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• A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab

  Zinger, D., Naranjo, A., Amador, I., Gilbertson, N. & Warschauer, M. (2017). A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab. Contemporary Issues in Technology and Teacher Education, 17(3), 388-410. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness

  Martin, N., Kelly, N. & Terry, P. (2018). A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness. Australasian Journal of Educational Technology, 34(2),. Australasian Society for Computers in Learning in Tertiary Education.

• Preservice Teachers’ Microblogging: Professional Development via Twitter

  Carpenter, J. (2015). Preservice Teachers’ Microblogging: Professional Development via Twitter. Contemporary Issues in Technology and Teacher Education, 15(2), 209-234. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Research Highlights in Technology and Teacher Education 2016

  Liu, L. & Gibson, D. (2016). Research Highlights in Technology and Teacher Education 2016. Society for Information Technology & Teacher Education.

• OER: A European Policy Perspective

  Alquézar Sabadie, J.M., Castaño Muñoz, J., Puni, Y., Redecker, C. & Vuorikari, R. (2014). OER: A European Policy Perspective. Journal of Interactive Media in Education, 2014(1),.

• Learning outside the walls of the classroom: Engaging the digital natives

  Veira, A., Leacock, C. & Warrican, S. (2014). Learning outside the walls of the classroom: Engaging the digital natives. Australasian Journal of Educational Technology, 30(2),. Australasian Society for Computers in Learning in Tertiary Education.

• Examining Preservice Teachers' Classroom Management Decisions in Three Case-Based Teaching Approaches

  Demiraslan-Çevik, Y. & Andre, T. (2013). Examining Preservice Teachers' Classroom Management Decisions in Three Case-Based Teaching Approaches. International Journal of Education in Mathematics, Science and Technology, 1(1), 25-42.

• Peer assessment among secondary school students: Introducing a peer feedback tool in the context of a computer supported inquiry learning environment in science

  Tsivitanidou, O., Zacharia, Z.C., Hovardas, T. & Nicolaou, A. (2012). Peer assessment among secondary school students: Introducing a peer feedback tool in the context of a computer supported inquiry learning environment in science. Journal of Computers in Mathematics and Science Teaching, 31(4), 433-465. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• The model of domain learning as a framework for understanding Internet navigation

  Schrader, P.G., Lawless, K. & Mayall, H. (2008). The model of domain learning as a framework for understanding Internet navigation. Journal of Educational Multimedia and Hypermedia, 17(2), 235-258. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Structured Communities, Science Instruction Development, And The Use Of Blogging In A Pre-Service Elementary Teacher Education Program

  Wall, S., Anderson, J. & Justice, J. (2014). Structured Communities, Science Instruction Development, And The Use Of Blogging In A Pre-Service Elementary Teacher Education Program. Journal of Technology and Teacher Education, 22(3), 361-395. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Understanding Learners’ Motivation and Learning Strategies in MOOCs

  Alario-Hoyos, C., Estvez-Ayres, I., Prez-Sanagustn, M., Delgado Kloos, C. & Fernndez-Panadero, C. (2017). Understanding Learners’ Motivation and Learning Strategies in MOOCs. The International Review of Research in Open and Distributed Learning, 18(3),. Athabasca University Press.

• A Case Study in an Integrated Development and Problem Solving Environment

  Deek, F. (2003). A Case Study in an Integrated Development and Problem Solving Environment. Journal of Interactive Learning Research, 14(3), 333-359. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).

• Secondary Teachers’ Concerns in Adopting Learning Management Systems: A U.S. Perspective

  Lochner, B., Conrad, R.M. & Graham, E. (2014). Secondary Teachers’ Concerns in Adopting Learning Management Systems: A U.S. Perspective. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1216-1224). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).

• Dialogue Patterns of Preservice Science Teachers Using Asynchronous Computer-Mediated Communications on the World Wide Web

  PARK, J.C. & BODZIN, A.M. (2000). Dialogue Patterns of Preservice Science Teachers Using Asynchronous Computer-Mediated Communications on the World Wide Web. Journal of Computers in Mathematics and Science Teaching, 19(2), 161-194. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).

• A case study of blended teaching and learning in a New Zealand secondary school, using an ecological framework

  Zaka, P. (2013). A case study of blended teaching and learning in a New Zealand secondary school, using an ecological framework. Journal of Open, Flexible, and Distance Learning, 17(1), 24-40. Distance Education Association of New Zealand.

• The added value of advice when learners can control their tool use.

  Vandewaetere, M. (2012). The added value of advice when learners can control their tool use. Journal of Educational Multimedia and Hypermedia, 21(2), 187-209. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue

  Noroozi, O., McAlister, S. & Mulder, M. (2016). Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue. The International Review of Research in Open and Distributed Learning, 17(3),. Athabasca University Press.

• Improving Grade One Students’ Reading Motivation with Online Electronic Storybooks

  Ciampa, K. (2012). Improving Grade One Students’ Reading Motivation with Online Electronic Storybooks. Journal of Educational Multimedia and Hypermedia, 21(1), 5-28. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Transforming Pre-Service Teachers’ Metacognitive Planning and Self-efficacy in a Flipped Classroom Environment

  Ibrahim, M. & Watts, A. (2016). Transforming Pre-Service Teachers’ Metacognitive Planning and Self-efficacy in a Flipped Classroom Environment. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1433-1444). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• When Knowledge Isn’t Power: The Influence of Prior Knowledge on Question Generation Training

  Sullins, J., Acuff, S., Neely, D. & Hu, X. (2018). When Knowledge Isn’t Power: The Influence of Prior Knowledge on Question Generation Training. Journal of Educational Multimedia and Hypermedia, 27(2), 245-265. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).