Professor Cathy Lewin
Professor of Education
My profile
Biography
I am a Professor of Education and I have spent the majority of my career researching the use of technology to support teaching and learning. With a first degree in mathematics and computer science, I started my career as a software engineer. An interest in learning and technology led to a PhD in the use of computers to teach reading at primary school at the Institute of Educational Technology, the Open University, which I completed in 1997. I got the ‘research bug’ and have never looked back, working first at the Open University and joining Manchester Metropolitan University in February 2001.
With expertise in both quantitative and qualitative methods, I have over 25 years of experience of the evaluation of technological innovations in primary and secondary schools, much of which has had a major impact on educational policies both nationally and internationally. I have conducted evaluations for the UK Government (including ImpaCT2, ICT Test Bed and the Evaluation of the Primary Schools Whiteboard Expansion Project) and the EU. I led the evaluation work package for the FP7-funded iTEC project (€9.45 million from the European Commission, project led by European Schoolnet, involving 26 partners from across Europe). I also conducted an evidence review on using digital technology for learning for the Education Endowment Foundation. This led to the publication of a guidance report for practitioners.
I am currently co-leading two evaluations for the Education Endowment Foundation: an evaluation of the Whole School SEND process in secondary schools and an evaluation of PALS-UK designed to develop reading fluency and reading comprehension in primary schools. In addition, I am leading the evaluation of Oasis Community Learning’s Horizon initiative which has given all staff and students an iPad.
External examiner roles
- External examiner for MSc Educational Research, University of Bristol. (January 2012 - December 2015)
- External examiner for H809: Practice based research in educational technology, the Open University. (January 2014 - August 2016)
- External examiner for PhDs and EdDocs, nationally and internationally.
Prizes and awards
IFIP Service Award in recognition of contributions to the International Federation of Information Processing.
Expert reviewer for external funding bodies
- ESRC
- European Commission
- UKRI - Future Leaders Fellowship
Editorial Board membership
- Editor of Learning, Media and Technology from 2004-2010, Editorial Board member (2010-date)
- Editorial Board member of Pedagogy, Culture and Society (from 2009-2013)
Membership of professional associations
- British Education Research Association
- International Federation of Information Processing (IFIP) Technical Committee 3 (Education) working groups 3.1 and 3.3. Currently chairing working group 3.3, Research on Education Applications of Information Technologies.
Interests and expertise
My research interests concern young people and technology, particularly:
- how technology (for example, social media, hand held devices, online learning) can disrupt and change pedagogical and social practices;
- how teachers can be supported to develop digital pedaogy;
- girls’ uptake of computer science in school;
- the tensions and overlaps between formal and informal learning with technology in different social contexts;
- the uses of technology to link home/community and school.
I draw largely on socio-cultural theories, including figured worlds, communities of practice and activity theory. I have strong interest in mixed methodology and particularly how different approaches can lead to tensions and contradictions, potentially enabling a greater understanding of social phenomena and events.
Impact
Innovative Technologies for an Engaging Classroom(iTEC, 2010-2014) was a ‘flagship’ EU FP7 project designed to scale-up the use of technology in European classrooms (iii). The project involved 1000+ teachers and 50,000 students across 20 European countries. Teachers and other educational stakeholders were supported to develop digital pedagogy in school classrooms (embedding technology use in teaching and learning).The public outputs included the Future Classroom Toolkit [3]: a process that produces pedagogical scenarios and learning activities, which can be used by school leaders and teachers to rethink classroom pedagogy and increase technology use. Our research informed the refinement of the toolkit through 5 iterative cycles of development and piloting. Findings led to simplifying the toolkit, including more guidance, making its presentation more accessible and interactive, clarifying complex terminology and the inclusion of exemplars.
iTEC research shaped the Future Classroom Toolkit (FCT) into a useful change management tool. Evidence of its positive impact on teachers and students (e.g. digital skills, attainment) provided a strong rationale for embedding it in teachers’ professional development programmes across Europe, leading to wider realisation of these benefits. ‘The solid evidence gathered and effectively communicated had a considerable impact in the years after the project’s formal end.’ The FCT was used in nine follow-on projects led by European Schoolnet. They directly involved 1057 teachers from 26 European countries, developing their digital pedagogy and enhancing teaching for 23,275 students. Evaluators on the Creative Classroom Labs (2013-2015) project concluded that the scenario development process was critical and that ‘It is evident from the observation visits that this has led to the change of practice.’ Ambassadors from 15 European countries promote the FCT through CPD events, particularly in Hungary, Finland, France and Portugal. Portugal has organised 458 events involving 13,846 teachers, reaching 138,460 students. In August 2020, Hungary accredited a course for teachers on the FCT, endorsed by The State Secretary for Education.
