UB Paderborn / Katalog / Suche / in CDI

Teaching prototypes and pedagogical strategies in integrating Open Sim‐based virtual worlds in K‐12: Insights from perspectives and practices of teachers and students

Journal of computer assisted learning, 2023-08, Vol.39 (4), p.1141-1153

2023

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Characteristics of pedagogical change in integrating digital collaborative learning and their sustainability in a school culture: e‐CSAMR framework

Journal of computer assisted learning, 2021-06, Vol.37 (3), p.825-838

2021

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Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators' leadership experience, students' collaboration skills, and sustainability

Journal of computer assisted learning, 2020-10, Vol.36 (5), p.672-687

2020

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Mapping active and collaborative learning in higher education through annotations in hyper‐video by learning analytics

Journal of computer assisted learning, 2022-12, Vol.38 (6), p.1752-1764

2022

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Writing private and shared annotations and lurking in Annoto hyper-video in academia: Insights from learning analytics, content analysis, and interviews with lecturers and students

Educational technology research and development, 2021-04, Vol.69 (2), p.763-786

2021

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Teacher prototypes in technology-enhanced instruction in elementary school second language acquisition: Comparing routine and emergency learning in different cultures

Computers and education open, 2023-12, Vol.5, p.100155, Article 100155

2023

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Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation

Computers and education, 2017-12, Vol.115, p.69-81

2017

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Facilitating Emergency Remote K-12 Teaching in Computing-Enhanced Virtual Learning Environments During COVID-19 Pandemic - Blessing or Curse?

Journal of educational computing research, 2021-12, Vol.59 (7), p.1243-1271

2021

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How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?

The Internet and higher education, 2020-04, Vol.45, p.100722, Article 100722

2020

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Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning

Professional development in education, 2022-10, Vol.48 (5), p.734-750

2022

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Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

Education and information technologies, 2017-05, Vol.22 (3), p.769-787

2017

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Digital technologies for promoting "student voice" and co-creating learning experience in an academic course

Instructional science, 2018-04, Vol.46 (2), p.315-336

2018

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From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic

Computers and education, 2023-08, Vol.201, p.104831-104831, Article 104831

2023

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Active Learning by Visual Programming: Pedagogical Perspectives of Instructivist and Constructivist Code Teachers and Their Implications on Actual Teaching Strategies and Students’ Programming Artifacts

Journal of educational computing research, 2022-03, Vol.60 (1), p.28-55

2022

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Developing Digital Wisdom by Students and Teachers: The Impact of Integrating Tablet Computers on Learning and Pedagogy in an Elementary School

Journal of educational computing research, 2016-12, Vol.54 (7), p.967-996

2016

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Pedagogical strategies employed in the Emergency Remote Learning Environment during the COVID-19 pandemic: The tale of teachers and school ICT coordinators

Learning environments research, 2024-01

2024

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Professional Development of Code and Robotics Teachers Through Small Private Online Course (SPOC): Teacher Centrality and Pedagogical Strategies for Developing Computational Thinking of Students

Journal of educational computing research, 2021-07, Vol.59 (4), p.763-791

2021

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Typology of digital leadership roles tasked with integrating new technologies into teaching: Insights from metaphor analysis

Journal of research on technology in education, 2022-01, Vol.54 (1), p.92-107

2022

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What are the pedagogical characteristics of elementary emergency e-learning? Crosschecking learning activities’ analysis with perspectives of teachers, students and parents

Research and practice in technology enhanced learning, 2023-03, Vol.18, p.38

2023

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Which Pedagogical Parameters Predict the General Quality of ICT Integration from the Perspective of Elementary School Leaders?

Computers in the schools, 2017-07, Vol.34 (3), p.168-191

2017

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Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders

Computers in the schools, 2018-01, Vol.35 (1), p.32-48

2018

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The Added Value of Simulations in 3D Virtual Worlds for Professional Training of First Aid Medical Teams

Responsive and Sustainable Educational Futures, 2023, Vol.14200, p.648-655

2023

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ICT Coordinators' TPACK-Based Leadership Knowledge in Their Roles as Agents of Change

Journal of information technology education, 2017, Vol.16, p.169-188

2017

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Empowerment Patterns of Leaders in ICT and School Strengths Following the Implementation of National ICT Reform

Journal of information technology education, 2013, Vol.12, p.141-158

2013

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National ICT Program- A Lever to Change Teachers' Work

American journal of educational research (Print), 2014-08, Vol.2 (9), p.727-734

2014

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Teaching prototypes and pedagogical strategies in integrating Open Sim‐based virtual worlds in K‐12: Insights from perspectives and practices of teachers and students

Characteristics of pedagogical change in integrating digital collaborative learning and their sustainability in a school culture: e‐CSAMR framework

Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators' leadership experience, students' collaboration skills, and sustainability

Mapping active and collaborative learning in higher education through annotations in hyper‐video by learning analytics

Writing private and shared annotations and lurking in Annoto hyper-video in academia: Insights from learning analytics, content analysis, and interviews with lecturers and students

Teacher prototypes in technology-enhanced instruction in elementary school second language acquisition: Comparing routine and emergency learning in different cultures

Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation

Facilitating Emergency Remote K-12 Teaching in Computing-Enhanced Virtual Learning Environments During COVID-19 Pandemic - Blessing or Curse?

How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?

Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning

Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

Digital technologies for promoting "student voice" and co-creating learning experience in an academic course

From face-to-face to online: Teachers' perceived experiences in online distance teaching during the Covid-19 pandemic

Active Learning by Visual Programming: Pedagogical Perspectives of Instructivist and Constructivist Code Teachers and Their Implications on Actual Teaching Strategies and Students’ Programming Artifacts

Developing Digital Wisdom by Students and Teachers: The Impact of Integrating Tablet Computers on Learning and Pedagogy in an Elementary School

Pedagogical strategies employed in the Emergency Remote Learning Environment during the COVID-19 pandemic: The tale of teachers and school ICT coordinators

Professional Development of Code and Robotics Teachers Through Small Private Online Course (SPOC): Teacher Centrality and Pedagogical Strategies for Developing Computational Thinking of Students

Typology of digital leadership roles tasked with integrating new technologies into teaching: Insights from metaphor analysis

What are the pedagogical characteristics of elementary emergency e-learning? Crosschecking learning activities’ analysis with perspectives of teachers, students and parents

Which Pedagogical Parameters Predict the General Quality of ICT Integration from the Perspective of Elementary School Leaders?

Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders

The Added Value of Simulations in 3D Virtual Worlds for Professional Training of First Aid Medical Teams

ICT Coordinators' TPACK-Based Leadership Knowledge in Their Roles as Agents of Change

Empowerment Patterns of Leaders in ICT and School Strengths Following the Implementation of National ICT Reform

National ICT Program- A Lever to Change Teachers' Work

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