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• The Effect of Blended Learning and Social Media-Supported Learning on the Students' Attitude and Self-Directed Learning Skills in Science Education

  Akgunduz, D. & Akinoglu, O. (2016). The Effect of Blended Learning and Social Media-Supported Learning on the Students' Attitude and Self-Directed Learning Skills in Science Education. Turkish Online Journal of Educational Technology, 15(2), 106-115.

• Faculty of Education Students' Computer Self-Efficacy Beliefs and Their Attitudes towards Computers and Implementing Computer Supported Education

  Berkant, H.G. (2016). Faculty of Education Students' Computer Self-Efficacy Beliefs and Their Attitudes towards Computers and Implementing Computer Supported Education. European Journal of Contemporary Education, 15(1), 123-135.

• An Evaluation of Digital Stories Created for Social Studies Teaching

  Seker, B.S. (2016). An Evaluation of Digital Stories Created for Social Studies Teaching. Journal of Education and Practice, 7(29), 18-29.

• Providing Context for Technology Integration: Teacher Candidates Engage in Real-World Data Collection

  Foster, J., Swanson, D., Blocher, J.M., Armfield, S., Blocher, L. & Sujo-Montes, L. (2019). Providing Context for Technology Integration: Teacher Candidates Engage in Real-World Data Collection. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1412-1416). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• Relearning of the Teachers: Effect of Training in Universal Design for Learning on Teacher’s Knowledge and Skills and Learners’ Achievement

  Aashna, K. & Apoorva, P. (2019). Relearning of the Teachers: Effect of Training in Universal Design for Learning on Teacher’s Knowledge and Skills and Learners’ Achievement. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1471-1481). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• THE INFLUENCE OF LEARNING STYLES AND METACOGNITIVE SKILLS ON STUDENTS’ CRITICAL THINKING IN THE CONTEXT OF STUDENT CREATIVITY PROGRAM

  Samsudin, D. & Hardini, T. (2019). THE INFLUENCE OF LEARNING STYLES AND METACOGNITIVE SKILLS ON STUDENTS’ CRITICAL THINKING IN THE CONTEXT OF STUDENT CREATIVITY PROGRAM. International Journal of Education, 11(2), 117-124. UPI Press.

• Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course

  Brown, J., Ring-Whalen, E., Roehrig, G. & Ellis, J. (2018). Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course. International Journal of Designs for Learning, 9(1), 14-33. Assiciation for Educational Communications & Technology / Indiana University Bloomington.

• Hybrid Learning by Using Brilian Applications as One of the Learning Alternatives to Improve Learning Outcomes in College

  Hariadi, B., Sunarto, D., Sudarmaningtyas, P. & Jatmiko, B. (2019). Hybrid Learning by Using Brilian Applications as One of the Learning Alternatives to Improve Learning Outcomes in College. International Journal of Emerging Technologies in Learning (iJET), 14(10), 34-45. Kassel, Germany: International Journal of Emerging Technology in Learning.

• Preservice teachers’ technology integration attitude change in a course implementing digital badges

  Watson, S.L., Yu, J.H., Alamri, H. & Watson, W.R. (2020). Preservice teachers’ technology integration attitude change in a course implementing digital badges. Journal of Technology and Teacher Education, 28(1), 89-116. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Culturally Responsive Teaching Toolbox

  Bergantz, L. & Gale, M. (2020). Culturally Responsive Teaching Toolbox. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 670-673). Online: Association for the Advancement of Computing in Education (AACE).

• Exploring Bourdieu’s Field Theory in Terms of K12 Online Learning: A Review of Literature

  Jackson, B. & Jones, W.M. (2020). Exploring Bourdieu’s Field Theory in Terms of K12 Online Learning: A Review of Literature. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 685-692). Online: Association for the Advancement of Computing in Education (AACE).

• “History Comes Alive”: Implications for Teacher Professional Development on Place-Based Local History

  Walters, K.L., Kopcha, T.J. & Lawton, C.R. (2020). “History Comes Alive”: Implications for Teacher Professional Development on Place-Based Local History. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1520-1529). Online: Association for the Advancement of Computing in Education (AACE).

• A Critical Examination of Participation in an Online Community of Practice to Inform Digital Pedagogy

  Gurjar, N. (2018). A Critical Examination of Participation in an Online Community of Practice to Inform Digital Pedagogy. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2265-2273). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• Factors Affecting Participation of Preservice Teachers in E-Democracy

  Sendag, S. & Toker, S. (2016). Factors Affecting Participation of Preservice Teachers in E-Democracy. Journal of Educational Technology, 13(2), 30-46.

• Toward a Useable Protocol for Identifying and Evaluating Classroom Ready Online Educational Resources for Social Studies

  Mullins, R., Hicks, D., Ogle, T., Schilder, E. & van Hover, S. (2016). Toward a Useable Protocol for Identifying and Evaluating Classroom Ready Online Educational Resources for Social Studies. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2709-2721). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• Educational use of social network sites: Are social media putting the ‘social’ in learning for international students?

  Sleeman, J. (2016). Educational use of social network sites: Are social media putting the ‘social’ in learning for international students?. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1283-1288). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE).

• Charting New Directions in Educational Research

  Gibson, D., Knezek, G., Ifenthaler, D., Voogt, J., Christensen, R. & Schildkamp, K. (2017). Charting New Directions in Educational Research. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 973-979). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).

• Teacher PD for Emerging Technologies: 3D Printing Projects & Makerspaces

  Trust, T. & Maloy, R. (2018). Teacher PD for Emerging Technologies: 3D Printing Projects & Makerspaces. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1282-1286). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• The Impact of the Flipped Classroom Model on Students' Academic Achievement

  Cabı, E. (2018). The Impact of the Flipped Classroom Model on Students' Academic Achievement. The International Review of Research in Open and Distributed Learning, 19(3),. Athabasca University Press.

• Web-based Education and Accessibility

  Dinc, E. (2017). Web-based Education and Accessibility. International Journal of Technology in Education and Science, 1(1), 29-35.