In 2018, the Education Endowment Foundation (EEF) appointed Lewin to review meta-analyses of the impact of technology on attainment in schools: Digital technology and attainment in schools: A systematic review(iv). This review [4] synthesised current quantitative evidence organised around core subject areas and pedagogical uses of technology. It concluded that technology can have a positive impact on mathematics, literacy, science, foreign and second language learning. The research showed that simulations and modelling have a moderate, positive impact on mathematics and science learning. It also showed that technology with instructional support, such as scaffolding and feedback, is beneficial.
The Digital technology and attainment in schools review formed the basis of the EEF guidance report ‘Using Digital Technology to Improve Learning,’ which uses research to help teachers to identify the most effective ways to integrate technology in the classroom. The report has been widely cited as a useful and important resource (e.g. The Australian Department of Education, Victoria, Nuffield Foundation, Nesta). It also provided an evidence base for decision making in schools. For example, The British International School, Abu Dhabi, invested in OneNote and Century to support modelling/explanation and feedback on the basis of the “conclusive evidence” in the report. It led Learn AT Teaching School to invest in specialist assessment software and informed changes in practice around feedback and modelling at River Multi Academy Trust’s 14 schools. de Ferrers Trust cites it in the Feedback and Marking Policy for its five schools.
Projects
Recent projects include:
Project Title: The evaluation of Oasis Horizons on pedagogy and the digital divide, Principal Investigator: Professor Cathy Lewin, Co-Investigators: Dr Claire Goodley, Funder: Oasis Community Learning, Amount: £52,787, Dates: Jan 2022 – Dec 2024
Project Title: The evaluation of PALS-UK, Principal Investigators: Professor Cathy Lewin, Professor Stephen Morris, Co-Investigators: Dr Steph Ainsworth, Funder: Education Endowment Foundation, Amount: £385,284, Dates: Dec 2021 – Jan 2025
Project Title: The SEND Review Evaluation, Principal Investigators: Prof Stephen Morris, Professor Cathy Lewin, Co-Investigators: Peter Hick, Funder: Education Endowment Foundation, Amount: £458,699, Dates: Jul 2019 – Jan 2025
Dates: Apr 2018 – Mar 2019, Project Title: Digital technology and attainment in schools: A systematic review, Principal Investigator: Prof Cathy Lewin, Co-Investigators: Prof Stephen Morris, Andrew Smith, Funder: Education Endowment Foundation, Amount: £21,898, Dates: Jul 2019 – Jan 2025
Project Title: Sci-napse, Principal Investigators: Prof Nicola Whitton (MMU) Prof Paul Howard-Jones (University of Bristol), Co-Investigator: Prof Cathy Lewin, Funder: Education Endowment Foundation and The Wellcome Trust, Amount: £650,000 (MMU: £325,000), Dates: Jan 2015-Jan 2018
Project Title: Evidence-Based Teaching: Advancing Capability and Capacity for Enquiry in Schools (EBT-ACCESs), Principal Investigators: Prof Cathy Lewin, Dr Linda Hammersley-Fletcher, Funder: NCTL, Amount: £130,000, Dates: Mar 2014-Mar 2016
Project Title: Innovative Technologies for an Engaging Classroom (iTEC), Principal Investigators: Dr Cathy Lewin, Maureen Haldane, Funder: EC/FP7, Grant Agreement No: 257566, Amount: Euros 510,000 (75% of FEC) (approx £415,000), Dates: Sep 2010-Aug 2014
Teaching
Postgraduate teaching
- Research methods
- Digital pedagogy
- Computing and maths for computing
Supervision
I welcome students with interests in: digital pedagogy; informal learning through technology; computing, coding and game-making. I’m interested in sociocultural theories of learning, intersectionality, inclusion, identity and agency in educational contexts.
