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• Enabling Collaboration and Video Assessment: Exposing Trends in Science Preservice Teachers’ Assessments

  Borowczak, M. & Burrows, A. (2016). Enabling Collaboration and Video Assessment: Exposing Trends in Science Preservice Teachers’ Assessments. Contemporary Issues in Technology and Teacher Education, 16(2), 127-150. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Meaning Making and Connectibility in the V/virtualSphere: Leveraging Social Media and Mobile Technologies in Qualitative Research

  Eley, E.K. (2016). Meaning Making and Connectibility in the V/virtualSphere: Leveraging Social Media and Mobile Technologies in Qualitative Research. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1044-1049). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• Teaching in 21st Century New Learning Ecosystems: Agile PD

  Kaminski Mumford, J., Fiala, L. & Daulton, M. (2016). Teaching in 21st Century New Learning Ecosystems: Agile PD. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2101-2107). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• Preservice Science Teachers’ TPACK Development In a Post-Baccalaureate Master of Arts in Teaching Program

  Kessler, A. (2016). Preservice Science Teachers’ TPACK Development In a Post-Baccalaureate Master of Arts in Teaching Program. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2905-2908). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• Web 2.0 Technologies: The Best-Fit Model for Preservice Teachers

  Amundson, L. (2017). Web 2.0 Technologies: The Best-Fit Model for Preservice Teachers. Journal of Technology and Teacher Education, 25(2), 131-154. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• A Case Study of a Professional Learning Community in a Highly Diverse Blended School

  Stevens, M. & Rice, M. (2016). A Case Study of a Professional Learning Community in a Highly Diverse Blended School. In Proceedings of E-Learn: World Conference on E-Learning (pp. 485-495). Washington, DC, United States: 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).

• The TWUFCL experiment: Authentic engagement with technology for teacher candidates and education professionals.

  Sourdot, L.A., Smith, C., Anderson, G. & Whitworth, J. (2017). The TWUFCL experiment: Authentic engagement with technology for teacher candidates and education professionals. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2470-2473). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).

• (Future) Teachers’ Use of Technology and Development of TPACK: Insights from a Global Perspective

  Voogt, J., Valtonen, T., Sointu, E., Kontkanen, S., Kukkonen, J., Pöntinen, S., Tondeur, J., Siddiq, F., Scherer, R., Baran, E., Smits, A., Bruijn, R., La Roi, H., van Renssen, F., Vellekoop, H., van Velze, L., Zhang, L. & Rosenberg, J. (2017). (Future) Teachers’ Use of Technology and Development of TPACK: Insights from a Global Perspective. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2499-2502). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).

• Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching

  De Paepe, L., Zhu, C. & Depryck, K. (2017). Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 557-564). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE).

• Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching

  De Paepe, L., Zhu, C. & Depryck, K. (2018). Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching. Journal of Interactive Learning Research, 29(1), 129-142. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

• Beyond the Walls of the Classroom: Introduction to the IJELL Special Series of Chais Conference 2017 Best Papers

  Geri, N., Blau, I., Caspi, A., Kalman, Y., Silber-Varod, V. & Eshet-Alkalai, Y. (2017). Beyond the Walls of the Classroom: Introduction to the IJELL Special Series of Chais Conference 2017 Best Papers. Interdisciplinary Journal of E-Learning and Learning Objects, 13(1), 143-150. Informing Science Institute.

• Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les coles rurales de Terre-Neuve et du Labrador

  Maich, K., Van Rhijn, T., Woods, H. & Brochu, K. (2017). Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les coles rurales de Terre-Neuve et du Labrador. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 43(2),. Canadian Network for Innovation in Education.

• Digital inclusion of secondary schools’ subject teachers in Bolivia

  Popova, I. & Fabre, G. (2017). Digital inclusion of secondary schools’ subject teachers in Bolivia. International Journal of Education and Development using ICT, 13(3),. Open Campus, The University of the West Indies, West Indies.

• Understanding the use of Technological Tools (iPads) teaching a specific mathematics topic through the PCK-EC model – Case study

  Pena-Morales, M., Pelton, T. & Francis-Pelton, L. (2018). Understanding the use of Technological Tools (iPads) teaching a specific mathematics topic through the PCK-EC model – Case study. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2101-2108). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• Mobile Learning Practices in Initial Teacher Education: Illustrations from Three Teacher Educators

  Obonyo, C., Davis, N. & Fickel, L. (2018). Mobile Learning Practices in Initial Teacher Education: Illustrations from Three Teacher Educators. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2424-2429). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• Faculty Members' Perceptions of the Integration, Affordances, and Challenges of Mobile Learning

  Ishtaiwa, F., Khaled, A. & Dukmak, S. (2016). Faculty Members' Perceptions of the Integration, Affordances, and Challenges of Mobile Learning. The Journal of Distance Education / Revue de l'ducation Distance, 30(2),. Athabasca University Press.

• Il modello TPACK nella formazione delle competenze digitali dei docenti. Normative ministeriali e implicazioni pedagogiche

  Di Blas, N., Fabbri, M. & Ferrari, L. (2018). Il modello TPACK nella formazione delle competenze digitali dei docenti. Normative ministeriali e implicazioni pedagogiche. Italian Journal of Educational Technology, 26(1), 24-38. Ortona, Italy: Edizioni Menabò - Menabò srl.

• Students’ perceptions of ICT use in higher education context

  Valtonen, T., Sointu, E., Kukkonen, J. & Kankaanpää, J. (2018). Students’ perceptions of ICT use in higher education context. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 431-439). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).

• Effectiveness of Undergraduate Instructional Design Assistants in Scaling a Teacher Education Open Badge System

  Randall, D.L., Farmer, T. & West, R.E. (2019). Effectiveness of Undergraduate Instructional Design Assistants in Scaling a Teacher Education Open Badge System. Contemporary Issues in Technology and Teacher Education, 19(4), 825-849. Waynesville, NC USA: Society for Information Technology & Teacher Education.