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Colin Harrison&#39;s presentation to the international United Kingdom Literacy Association conference, Glasgow, 2017.
Are new technologies a boon or a barrier for the weaker reader? from Colin Harrison
]]> 121 7 https://cdn.slidesharecdn.com/ss_thumbnails/harrisonukla2017-170627174938-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 MESH Guide to Teaching Spelling - update May 2017 /slideshow/mesh-guide-to-teaching-spelling-update-may-2017/75629316 gtek2meshharrison-170503082628
Presentation to 2nd Global Teacher Education Knowledge Mobilisation Summit - London May, 2017 ]]>
Presentation to 2nd Global Teacher Education Knowledge Mobilisation Summit - London May, 2017 ]]> Wed, 03 May 2017 08:26:27 GMT /slideshow/mesh-guide-to-teaching-spelling-update-may-2017/75629316 colinharrison83@slideshare.net(colinharrison83) MESH Guide to Teaching Spelling - update May 2017 colinharrison83 Presentation to 2nd Global Teacher Education Knowledge Mobilisation Summit - London May, 2017 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/gtek2meshharrison-170503082628-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation to 2nd Global Teacher Education Knowledge Mobilisation Summit - London May, 2017
MESH Guide to Teaching Spelling - update May 2017 from Colin Harrison
]]> 97 6 https://cdn.slidesharecdn.com/ss_thumbnails/gtek2meshharrison-170503082628-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Harrison lsri blockchain 2017 /colinharrison83/harrison-lsri-blockchain-2017 harrisonlsriblockchain2017-170307122334
What is the Blockchain, and why is there so much hype about it? More importantly, how might it be useful for educators?]]>
What is the Blockchain, and why is there so much hype about it? More importantly, how might it be useful for educators?]]> Tue, 07 Mar 2017 12:23:34 GMT /colinharrison83/harrison-lsri-blockchain-2017 colinharrison83@slideshare.net(colinharrison83) Harrison lsri blockchain 2017 colinharrison83 What is the Blockchain, and why is there so much hype about it? More importantly, how might it be useful for educators? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/harrisonlsriblockchain2017-170307122334-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> What is the Blockchain, and why is there so much hype about it? More importantly, how might it be useful for educators?
Harrison lsri blockchain 2017 from Colin Harrison
]]> 322 4 https://cdn.slidesharecdn.com/ss_thumbnails/harrisonlsriblockchain2017-170307122334-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Un-publication: Fake journals and the dark side of open-access publication (for the desperate, for crackpots and for the naïve) /slideshow/unpublication-fake-journals-and-the-dark-side-of-openaccess-publication-for-the-desperate-for-crackpots-and-for-the-nave/70623538 lsriharrisonunpublishing-170103113709
What are fake journals? How can we spot one?]]>
What are fake journals? How can we spot one?]]> Tue, 03 Jan 2017 11:37:09 GMT /slideshow/unpublication-fake-journals-and-the-dark-side-of-openaccess-publication-for-the-desperate-for-crackpots-and-for-the-nave/70623538 colinharrison83@slideshare.net(colinharrison83) Un-publication: Fake journals and the dark side of open-access publication (for the desperate, for crackpots and for the naïve) colinharrison83 What are fake journals? How can we spot one? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lsriharrisonunpublishing-170103113709-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> What are fake journals? How can we spot one?
Un-publication: Fake journals and the dark side of open-access publication (for the desperate, for crackpots and for the na誰ve) from Colin Harrison
]]> 117 5 https://cdn.slidesharecdn.com/ss_thumbnails/lsriharrisonunpublishing-170103113709-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Understanding Internet Search and Evaluation Strategies During Fifth Graders’ Group Work /slideshow/understanding-internet-search-and-evaluation-strategies-during-fifth-graders-group-work/69737845 harrisonlra2016-161201202425
Presentation at Literacy Research Association, Nashville 2016]]>
Presentation at Literacy Research Association, Nashville 2016]]> Thu, 01 Dec 2016 20:24:25 GMT /slideshow/understanding-internet-search-and-evaluation-strategies-during-fifth-graders-group-work/69737845 colinharrison83@slideshare.net(colinharrison83) Understanding Internet Search and Evaluation Strategies During Fifth Graders’ Group Work colinharrison83 Presentation at Literacy Research Association, Nashville 2016 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/harrisonlra2016-161201202425-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation at Literacy Research Association, Nashville 2016
Understanding Internet Search and Evaluation Strategies During Fifth Graders’ Group Work from Colin Harrison
]]> 123 5 https://cdn.slidesharecdn.com/ss_thumbnails/harrisonlra2016-161201202425-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Harrison LRA 2015 What is impact, and how can we improve it? /colinharrison83/harrison-lra-2015-what-is-impact-and-how-can-we-improve-it harrisonlra2015impactfinal-151130151031-lva1-app6892
How should we measure the impact of research? From Google Scholar? YouTube? And how might we improve it?]]>
How should we measure the impact of research? From Google Scholar? YouTube? And how might we improve it?]]> Mon, 30 Nov 2015 15:10:31 GMT /colinharrison83/harrison-lra-2015-what-is-impact-and-how-can-we-improve-it colinharrison83@slideshare.net(colinharrison83) Harrison LRA 2015 What is impact, and how can we improve it? colinharrison83 How should we measure the impact of research? From Google Scholar? YouTube? And how might we improve it? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/harrisonlra2015impactfinal-151130151031-lva1-app6892-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> How should we measure the impact of research? From Google Scholar? YouTube? And how might we improve it?
