Rosamund Sutherland
Biographic Data
| ID | 5398987 |
|---|---|
| NAME | Rosamund Sutherland |
| GIVEN NAMES | Rosamund |
| FAMILY NAME | Sutherland |
| SIGNATURE | SUTHERLAND R |
| AFFILIATIONS | University of Bristol |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 3 |
Argumentation in science education as an evolving concept
Rethinking assessment in a digital age
While it is frequently argued that assessment sits at the heart of the learning process, in practice assessment often remains narrowly focused on qualifications and reporting achievements, driven by institutional and societal aspirations and tensions such as accountability and economic well being. Yet, the need for assessment to account for the knowledge, skills, dispositions and attitudes necessary to equip young people for a changing and increa…
Introducing ICT into schools in Rwanda
What's the Point of Using Computers
Despite the column inches and policy statements dedicated to arguing that young people need to use computers, very little is known about the reasons why young people themselves might value and acquire computer expertise. Drawing on a survey of 855 children and 16 detailed case studies of children's use of computers at home this article explores the influence of software design, family discourses, peer group culture and gender identity on children…
Constructing the Child Computer User
Universal access to the 'new capital' of information and knowledge via Information and Communications Technologies (ICT) has become a central goal of education reform under the New Labour Government. Public policy and media discourses, however, currently construct young children in a paradoxical relationship with new technologies, as both at the vanguard of the digital revolution 'effortlessly grasping the tools' of the new technologies, and at t…
Constructing the Child Computer User
This article was developed from an ESRC funded research project (1998-2000) entitled 'ScreenPlay' conducted by researchers from Bristol, Cardiff and University of Wales Newport universities. \nThe work acknowledges that access to new technologies in the area of information and communication (ICT) is of great concern to the British government but challenges the stereotype that all young people are vanguards of a 'digital revolution'. Based on rese…
What's the Point of Using Computers
Despite the column inches and policy statements dedicated to arguing that young people need to use computers, very little is known about the reasons why young people themselves might value and acquire computer expertise. Drawing on a survey of 855 children and 16 detailed case studies of children's use of computers at home this article explores the influence of software design, family discourses, peer group culture and gender identity on children…
Introducing ICT into schools in Rwanda
Constructing the Child Computer User
Universal access to the 'new capital' of information and knowledge via Information and Communications Technologies (ICT) has become a central goal of education reform under the New Labour Government. Public policy and media discourses, however, currently construct young children in a paradoxical relationship with new technologies, as both at the vanguard of the digital revolution 'effortlessly grasping the tools' of the new technologies, and at t…
Rethinking assessment in a digital age
While it is frequently argued that assessment sits at the heart of the learning process, in practice assessment often remains narrowly focused on qualifications and reporting achievements, driven by institutional and societal aspirations and tensions such as accountability and economic well being. Yet, the need for assessment to account for the knowledge, skills, dispositions and attitudes necessary to equip young people for a changing and increa…
What's the Point of Using Computers
Despite the column inches and policy statements dedicated to arguing that young people need to use computers, very little is known about the reasons why young people themselves might value and acquire computer expertise. Drawing on a survey of 855 children and 16 detailed case studies of children's use of computers at home this article explores the influence of software design, family discourses, peer group culture and gender identity on children…
Constructing the Child Computer User
Universal access to the 'new capital' of information and knowledge via Information and Communications Technologies (ICT) has become a central goal of education reform under the New Labour Government. Public policy and media discourses, however, currently construct young children in a paradoxical relationship with new technologies, as both at the vanguard of the digital revolution 'effortlessly grasping the tools' of the new technologies, and at t…
Constructing the Child Computer User
This article was developed from an ESRC funded research project (1998-2000) entitled 'ScreenPlay' conducted by researchers from Bristol, Cardiff and University of Wales Newport universities. \nThe work acknowledges that access to new technologies in the area of information and communication (ICT) is of great concern to the British government but challenges the stereotype that all young people are vanguards of a 'digital revolution'. Based on rese…
Introducing ICT into schools in Rwanda
Rethinking assessment in a digital age
While it is frequently argued that assessment sits at the heart of the learning process, in practice assessment often remains narrowly focused on qualifications and reporting achievements, driven by institutional and societal aspirations and tensions such as accountability and economic well being. Yet, the need for assessment to account for the knowledge, skills, dispositions and attitudes necessary to equip young people for a changing and increa…
Argumentation in science education as an evolving concept
Computer Science (6 works) · Sociology (6 works) · Political science (5 works) · Public relations (5 works) · Information and Communications Technology (4 works) · Government (linguistics (3 works) · Law (3 works) · Law (3 works) · Appeal (2 works) · Child Development and Digital Technology (2 works)