Search results for author:"Amina Cviko"
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Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis
Computers & Education Vol. 72, No. 1 (March 2014) pp. 68–79
The present study aims to provide insight into the value of different teacher roles in designing and implementing technology-rich learning activities for early literacy. Three cases, each with a different teacher role (executor-only, re-designer, co-...
Educational Technology Research and Development Vol. 60, No. 1 (February 2012) pp. 31–54
PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching...
Technology, Pedagogy and Education Vol. 24, No. 4 (2015) pp. 443–459
Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought ...
Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology
Wilfried Admiraal; Monika Louws; Ditte Lockhorst; Tineke Paas; Michael Buynsters; Amina Cviko; Caressa Janssen; Mario de Jonge; Suzan Nouwens; Lysanne Post; Frauke van der Ven; Liesbeth Kester
Computers & Education Vol. 114, No. 1 (November 2017) pp. 57–68
In many innovations in technology and education in secondary schools, teachers are the crucial agents of these innovations. To select, match and support groups of teachers for particular school projects, school principals could be supported with...