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Active Learning and Preservice Teachers’ Experiences in an Online Course: A Case Study
Vonderwell, S. & Turner, S. (1997). Active Learning and Preservice Teachers’ Experiences in an Online Course: A Case Study. Journal of Technology and Teacher Education. Charlottesville, VA: Society for Information Technology & Teacher Education.
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Teaching Computers to Tell Learning Stories: Using Critical Narrative Theory to Frame Design and Evaluation Strategies for Online Educational Experiences
Voithofer, R. (2004). Teaching Computers to Tell Learning Stories: Using Critical Narrative Theory to Frame Design and Evaluation Strategies for Online Educational Experiences. Journal of Educational Multimedia and Hypermedia, 13(1), 47-72. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
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A Strategy for Technology Training As Part of a Master’s Program Conducted at a School Site
Adams, S.T. (2005). A Strategy for Technology Training As Part of a Master’s Program Conducted at a School Site. Journal of Technology and Teacher Education, 13(3), 493-514. Norfolk, VA: Society for Information Technology & Teacher Education.
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Content Area Specific Technology Integration: A Model For Educating Teachers
Dexter, S., Doering, A.H. & Riedel, E. (2006). Content Area Specific Technology Integration: A Model For Educating Teachers. Journal of Technology and Teacher Education, 14(2), 325-345. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Pedagogical TICKIT: Web Conferencing to Promote Communication and Support During Teacher Professional Development
Bonk, C.J., Ehman, L., Hixon, E. & Yamagata-Lynch, L. (2002). Pedagogical TICKIT: Web Conferencing to Promote Communication and Support During Teacher Professional Development. Journal of Technology and Teacher Education, 10(2), 205-233. Norfolk, VA: Society for Information Technology & Teacher Education.
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Using Technology as a Tool for Learning and Developing 21st Century Skills: an Examination of Technology Use by Pre-Service Teachers with their K-12 Students
Thieman, G. (2008). Using Technology as a Tool for Learning and Developing 21st Century Skills: an Examination of Technology Use by Pre-Service Teachers with their K-12 Students. Contemporary Issues in Technology and Teacher Education, 8(4), 342-366. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
Schnittka, C. & Bell, R. (2009). Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction. Contemporary Issues in Technology and Teacher Education, 9(2), 131-159. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Effectiveness and impact of technology-enabled project-based learning with the use of process prompts in teacher education
Chen, C.H. & Chan, L.H. (2011). Effectiveness and impact of technology-enabled project-based learning with the use of process prompts in teacher education. Journal of Technology and Teacher Education, 19(2), 141-167. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Preservice Social Studies Teachers’ Historical Thinking and Digitized Primary Sources: What They Use and Why
Salinas, C., Bellows, M.E. & Liaw, H.L. (2011). Preservice Social Studies Teachers’ Historical Thinking and Digitized Primary Sources: What They Use and Why. Contemporary Issues in Technology and Teacher Education, 11(2), 184-204. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Secondary English Teachers’ Perspectives on the Design and Use of Classroom Websites
Janicki, E. & Chandler-Olcott, K. (2012). Secondary English Teachers’ Perspectives on the Design and Use of Classroom Websites. Contemporary Issues in Technology and Teacher Education, 12(2), 122-144. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Assessing Preservice Teachers' Information and Communication Technologies Knowledge
Kovalik, C., Kuo, C.L. & Karpinski, A. (2013). Assessing Preservice Teachers' Information and Communication Technologies Knowledge. Journal of Technology and Teacher Education, 21(2), 179-202. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Seeking Information for School Purposes on the Internet
Gunn, H., Hepburn, G. & Hepburn, G. (2003). Seeking Information for School Purposes on the Internet. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 29(1),. Canadian Network for Innovation in Education.
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Self-Regulated Inquiry with Networked Resources
Nesbit, J., Winne, P. & Winne, P. (2003). Self-Regulated Inquiry with Networked Resources. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 29(3),. Canadian Network for Innovation in Education.
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Revisiting the "Sleeping Giant" Metaphor: Is It Still Sleeping in the Commonwealth of Virginia, and Is It Still Really a Giant?
David, H. & van Hover, S. (2014). Revisiting the "Sleeping Giant" Metaphor: Is It Still Sleeping in the Commonwealth of Virginia, and Is It Still Really a Giant?. Contemporary Issues in Technology and Teacher Education, 14(2), 141-157. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Teacher Beliefs and Their Influence on Technology Use: A Case Study
Shifflet, R. & Weilbacher, G. (2015). Teacher Beliefs and Their Influence on Technology Use: A Case Study. Contemporary Issues in Technology and Teacher Education, 15(3), 368-394. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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Identifying Elements of Social Identity Development for Mathematics Teachers in the Western Cape, South Africa for Professional Online Engagement
Leendertz, V. & Blignaut, S. (2014). Identifying Elements of Social Identity Development for Mathematics Teachers in the Western Cape, South Africa for Professional Online Engagement. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 181-191). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).
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First steps towards a university social network on personal learning environments
Marin Diaz, V., Vazquez Martinez, A. & McMullin, K. .
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A narrative approach to studying the diversification of inquiry learning across instructional settings
Rutten, N., van Joolingen, W., Haverkamp-Hermans, G., Bogner, F., Kretschmer, T., Stracke, C., Lameras, P., Chioccariello, A., Doran, R., Tiemann, R., Kastrinogiannis, T., Maravic, J., Crotty, Y., Kelly, C., Markaki, V., Lazoudis, A., Koivula, J. & Polymatidis, D. (2015). A narrative approach to studying the diversification of inquiry learning across instructional settings. International Journal of Education and Development using ICT, 11(2),. Open Campus, The University of the West Indies, West Indies.
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The contribution of online (web-based) courses as perceived by students with learning disabilities and “average” students
Ronen, I. & Shonfeld, M. (2017). The contribution of online (web-based) courses as perceived by students with learning disabilities and “average” students. International Journal on E-Learning, 16(4), 395-416. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching
Debbagh, M. & Jones, W.M. (2017). Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 739-751). Washington, DC: Association for the Advancement of Computing in Education (AACE).