Adam Dubé


Director


Adam Kenneth Dubé is an Associate Professor of Learning Sciences and Director of the EdTech Office for the Faculty of Education at McGill University. He is the McGill Faculty of Education Distinguished Teacher award recipient, the head of the Technology, Learning, & Cognition Lab (mcgill.ca/tlc), and was the 2019 Early Career Fellow of the American Educational Research Association and the Society of Research in Child Development in middle childhood education and development. He investigates and teaches how educational technology augments the learning process and collaborates with industry leaders (Ubisoft) to design educational technologies as well as guides for their use. His work on the use of tablet computers in education is published in the book “Understanding tablets from early childhood to adulthood: Encounters with touch technology.” His work on the use and design of effective educational technology informs his contribution to the UNESCO-MGIEP “Industry guidelines on digital learning.” He is currently studying how children’s learn from the artificial intelligence imbedded in digital assistants (Amazon's Alexa), augmented reality games for music education, and how to improve educators use of educational games in classrooms.

Why this app? How user ratings and app store rankings impact educators' selection of educational apps


E. Liptrot, H.A. Pearson, A. Montazami, A.K. Dubé

Computers & Education, vol. 218, 2024, p. 105080


Why this app? Comparing parents' and educators' selection of high-quality educational apps


E. Liptrot, H. A. Pearson, A. Montazami, A. K. Dubé

American Educational Research Association (AERA) Annual Meeting, 2024


Why this app? How ratings and rankings impact educators’ selection of high-quality educational apps


E. Liptrot, H. A. Pearson, A. Montazami, A. K. Dubé

American Educational Research Association (AERA) Annual Meeting, 2024


Why this app: Can a video‐based intervention help parents identify quality educational apps?


H.A. Pearson, A. Montazami, A.K. Dubé

British Journal of Educational Technology, vol. 54(3), 2022, pp. 712-733

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