Cathie Norris

1.5k total citations
20 papers, 841 citations indexed

About

Cathie Norris is a scholar working on Information Systems, Education and Developmental and Educational Psychology. According to data from OpenAlex, Cathie Norris has authored 20 papers receiving a total of 841 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Information Systems, 9 papers in Education and 6 papers in Developmental and Educational Psychology. Recurrent topics in Cathie Norris's work include Mobile Learning in Education (9 papers), ICT in Developing Communities (7 papers) and Innovative Teaching and Learning Methods (5 papers). Cathie Norris is often cited by papers focused on Mobile Learning in Education (9 papers), ICT in Developing Communities (7 papers) and Innovative Teaching and Learning Methods (5 papers). Cathie Norris collaborates with scholars based in United States, Australia and Singapore. Cathie Norris's co-authors include Elliot Soloway, Chee‐Kit Looi, Peter Seow, Wenli Chen, Lung Hsiang Wong, Gean Chia, Baohui Zhang, Hyo‐Jeong So, Roy Pea and Tom H. Brown and has published in prestigious journals such as Communications of the ACM, Computers & Education and Journal of Computer Assisted Learning.

In The Last Decade

Cathie Norris

15 papers receiving 736 citations

Peers

Cathie Norris

IS

EDUCA

DEP

CSA

SPS

Peter Seow Singapore

Tom H. Brown South Africa

Qing-Ke Fu China

Inmaculada Arnedillo‐Sánchez Ireland

Cathleen Norris United States

Yao Ting Sung Taiwan

Mikko Vesisenaho Finland

Christoph Göth Switzerland

Niwat Srisawasdi Thailand

Tzu‐Chi Yang Taiwan

Peter Seow Singapore

Cathie Norris

821 ×1.4

IS

613 ×1.6

EDUCA

444 ×1.3

DEP

259 ×1.5

CSA

255 ×1.6

SPS

Citations per year, relative to Cathie Norris Cathie Norris (= 1×) peers Peter Seow

Countries citing papers authored by Cathie Norris

Since Specialization

Citations

This map shows the geographic impact of Cathie Norris's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Cathie Norris with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Cathie Norris more than expected).

Fields of papers citing papers by Cathie Norris

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Cathie Norris. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Cathie Norris. The network helps show where Cathie Norris may publish in the future.

Co-authorship network of co-authors of Cathie Norris

This figure shows the co-authorship network connecting the top 25 collaborators of Cathie Norris. A scholar is included among the top collaborators of Cathie Norris based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Cathie Norris. Cathie Norris is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Soloway, Elliot, et al.. (2024). Using a Next-Gen Platform and Deeply Digital Curricula to Support Alpha and iGen Learners and Their Teachers. 6(2). 216–225. 1 indexed citations

2.

Guzdial, Mark, Alan Kay, Cathie Norris, & Elliot Soloway. (2019). Computational thinking should just be good thinking. Communications of the ACM. 62(11). 28–30. 25 indexed citations

3.

Norris, Cathie & Elliot Soloway. (2017). The Collabrify Research Platform: A research tool for studying synchronous collaboration in the classroom. IDEALS (University of Illinois Urbana-Champaign).

4.

Khaddage, Ferial, Gerald Knezek, Cathie Norris, & Elliot Soloway. (2015). Barriers and Limitations of Mobile Device Integration: The Case of Nan Chiau Primary School (Singapore). Society for Information Technology & Teacher Education International Conference. 2015(1). 2420–2424. 1 indexed citations

5.

Khaddage, Ferial, Rhonda Christensen, Wing‐Fu Lai, et al.. (2015). A model driven framework to address challenges in a mobile learning environment. Education and Information Technologies. 20(4). 625–640. 32 indexed citations

6.

Khaddage, Ferial, Gerald Knezek, Cathie Norris, & Elliot Soloway. (2014). Smartphones as Learning Devices in Primary School:A Case Study from Singapore. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2014(1). 980–986. 1 indexed citations

7.

Warren, Scott, et al.. (2014). Transforming the doctorate from residential to online: A Distributed PhD Learning Technologies. TechTrends. 58(4). 19–26. 7 indexed citations

8.

Looi, Chee‐Kit, Daner Sun, Longkai Wu, et al.. (2014). Implementing mobile learning curricula in a grade level: Empirical study of learning effectiveness at scale. Computers & Education. 77. 101–115. 43 indexed citations

9.

Norris, Cathie, et al.. (2013). Social Media: Is there a Need for Professional Best Practice Etiquette for Undergraduate Students. Society for Information Technology & Teacher Education International Conference. 2013(1). 3765–3773. 1 indexed citations

10.

Norris, Cathie, et al.. (2012). Under What Conditions Does Computer Use Positively Impact Student Achievement? Supplemental vs. Essential Use. Society for Information Technology & Teacher Education International Conference. 2012(1). 2021–2028. 4 indexed citations

11.

Zhang, Baohui, Chee‐Kit Looi, Peter Seow, et al.. (2010). Deconstructing and reconstructing: Transforming primary science learning via a mobilized curriculum. Computers & Education. 55(4). 1504–1523. 95 indexed citations

12.

Zhang, Baopeng, Wenli Chen, Peter Seow, et al.. (2010). 1:1 mobile inquiry learning experience for primary science students: a study of learning effectiveness. Journal of Computer Assisted Learning. 27(3). 269–287. 104 indexed citations

13.

Looi, Chee‐Kit, Lung Hsiang Wong, Hyo‐Jeong So, et al.. (2009). Anatomy of a mobilized lesson: Learning my way. Computers & Education. 53(4). 1120–1132. 137 indexed citations

14.

Chan, Tak-Wai, Jeremy Roschelle, Sherry Hsi, et al.. (2006). ONE-TO-ONE TECHNOLOGY-ENHANCED LEARNING: AN OPPORTUNITY FOR GLOBAL RESEARCH COLLABORATION. Research and Practice in Technology Enhanced Learning. 1(1). 3–29.

15.

Chan, Tak-Wai, Jeremy Roschelle, Sherry Hsi, et al.. (2006). ONE-TO-ONE TECHNOLOGY-ENHANCED LEARNING: AN OPPORTUNITY FOR GLOBAL RESEARCH COLLABORATION. Research and Practice in Technology Enhanced Learning. 1(1). 3–29. 297 indexed citations

16.

Owen, Alice, Rhonda Christensen, Gerald Knezek, et al.. (2006). Lessons learned from 1-to-1 laptop initiatives: reflections on critical components. University of Southern Queensland ePrints (University of Southern Queensland). 2006(1). 4366–4371. 4 indexed citations

17.

Quintana, Chris, Elliot Soloway, & Cathie Norris. (2005). Learner-centered design: developing software that scaffolds learning. 499–500. 2 indexed citations

18.

Luchini, Kathleen, et al.. (2004). More than just fun and games. 1375–1378. 77 indexed citations

19.

Abbas, June, et al.. (2002). Analyzing middle school students' use of the ARTEMIS Digital Library. 107–108. 3 indexed citations

20.

Soloway, Elliot & Cathie Norris. (1998). Using technology to address old problems in new ways. Communications of the ACM. 41(8). 11–18. 7 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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