Book Chapters:
Hillier, E. and Beauchamp, G. (2014) ‘The IWB in language education for learners with special educational needs: learning Welsh at primary school.’ In Cutrim Schmid, E. and Whyte, S. (eds)
Teaching Languages with Technology: Communicative Approaches to Interactive Whiteboard Use. Bloomsbury
Peer-refereed Journal Articles:
Hillier, E., Beauchamp, G. and Whyte, S. (in press) ‘A study of self-efficacy in the use of interactive whiteboards across educational settings: a European perspective from the iTILT project.’ Educational Futures.
Research Reports:
Beauchamp, G. and Hillier, E. (2014) An Early Evaluation of iPad Implementation across Primary Schools in Cardiff.
http://cardiffmet.ac.uk/education/research/Pages/Publications.aspx
Egan, D., Beauchamp, G., Ellis, C. and Hillier, E. (2011) ‘An Early Evaluation of the Cardiff Local Authority Literacy Strategy.’ Final Report to the Welsh Assembly Government, New Ideas Fund.
http://wales.gov.uk/docs/caecd/research/110915NIFCardiffLiteracyen.pdf
Conference Papers:
Hillier, E. and Beauchamp, G. (2014) An Early Evaluation of the Implementation of iPads across a network of primary schools. Paper presented at BERA conference, Sept 2014, Institute of Education, University of London.
Koenraad, A.L.M., Celik, C., Higgins, A., Hillier, E. (2013). Approaches and resources to promote teacher competences development for effective interactive whiteboard use, highlighting 2 EU projects: iTILT and SMARTVET. Paper presented at the International Symposium ‘New Issues on Teacher Education’ 2013 May, Hacettepe University, Beytepe, Ankara/TURKEY
Hillier, E. and Beauchamp, G. and Whyte, S. (2012) ‘Towards an effective transition framework – the use of Interactive whiteboards in educational settings: a European perspective from the iTILT project.’ BESA.
Whyte, S., Beauchamp, G. and Hillier, E. (2012) ‘Perceptions of the IWB for second language teaching and learning: the iTILT project.’ EuroCALL.
Conference Presentations:
Hillier, E. and Beauchamp, G. and Whyte, S. (2012) ‘Towards an effective transition framework – the use of Interactive whiteboards in educational settings: a European perspective from the iTILT project.’ Presented at the BESA conference, University of Hull. (28 – 29th June 2012)
Whyte, S., Beauchamp, G. and Hillier, E. (2012) ‘Perceptions of the IWB for second language teaching and learning: the iTILT project.’ Presented at the EuroCALL conference, University of Gothenburg, Sweden. (22nd-25th August 2012).
Huyton, J., Sanders, L., & Hillier, E (2011) ‘Factors affecting the wellbeing of trainee teachers’ Higher Education Academy ESCalate funded study. Teacher Education Advancement Network Conference ‘Mental Health and the Curriculum; making the connections in Teacher Education’ March 2011, University of Cumbria.
Huyton, J., Sanders, L., & Hillier, E. (2011) ‘Wellbeing factors in the vocational preparation of student teachers for the school experience placement’ Higher Education Academy ESCalate-funded study ESCalate conference, April 2011, Liverpool Hope University.
Emily Abbinett first joined Cardiff School of Education and Social Policy in August 2010 as a Research Assistant working on an ESCalate funded research project whilst completing her MSc in Social Science Research Methods at Cardiff University. Subsequently, Emily worked on a variety of different research projects including a European project called Interactive Technologies in Language Teaching (iTILT) with 6 other partner countries from the EU 27 and Turkey. The aim of the project was to promote good practice in communicative second language teaching using the interactive whiteboard (http://www.itilt.eu/).
In 2013, Emily was offered a full-time lecturing position on the BA (Hons) Educational Studies course at Cardiff School of Education and Social Policy.
Alongside her teaching commitments, Emily is also studying for a Ph.D. exploring the role of assistive technologies for pupils with visual impairment. The research aims to use a range of innovative methodologies to explore how assistive technology supports visually impaired learners in mainstream primary setting, using links established with the RNIB and specialist visual impairment teachers in South Wales.
