Margaret Cox

Prof. Margaret Cox

FoDOCOS, King's College London, London, City of London, UK
orcid

Research Focus & Metrics

Academic Career Length

41Years (1986-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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1 October 2004 in Technology, Pedagogy and Education
Verified
Journal Article
Open access
MWMary Webb
Mary Webb
Margaret CoxMargaret Cox
Margaret Cox
This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence of the use of different types of ICT in different subjects and phases of education. We identify pedagogical issues associated with ICT use and their implications for teachers' pedagogical reasoning and practices. The evidence suggests that new affordances provided by ICT-based learning environments require teachers to undertake more complex pedagogical reasoning than before in their planning and teaching that incorporates knowledge of specific affordances and how these relate to their subject-based teaching objectives as well as the knowledge they have always needed to plan for their students' learning. In addition the research shows that teachers' beliefs about the value of ICT for learning and the nature of successful learning environments are important in teachers' pedagogical reasoning

16 March 2012 in Journal of Computer Assisted Learning
Verified
Journal Article
Closed access
PDF file
Margaret CoxMargaret Cox
Margaret Cox

11 May 2007 in Education and Information Technologies
Verified
Journal Article
Closed access
PDF file
Margaret CoxMargaret Cox
Margaret Cox
GMGail Marshall
Gail Marshall

24 October 2022 in Dentistry Journal
Verified
Journal Article
Open access
PDF file
JDJonathan Padilla San Diego
Jonathan Padilla San Diego
JNJonathon Timothy Newton
Jonathon Timothy Newton
ASAnika Sagoo
Anika Sagoo
TATracy-Ann Aston
Tracy-Ann Aston
ABAvijit Banerjee
Avijit Banerjee
Margaret CoxMargaret Cox
Margaret Cox
Dental task trainer simulators using haptics (virtual touch) offers a cost-effective method of teaching certain clinical skills. The purpose of this study is to evaluate students’ performance in removing artificial caries after training with either a haptic dental chair simulator with virtual reality or a traditional dental chair simulator with a mannequin head. Cluster Randomized Controlled Trials in two cohorts, both Year 1 dental students. Students taught using traditional dental chair simulators were compared with students taught using haptic-based simulators on their ability to cut a cavity in a plastic tooth following training. Across both cohorts, there was no difference in the quality of cavity cut, though students’ technique differed across the two simulator groups in some respects. No difference was seen across both cohorts in the quality of cavity cut for a simple preparation, though students in the haptic condition performed less well in the more demanding task. Moreover, students in the haptic group were also less likely to be perceived to be ‘holding the instrument appropriately’. These findings suggest further investigation is needed into the differences in handling of instruments and level of clinical task difficulty between the simulators.

1 January 2010
Verified
Book Chapter
Closed access
PDF file
BTBrian Tse
Brian Tse
WHWilliam Harwin
William Harwin
ABAlastair Barrow
Alastair Barrow
Barry F.A. QuinnBarry F.A. Quinn
Barry F.A. Quinn
JDJonathan San Diego
Jonathan San Diego
Margaret CoxMargaret Cox
Margaret Cox

1 January 1988 in Computers & Education
Verified
Journal Article
Closed access
Margaret CoxMargaret Cox
Margaret Cox
VRValerie Rhodes
Valerie Rhodes
JHJennifer Hall
Jennifer Hall