Recent completions:
- Carrie Birkett, Jan 2022, Stepping out of the System? A Grounded Theory on how Parents Consider Becoming Home or Alternative Educators
- Vivien Townsend, April 2020, Storying the ‘good’ teacher: Figuring Year 6 mathematics
- Claire Goodley, Dec 2019, Beyond the Terrors of Performativity: Teachers Developing at the Interface
- John Lean, Sep 2019, Total Play: Exploring Participation and Play in Higher Education
- Lucy Caton, Jan 2019, Rethinking visual methodologies in child participatory research: A study involving wearable action cameras in an after-school club
- Rebecca Newton, Dec 2018, Looking from the inside out: Reflecting on teacher agency within a performative context
- Peter Whitton, May 2018, The New University: Space, Place and Identity
- Joanna Dennis, March 2018, Co-operative Academies: a transindividual possibility in individualistic times?
- Rachel O’Sullivan, May 2017, Establishing sustainable school-based teacher research as a mechanism to support career-long professional development
- Adam Wood, March 2017, A School’s Lived Architecture: the politics and ethics of flexible learning spaces
Research outputs
Selected key outputs in the last 5 years include:
Greenhow, C., Lewin, C. & Staudt Willet, K.B. (2021). The Educational Response to COVID-19 Across Two Countries: A Critical Examination of Initial Digital Pedagogy Adoption. Technology, Pedagogy and Education, 30(1), pp7-25. DOI: 10.1080/1475939X.2020.1866654
Lewin, C., Cranmer, S., & McNicol, S. (2018). Developing digital pedagogy through learning design: an activity theory perspective. British Journal of Educational Technology 49(6), 1131-1144.
Cranmer, S. & Lewin, C. (2017) iTEC: conceptualising, realising and recognising pedagogical and technological innovation in European classrooms. Technology, Pedagogy and Education, 26(4), pp409-423.
Solomon, Y. & Lewin, C. (2016). Measuring ‘progress’: performativity as both driver and constraint in school innovation, Journal of Educational Policy, 31 (2), pp. 226-238. DOI: 10.1080/02680939.2015.1062147
Greenhow, C. & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6-30. DOI: 10.1080/17439884.2015.1064954
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Books (authored/edited/special issues)
Keane, T., Brinda, T., Lewin, C., Bottino, R. (2023) Preface.
Passey, D., Bottino, R., Lewin, C., Sanchez, E. (2019) Empowering Learners for Life in the Digital Age IFIP TC 3 Open Conference on Computers in Education, OCCE 2018, Linz, Austria, June 24–28, 2018, Revised Selected Papers. Springer.
Brinda, T., Mavengere, N., Haukijärvi, I., Lewin, C., Passey, D. (2017) Stakeholders and Information Technology in Education IFIP TC 3 International Conference, SaITE 2016, Guimarães, Portugal, July 5-8, 2016, Revised Selected Papers. Springer.
Assche, F.V., Anido, L., Griffiths, D., Lewin, C., McNicol, S. (2015) Re-engineering the Uptake of ICT in Schools. Springer.
Somekh, B., Lewin, C. (2011) Theory and methods in social research. Sage Publications.
Somekh, B., Lewin, C. (2005) Research methods in the social sciences. SAGE Publications.
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Chapters in books
Lewin, C., Overland, E. (2023) 'Opting out: Why are pupils choosing not to study computing?.' Inclusive Computing Education in the Secondary School: Linking Theory and Practice. pp. 75-83.
Passey, D., Brinda, T., Cornu, B., Holvikivi, J., Lewin, C., Magenheim, J., Morel, R., Osorio, J., Tatnall, A., Thompson, B., Webb, M. (2021) 'Computers and Education – Recognising Opportunities and Managing Challenges: IFIP TC3 – Technical Committee on Education.' IFIP Advances in Information and Communication Technology. pp. 129-152.
Lewin, C., Charania, A. (2018) 'Bridging formal and informal learning through technology in the twenty-first century: issues and challenges.' In Voogt, J., Knezek, G., Christensen, R., Lai, K.W. (ed.) Second handbook of information technology in primary and secondary education. Springer,
Brinda, T., Mavengere, N., Haukijärvi, I., Lewin, C., Passey, D. (2016) 'Preface.' pp. v-vi.
