Presenters
We are very pleased to welcome three colleagues who have made important conrtibutuions to the research of ICT.
Bridget Somekh
Kristina Kumpulainen
Yrjo Engestrom
Bridget Somekh
Bridget is Professor of Education Research at the Education and Social Research Institute, MMU. Her research interest is the process of innovation and the management of change, in particular the impact of ICT on users and their organizations, and the ways in which learning with ICT is enabled or constrained by curricular, pedagogical and organizational factors. Bridget is internationally known for her work in both ICT in Education and Action Research.
Since 2000, she has directed a number of national evaluations studies, including the ImpaCT2 (DfES), ICT Test Beds (DfES) and Primary Schools Interactive Whiteboards (SWEEP) evaluations of the impact of the UK government’s investment in ICT for schools. She is very experienced in leading action research projects and between 2002-06 directed the Pedagogies with E-Learning Resources project sponsored by the General Teaching Council for England.
Bridget is internationally known for her work in both ICT in Education and Action Research and has been a keynote speaker at conferences in Brazil, Brussels, Hong Kong, Hungary, Norway, Portugal, Singapore, Venezuela, the UK and the USA. Some of her recent pulications include:
Books
Somekh, B. (2007) Pedagogy and Learning with ICT: researching the art of innovation. London and
Somekh, B. and Schwandt, T.A (Eds.) (2007). Knowledge Production: Research work in interesting times. London and
Somekh, B. (2007) The Interplay between Policy and Research in relation to ICT in Education in the UK: Issues from Twenty years of Programme Evaluation, in L. Saunders (Ed.) Educational Research and Education Policy-Making. London and
Journals
Somekh, B. and Saunders L. (2007) Developing Knowledge through Intervention: Meaning and Definition of ‘Quality’ in Research into Change. Research Papers in Education. Vol 22 no 2. pp. 183-197
Pearson, M & Somekh, B (2006) Learning Transformation with Technology: a question of socio-cultural contexts? Qualitative Studies in Education vol 19. no 5. pp 519-539
Somekh, B (2006) Constructing Inter-Cultural Knowledge and Understanding through Collaborative Action Research, Journal for Teachers and Teaching: Theory and Practice, Special Issue ‘The Dark Side of the Moon': A critical look at teacher knowledge construction in collaborative settings. Vol 12, no 1, pp 87-106
Reports
Somekh, B. and J. Underwood (2006). ICT Test Bed Evaluation Report for 2005. British Educational Communications and Technology Agency.
Somekh, B., J. Underwood, et al. (2007). Final Report of the Evaluation of the ICT Test Bed Project. Coventry, Becta.
Somekh, B., M. Haldane, et al. (2007). Evaluation of the Primary Schools Whiteboard Expansion Project. London, Report to the Department for Education and Skills
Kristina Kumpulainen
Krisitina Kumpulainen is a professor of pedagogy at the Warwick Institute of Education. She also directs a multidisciplinary research center on learning, CICERO Learning, at the University of Helsinki, Finland (www.cicero.fi). Prior to her present positions, Dr. Kumpulainen worked as a visiting professor at the Gevirtz Graduate School of Education at the University of California, Santa Barbara (UCSB). In the past, Dr.
Kumpulainen has directed the Research Centre for Sociocultural Studies on Learning and Instruction at the University of Oulu, Finland.
Professor Kristiina Kumpulainen received her Ph.D. in Education from the University of Exeter, U.K., in 1994, which focused on collaborative writing and learning processes with computers, social interaction, discourse and learning during peer group work, and on the sociocultural theories of learning and development. More recently, her research work has concentrated extensively on methodological questions in the analysis of classroom interaction, discourse and learning, collaborative interaction and learning processes in science and mathematics classrooms, multimedia-enriched science learning in early years classrooms, as well as on the use of digital video technology in classroom practice and in professional teacher learning and education.
Prof. Kumpulainen's research articles have appeared in Learning and Instruction, Instructional Science, International Journal of Educational Research, Journal of Experimental Education, Computers and Education, Computers and Writing, European Journal of Educational Psychology, Journal of Classroom Interaction and in a number of other journals, edited books, and conference proceedings. She also serves on several editorial boards, acts as a reviewer for a number of scientific journals and conferences as well as presents her work regularly at international venues. Professor Kumpulainen has a strong record in pursuing internationally recognized research in the areas of learning sciences and teacher education with a specific focus on (a) sociocultural approaches to teaching and learning; (b) dialogue and learning in classroom settings, (c) design, use, and evaluation of learning technologies in education; and (d) new models of teacher education in international contexts and teacher professional development globally.
In sum, professor Kumpulainen has a strong record in pursuing internationally recognized research in the areas of learning sciences and teacher education with a specific focus on (a) sociocultural approaches to teaching and learning; (b) dialogue and learning in classroom settings, (c) design, use, and evaluation of learning technologies in education; and (d) new models of teacher education in international contexts and teacher professional development globally.
Kumpulainen, K. & Renshaw, P. (2007). Cultures of Learning, A theme issue.
International Journal of Educational Research, 46(3-4).
Kovalainen, M., & Kumpulainen, K. (2005). The discursive practice of participation in an elementary classroom community. Instructional Science, 33,213-250.
Kumpulainen, K., & Kaartinen, S. (2004). ”You can see it as you wish”
Negotiating a shared understanding in collaborative problem-solving dyads.
In K. Littleton, D. Miell, & D. Faulkner (Eds.), Learning to collaborate, Collaborating to learn (pp. 67-93). New York: Nova Science Publishers, Inc.
Kaartinen, S., & Kumpulainen, K. (2004). On participating in communities of
practice: Cases from science classrooms. In J. van der Linden & P. Renshaw & (Eds.), Dialogic learning. Amsterdam: Kluwer Academic Publishers.
Kumpulainen, K., Vasama, S., & Kangassalo, M. (2003). Conceptual thinking as mediated action: The intertextuality of children’s explanations in a technology-enriched early years science classroom. International Journal of Educational Research, 39, 793-805.
Kumpulainen, K., & Kaartinen, S. (2003). The interpersonal dynamics of collaborative reasoning in peer interactive dyads. The Journal of Experimental Education, 71(4), 333-370.
Kaartinen, S., & Kumpulainen, K. (2002). Collaborative inquiry and the construction of explanations in the learning of science. Learning and Instruction, 12(2), 189-212.
Kumpulainen, K., & Wray, D. (Eds.) (2002). Classroom interaction and social learning. London: RoutledgeFalmer.
Yrjo Engestrom
Yrjo is Professor at both Warwick and Helsinki. He is interested in cultural-historical activity theory and developmental work research in general. Currently, he is focusing especially on co-configuration as a new way of organizing work, and expansive learning.
His recent books include Cognition and Communication at Work (edited with David Middleton, 1996), Perspectives on Activity Theory (edited with Reijo Miettinen and Raija-Leena Punamäki, 1999), and Between School and Work: New Perspectives on Transfer and Boundary Crossing (edited with Terttu Tuomi-Gröhn, 2003). He has just finished a new book, Collaborative Expertise: Expansive Learning in Medical Work, to be published by Cambridge University Press. A fuller list of readings is available at the linked web site.