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• Art Ed Maker PD Experience: Impacts of an Immersive Professional Development For “Making” STEM Connections In K-12 Art Classrooms

  Smith, S. (2018). Art Ed Maker PD Experience: Impacts of an Immersive Professional Development For “Making” STEM Connections In K-12 Art Classrooms. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1273-1281). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• Online TESOL Teacher Education: outcome of a Pilot Project

  Filice, S. & Bardetti, D. (2018). Online TESOL Teacher Education: outcome of a Pilot Project. Journal of e-Learning and Knowledge Society, 14(2),. Italian e-Learning Association.

• The Effectiveness of Integrating Interactive Technology in Reading Comprehension: A Case Study of Jamaica’s Grade SchoolNew Article

  IYARE, N., James, J. & Amonde, T. (2018). The Effectiveness of Integrating Interactive Technology in Reading Comprehension: A Case Study of Jamaica’s Grade SchoolNew Article. Journal of Information Technology Education: Research, 17(1), 227-246. Informing Science Institute.

• The Current State of The Art in Learning Spaces: A Systematic Review Study

  Durak, G. & Cankaya, S. (2018). The Current State of The Art in Learning Spaces: A Systematic Review Study. International Journal of Emerging Technologies in Learning (iJET), 13(11), 208-224. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Effects of Web-based Cognitive Apprenticeship and Time Management on the Development of Computing Skills in Cloud Classroom: A Quasi-Experimental Approach

  Tsai, C.W., Shen, P.D., Wu, H.C. & Chen, Y.F. (2016). Effects of Web-based Cognitive Apprenticeship and Time Management on the Development of Computing Skills in Cloud Classroom: A Quasi-Experimental Approach. International Journal of Information and Communication Technology Education, 12(3), 1-12. IGI Global.

• Lessons in Copyright Activism: K-12 Education and the DMCA 1201 Exemption Rulemaking Process

  Hobbs, R. (2016). Lessons in Copyright Activism: K-12 Education and the DMCA 1201 Exemption Rulemaking Process. International Journal of Information and Communication Technology Education, 12(1), 50-63. IGI Global.

• ICT in Education: Evaluating the Concerns of the In-Service Students of Fiji National University

  Dubey, A. (2016). ICT in Education: Evaluating the Concerns of the In-Service Students of Fiji National University. International Journal of Information and Communication Technology Education, 12(4), 37-50. IGI Global.

• Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers' Use of Communication Strategies

  Ottley, J.R., Grygas Coogle, C., Rahn, N.L. & Spear, C.F. (2017). Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers' Use of Communication Strategies. Topics in Early Childhood Special Education, 36(4), 218-229.

• Teachers' Intention to Continue Using Virtual Learning Environment (VLE): Malaysian Context

  Awang, H., Aji, Z.M., Yaakob, M.F.M., Osman, W.R.S., Mukminin, A. & Habibi, A. (2018). Teachers' Intention to Continue Using Virtual Learning Environment (VLE): Malaysian Context. Journal of Technology and Science Education, 8(4), 439-452.

• Encouraging Reflection and Critical Friendship in Preservice Teacher Education

  Bognar, B. & Krumes, I. (2017). Encouraging Reflection and Critical Friendship in Preservice Teacher Education. Center for Educational Policy Studies Journal, 7(3), 87-112.

• The Opinions of the Turkish Teacher Candidates about the Webquest

  Akçay, A. (2017). The Opinions of the Turkish Teacher Candidates about the Webquest. Universal Journal of Educational Research, 5(11), 1986-1994.

• "L2 Assessment and Testing" Teacher Education: An Exploration of Alternative Assessment Approaches Using New Technologies

  Papadima-Sophocleous, S. (2017). "L2 Assessment and Testing" Teacher Education: An Exploration of Alternative Assessment Approaches Using New Technologies. Presented at EUROCALL 2017 Conference 2017.

• Tech-Based Approaches to Supporting and Engaging Diverse Learners: Visual Strategies for Success

  Bryans-Bongey, S.E. (2018). Tech-Based Approaches to Supporting and Engaging Diverse Learners: Visual Strategies for Success. Contemporary Issues in Education Research, 11(2), 43-54.

• Stakeholders' Views about the FATIH Project: Smart EFL Classrooms

  Eksi, G.Y. & Yesilyurt, Y.E. (2018). Stakeholders' Views about the FATIH Project: Smart EFL Classrooms. Journal of Language and Linguistic Studies, 14(1), 360-376.

• Drivers and Barriers to Adopting Gamification: Teachers' Perspectives

  Sánchez-Mena, A. & Martí-Parreño, J. (2017). Drivers and Barriers to Adopting Gamification: Teachers' Perspectives. Electronic Journal of e-Learning, 15(5), 434-443.

• Whether Experience and Training of Teachers Affect Their Attitude towards Continuous and Comprehensive Evaluation (CCE)?

  Sahanowas, S.K. & Halder, S. (2016). Whether Experience and Training of Teachers Affect Their Attitude towards Continuous and Comprehensive Evaluation (CCE)?. Journal on School Educational Technology, 12(1), 30-38.

• The Challenges of Integrating Mobile Technology in the Classroom Examining an iPad Professional Development Project

  Barbour, M.K., Grzebyk, T.Q., Grant, M.M. & Siko, J. (2017). The Challenges of Integrating Mobile Technology in the Classroom Examining an iPad Professional Development Project. Journal on School Educational Technology, 12(3), 22-33.

• One Must Also Be an Artist: Online Delivery of Teacher Education

  Cutcher, A. & Cook, P. (2016). One Must Also Be an Artist: Online Delivery of Teacher Education. International Journal of Education & the Arts, 17(13),.

• Telecollaboration in Secondary EFL: A Blended Teacher Education Course

  Whyte, S. & Gijsen, L. (2016). Telecollaboration in Secondary EFL: A Blended Teacher Education Course. Presented at Conference on Telecollaboration in Higher Education 2016.

• An Assessment of Teachers' Abilities to Support Blended Learning Implementation in Tanzanian Secondary Schools

  Kihoza, P.D., Zlotnikova, I., Bada, J.K. & Kalegele, K. (2016). An Assessment of Teachers' Abilities to Support Blended Learning Implementation in Tanzanian Secondary Schools. Contemporary Educational Technology, 7(1), 60-84.