Education Research Groups

Using ICT in Support of Learning and Teaching
Management, Leadership and Administration
Mathematics Education
 
 

Education Research Staff

Professor John Parkinson
Professor Ken Reid
Professor Gareth Elwyn Jones
Dr Howard Tanner
Dr Steve Kennewell
Dr. Chris Turner
Robert Bullock
Duncan Hawley
Dr. Barry Ip
Dr Sue Lyle
Dr Jill Morgan
Lynne Meiring
Nigel Norman
Sonia Jones
Andrew Reynolds
Ms Mandy Peace
Ann Birch
Ken Jones
Helen Denny
Heather Morris
 
 
Dr Steve Kennewell PDF Print E-mail

119

Steve is ICT Coordinator for the School of Education, leader of the specialist ICT PGCE course,  and of the Swansea ICT Education Research Group. Steve's background is Mathematics and ICT Education, and his research now specialises in the impact of ICT on teaching and learning. His work focuses particularly on the detailed analysis of features of settings for teaching and learning, (http://www.interactive-teaching.org.uk/activities/atlas/atlas.html) and how their affordances and constraints are orchestrated by teachers and learners during educational activity.

He has directed the Interactive Teaching and ICT (http://www.interactive-teaching.org.uk/) research project in the ESRC Teaching and Learning Research Programme, (http://www.esrc.ac.uk/ESRCInfoCentre/index.aspx) leads an international group of research teams investigating the effects of interactive whiteboards in schools, and was a member of the Welsh Assembly Government's Schools ICT Strategy Working Group.

He is Editor of Technology, Pedagogy and Education, (http://www.tandf.co.uk/journals/titles/1475939x.asp) an international refereed journal, and has published widely in all the leading journals in the ICT Education field. His books include

He is a member of IFIP Working Groups 3.3 (Research) (http://education.deakin.edu.au/ifipwg3.3/Default.htm) and 3.5 (Elementary Education), (http://ifip35.inf.elte.hu/) and is contributing to an IFIP international publication Theory and History, Questions and Methodology: Current and Future Issues in Research into ICT in Education

Publications since 1997

Papers in refereed journals and conference proceedings

  • 1997-‘A comparison of computer environments for the development of quantitative modelling skills'. In Proceedings of CAL'97, Eds. Davis, N. & Milne, W., Exeter: University of Exeter March 1997 http://www.dcs.ex.ac.uk/~masoud/cal-97/papers/kennewel.htm

  • 1997-‘Computer modelling and the curriculum - integrated or loosely attached?' Education and Information Technologies, 2(3), 247-260

  • 1997 -‘The professional development needs of IT Coordinators'. Journal of IT in Teacher Education, 6(3), 339-355 (With I. Selwood).

  • 1999 -‘Co-ordinating Information Technology in Secondary Schools', in Jimoyiannis A., (ed.), Panhellenic Conference: Information Technology and Education, Ioannina: Association of IT Teachers of Greece, 141- 153 (With I. Selwood).

  • 1999-‘ICT in subject teaching: can teacher education succeed as tailor to the Emperor?' Welsh Journal of Education, 8(2), 35-47

  • 2001-‘Using affordances and constraints to evaluate the use of ICT in teaching and learning', Journal of IT and Teacher Education, 10 (1&2), 101-116

  • 2003-‘The influence of a technology-rich classroom environment on elementary teachers' pedagogy and children's learning'. In Young children and learning technologies, eds. Wright, J., McDougall, A., Murnane, J. and Lowe, J. Sydney: Australian Computer Society, 65-70 (With G. Beauchamp).

  • 2003-‘Student teachers' experiences and attitudes towards using interactive whiteboards in the teaching and learning of young children'. In Young children and learning technologies, eds. Wright, J., McDougall, A., Murnane, J. and Lowe, J., Sydney: Australian Computer Society. 71-76 (With A. Morgan).

  • 2005-‘Interactive teaching with interactive technology', Proceedings of the World Conference in Computer Education, Stellenbosch, South Africa, July 2005

  • 2005-‘The role of play in the pedagogy of ICT' Education and Information Technologies, 10:3, 177-188, 2005

  • 2005-‘Interactive Whole Class Teaching and Interactive White Boards', paper presented at MERGA, Melbourne July 2005 (with H. Tanner, S. Jones, G. Beauchamp)

  • 2006-‘Factors influencing learning through play in ICT settings', Computers and Education, 46(3), 256-279

  • 2006-‘Initial teacher education students' views on play as a medium for learning - a divergence of personal philosophy and practice', Technology, Pedagogy and Education, 15(3), 307-320 (with A. Morgan)

  • 2007 -‘Analysing the use of interactive technology to implement interactive teaching', Journal of Computer Assisted Learning 23 (with H. Tanner, S. Jones, G. Beauchamp)

  • 2007-Introduction to Learning, Media and Technology: special issue on ‘The Interactive Whiteboard Phenomenon', 207-212 (with S. Higgins)

  • 2007-‘The features of interactive whiteboards and their influence on learning', Learning, Media and Technology 32(3), 227-241 (with G. Beauchamp)

  • Books and reports

  • 1999-Whole School Approaches to Developing IT Capability: Executive Summary. ACCAC, Cardiff, 8pp

  • 1999 -Whole School Approaches to Developing IT Capability: Full Report. ACCAC, Cardiff., 58pp

  • 2000 -Developing the ICT capable school, London: RoutledgeFalmer, 186pp (With H. Tanner & J. Parkinson.)