Harrison LRA 2015 What is impact, and how can we improve it? from Colin Harrison
]]> 291 8 https://cdn.slidesharecdn.com/ss_thumbnails/harrisonlra2015impactfinal-151130151031-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Critical Internet Literacy: How capable are children of making sound judgments about the trustworthiness and relevance of Internet sites? /slideshow/critical-internet-literacy-how-capable-are-children-of-making-sound-judgments-about-the-trustworthiness-and-relevance-of-internet-sites/52576596 harrisoneera2015slideshare-150909094534-lva1-app6892
Describes a study of primary school students judging the trustworthiness and reliability of web sites. Argues for the importance of teaching Critical Internet Literacy and for group approaches to Internet searching. ]]>
Describes a study of primary school students judging the trustworthiness and reliability of web sites. Argues for the importance of teaching Critical Internet Literacy and for group approaches to Internet searching. ]]> Wed, 09 Sep 2015 09:45:33 GMT /slideshow/critical-internet-literacy-how-capable-are-children-of-making-sound-judgments-about-the-trustworthiness-and-relevance-of-internet-sites/52576596 colinharrison83@slideshare.net(colinharrison83) Critical Internet Literacy: How capable are children of making sound judgments about the trustworthiness and relevance of Internet sites? colinharrison83 Describes a study of primary school students judging the trustworthiness and reliability of web sites. Argues for the importance of teaching Critical Internet Literacy and for group approaches to Internet searching. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/harrisoneera2015slideshare-150909094534-lva1-app6892-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Describes a study of primary school students judging the trustworthiness and reliability of web sites. Argues for the importance of teaching Critical Internet Literacy and for group approaches to Internet searching.
Critical Internet Literacy: How capable are children of making sound judgments about the trustworthiness and relevance of Internet sites? from Colin Harrison
]]> 331 11 https://cdn.slidesharecdn.com/ss_thumbnails/harrisoneera2015slideshare-150909094534-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Technology Integration: how to achieve it /slideshow/technology-integration-how-to-achieve-it/50810694 lrpharrisonila2015-ss-150722160424-lva1-app6892
Colin Harrison's contribution to the ILA's Literacy Research Panel session on technology integration. St Louis, July 2015]]>
Colin Harrison's contribution to the ILA's Literacy Research Panel session on technology integration. St Louis, July 2015]]> Wed, 22 Jul 2015 16:04:24 GMT /slideshow/technology-integration-how-to-achieve-it/50810694 colinharrison83@slideshare.net(colinharrison83) Technology Integration: how to achieve it colinharrison83 Colin Harrison's contribution to the ILA's Literacy Research Panel session on technology integration. St Louis, July 2015 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lrpharrisonila2015-ss-150722160424-lva1-app6892-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Colin Harrison&#39;s contribution to the ILA&#39;s Literacy Research Panel session on technology integration. St Louis, July 2015
Technology Integration: how to achieve it from Colin Harrison
]]> 594 6 https://cdn.slidesharecdn.com/ss_thumbnails/lrpharrisonila2015-ss-150722160424-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Reading Assessment- Moving the goalposts /slideshow/reading-assessment-moving-the-goalposts/45139792 insidegovharrison2015copy-150225133522-conversion-gate01
The Department for Education has moved (or totally removed) the assessment goalposts, leaving teachers to design their own. This presentation encourages teachers to take up some new opportunities- and also offers some advice on how to use formative assessment to drive up achievement.]]>
The Department for Education has moved (or totally removed) the assessment goalposts, leaving teachers to design their own. This presentation encourages teachers to take up some new opportunities- and also offers some advice on how to use formative assessment to drive up achievement.]]> Wed, 25 Feb 2015 13:35:21 GMT /slideshow/reading-assessment-moving-the-goalposts/45139792 colinharrison83@slideshare.net(colinharrison83) Reading Assessment- Moving the goalposts colinharrison83 The Department for Education has moved (or totally removed) the assessment goalposts, leaving teachers to design their own. This presentation encourages teachers to take up some new opportunities- and also offers some advice on how to use formative assessment to drive up achievement. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/insidegovharrison2015copy-150225133522-conversion-gate01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The Department for Education has moved (or totally removed) the assessment goalposts, leaving teachers to design their own. This presentation encourages teachers to take up some new opportunities- and also offers some advice on how to use formative assessment to drive up achievement.
