Staff Profiles

• Cognitive development and patterns of Internet use
• Effective instructional and clinical applications of Internet technologies
• Situated Internet literacy (e.g., Functional Internet Literacy, Supportive Internet Literacy, and an Ecological Approach to Internet Literacy)

• Internet use and child development during primary school
• Virtual communities for those who self-injure
• Internet use and psychological functioning during late adulthood

COS Expertise ID #1364800

http://myprofile.cos.com/Genevieve1955

• Understanding Learning
• Introductory Psychology
• Individual and Social Psychology
• Developmental Psychology
• Applied Social Psychology
• Developmental and Learning Characteristics of Exceptional Children
• Atypical Development
• Inclusive Education: Adapting Instruction for Students with Special Needs
• Psychology of Exceptional Children and Youth
• Life Span Educational Psychology
• Learning, Instructional Psychology, and Educational Practice
• Adolescent Development for Educators
• Advanced Assessment and Instruction of Exceptional Learners
• Cognitive Assessment

• Human Development and Education
• Cognition, Learning, and Education
• Research and Applied Issues in Special Education: Children at Risk

Unit Coordinator for Understanding Learning 155

• Canadian Psychological Association
• International Association for the Development of the Information Society
• American Educational Research Association
• Canadian Society for the Study of Education
• Alberta Teachers' Association

• 2008: Emerald Literati Network Award of Excellence
• 2006: Alberta Colleges and Technical Institutes Innovation in Teaching Commendation
• 1990-1992: Post-Doctoral Fellowship. Social Sciences and Humanities Research Council of Canada
• 1988-1989: Doctoral Fellowship. Social Sciences and Humanities Research Council of Canada
• 1988-1989: Graduate Faculty Fellowship. Educational Psychology, University of Alberta, Canada

Book Chapters (Authored, Research Quality)

• Johnson, G, and Johnson, J. 2010. Dimensions of online behavior: Implications for engineering e-learning. In Technological Developments in Education and Automation, eds M. Iskander, V. Kapila, & M. A. Karim, 61-66. Netherlands: Springer.
• Johnson, G. 2008. Functional Internet literacy: Required cognitive skills with implications for instruction.. In Digital literacy: Concepts, policies and practices, 33-46. New York: Peter Lang.
• Johnson, G, and Johnson, J. 2008. RSGUI with reverse prediction algorithm.. In Granular computing: At the junction of rough sets and fuzzy sets., eds R. Bello, R. Falcón, W. Pedrycz, & J. Kacprzyk, 287-306. Berlin: Springer.

Refereed Articles (Scholarly Journals)

