Improving the Computational Thinking Pedagogical Capabilities of School Teachers M Bower, LN Wood, JWM Lai, C Howe, R Lister, R Mason, K Highfield, ... Australian Journal of Teacher Education 43 (3), 53 - 72, 2017 | 290 | 2017 |
Robotic Toys as a Catalyst for Mathematical Problem Solving. K Highfield Australian Primary Mathematics Classroom 15 (2), 22-27, 2010 | 195 | 2010 |
Early mathematics learning through exploration with programmable toys K Highfield, J Mulligan, J Hedberg Proceedings of the Joint Meeting of PME 32, 169-176, 2008 | 113 | 2008 |
Detailing the digital experience: Parent reports of children's media use in the home learning environment B Huber, K Highfield, J Kaufman British Journal of Educational Technology 49 (5), 821-833, 2018 | 110 | 2018 |
iTouch and iLearn: An examination of “educational” apps K Goodwin, K Highfield Early Education and Technology for Children conference, March, 14-16, 2012 | 110 | 2012 |
Apps for mathematics learning: a review of'educational'apps from the iTunes App Store K Highfield, K Goodwin Adelaide: Mathematics Education Research Group of Australasia (MERGA), 2013 | 99 | 2013 |
Supporting young children as digital citizens: The importance of shared understandings of technology to support integration in play‐based learning K Bittner, K Highfield, F Hadley British journal of educational technology 49 (5), 896-910, 2018 | 76 | 2018 |
A framework for examining technologies and early mathematics learning K Goodwin, K Highfield Reconceptualizing early mathematics learning, 205-226, 2013 | 72 | 2013 |
The role of dynamic interactive technological tools in preschoolers’ mathematical patterning K Highfield, J Mulligan Proceedings of the 30th annual conference of the Mathematics Education …, 2007 | 57 | 2007 |
Visualizing Solutions: Apps as Cognitive Stepping‑Stones in the Learning Process M Stevenson, J Hedberg, K Highfield, M Diao Electronic Journal of E-Learning 13 (5), pp366‑379-pp366‑379, 2015 | 54 | 2015 |
Supporting pre-service teachers’ technology-enabled learning design thinking through whole of programme transformation M Bower, K Highfield, P Furney, L Mowbray Educational Media International 50 (1), 39-50, 2013 | 52 | 2013 |
Stepping into STEM with young children: Simple robotics and programming as catalysts for early learning K Highfield Technology and digital media in the early years, 150-161, 2014 | 46 | 2014 |
Science education: Adult biases because of the child’s gender and gender stereotypicality C Newall, K Gonsalkorale, E Walker, GA Forbes, K Highfield, N Sweller Contemporary Educational Psychology 55, 30-41, 2018 | 41 | 2018 |
Encouraging mathematical thinking through pattern and structure: An intervention in the first year of schooling J Mulligan, M Mitchelmore, C Kemp, J Marston, K Highfield Australian Primary Mathematics Classroom 13 (3), 10-15, 2008 | 37 | 2008 |
Teachers' Talk about Robotics: Where Is the Mathematics?. A Savard, K Highfield Mathematics Education Research Group of Australasia, 2015 | 32 | 2015 |
Young children's embodied action in problem-solving tasks using robotic toys K Highfield, J Mulligan Conference of the International Group for the Psychology of Mathematics …, 2009 | 21 | 2009 |
A review of recent research in early mathematics learning and technology K Highfield, K Goodwin Mathematics Education Research Group of Australasia, 259-264, 2008 | 21 | 2008 |
The impact of a patterns and early algebra program on children in transition to school in Australian indigenous communities MM Papic, JT Mulligan, K Highfield, J McKay-Tempest, D Garrett Mathematics and transition to school: international perspectives, 217-236, 2015 | 20 | 2015 |
Young children’s agency with digital technologies A Nolan, S Edwards, A Salamon, L Straker, S Grieshaber, H Skouteris, ... Children & Society 36 (4), 541-563, 2022 | 18 | 2022 |
Supporting whole child development in the digital age K Highfield, KA Paciga, C Donohue Digital childhoods: Technologies and children’s everyday lives, 165-182, 2018 | 15 | 2018 |