Reading Assessment- Moving the goalposts from Colin Harrison
]]> 354 3 https://cdn.slidesharecdn.com/ss_thumbnails/insidegovharrison2015copy-150225133522-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Harrison comprehension 2015+ /slideshow/harrison-comprehension-2015/45019693 harrisoncomprehension2015-150223075332-conversion-gate02
What is reading comprehension? How does it develop? What is the teacher's role?]]>
What is reading comprehension? How does it develop? What is the teacher's role?]]> Mon, 23 Feb 2015 07:53:32 GMT /slideshow/harrison-comprehension-2015/45019693 colinharrison83@slideshare.net(colinharrison83) Harrison comprehension 2015+ colinharrison83 What is reading comprehension? How does it develop? What is the teacher's role? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/harrisoncomprehension2015-150223075332-conversion-gate02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> What is reading comprehension? How does it develop? What is the teacher&#39;s role?
Harrison comprehension 2015+ from Colin Harrison
]]> 1048 4 https://cdn.slidesharecdn.com/ss_thumbnails/harrisoncomprehension2015-150223075332-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 LITERACY in the Internet age: Dyslexia and online learning in higher education /slideshow/literacy-in-the-internet-age-potentials-and-limitations-to-online-learning/44485324 viennaharrisonfeb2015copy-150210025438-conversion-gate02
What are the challenges for dyslexic students in online learning in Higher Education? Do different students have different needs? Is online learning a potential disaster for dyslexic students?]]>
What are the challenges for dyslexic students in online learning in Higher Education? Do different students have different needs? Is online learning a potential disaster for dyslexic students?]]> Tue, 10 Feb 2015 02:54:37 GMT /slideshow/literacy-in-the-internet-age-potentials-and-limitations-to-online-learning/44485324 colinharrison83@slideshare.net(colinharrison83) LITERACY in the Internet age: Dyslexia and online learning in higher education colinharrison83 What are the challenges for dyslexic students in online learning in Higher Education? Do different students have different needs? Is online learning a potential disaster for dyslexic students? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/viennaharrisonfeb2015copy-150210025438-conversion-gate02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> What are the challenges for dyslexic students in online learning in Higher Education? Do different students have different needs? Is online learning a potential disaster for dyslexic students?