Lewin, C., McNicol, S. (2015) 'The impact and potential of iTEC: evidence from large-scale validation in school classrooms.' In Van Assche, F., Anido-Rifón, L., Griffiths, D., Lewin, C., McNicol, S. (ed.) Re-engineering the Uptake of ICT in Schools. Springer, pp. 163-186.
Lewin, C. (2012) 'ICT and effective practices in science education: lessons learned and future directions.' Successful science education practices: Exploring what, why and how they worked.. Nova Science Publishers,
Barnes, S., Lewin, C. (2011) 'Differences and relationships in quantitative data.' Theory and methods in social research, 2nd ed. Sage Publications,
Lewin, C. (2011) 'Understanding and describing quantitative data.' Theory and methods in social research, 2nd ed. Sage Publications,
Somekh, B., Lewin, C. (2009) 'Transforming students' learning: how digital technologies could be used to change the social practices of schools.' Learning in the network society and the digitized school. Nova Science,
Somekh, B., Stronach, I., Lewin, C., Nolan, M., Stake, J. (2005) 'Participating in the research community.' In Somekh, B., Lewin, C. (ed.) Research Methods in the Social Sciences. SAGE,
Lewin, C. (2005) 'Elementary quantitative methods.' In Somekh, B., Lewin, C. (ed.) Research Methods in the Social Sciences. SAGE,
Lewin, C., Barnes, S. (2005) 'An introduction to inferential statistics: testing for differences and relationships.' Research Methods in the Social Sciences. Sage,
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Reports
Ainsworth, S., Gellen, S., Lewin, C., Morris, S. (2022) Evaluation of the Peer Assisted Learning Strategies for Reading UK (PALS-UK) intervention, a two-armed cluster randomised trial. Evaluation Protocol. Education Endowment Foundation.
Morris, S., Lewin, C., Hick, P., Smith, A. (2021) Evaluation of Whole School SEND Review: A cluster randomised controlled trial Statistical Analysis Plan. Education Endowment Foundation.
Lewin, C., Smith, A., Morris, S., Craig, E. (2019) Using Digital Technology to Improve Learning: Evidence Review. Education Endowment Foundation.
Lewin, C., Stringer, E., Coleman, R. (2019) Using digital technology to improve learning: Guidance report. Education Endowment Foundation.
Lewin, C. (2017) Evaluation of e-Skills for Jobs 2016.
Hammersley-Fletcher, L., Lewin, C. (2016) Evidence-based teaching: advancing capability and capacity for enquiry in schools.
Lewin, C. (2016) Evaluation of e-Skills for Jobs 2015.
Lewin, C. (2015) Evaluation of eSkills for Jobs 2014.
Lewin, C., McNicol, S. (2014) Creating the future classroom: Evidence from the iTEC project. Summary report.. Manchester Metropolitan University.
Lewin, C., McNicol, S. (2014) Creating the Future Classroom: Evidence from the ITEC Project. Manchester Metropolitan University.
Lewin, C., McNicol, S. (2014) Creating the future classroom: Evidence from the iTEC project: Full report. Manchester Metropolitan University.
Lewin, C., Whitton, N., Cummings, J., Roberts, B., Saxon, D., Somekh, B., Lockwood, B. (2008) MILO: Models of innovative learning online at KS3 and 14-19 Final Report Lewin, C., Whitton, N., Cummings, J., Roberts, B., Saxon, D., Somekh, B. and Lockwood, B.. Becta.
Crook, C., Fisher, T., Graber, R., Harrison, C., Lewin, C., Cummings, J., Logan, K., Luckin, R., Oliver, M., Sharples, M. (2008) Implementing Web 2.0 in secondary schools: Impacts, Barriers, Issues. Becta.
Lewin, C., Whitton, N., Cummings, J., Roberts, B., Saxon, D., Somekh, B., Lockwook, , Lockwood, B. (2008) MILO: Models of innovative learning online at KS3 and 14-19 Final Report Appendices. Becta.