• Erickson, J, and Johnson, G. 2011. Internet Use and Psychological Wellness during late Adulthood. Canadian Journal on Aging 30: 197-209.
• Johnson, G. 2011. Self-Esteem and Use of the Internet among Young School-Age Children. International Journal of Psychological Studies 3: 48-53.
• Johnson, G. 2011. Internet Activities and Developmental Predictors: Gender Differences Among Digital Natives. Journal of Interactive Online Learning 10: 64-76.
• Johnson, G. 2010. Internet use and child development: The techno-microsystem. Australian Journal of Educational and Developmental Psychology (AJEDP) 10: 32-43.
• Johnson, G. 2010. Internet use and child development: Validation of the ecological techno-subsystem.. Educational Technology and Society 13(1): 176-185.
• Johnson, G, and Johnson, J. 2010. Building knowledge around complex objects using InfoBright Data Warehousing technology. International Journal of Database Theory and Application 3(2): 31-46.
• Kulpa, A, Zastawny, S, and Johnson, G. 2010. E-message boards for those who self-injure: Implications for e-health. International Journal of Mental Health and Addictions 8: 566-569.
• Johnson, G. 2010. Young children's Internet use at home and school: Patterns and Profiles. Journal of early childhood research 8(3): 282-293.
• Johnson, G, and Bratt, S. 2009. Technology education students: E-tutors for school children. British Journal of Educational Technology 40: 32-41.
• Johnson, G. 2009. At-home Internet behavior and cognitive development during middle childhood. Technology, Instruction, Cognition, and Learning 6: 213-229.
• Johnson, G. 2008. The relative learning benefits of synchronous and asynchronous text-based discussion.. British Journal of Educational Technology 39: 166-169.
• Johnson, G, and Puplampu, K. 2008. A conceptual framework for understanding the effect of the Internet on child development: The ecological techno-subsystem.. Canadian Journal of Learning and Technology 34: 19-28.
• Johnson, G. 2008. Cognitive processing differences between frequent and infrequent Internet users.. Computers in Human Behavior 24: 2094-2106.
• Johnson, G. 2008. Online study tools: College student preference versus impact on achievement.. Computers in Human Behavior 24: 930-939.
• Johnson, G. 2008. Verbal and visual reasoning in relation to patterns of Internet use. Internet Research 18: 382-392.
• Johnson, G. 2008. Firm systems thinking: Unifying educational problem solving.. Systems Research and Behavioral Science 25: 797-805.
• Johnson, G. 2007. Restricted versus unrestricted learning: Synthesis of recent meta-analyses.. AACE Journal 15: 267-278.
• Johnson, G. 2007. College student Internet use: Convenience and amusement.. Canadian Journal of Learning & Technology 33: 141-157.
• Johnson, G, and Kupla, A. 2007. Dimensions of online behavior: Toward a user typology.. CyberPsychology, Behavior and Social Networking 10: 773-780.
• Johnson, G. 2007. Functional Internet literacy: Required cognitive skills with implications for instruction.. E-Learning and Digital Media 4: 433-441.
• Johnson, G. 2007. Learning style under two web-based study conditions.. Educational Psychology 27: 617-634.
• Johnson, G. 2007. The Internet Vocabulary Test for Children: Preliminary development.. Internet Research 17: 235-248.
• Johnson, G. 2007. Practice-as-inquiry in higher education.. Journal on Excellence in College Teaching 18: 27-40.

Fully written papers (Refereed Conference proceedings)

• Johnson, G, and Broadley, T. 2011. Learning style and digital activity: an ecological study. ASCILITE 2011 Changing demands, changing directions, 04/12/2011. Hobart, Tasmania: University of Tasmania.
• Johnson, G, and Broadley, T. 2011. Learning style and digital activity: an ecological study. Ascilite Annual Conference, 04/12/2011. Hobart, Tasmania: University of Tasmania.
• Johnson, G. 2011. Learning Style and Interaction Preference: Application of Moore's Typology. Global Learn Asia Pacific 2011, 28/03/2011. Melbourne, Australia: AACE.
• Johnson, G. 2011. Online Communities for those who Self-Injure: A Description of Members with Implications for Adolescent Health. Global Learn Asia Pacific 2011, 28/03/2011. Melbourne, Australia: AACE.
• Johnson, G, and Gaudin, K. 2011. The Student Alcohol Screening Test (SAST): Proposal and Exploration. AARE Conference 2011, 27/11/2011. Hobart, Tasmania: Australian Association for Research in Education.
• Johnson, J, and Johnson, G. 2008. Internet use and cognitive development during childhood: The ecological techno-subsystem.. IADIS International Conference Information Systems 2008, 09/04/2008. Algarve, Portugal: IADIS - International Association for Development of the Information Society.
• Johnson, J, and Johnson, G. 2008. Internet use and complex cognitive processes.. IADIS International Conference, E-Society 2008,, 09/04/2008. Algarve, Portugal: International Association for Development of the Information Society (IADIS).
• Johnson, G, Code, J, and Zaparyniuk, N. 2007. Internet use and cognitive skills: Planning, attention, simultaneous and successive processing.. World Conference on Educational Multimedia, Hypermedia & Telecommunications 2007, 25/06/2007. Norfolk, VA: AACE-Association for the Advancement of Computing in Education.
• Johnson, G, Zaparyniuk, N, and Code, J. 2007. Online behavior and cognitive development.. World Conference on Educational Multimedia, Hypermedia & Telecommunications 2007, 25/06/2007. Norfolk, VA: AACE-Association for the Advancement of Computing in Education.