LITERACY in the Internet age: Dyslexia and online learning in higher education from Colin Harrison
]]> 671 6 https://cdn.slidesharecdn.com/ss_thumbnails/viennaharrisonfeb2015copy-150210025438-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 EERA2014 Evaluating the MESH Guide to teaching spelling. Colin Harrison /slideshow/eera2014-mesh-harrison/38641214 eera1014meshharrison-140903065025-phpapp01
Presentation to Network 16 at EERA-ECER 2014 Reports research demonstrating that teachers prefer more challenging content on cognition to simply downloading lesson plans]]>
Presentation to Network 16 at EERA-ECER 2014 Reports research demonstrating that teachers prefer more challenging content on cognition to simply downloading lesson plans]]> Wed, 03 Sep 2014 06:50:24 GMT /slideshow/eera2014-mesh-harrison/38641214 colinharrison83@slideshare.net(colinharrison83) EERA2014 Evaluating the MESH Guide to teaching spelling. Colin Harrison colinharrison83 Presentation to Network 16 at EERA-ECER 2014 Reports research demonstrating that teachers prefer more challenging content on cognition to simply downloading lesson plans <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/eera1014meshharrison-140903065025-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation to Network 16 at EERA-ECER 2014 Reports research demonstrating that teachers prefer more challenging content on cognition to simply downloading lesson plans
EERA2014 Evaluating the MESH Guide to teaching spelling. Colin Harrison from Colin Harrison
]]> 608 3 https://cdn.slidesharecdn.com/ss_thumbnails/eera1014meshharrison-140903065025-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 World literacy summit MESH spelling guide- Harrison /slideshow/world-literacy-summit-mesh-spelling-guide-harrison-33296788/33296788 worldliteracysummit-meshspellingguide-harrison-140408190953-phpapp02
This presentation, given at the World Literacy Summit in Oxford, introduces the MESH Guide to Teaching Spelling, a free online resource- available from http://www.meshguides.org/]]>
This presentation, given at the World Literacy Summit in Oxford, introduces the MESH Guide to Teaching Spelling, a free online resource- available from http://www.meshguides.org/]]> Tue, 08 Apr 2014 19:09:53 GMT /slideshow/world-literacy-summit-mesh-spelling-guide-harrison-33296788/33296788 colinharrison83@slideshare.net(colinharrison83) World literacy summit MESH spelling guide- Harrison colinharrison83 This presentation, given at the World Literacy Summit in Oxford, introduces the MESH Guide to Teaching Spelling, a free online resource- available from http://www.meshguides.org/ <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/worldliteracysummit-meshspellingguide-harrison-140408190953-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation, given at the World Literacy Summit in Oxford, introduces the MESH Guide to Teaching Spelling, a free online resource- available from http://www.meshguides.org/
World literacy summit MESH spelling guide- Harrison from Colin Harrison
]]> 842 4 https://cdn.slidesharecdn.com/ss_thumbnails/worldliteracysummit-meshspellingguide-harrison-140408190953-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Becta Impact09 data reanalysed: E-maturity and ICT adoption in UK schools /slideshow/earli-2013-harrison-tomas-and-crook/25500743 earli2013harrisontomasandcrook-130822162120-phpapp02
EARLI Conference - Munich 2013 Symposium: Educational technology acceptance- Explaining non-significant intention-behavior effects Full paper title: An e-maturity analysis explains intention-behavior disjunctions in technology adoption in UK schools Abstract This paper addresses the problem of non-significant intention-behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention-behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of behavior. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood’s concept of ‘linkage e-maturity’. Traditional models of technology acceptance often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices and e-maturity, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns. Presentation by Colin Harrison, Carmen Tomás, Charles Crook ]]>
EARLI Conference - Munich 2013 Symposium: Educational technology acceptance- Explaining non-significant intention-behavior effects Full paper title: An e-maturity analysis explains intention-behavior disjunctions in technology adoption in UK schools Abstract This paper addresses the problem of non-significant intention-behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention-behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of behavior. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood’s concept of ‘linkage e-maturity’. Traditional models of technology acceptance often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices and e-maturity, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns. Presentation by Colin Harrison, Carmen Tomás, Charles Crook ]]> Thu, 22 Aug 2013 16:21:20 GMT /slideshow/earli-2013-harrison-tomas-and-crook/25500743 colinharrison83@slideshare.net(colinharrison83) Becta Impact09 data reanalysed: E-maturity and ICT adoption in UK schools colinharrison83 EARLI Conference - Munich 2013 Symposium: Educational technology acceptance- �Explaining non-significant intention-behavior effects� Full paper title: An e-maturity analysis explains intention-behavior disjunctions in technology adoption in UK schools Abstract This paper addresses the problem of non-significant intention-behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention-behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of behavior. