Skip to main navigation
Skip to search
Skip to main content
University of Birmingham Home
Help & FAQ
Home
Research output
Profiles
Research Units
Projects
Activities
Datasets
Equipment
Prizes
Press / Media
Search by expertise, name or affiliation
Shaping the future of technology use in the classroom
Guldberg, Karen
(Principal Investigator)
Parsons, Sarah
(Co-Investigator)
Disability, Inclusion and Special Needs
Education
Overview
Fingerprint
Research output
(2)
Project Details
Short title
Shaping the future of technology use in the classroom
Status
Finished
Effective start/end date
1/06/12
→
26/07/13
Funding
Economic & Social Research Council
View all
View less
Fingerprint
Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.
autism
Social Sciences
100%
knowledge transfer
Social Sciences
56%
learning
Social Sciences
35%
pupil
Social Sciences
30%
evidence
Social Sciences
27%
research planning
Social Sciences
21%
speech therapist
Social Sciences
16%
emancipation
Social Sciences
14%
Research output
Research output per year
2015
2015
2017
2017
2
Article
Research output per year
Research output per year
Challenging the knowledge transfer orthodoxy: knowledge co-construction in technology enhanced learning for children with autism
Guldberg, K.
,
Parsons, S.
,
Porayska-Pomsta, K.
&
Keay-Bright, W.
,
5 Apr 2017
,
In:
British Educational Research Journal.
43
,
2
,
p. 394-413
20 p.
Research output
:
Contribution to journal
›
Article
›
peer-review
Open Access
File
knowledge transfer
100%
autism
88%
pupil
53%
research planning
37%
learning
31%
17
Citations (Scopus)
142
Downloads (Pure)
Digital Stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism
Guldberg, K.
,
Parsons, S.
,
Porayska-Pomsta, K.
&
Lee, R.
,
2015
,
In:
International Journal of Research and Method in Education .
38
,
3
,
p. 247-271
Research output
:
Contribution to journal
›
Article
›
peer-review
Open Access
autism
100%
evidence
43%
learning
35%
experience
19%
teaching practice
18%
22
Citations (Scopus)