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.
Ymunodd Emily Abbinett ag Ysgol Addysg a Pholisi Cymdeithasol Caerdydd gyntaf ym mis Awst 2010 fel Cynorthwyydd Ymchwil yn gweithio ar brosiect ymchwil a ariannwyd gan ESCalate wrth gwblhau ei MSc mewn Dulliau Ymchwil Gwyddorau Cymdeithasol ym Mhrifysgol Caerdydd. Yn dilyn hynny, gweithiodd Emily ar amrywiaeth o wahanol brosiectau ymchwil gan gynnwys prosiect Ewropeaidd o'r enw Interactive Technologies in Language Teaching (iTILT) gyda 6 gwlad bartner arall o blith 27 gwlad yr UE a Thwrci. Nod y prosiect oedd hyrwyddo arfer dda wrth ddysgu ail iaith gyfathrebol gan ddefnyddio'r bwrdd gwyn rhyngweithiol (http://www.itilt.eu/).
Yn 2013, cynigiwyd swydd ddarlithio amser llawn i Emily ar y cwrs Astudiaethau Addysg BA (Anrh.) yn Ysgol Addysg a Pholisi Cymdeithasol Caerdydd.
Ochr yn ochr â’i hymrwymiadau addysgu, mae Emily hefyd yn astudio ar gyfer Ph.D. gan astudio rôl technolegau cynorthwyol ar gyfer disgyblion â nam ar eu golwg. Mae’r ymchwil yn anelu at ddefnyddio ystod o fethodolegau arloesol i archwilio sut mae technoleg gynorthwyol yn cefnogi dysgwyr â nam ar eu golwg mewn lleoliad cynradd prif ffrwd, gan ddefnyddio cysylltiadau a sefydlwyd gyda'r RNIB ac athrawon arbenigol sy’n ymwneud â disgyblion gyda nam ar eu golwg yn Ne Cymru.
