Pamela Cowan
Biographic Data
| ID | 278518 |
|---|---|
| NAME | Pamela Cowan |
| GIVEN NAMES | Pamela |
| FAMILY NAME | Cowan |
| SIGNATURE | COWAN P |
| AFFILIATIONS | Queen's University Belfast |
| ORCID | 0000-0001-7263-3614 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education
This small-scale study explores the attitudes of fifty initial teacher education (ITE) subject methods tutors towards the use of virtual reality (VR) in education and considers whether VR could be a catalyst for reviewing the partnership model within ITE programmes. In addition, this study offers a novel solution to ITE tutors’ challenges when managing their own technological and pedagogical development alongside preparing student teachers for te…
Virtual and augmented reality and pre-service teachers
This study examined the impact of a brief immersive experience with virtual reality (VR) on pre-service teachers' self-efficacy and attitudes towards technology in education. The study found that although pre-service teachers were aware of VR and augmented reality (AR) technologies, they lacked experience using them. The intervention had a positive impact on their beliefs and confidence in using innovative information and communications technolog…
Virtual Reality in Initial Teacher Education (VRITE)
This small-scale design-based study describes a cyclical model of professional learning between three stakeholders in initial teacher education (ITE) namely: university-based educators (UEs), student teachers (STs) and co-operating teachers (CTs). This model promotes the development of digital learning leaders through an innovative mentoring process. This process started with university-based educators (UEs) mentoring their student teachers (STs)…
Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework
SCoTENS (the Standing Conference on Teacher Education North and South) is a unique network of teacher educators from north and south of the Irish border. Funded by government departments and membership institutions across the island, it is facing a range of potential uncertainties. This study is an attempt to map the values and impacts of a complex boundary object. A framework designed by Wenger–Trayner was adapted to create a bespoke research to…
Using Activity Theory to Problematize the Role of the Teacher During Mobile Learning
Research to date in mobile (m-)learning has focused mainly on the learners and the processes they utilize when learning using mobile technologies. This action research study considers the role of the teacher in (m-)learning—the responsibilities, the pedagogies employed in teaching when using mobile devices, and also the changing levels of power and control in the m-learning context. Activity theory (AT) is used as the lens through which the teach…
ICT and Special Educational Needs
(2006). ICT and Special Educational Needs: A Tool for Inclusion Edited by Lani Florian and John Hegarty. British Journal of Educational Studies: Vol. 54, No. 2, pp. 260-262
The Impact of Modular Aggregation on the Reliability of Final Degrees and the Transparency of European Credit Transfer
Aggregation is the process whereby a student's performance on a range of modules is summarised in a single overall degree classification. Since no common aggregation model applies for all British universities, it is important to investigate the consequences of permitting a diversity of approaches to aggregation. This paper argues that the current laissez‐faire approach to aggregation could have serious consequences for undergraduates. The applica…
The State Schools Book
The Department for Education's performance tables for English schools report a range of measures from examination results to truancy rates. League tables, on the other hand, aim to provide a simple rank order of schools, often based upon data reported in performance tables. Technically accurate league tables allow the user to make valid inferences regarding the quality of a school from its position in the table. Structural equation modelling is u…
The State Schools Book
The Department for Education's performance tables for English schools report a range of measures from examination results to truancy rates. League tables, on the other hand, aim to provide a simple rank order of schools, often based upon data reported in performance tables. Technically accurate league tables allow the user to make valid inferences regarding the quality of a school from its position in the table. Structural equation modelling is u…
The State Schools Book
The Department for Education's performance tables for English schools report a range of measures from examination results to truancy rates. League tables, on the other hand, aim to provide a simple rank order of schools, often based upon data reported in performance tables. Technically accurate league tables allow the user to make valid inferences regarding the quality of a school from its position in the table. Structural equation modelling is u…
The Impact of Modular Aggregation on the Reliability of Final Degrees and the Transparency of European Credit Transfer
Aggregation is the process whereby a student's performance on a range of modules is summarised in a single overall degree classification. Since no common aggregation model applies for all British universities, it is important to investigate the consequences of permitting a diversity of approaches to aggregation. This paper argues that the current laissez‐faire approach to aggregation could have serious consequences for undergraduates. The applica…
ICT and Special Educational Needs
(2006). ICT and Special Educational Needs: A Tool for Inclusion Edited by Lani Florian and John Hegarty. British Journal of Educational Studies: Vol. 54, No. 2, pp. 260-262
Using Activity Theory to Problematize the Role of the Teacher During Mobile Learning
Research to date in mobile (m-)learning has focused mainly on the learners and the processes they utilize when learning using mobile technologies. This action research study considers the role of the teacher in (m-)learning—the responsibilities, the pedagogies employed in teaching when using mobile devices, and also the changing levels of power and control in the m-learning context. Activity theory (AT) is used as the lens through which the teach…
Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework
SCoTENS (the Standing Conference on Teacher Education North and South) is a unique network of teacher educators from north and south of the Irish border. Funded by government departments and membership institutions across the island, it is facing a range of potential uncertainties. This study is an attempt to map the values and impacts of a complex boundary object. A framework designed by Wenger–Trayner was adapted to create a bespoke research to…
Virtual Reality in Initial Teacher Education (VRITE)
This small-scale design-based study describes a cyclical model of professional learning between three stakeholders in initial teacher education (ITE) namely: university-based educators (UEs), student teachers (STs) and co-operating teachers (CTs). This model promotes the development of digital learning leaders through an innovative mentoring process. This process started with university-based educators (UEs) mentoring their student teachers (STs)…
Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education
This small-scale study explores the attitudes of fifty initial teacher education (ITE) subject methods tutors towards the use of virtual reality (VR) in education and considers whether VR could be a catalyst for reviewing the partnership model within ITE programmes. In addition, this study offers a novel solution to ITE tutors’ challenges when managing their own technological and pedagogical development alongside preparing student teachers for te…
Virtual and augmented reality and pre-service teachers
This study examined the impact of a brief immersive experience with virtual reality (VR) on pre-service teachers' self-efficacy and attitudes towards technology in education. The study found that although pre-service teachers were aware of VR and augmented reality (AR) technologies, they lacked experience using them. The intervention had a positive impact on their beliefs and confidence in using innovative information and communications technolog…
Computer Science (8 works) · Pedagogy (6 works) · Psychology (6 works) · Mathematics education (4 works) · Political science (4 works) · Sociology (3 works) · Teacher education (3 works) · Virtual Reality Applications and Impacts (3 works) · Artificial Intelligence (2 works) · Economics (2 works)