Cambridge Journal of Education Volume 32, Number 2, ISSN 0305-764X
States the role of information and communications technology (ICTs) in education is not homogeneous, only some are designed to support learning. Considers the role of ICT in two models of a British science curriculum: (1) based on empirical science; and (2) based on a model of scientific reasoning. (BT)
McFarlane, A. & Sakellariou, S. (2002). The Role of ICT in Science Education. Cambridge Journal of Education, 32(2), 219.
Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model
Syh-Jong Jang & Meng-Fang Tsai, Chung-Yuan Christian University
Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)
Ron MacDonald & Angela Larter, University of Prince Edward Island, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1044–1049
An ICT Strategy for Teacher Education: A Case Study on a Collaborative Process from Visions to Implementation
Matti Lattu, Jari Lavonen, Kalle Juuti & Veijo Meisalo, University of Helsinki, Finland
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1720–1726
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