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ORCIDEducation and Information Technologies, Volume 14
Volume 14, Number 1, March 2009
- Ian Selwood:
Editorial. 1-2 - Ton Mooij
:
Education and ICT-based self-regulation in learning: Theory, design and implementation. 3-27 - Julie McLeod, Sheri Vasinda:
Electronic portfolios: Perspectives of students, teachers and parents. 29-38 - Ofra Korat:
The effects of CD-ROM storybook reading on Israeli children's early literacy as a function of age group and repeated reading. 39-53 - Andrea Kienle:
Intertwining synchronous and asynchronous communication to support collaborative learning - system design and evaluation. 55-79 - Annina Ropponen:
Experiences of learning and satisfaction with teaching of basic courses of ergonomics over Internet - the Ergonetti program. 81-88 - Dick Ng'ambi, Suki Goodman:
Bridging distance between actual and potential development: A case of using ICT mediated consultation tool. 89-102
Volume 14, Number 2, June 2009
- Mac Nason:
Hiltz, S.R., & Goldman, R. (Eds.). (2005). Learning together online: Research on asynchronous learning networks. 103-104 - Mike Joy, Jane E. Sinclair, Shanghua Sun, Jirarat Sitthiworachart, Javier López-González:
Categorising computer science education research. 105-126 - Sue Cranmer, Neil Selwyn, John Potter:
Exploring primary pupils' experiences and understandings of 'e-safety'. 127-142 - Ling Hu, Mary Webb:
Integrating ICT to higher education in China: From the perspective of Activity Theory. 143-161 - Anna Spyrtou, Evripidis Hatzikraniotis, Petros Kariotoglou:
Educational software for improving learning aspects of Newton's Third Law for student teachers. 163-187 - Salim Akoojee, Fabian Arends:
Intermediate-level ICT skills and development in South Africa: Private provision form suited to national purpose! 189-204
Volume 14, Number 3, September 2009
- Vasiliki Spiliotopoulou-Papantoniou, Anthi Karatrantou, Chris T. Panagiotakopoulos, Gerasimos Koustourakis:
Visual representations of the internet in greek school textbooks and students' experiences. 205-227 - Paolo Davoli, Matteo Monari, Kerstin Severinson Eklundh:
Peer activities on Web-learning platforms - Impact on collaborative writing and usability issues. 229-254 - Kibum Kim, Scott A. Turner, Manuel A. Pérez-Quiñones:
Requirements for electronic note taking systems: A field study of note taking in university classrooms. 255-283
Volume 14, Number 4, December 2009
- Tjeerd Plomp, Joke Voogt:
Pedagogical practices and ICT use around the world: Findings from the IEA international comparative study SITES2006. 285-292 - Willem J. Pelgrum, Joke Voogt:
School and teacher factors associated with frequency of ICT use by mathematics teachers: Country comparisons. 293-308 - Nancy Law:
Mathematics and science teachers' pedagogical orientations and their use of ICT in teaching. 309-323 - Joke Voogt:
How different are ICT-supported pedagogical practices from extensive and non-extensive ICT-using science teachers? 325-343 - Sarah J. Howie, A. Seugnet Blignaut:
South Africa's readiness to integrate ICT into mathematics and science pedagogy in secondary schools. 345-363 - Inge M. Bryderup, Anne Larson, Marlene Quisgaard Trentel:
ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark: From a lifelong learning paradigm to a traditional paradigm? 365-379 - Allan H. K. Yuen, Man Wai Lee, Nancy Law:
School leadership and teachers' pedagogical orientations in Hong Kong: A comparative perspective. 381-396
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