Digital technologies are changing the nature of teaching, learning and administration across all educational sectors. In particular they are changing the way learners, teachers and administrators access, manage and disseminate information. Through digital technologies, Web 2.0 applications and the rise of online communities and mobile applications, students who entered education in the first decade of the twenty-first century have grown up with new practices and skills associated with reading, writing and communication.
The Language, Literacy & Digital Education group are engaged in research projects and publications related to the use of digital technologies and new media in education in general and in the areas of language and literacy in particular. We have a growing list of international members and the group acts as a forum for collaboration and the dissemination of expertise, knowledge and research.
Group members undertake international collaborative research in the areas of:
Chik, A. (2010c) Nonghao, I am a Shanghai noenoe: How do I claim my Shanghaineseness? In Language and Culture: Reflective Narratives and the Emergence of Identity. Edited by David Nunan and Julie Choi. New York: Routledge.
Chik, A. (2011a) International language test taking among young learners: A Hong Kong case study (co-authored with S. Besser). Language Assessment Quarterly, 8(1), 73-91.
Chik, A. (2011b) Learner autonomy development through digital gameplay. Digital Culture and Education, 3 (1), 50-64.
Chik, A. (2011c) Online language learning histories exchange: Hong Kong and German perspectives (co-authored with S. Breidbach). TESOL Quarterly, 45(3).
Chik, A. (2011d) Video gaming and social networking as professional development: English teachers' perception, attitudes and experience. Pedagogies, 6(2).
Khojasteh, L. & Reinders, H. 2013. How textbooks (and learners) get it wrong. A corpus study of modal auxiliary verbs. Journal of Applied Research in English, 1:3.
Reinders, H. 2012 ‘Blended and Online Instruction’. In: Burns, A. & Richards, J. Guide to Second Language Pedagogy, Cambridge: Cambridge University Press (p.287-294).
Reinders, H. 2012 ‘Towards a definition and operationalisation of intake’. Journal of Applied Research in English, 1:2.
Reinders, H. & Hubbard, P. 2012. ‘CALL and autonomy. Affordances and constraints’. In: Thomas, M., Reinders, H., & Warschauer, M. (Eds.), Contemporary CALL. New York: Continuum.
Reinders, H. & Wattana, S. 2012. ‘Talk to me! Games and students’ willingness to communicate’. In: Reinders, H. (Ed.), Digital Games in Language Learning and Teaching, Basingstoke: Palgrave Macmillan, p. 156-188.
Thomas, M., Reinders, H., & Warschauer, M. (Eds.) (2012). Contemporary Computer-Assisted Language Learning. Continuum Contemporary Linguistics Series. London & New York: Continuum.
Thomas, M. (Ed.). (2011). Digital Education: Opportunities for Social Collaboration. London & New York: Palgrave.
Thomas, M. (Ed.). (2011). Deconstructing Digital Natives: Young People, Technology and the New Literacies. London & New York: Routledge.
Thomas, M. (2011). Online Learning. Four Volumes. Part I Professional Development and Training. Part II Digital Pedagogies. Part III Digital Literacies. Part IV New and Emerging Digital Technologies. Part V Assessment, Evaluation and Feedback. London: Sage Publications.
Thomas, M., & Reinders, H. (Eds.) (2010). Task-Based Language Learning and Teaching with Technology. London & New York: Continuum. Hardcover. 256pp.
Thomas, M., & Cutrim Schmid, E. (Eds.) (2010). Interactive Whiteboards for Education: Theory, Research and Practice. Hershey, PA., New York & London: Information Science Reference. Hardcover. 404pp.
Lytras, M. D., Ordonez De Pablos, P., Avison, D., Sipior, J., Jin, Q., Leal, W., Uden, L., Thomas, M., Cervai, S., & Horner, D.G. (Eds.) (2010). Technology Enhanced Learning: Quality of Teaching and Educational Reform. Series: Communications in Computer and Information Science, Vol. 73. Springer Verlag. 697pp.
Thomas, M. (Ed.) (2009). Handbook of Research on Web 2.0 and Second Language Learning. Hershey, PA., New York & London: Information Science Reference. ISBN 978-1-60566-190-2. Hardcover. 636pp.
The ESRC/DSR funded symposium on "Digital Methodologies in Educational Research" will take place on 10th May from 10.00am-5.00pm. Venue: Brockholes Conference Centre, Preston (http://www.brockholes.org ).
The purpose of this one-day symposium is to develop and support digitally-enabled research across the field of education. By providing a forum for the discussion of digital approaches (quantitative, qualitative, data visualisation, digital scholarship etc.), the event will enable the exchange of methodologies, ideas, expertise and knowledge and present researchers, practitioners and postgraduate students with opportunities to develop new networks and share good practice.
Invited speakers include Stephen Downes (National Research Council of Canada), Professor Paul Seedhouse (University of Newcastle), Professor Stephen Bax (Bedfordshire University) and Dr Jeff Bezemer (IOE, University of London).
Attendance is via prior registration only. Please contact the organiser, Dr Michael Thomas to register: MThomas4@uclan.ac.uk
Over ten plenary and panel presentations will focus on:
Michael Thomas, University of Central Lancashire, UK (Director)
Robert Kasza, University of Central Lancashire, UK
Gavin Sim, University of Central Lancashire, UK
Alice Chik, City University of Hong Kong, Hong Kong
Ed Dixon, University of Pennsylvania, USA
David Donnaruma, Open University, UK
Steve Hargadon, Classroom 2.0, USA
Iffaf Kahn, University of Essex, UK
Stewart Martin, University of Hull, UK
Mark Peterson, Kyoto University, Japan
Hayo Reinders, Middlesex University, UK
Peter Worrall, Educational Technology Consultant, UK
Ma Wulin, Sichuan International Studies University
Distance Learning with Digital Technologies LinkedIn Group
International Digital Education and Learning Research Group
School of Language, Literature and International Studies
University of Central Lancashire
Fax: +44 (0)1772-893148