C
Cathy Lewin
Researcher at Manchester Metropolitan University
Publications - 73
Citations - 2745
Cathy Lewin is an academic researcher from Manchester Metropolitan University. The author has contributed to research in topics: Educational technology & Curriculum. The author has an hindex of 21, co-authored 72 publications receiving 2487 citations. Previous affiliations of Cathy Lewin include Metropolitan University & Open University.
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Research methods in the social sciences
Bridget Somekh,Cathy Lewin +1 more
TL;DR: The authors introduce qualitative and quantitative research methodologies and methods, and draw readers into a community of researchers engaged in reflection on the research process, including narrative accounts of carrying out a research study that explore the way in which the research design and methods are shaped by the methodology, discussing problematic issues, and reflecting on the way knowledge and understanding develop.
Journal ArticleDOI
Social media and education: reconceptualizing the boundaries of formal and informal learning
Christine Greenhow,Cathy Lewin +1 more
TL;DR: In this article, a model theorizing social media as a space for learning with varying attributes of formality and informality is proposed, together with social constructivism and connectivism as theoretical lenses through which to tease out the complexities of learning in various settings.
ImpaCT2: the impact of information and communication technologies on pupil learning and attainment
Colin Harrison,Chris Comber,Tony Fisher,Kaye Haw,Cathy Lewin,Eric Lunzer,Angela McFarlane,Diane Mavers,Peter Scrimshaw,Bridget Somekh,Rob Watling +10 more
TL;DR: The authors explored the impact of networked technologies on patterns of use of ICT in English, Mathematics and Science at Key Stages 2, 3, and 4 and the relative gain for high ICT users versus low ITC users in each of these subjects.
Book
Theory and methods in social research
Bridget Somekh,Cathy Lewin +1 more
TL;DR: Somekh et al. as discussed by the authors discussed the use of qualitative and quantitative methods in social science research and the role of gender, race, and gender in the development of the social sciences.
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Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice
TL;DR: This paper draws on research carried out for the UK government during 2004–2006 to evaluate the impact of interactive whiteboards for teaching and learning in primary schools in England to show positive gains in literacy, mathematics and science for children aged 7 and 11.