Items where Author is "Atherton, P"
Article
Atherton, P ORCID: 0000-0003-3258-0436
(2024)
The best of times, or the worst of times? How AI is disrupting human decisions in English education.
ETAS, 41 (2).
ISSN 1660-6507
Atherton, P (2022) Leaving the chasm behind? Autoethnography, creativity and the search for identity in academia. PRISM. ISSN 2514-5347
Atherton, P (2020) My social autoethnography: How one teacher educator used digital communication to help tell his own stories. Teacher Education Advancement Network Journal, 12 (1). pp. 48-64. ISSN 2054-5266
Atherton, P (2019) Bridging the chasm –a study of the realities of edtech use among trainee teachers. Teacher Education Advancement Network Journal, 11 (4). pp. 80-95. ISSN 2054-5266
Atherton, P (2018) More than just a quiz - how Kahoot! can help trainee teachers understand the learning process. Teacher Education Advancement Network Journal, 10 (2). pp. 29-39. ISSN 2054-5266
Book Section
Atherton, P (2023) Search smarter? Leveraging Pinterest for learning. In: Schwartz, D, (ed.) Goal-Setting and Problem-Solving in the Tech-Enhanced Classroom: A Teaching and Learning Reboot. Routledge. ISBN 9781032117614
Conference or Workshop Item
Atherton, P ORCID: 0000-0003-3258-0436, Topham, L and Khan, W
(2024)
AI and student feedback.
In:
EDULEARN24 Proceedings
.
(Edulearn 2024 - 16th International Conference on Education and New Learning Technologies, 1st Jul -3rd Jul 2024, Palma, Spain).
Atherton, P and Pratt, A (2022) From reflective models towards collaborative autoethnography. How can social media be used as a pedagogic tool for Secondary student teachers? In: INTED2022 Proceedings . pp. 8721-8729. (INTED 2022, 07 March 2022 - 08 March 2022, Online).
Thesis
Atherton, P ORCID: 0000-0003-3258-0436
(2023)
Enacting the chasm: how can educational technology help Secondary teacher educators reflect creatively and reflexively?
Doctoral thesis, Liverpool John Moores University.