  • 2003-Learning to teach ICT in the secondary school, London: Routledge Falmer, 214pp (Edited with H. Tanner & J. Parkinson.)

  • 2004 -Meeting the standards in using ICT for secondary teaching, London: RoutledgeFalmer, 227pp

  • 2007 -A practical Guide to teaching ICT in the Secondary School, London: Routledge, 138pp. (Edited with A. Connell, A. Edwards, C. Wickens, M. Hammond)

  • Chapters in Books

  • 1997 -‘The influence of technology on teachers' ways of knowing mathematics'. In SITE Annual 1997 Eds. Price, J., Rosa, K., McNeal, S., Willis, J, AACE, Charlottesville, VA, 597-600

  • 1997- ‘The integration of IT into teachers' decision-making', in Information Technology: supporting change through teacher education (eds. Samways, B. & Passey, D.) Chapman & Hall, London, 169-175

  • 1998 ‘Research Collaboration between School and University'. In Supporting the Wider Teaching Community: case studies in IT INSET (eds. M. Monteith & J. Underwood). BECTA, Coventry, 21-23

  • 2000 ‘A model for the study and design of teaching situations with ICT'. In Learning in a networked society eds. D. Watson & T. Downes. Kluwer Academic, Dordrecht, 129-138 (With H. Tanner & J. Parkinson.)

  • 2003 ‘The nature of ICT as a subject'. In Learning to teach ICT in the secondary school (eds S. Kennewell, H. Tanner & J. Parkinson), London: RoutledgeFalmer, 18-36

  • 2003 ‘Structuring lessons and units of work'. In Learning to teach ICT in the secondary school, (eds S. Kennewell, H. Tanner & J. Parkinson), London: RoutledgeFalmer, 49-69 (With I. Hughes.)

  • 2003 ‘Planning learning activities and preparing resources for pupils'. In Learning to teach ICT in the secondary school, (eds S. Kennewell, H. Tanner & J. Parkinson), London: RoutledgeFalmer, 70-88 (With D. Hendley.)

  • 2003 ‘Organising learning and monitoring progress'. In Learning to teach ICT in the secondary school, (eds. S. Kennewell, H. Tanner & J. Parkinson), London: RoutledgeFalmer, 89-107 (With I. Hughes.)

  • 2003 ‘Developing an ICT Capability for learning'. In Learning in School, Home and Community: ICT in Early and Elementary Education (eds. G. Marshall and Y. Katz), Boston: Kluwer Academic Press, 75-83

  • 2003 ‘Focus group report: The role of the teacher'. In ICT and the Teacher of the Future (eds. C. Dowling and K. Lai) Dordrecht: Kluwer Academic Press, 247-250

  • 2003 ‘Developing research models for ICT pedagogy'. In ICT and the Teacher of the Future (eds. C. Dowling and K. Lai) Dordrecht: Kluwer Academic Press, 247-250

  • 2007 ‘Developing your ICT Capability', in A practical Guide to teaching ICT in the Secondary School (Eds. S.Kennewell, A. Connell, A. Edwards, C. Wickens, M. Hammond), London: Routledge

  • In preparation

  • The role of the teacher: how is it influenced by pervasive ICT?' In McDougall, A. and Nicholson, P. (forthcoming) Theory and History, Questions and Methodology: Current and Future Issues in Research into ICT in Education (with M. Cox)

  • ‘ICT in educational activity settings: orchestrating its features to promote learning' In McDougall, A. and Nicholson, P. (forthcoming) Theory and History, Questions and Methodology: Current and Future Issues in Research into ICT in Education

  • Activities-Main funded projects since 1997

  • 1997-8-ACCAC grant: Whole School Approaches to Developing IT Capability (£34,500)

  • 2003-4 Becta award: The impact of technological experiences on children's approach to developing capability with new ICT tools (with A. Morgan) (£8800)

  • 2005-2007 ESRC award (Teaching and Learning Research Programme): ICT and Interactive teaching Principal Applicant with several co-applicants (£111,411)

  • Research organisations

  • 2004- Invited member of International Federation for Information Processing Working Group 3.5 (Elementary Education)

  • 2005-Invited member of International Federation for Information Processing Working Group 3.3 (Research)

  • 2005-Chair of the international Interactive Whiteboard Pedagogy Research Group

  • Editorial roles (International refereed journals)

  • 2004-Member of Editorial Board for Technology, Pedagogy and Education

  • 2007-Editor of Technology, Pedagogy and Education

  • 2007 -Guest Editorship of Learning, Media and Technology: special issue on ‘The Interactive Whiteboard Phenomenon'

Theoretical Perspectives
My work has been based on a synthesis of socio-constructivist and situative constructs, from which I have developed a framework for the Analysis of Teaching and Learning in Activity Settings (ATLAS).
This framework supports the analysis of features and relationships in any setting where teaching takes place intentionally, focusing the user on details at a higher resolution than that of cultural-historical activity theory, for instance. It differentiates between action goals and learning goals, recognises the key process of ‘orchestrating' the features of the setting by the teacher and learners, incorporates reflective actions, and is applicable to classroom and distance learning environments.

To contact Steve Kennewell, email, This e-mail address is being protected from spambots. You need JavaScript enabled to view it