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Understanding the relationship between teachers' pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

Educational technology research and development, 2017-06, Vol.65 (3), p.555-577

2017

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Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning

Computers and education, 2013-05, Vol.64, p.175-182

2013

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Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?

Educational technology research and development, 2005-01, Vol.53 (4), p.25-39

Ertmer, Peggy A.

2005

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Teacher beliefs and technology integration practices: A critical relationship

Computers and education, 2012-09, Vol.59 (2), p.423-435

2012

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Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom

Computers and education, 2012-11, Vol.59 (3), p.937-945

2012

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MOOCocracy: the learning culture of massive open online courses

Educational technology research and development, 2016-12, Vol.64 (6), p.1013-1032

2016

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Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective

Performance improvement quarterly, 2013, Vol.26 (2), p.43-71

2013

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Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect

Journal of research on technology in education, 2010-01, Vol.42 (3), p.255-284

2010

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An investigation of the factors that influence preservice teachers' intentions and integration of Web 2.0 tools

Educational technology research and development, 2016-02, Vol.64 (1), p.37-64

2016

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Goldilocks and TPACK: Is the Construct 'Just Right?'

Journal of research on technology in education, 2013-12, Vol.46 (2), p.103-128

2013

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Teacher value beliefs associated with using technology: Addressing professional and student needs

Computers and education, 2010-11, Vol.55 (3), p.1321-1335

2010

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Facilitation strategies and problem space coverage: comparing face-to-face and online case-based discussions

Educational technology research and development, 2018-06, Vol.66 (3), p.639-670

2018

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Instructional design, facilitation, and perceived learning outcomes: an exploratory case study of a human trafficking MOOC for attitudinal change

Educational technology research and development, 2016-12, Vol.64 (6), p.1273-1300

2016

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Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration

Educational technology research and development, 1999-01, Vol.47 (4), p.47-61

Ertmer, Peggy A.

1999

Volltextzugriff (PDF)

Fostering complex problem solving for diverse learners: engaging an ethos of intentionality toward equitable access

Educational technology research and development, 2020-04, Vol.68 (2), p.679-702

2020

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Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

Journal of teacher education, 2019-09, Vol.70 (4), p.319-334

2019

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Online case-based discussions: examining coverage of the afforded problem space

Educational technology research and development, 2014-10, Vol.62 (5), p.617-636

2014

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Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study

Journal of computer-mediated communication, 2007-01, Vol.12 (2), p.412-433

2007

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Exploring Factors that Predict Preservice Teachers' Intentions to Use Web 2.0 Technologies Using Decomposed Theory of Planned Behavior

Journal of research on technology in education, 2012-12, Vol.45 (2), p.171-196

2012

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Examining the Role of the Instructor in Problem-centered Instruction

TechTrends, 2015-07, Vol.59 (4), p.96-103

2015

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Facilitated versus non-facilitated online case discussions: comparing differences in problem space coverage

Journal of computing in higher education, 2015-08, Vol.27 (2), p.69-93

2015

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Student-content interactions in online courses: the role of question prompts in facilitating higher-level engagement with course content

Journal of computing in higher education, 2011-12, Vol.23 (2-3), p.157-186

2011

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Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach

British journal of educational technology, 2008-07, Vol.39 (4), p.631-643

2008

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Erratum to: Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

Educational technology research and development, 2017-06, Vol.65 (3), p.577-577

2017

Volltextzugriff (PDF)

Examining Instructional Design Principles Applied by Experienced Designers in Practice

Performance improvement quarterly, 2016-07, Vol.29 (2), p.169-192

2016

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Understanding the relationship between teachers' pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning

Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?

Teacher beliefs and technology integration practices: A critical relationship

Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom

MOOCocracy: the learning culture of massive open online courses

Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective

Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect

An investigation of the factors that influence preservice teachers' intentions and integration of Web 2.0 tools

Goldilocks and TPACK: Is the Construct 'Just Right?'

Teacher value beliefs associated with using technology: Addressing professional and student needs

Facilitation strategies and problem space coverage: comparing face-to-face and online case-based discussions

Instructional design, facilitation, and perceived learning outcomes: an exploratory case study of a human trafficking MOOC for attitudinal change

Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration

Fostering complex problem solving for diverse learners: engaging an ethos of intentionality toward equitable access

Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

Online case-based discussions: examining coverage of the afforded problem space

Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study

Exploring Factors that Predict Preservice Teachers' Intentions to Use Web 2.0 Technologies Using Decomposed Theory of Planned Behavior

Examining the Role of the Instructor in Problem-centered Instruction

Facilitated versus non-facilitated online case discussions: comparing differences in problem space coverage

Student-content interactions in online courses: the role of question prompts in facilitating higher-level engagement with course content

Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach

Erratum to: Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

Examining Instructional Design Principles Applied by Experienced Designers in Practice

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