PUBLICATIONS

@article{Ralph2023,

title = {Measuring theory of mind (ToM) with preschool-aged children: storybooks and observations with iPads},

author = {R Ralph and J Code and S Petrina},

doi = {10.1080/09669760.2019.1685468},

year  = {2023},

date = {2023-01-01},

urldate = {2023-01-01},

journal = {International Journal of Early Years Education},

volume = {31},

issue = {1},

pages = {251-268},

abstract = {Theory of Mind (ToM) is an individual’s ability to understand the cognitive states of others, including their desires, beliefs, and knowledge. ToM describes how children, by the age of four, understand how others may be thinking or feeling. It is the ability to understand the thinking or viewpoints of their peers. This paper will describe ToM levels with preschool-aged children (n = 5). The current research used a storybook task battery to measure children’s ToM, as well as developed observational measures, focused on three domains from the task battery. Results of this exploratory study indicate that three of the children had a high level of ToM while the other two were low, as they were not of age. Results also indicate that ToM was observed but challenging to measure as it is primarily an internal process. Future studies can use these suggested tools in conjunction to get a better understanding of ToM with groups preschool-aged children.},

keywords = {21st century learning, educational technology, iPads, learning design, preschool, qualitative},

pubstate = {published},

tppubtype = {article}

}

@article{Code2022,

title = {A disorienting dilemma: Teaching and learning in technology education during a time of crisis},

author = {J Code and R Ralph and K Forde},

doi = {10.1007/s42330-022-00191-9},

year  = {2022},

date = {2022-01-21},

urldate = {2022-01-21},

journal = {Canadian Journal of Science, Mathematics and Technology Education},

abstract = {The way individuals interpret and reinterpret their experience is central to meaning-making and to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students.},

keywords = {21st century learning, disorienting dilemma, ERT, Media & Technology in Education, Mezirow, online learning, pandemic pedagogy, Pandemic Transformed Pedagogy, self-efficacy, Technology Education},

pubstate = {published},

tppubtype = {article}

}

@article{code2020pandemicb,

title = {Pandemic designs for the future: Perspectives of technology education teachers during COVID-19},

author = {J Code and R Ralph and K Forde},

url = {https://jillianne.ca/10-1108_ils-04-2020-0112/},

doi = {10.1108/ILS-04-2020-0112},

year  = {2020},

date = {2020-07-08},

urldate = {2020-07-08},

journal = {Information and Learning Sciences},

volume = {121},

number = {5/6},

pages = {419-431},

publisher = {Emerald Publishing Limited},

abstract = {Purpose 

The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession? 

Design/methodology/approach A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006). 

Findings 

The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online. 

Originality/value 

This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.},

keywords = {21st century learning, educational technology, ERT, learning design, mixed methods, qualitative, self-efficacy, Teacher Education},

pubstate = {published},

tppubtype = {article}

}

@article{Code2017f,

title = {Assessment in immersive virtual environments: Cases for learning, of learning, and as learning},

author = {J Code and N Zap},

doi = {https://dx.doi.org/10.14288/1.0406650},

year  = {2017},

date = {2017-01-01},

urldate = {2017-01-01},

journal = {Journal of Interactive Learning Research},

volume = {28},

number = {3},

pages = {235-248},

keywords = {21st century learning, educational technology, immersive environments, learning design, qualitative},

pubstate = {published},

tppubtype = {article}

}