Crook, C., Harrison, C., Cummings, J., Fisher, T., Graber, R., Lewin, C., Logan, K., Luckin, R., Oliver, M., Sharples, M. (2008) Web 2.0 Technologies for Learning at Key Stages 3 and 4: Summary Report. Becta.
Somekh, B., Underwood, J., Convery, A., Dillon, G., Jarvis, J., Lewin, C., Mavers, D., Saxon, D., Sing, S., Steadman, S., Twining, P., Woodrow, D. (2007) ICT Test Bed Evaluation Final report. Becta.
Somekh, B., Lewin, C., Saxon, D., Woodrow, D., Sing, S., Convery, A. (2007) Evaluation of the ICT Test Bed project: The qualitative report. Becta.
Somekh, B., Haldane, M., Jones, K., Lewin, C., Steadman, S., Scrimshaw, P., Sing, S., Bird, K., Cummings, J., Downing, B., Harber Stuart, T., Jarvis, J., Mavers, D., Woodrow, D. (2007) Evaluation of the Primary Schools Whiteboard Expansion Project. Department for Education/Manchester Metropolitan University.
Convery, A., Mavers, D., Lewin, C., Somekh, B. (2006) ICT Test Bed action research reports cross-case analysis. Becta.
Somekh, B., Lewin, C., Mavers, D., Harrison, C., Haw, K., Fisher, T., Lunzer, E., McFarlane, A., Scrimshaw, P. (2002) ImpaCT2: Pupils’ and teachers’ perceptions of ICT in the home, school and community. DfES.
Harrison, C., Comber, C., Fisher, T., Haw, K., Lewin, C., Lunzer, E., McFarlane, A., Mavers, D., Scrimshaw, P., Somekh, B., Watlinf, , Watling, R. (2002) ImpaCT2: The Impact of Information and Communication Technologies on Pupil Learning and Attainment. DfES.
Somekh, B., Mavers, D., Lewin, C. (2001) Using ICT to enhance home-school links: an evaluation of current practice in England. DfES.
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Journal articles
Hennessy, S., Cukurova, M., Lewin, C., Mavrikis, M., Major, L. (2024) 'BJET Editorial 2024: A call for research rigour.' British Journal of Educational Technology, 55(1) pp. 5-9.
Greenhow, C., Lewin, C., Staudt Willet, K.B. (2023) 'Teachers without borders: professional learning spanning social media, place, and time.' Learning, Media and Technology,
Lewin, C., Niederhauser, D., Johnson, Q., Saito, T., Sakamoto, A., Sherman, R. (2021) 'Safe and responsible internet use in a connected world: Promoting cyber-wellness.' Canadian Journal of Learning and Technology, 47(4) pp. 1-17.
Greenhow, C., Lewin, C. (2021) 'Editorial: Online and blended learning: Contexts and conditions for education in an emergency.' British Journal of Educational Technology, 52(4) pp. 1301-1305.
Morris, S., Smith, A., Lewin, C., Hick, P., Harrison, J. (2021) 'Whole School SEND (WSS) Review: study protocol for a two-arm pragmatic parallel cluster randomised controlled trial in 160 English secondary schools.' Trials, 22(1)
Greenhow, C., Lewin, C., Staudt Willet, K.B. (2020) 'The educational response to Covid-19 across two countries: a critical examination of initial digital pedagogy adoption.' Technology, Pedagogy and Education, 30(1) pp. 7-25.
Lewin, C., Cranmer, S., McNicol, S. (2018) 'Developing digital pedagogy through learning design: An activity theory perspective.' British Journal of Educational Technology, 49(6) pp. 1131-1144.
Lewin, C., Lai, K.W., van Bergen, H., Charania, A., Ntebutse, J.G., Quinn, B., Sherman, R., Smith, D. (2018) 'Integrating Academic and Everyday Learning Through Technology: Issues and Challenges for Researchers, Policy Makers and Practitioners.' Technology, Knowledge and Learning, 23(3) pp. 391-407.
Cranmer, S., Lewin, C. (2017) 'iTEC: conceptualising, realising and recognising pedagogical and technological innovation in European classrooms.' Technology, Pedagogy and Education, 26(4) pp. 409-423.
