UB Paderborn / Katalog / Suche / in CDI

Using cultural historical activity theory to examine how teachers seek and share knowledge in a peer-to-peer professional development network

Australasian Journal of Educational Technology, 2017-01, Vol.33 (1), p.98-113

Trust, Torrey

2017

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Six Key Elements Identified in an Active and Thriving Blended Community of Practice

TechTrends, 2019-03, Vol.63 (2), p.108-115

2019

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Continuity and change in educators’ professional learning networks

Journal of educational change, 2022-02, Vol.23 (1), p.85-113

2022

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Educators’ Interests, Prior Knowledge and Questions Regarding Augmented Reality, Virtual Reality and 3D Printing and Modeling

TechTrends, 2021-07, Vol.65 (4), p.548-561

2021

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Sharing and self-promoting: An analysis of educator tweeting at the onset of the COVID-19 pandemic

Computers and education open, 2021-12, Vol.2, p.100038, Article 100038

2021

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The interplay of five elements of influence on educators’ PLN actions

Teaching and teacher education, 2021-01, Vol.97, p.103195, Article 103195

2021

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Learning through Making: Emerging and Expanding Designs for College Classes

TechTrends, 2018, Vol.62 (1), p.19-28

2018

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Professional Learning Networks Designed for Teacher Learning

Australian educational computing, 2012-09, Vol.27 (1), p.34

Trust, Torrey

2012

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Motivation, Empowerment, and Innovation: Teachers' Beliefs About How Participating in the Edmodo Math Subject Community Shapes Teaching and Learning

Journal of research on technology in education, 2017-04, Vol.49 (1-2), p.16-30

Trust, Torrey

2017

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Cameras Optional? Examining Student Camera Use from a Learner-Centered Perspective

TechTrends, 2023-05, p.1-13

2023

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'I never feel alone in my classroom': teacher professional growth within a blended community of practice

Professional development in education, 2017-08, Vol.43 (4), p.645-665

2017

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New Model of Teacher Learning in an Online Network

Journal of research on technology in education, 2016-10, Vol.48 (4), p.290-305

Trust, Torrey

2016

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Professional Learning Networks Designed for Teacher Learning

Journal of digital learning in teacher education, 2012-06, Vol.28 (4), p.133-138

Trust, Torrey

2012

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2017 ISTE Standards for Educators: From Teaching With Technology to Using Technology to Empower Learners

Journal of digital learning in teacher education, 2018-01, Vol.34 (1), p.1-3

Trust, Torrey

2018

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Why Do We Need Technology in Education?

Journal of digital learning in teacher education, 2018-04, Vol.34 (2), p.54-55

Trust, Torrey

2018

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Screen Time, Laptop Bans, and the Fears that Shape the Use of Technology for Learning

Journal of digital learning in teacher education, 2018-07, Vol.34 (3), p.130-131

Trust, Torrey

2018

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Deconstructing an Online Community of Practice: Teachers' Actions in the Edmodo Math Subject Community

Journal of digital learning in teacher education, 2015-04, Vol.31 (2), p.73-81

Trust, Torrey

2015

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Moving beyond silos: professional learning networks in higher education

The Internet and higher education, 2017-10, Vol.35, p.1-11

2017

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The Top Five Trends in Edtech According to ISTE 2017

Journal of digital learning in teacher education, 2017-10, Vol.33 (4), p.126-127

Trust, Torrey

2017

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Preparing Future Teachers to Redefine Learning With Technology

Journal of digital learning in teacher education, 2017-04, Vol.33 (2), p.44-45

Trust, Torrey

2017

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Preparing K-12 Students and Preservice Educators for an Uncertain Future

Journal of digital learning in teacher education, 2017-07, Vol.33 (3), p.88-88

Trust, Torrey

2017

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College student engagement in OER design projects: Impacts on attitudes, motivation, and learning

Active learning in higher education, 2023-11, Vol.24 (3), p.353-371

2023

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The Social Affordances of Technology

Journal of digital learning in teacher education, 2017-01, Vol.33 (1), p.2-3

Trust, Torrey

2017

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Should Teachers Be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic

Journal of technology and teacher education, 2020, Vol.28 (2), p.189

2020

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Together We Are Better

Journal of digital learning in teacher education, 2016-10, Vol.32 (4), p.116-116

Trust, Torrey

2016

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Using cultural historical activity theory to examine how teachers seek and share knowledge in a peer-to-peer professional development network

Six Key Elements Identified in an Active and Thriving Blended Community of Practice

Continuity and change in educators’ professional learning networks

Educators’ Interests, Prior Knowledge and Questions Regarding Augmented Reality, Virtual Reality and 3D Printing and Modeling

Sharing and self-promoting: An analysis of educator tweeting at the onset of the COVID-19 pandemic

The interplay of five elements of influence on educators’ PLN actions

Learning through Making: Emerging and Expanding Designs for College Classes

Professional Learning Networks Designed for Teacher Learning

Motivation, Empowerment, and Innovation: Teachers' Beliefs About How Participating in the Edmodo Math Subject Community Shapes Teaching and Learning

Cameras Optional? Examining Student Camera Use from a Learner-Centered Perspective

'I never feel alone in my classroom': teacher professional growth within a blended community of practice

New Model of Teacher Learning in an Online Network

Professional Learning Networks Designed for Teacher Learning

2017 ISTE Standards for Educators: From Teaching With Technology to Using Technology to Empower Learners

Why Do We Need Technology in Education?

Screen Time, Laptop Bans, and the Fears that Shape the Use of Technology for Learning

Deconstructing an Online Community of Practice: Teachers' Actions in the Edmodo Math Subject Community

Moving beyond silos: professional learning networks in higher education

The Top Five Trends in Edtech According to ISTE 2017

Preparing Future Teachers to Redefine Learning With Technology

Preparing K-12 Students and Preservice Educators for an Uncertain Future

College student engagement in OER design projects: Impacts on attitudes, motivation, and learning

The Social Affordances of Technology

Should Teachers Be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic

Together We Are Better

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