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood’s concept of ‘linkage e-maturity’. Traditional models of technology acceptance often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices and e-maturity, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns. Presentation by Colin Harrison, Carmen Tomás, Charles Crook <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/earli2013harrisontomasandcrook-130822162120-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> EARLI Conference - Munich 2013 Symposium: Educational technology acceptance- �Explaining non-significant intention-behavior effects� Full paper title: An e-maturity analysis explains intention-behavior disjunctions in technology adoption in UK schools Abstract This paper addresses the problem of non-significant intention-behavior effects in educational technology adoption, based on a reanalysis of data from the Impact09 project, a UK-government funded evaluation of technology use in high schools in England that had been selected as representing outstanding Information and Communications Technologies (ICT) innovation. The reanalysis focuses on intentionality and teleology, and attempts to combine an ecological perspective with a critical analysis of the intention-behavior correlations among participants, particularly teachers and head teachers. The concept of self-regulation is also considered as a determinant of behavior. The study reports a qualitative analysis of extensive interview data from four schools, and makes use of Underwood’s concept of ‘linkage e-maturity’. Traditional models of technology acceptance often assumed a steady trajectory of innovation, but such studies failed to explain uneven patterns of adoption. In this reanalysis, an emphasis on learning practices and e-maturity, interpreted within local and system-wide ecological contexts, better explained uneven adoption patterns. Presentation by Colin Harrison, Carmen Tomás, Charles Crook
Becta Impact09 data reanalysed: E-maturity and ICT adoption in UK schools from Colin Harrison
]]> 1267 11 https://cdn.slidesharecdn.com/ss_thumbnails/earli2013harrisontomasandcrook-130822162120-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Teaching using multimodal technologies /slideshow/harrison-ut-2013/19903754 harrisonut2013-130424112526-phpapp01
Brown-bag talk at the University of Texas, 234 April, 2013]]>
Brown-bag talk at the University of Texas, 234 April, 2013]]> Wed, 24 Apr 2013 11:25:26 GMT /slideshow/harrison-ut-2013/19903754 colinharrison83@slideshare.net(colinharrison83) Teaching using multimodal technologies colinharrison83 Brown-bag talk at the University of Texas, 234 April, 2013 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/harrisonut2013-130424112526-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Brown-bag talk at the University of Texas, 234 April, 2013
Teaching using multimodal technologies from Colin Harrison
]]> 357 3 https://cdn.slidesharecdn.com/ss_thumbnails/harrisonut2013-130424112526-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Eera harrison saf /slideshow/eera-harrison-saf/14281424 eeraharrisonsaf-120913183025-phpapp02
Presentation to EERA/ECER 2012, Cádiz, on Student Activated Feedback]]>
Presentation to EERA/ECER 2012, Cádiz, on Student Activated Feedback]]> Thu, 13 Sep 2012 18:30:23 GMT /slideshow/eera-harrison-saf/14281424 colinharrison83@slideshare.net(colinharrison83) Eera harrison saf colinharrison83 Presentation to EERA/ECER 2012, Cádiz, on Student Activated Feedback <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/eeraharrisonsaf-120913183025-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation to EERA/ECER 2012, Cádiz, on Student Activated Feedback
Eera harrison saf from Colin Harrison
]]> 202 4 https://cdn.slidesharecdn.com/ss_thumbnails/eeraharrisonsaf-120913183025-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 I09 eera2011 harrison pc /colinharrison83/i09-eera2011-harrison-pc i09eera2011harrisonpc-110914012536-phpapp02
What governments need to know about how to develop ICT in schools successfully]]>
What governments need to know about how to develop ICT in schools successfully]]> Wed, 14 Sep 2011 01:25:35 GMT /colinharrison83/i09-eera2011-harrison-pc colinharrison83@slideshare.net(colinharrison83) I09 eera2011 harrison pc colinharrison83 What governments need to know about how to develop ICT in schools successfully <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/i09eera2011harrisonpc-110914012536-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> What governments need to know about how to develop ICT in schools successfully
I09 eera2011 harrison pc from Colin Harrison
]]> 339 1 https://cdn.slidesharecdn.com/ss_thumbnails/i09eera2011harrisonpc-110914012536-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-colinharrison83-48x48.jpg?cb=1718201504 Colin Harrison was initially a secondary English teacher and lectured on the PGCE at Nottingham for 25 years, during which time he worked part-time in over 15 Nottinghamshire schools. He has directed six national projects on ICT, is a former Chair of the Technology and Literacy Committee of the International Reading Association, has been President of the UK Reading Association, and was a founding editor of the Journal of Research in Reading. colinharrison.eu https://cdn.slidesharecdn.com/ss_thumbnails/inted2023harrisonppt-230228123921-ef4a6983-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/inted2023-harrison-pptpptx/256161523 Using a Critical Inter... https://cdn.slidesharecdn.com/ss_thumbnails/harrisoninted2020-201126163121-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/how-should-we-judge-the-quality-of-students-internet-search-activity-a-review-of-research/239505071 How should we judge th... https://cdn.slidesharecdn.com/ss_thumbnails/harrisonukla2019ss-190716153710-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/nine-strategies-for-enhancing-critical-internet-literacy-colin-harrison-ukla-2019/155915638 Nine Strategies for En...