Brodnik, A., Lewin, C. (2017) 'Guest editorial for special section on a new culture of learning: Developing computing in the curriculum and advancing digital pedagogy.' Education and Information Technologies, 22(2) pp. 417-420.
Leahy, M., Davis, N., Lewin, C., Charania, A., Nordin, H., Orlič, D., Butler, D., Lopez-Fernadez, O. (2016) 'Smart Partnerships to Increase Equity in Education.' The Journal of Educational Technology and Society, 19(3) pp. 84-98.
Solomon, Y., Lewin, C. (2015) 'Measuring ‘progress’: performativity as both driver and constraint in school innovation.' Journal of Education Policy, 31(2) pp. 226-238.
Greenhow, C., Lewin, C. (2015) 'Social media and education: reconceptualizing the boundaries of formal and informal learning.' Learning, Media and Technology, 41(1) pp. 6-30.
Lewin, C., Solomon, Y. (2013) 'Silencing the school bell? Reflecting on One School’s Transformational Journey.' International Review of Qualitative Research, 6(3) pp. 376-394.
Lewin, C. (2012) 'ICT and effective practices in science education: Lessons learned and future directions.' pp. 227-244.
Lewin, C., Facer, K., Tsai, C.C. (2012) 'Learning futures: education, technology and sustainability - The CAL 2011 conference..' Comput. Educ., 59pp. 1-2.
Lewin, C. (2012) 'Primary schools and ICT: learning from pupil perspectives.' EDUCATIONAL REVIEW, 64(4) pp. 511-512.
Lewin, C., Colley, H. (2011) 'Professional capacity for 14-19 career guidance in England: Some baseline data.' British Journal of Guidance and Counselling, 39(1) pp. 1-24.
Colley, H., Chadderton, C., Lewin, C. (2010) 'Changing career guidance practice in Connexions: a question of ethics?.' Career Guidance Today, 18(3) pp. 30-33.
Lewin, C., Luckin, R. (2010) 'Technology to support parental engagement in elementary education: Lessons learned from the UK..' Comput. Educ., 54pp. 749-758.
Lewin, C., Scrimshaw, P., Somekh, B., Haldane, M. (2009) 'The impact of formal and informal professional development opportunities on primary teachers' adoption of interactive whiteboards.' Technology, Pedagogy and Education, 18(2) pp. 173-185.
Lewin, C., Somekh, B., Steadman, S. (2008) 'Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice.' Education and Information Technologies, 13(4) pp. 291-303.
Somekh, B., Lewin, C. (2008) 'Information and communication technologies and the culture of schooling: understanding innovation and designing research for radical reform.' Information Technology, Education and Society, 9(2) pp. 49-64.
Leach, J., Lewin, C., Pearson, M. (2006) 'Editorial.' Learning, Media and Technology, 31(3)
Leach, J., Lewin, C., Pearson, M. (2006) 'Learning, Media and Technonlogy: Editorial.' Learning, Media and Technology, 31(2) pp. 89-91.
Leach, J., Lewin, C., Pearson, M. (2006) 'Joining forces: Introducing Learning, Media and Technology incorporating Education, Communication & Information.' Learning, Media and Technology, 31(1) pp. 1-3.
Scanlon, E., Blake, C.T., Issroff, K., Lewin, C. (2006) 'Evaluating learning technologies: frameworks and case studies..' Int. J. Learn. Technol., 2pp. 243-263.
Pearson, M., Lewin, C. (2005) 'Online education and learner autonomy: Reports from the field.' Learning, Media and Technology, 30(3) pp. 259-261.
Lewin, C., Pearson, M. (2005) 'Ringing in the changes: Introducing: Learning Media and Technology.' Learning, Media and Technology, 30(1) pp. 1-3.
Lewin, C. (2004) 'Access and use of technologies in the home in the UK: implications for the curriculum.' Curriculum journal, 15(2) pp. 139-154.
Lewin, C., Mavers, D., Somekh, B. (2003) 'Broadening access to the curriculum through using technology to link home and school: a critical analysis of reforms intended to improve students' educational attainment.' Curriculum journal, 14(1) pp. 23-53.
Lewin, C. (2000) 'Exploring the effects of talking book software in UK primary classrooms.' Journal of Research in Reading, 23(2) pp. 149-157.
