Δευτέρα, 1 Φεβρουαρίου 2016

British Journal of Educational Technology (BJET)

British Journal of Educational Technology (BJET)


 Vol. 47, n°1, 1/2015

 
  • Debating the links between education, training and national growth—An exercise in the design of compelling arguments, or affect versus intellect, Alex Romiszowski
  • The co-dependent relationship of technology and communities, Daniel W. Surry and Fredrick W. Baker III
  • Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics, Andreja Istenic Starčič, Mara Cotic, Ian Solomonides and Marina Volk
  • The perils of a lack of student engagement: Reflections of a “lonely, brave, and rather exposed” online instructor, Philip Stott
  • Elementary school teachers' ICT use in the classroom and their motivators for using ICT, Çelebi Uluyol and Sami Şahin
  • The scale for the self-efficacy and perceptions in the safe use of the Internet for teachers: The validity and reliability studies, Nadire Cavus and Erinc Ercag
  • Comparing the use of the interpersonal computer, personal computer and pen-and-paper when solving arithmetic exercises, Cristián Alcoholado, Anita Diaz, Arturo Tagle, Miguel Nussbaum and Cristián Infante
  • Assessment and learning technologies: An overview, Treasa Farrell and Nick Rushby
  • Beyond performance data: Improving student help seeking by collecting and displaying influential data in an online middle-school science curriculum, Samantha G. Daley, Garron Hillaire and LeeAnn M. Sutherland
  • Barriers to blended digital distance vocational learning for non-traditional students, Kimberly Safford and Julia Stinton
  • Learning with serious games: Is fun playing the game a predictor of learning success?, Nina Iten and Dominik Petko
  • Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers, Emmanuel Tsekleves, John Cosmas and Amar Aggoun
  • Mobile apps for reflection in learning: A design research in K-12 education, Teemu Leinonen, Anna Keune, Marjaana Veermans and Tarmo Toikkanen
  • The interaction of child–parent shared reading with an augmented reality (AR) picture book and parents' conceptions of AR learning, Kun-Hung Cheng and Chin-Chung Tsai


http://onlinelibrary.wiley.com/doi/10.1111/bjet.2016.47.issue-1/issuetoc?campaign=woletoc

Δεν υπάρχουν σχόλια: