Session Information
16 SES 05 A, Technology Enhanced Learning: Problems and Promises (Part 1)
Symposium, continued in 16 SES 06 A
Contribution
Method
Expected Outcomes
References
Andrews, R. and Haythornthwaite, C. (2007). The Handbook of E-learning Research, London: Sage. Coles, A.M. (2008). Identification of Barriers to Participation in a Practice-based Virtual Learning Environment. ECER Conference Gothenberg Dexter, S., Seashore, K. R., & Anderson, R. E. (2002). Contributions of professional community to exemplary use of ICT. Journal of Computer Assisted Learning, 18 (4), 489-497. Howe, N., & Strauss, W. (2000). Millennials Rising: The Next Great Generation. New York: Vintage Original. Joned, A. and Coles, A .M.(2007). ICT use in the Learning and Skills Sector: The Learners’ Perspectives. ECER Conference Ghent Kelchtermanns, G. (2006). Teacher collaboration and collegiality as workplace conditions. Zeitschrift für Pädagogik, 52 (2), 220-237. Krumsvik, R. (2005). ICT and community of practice. Scandinavian Journal of Educational Research, 49 (1), 27-50. Law, N. & Chow, A. (2008). Teacher Characteristics, Contextual Factors, and How These Affect the Pedagogical Use of ICT. In Law, N., Pelgrum, W.J., & Plomp, T. (eds.). Pedagogy and ICT Use in schools around the world – findings from the IEA SITES 2006 Study. CERC Studies in Comparative Education 23. Hongkong: Springer, 181-219. Loeber, R., Slot, N. W., Laan, P. van der, & Hoeve, M. (2008). (Eds.). Tomorrow’s criminals: The development of child delinquency and effective interventions. Farnham, UK: Ashgate. Looi, C.-K., Lim, W.-Y., & Chen, W. (2009). Communities of Practice for continuing professional development in the twenty-first century. In J. Voogt & G. Knezek (2009). International Handbook of Information Technology in Primary and Secondary Education. New York: Springer, 489-506. Mooij, T. (2005). National campaign effects on secondary pupils’ bullying and violence. British Journal of Educational Psychology, 75(3), 489-511. Mooij, T. (2006). Theoretical and methodological significance of Information and Communication Technology in educational practice. European Educational Research Journal, 5(2), 77-79. Mooij, T. (2007). Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education. Computers in Human Behavior, 23(3), 1499-1530. Myllari, J., Ahlberg, M. & Dillon, P. (2009). The dynamics of an on-line knowledge building community. A five-year longitudinal study. Accepted for publication in BJEDT. Oblinger, D., & Oblinger, J. L. (Eds.). (2005). Educating the Net Generation. Washington, DC: Educause. Picciano, A. G. (2002). Beyond Student Perceptions: Issues of Interaction, Presence and Performance in an Online Course. Journal for Asynchronous learning Networks, 6 (1), 21-40 Schulz-Zander, R., Büchter, A., & Dalmer, R. (2002). The role of ICT as a promoter of students’ cooperation. Journal of Computer Assisted Learning,18 (4), 438-448. Shapley, K., Sheehan, D., Sturges, K., Caranikas-Walker, F., Huntsberger, B., & Maloney, C. (2006). Evaluation of the Texas Immersion Pilot. First-Year Results. http://www.txtip.info/images/06.05.06_ eTxTIP-_Year_1_Report.pdf [05.01.2009]. Steffens, K. (2006). Self-Regulated Learning in Technology Enhanced Learning Environments: lessons of a European peer review. European Journal of Education, 41, (3/4), 353-379. Tearle, P. (2004). A theoretical and instrumental framework for implementing change in ICT in education. Cambridge Journal of Education, 34 (3), 331-351. Tyack, D. & Tobin, W. (1994). The “Grammar” of schooling: Why Has it Been so Hard to Change? American Educational Research Journal, (31)3, 453-480. Zimmerman, B.J. (2000) Attaining self-regulation: a social cognitive perspective, in: M. Boekaerts, P. Pintrich, & M. Zeidner (Eds) Handbook of Self-Regulation. New York: Academic Press, 13-39.
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