Lewin, C. (1998) 'Talking book design: What do practitioners want?.' Computers and Education, 30(1-2) pp. 87-94.
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Conference papers
Cranmer, S., Lewin, C. (2022) 'Developing Inclusive Digital Pedagogies: Reflections on the Past, the Present and Future Directions.' In OCCE 2021: Digital Transformation of Education and Learning - Past, Present and Future. 642. Tampere, Finland, 17/8/2021 - 20/8/2021. Cham: Springer, pp. 67-78.
Lewin, C., Greenhow, C., Staudt Willet, K.B. (2021) 'Tweeting Across the Pond: COVID-19 Emergency Learning Networks in the United Kingdom and the United States through Twitter #Edchat.' In Society for Information Technology & Teacher Education International Conference. Online, 29/3/2021 - 2/4/2021. pp. 1769-1778.
Lewin, C., Niederhauser, D. (2020) 'Safe and Responsible Internet Use in a Connected World: Teaching Critical Thinking and Accountability to Promote Cyber-Wellness.' In International Federation of Information Processing TC3 Open Conference on Computers in Education 2020. Tata Institute of Social Sciences, Mumbai, India, 6/1/2020 - 8/1/2020.
Lewin, C., Overland, E. (2020) '"I think it’s a boys subject”: How students position themselves in relation to computer science.' In International Federation of Information Processing TC3 Open Conference on Computers in Education 2020. Tata Institute of Social Sciences, Mumbai, India, 6/1/2020 - 8/1/2020.
Overland, E., Lewin, C. (2019) '"It wasn't shouting my name": How students decide whether or not to study GCSE Computer Science.' In BERA Conference 2019. University of Manchester, 10/9/2019 - 12/9/2019.
Lewin, C., Lai, K.W., Charania, A., Quinn, B., Sherman, R. (2018) 'Integrating formal and informal learning with technologies: Issues and challenges.' In International Federation of Information Processing TC3 Open Conference on Computers in Education 2018. Linz, Austria, 25/6/2018 - 28/6/2018.
Overland, E., Lewin, C. (2018) 'The impact of the new Computing curriculum on subject choices at GCSE Level.' In London Computing Education Research Symposium https://cerc.kcl.ac.uk/lcers/. King’s College London, 11/6/2018 - 11/6/2018.
Lewin, C., Lai, K.W. (2017) 'Rethinking Learning in a Digital Age: Connecting Research, Practice, and Policy making.' In World Conference on Computers in Education. Dublin, Ireland, 3/7/2017 - 6/7/2017.
Lewin, C., McNicol, S., Whitton, N. (2017) 'Exploring young people’s views of digital games and learning.' In World Conference on Computers in Education. Dublin, Ireland, 3/7/2017 - 6/7/2017.
Hammersley-Fletcher, L.J., Lewin, C., Davies, C. (2016) 'Leading evidence-based practice across teaching school alliances.' In British Educational Research Association. Leeds, 13/9/2016 - 15/9/2016.
Holmes, M., Latham, A., Crockett, K., Lewin, C., O'Shea, J. (2015) 'Hendrix: A Conversational Intelligent Tutoring System for Java Programming.' 7/9/2015 - 9/9/2015.
Lewin, C., Cranmer, S. (2015) 'iTEC: Addressing the challenge to develop and identify innovation in European classrooms.' In International Federation of Information Processing IFIP 2015 TC3 Working conference A new culture of learning: Computing and Next Generations. Vilnius, Lithuania, 1/7/2015 - 3/7/2015.
Lewin, C., McNicol, S. (2014) 'Supporting the development of 21st century skills through ICT.' In International Federation of Information Processing KEYCIT conference. Potsdam, Germany, 1/7/2014 - 4/7/2014.
McNicol, S., Lewin, C., Keune, A., Toikkanen, T. (2014) 'Facilitating student reflection through digital technologies in the iTEC project: Pedagogically-led change in the classroom.' In First International Conference, LCT 2014 (held as part of HCI International 2014). 8524 LNCS. Heraklion, Crete, Greece, 22/6/2014 - 27/6/2014. Zaphiris, P., Ioannou, A. (ed.) Cham: Springer, pp. 297-308.