Works matching IS 00071013 AND DT 2021 AND VI 52 AND IP 6
Results: 18
Exploring digital transformation through pretend play in kindergarten.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2130, doi. 10.1111/bjet.13142
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Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2145, doi. 10.1111/bjet.13163
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ICT self‐efficacy mediates most effects of university ICT support on preservice teachers' TPACK: Evidence from three normal universities in China.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2319, doi. 10.1111/bjet.13141
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Families' digital media use: Intentions, rules and activities.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2162, doi. 10.1111/bjet.13161
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Digitalisation in early childhood: Approaches, effects and critical views.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2097, doi. 10.1111/bjet.13166
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Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2359, doi. 10.1111/bjet.13145
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- Article
Are pre‐service teachers disinclined to utilise embodied humanoid social robots in the classroom?
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2340, doi. 10.1111/bjet.13144
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Exploring the reliability and its influencing factors of peer assessment in massive open online courses.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2263, doi. 10.1111/bjet.13143
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Connections and disconnections between home and kindergarten: A case study of a 4‐year old child's digital practices and experiences in early childhood.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2178, doi. 10.1111/bjet.13140
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Software‐based intervention with digital manipulatives to support student conceptual understandings of fractions.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2299, doi. 10.1111/bjet.13139
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- Article
Effects of the group‐regulation promotion approach on students' individual and collaborative learning performance, perceptions of regulation and regulation behaviours in project‐based tasks.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2278, doi. 10.1111/bjet.13138
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- Article
Multimodal play: A threshold concept for early childhood curriculum?
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2118, doi. 10.1111/bjet.13127
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Effect of three network visualizations on students' social‐cognitive engagement in online discussions.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2242, doi. 10.1111/bjet.13126
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The pedagogy of multiliteracies as a code breaker: A suggestion for a transversal approach to computing education in basic education.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2227, doi. 10.1111/bjet.13125
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- Article
Challenges and barriers to Austrian early childhood educators' participation in online professional development programmes.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2192, doi. 10.1111/bjet.13124
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- Article
Make‐believe play with the Internet of Toys: A case for multimodal playscapes.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2100, doi. 10.1111/bjet.13110
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- Article
Effects of virtual reality application on skill learning for optical‐fibre fusion splicing.
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- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2209, doi. 10.1111/bjet.13118
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- Article
Issue Information.
- Published in:
- British Journal of Educational Technology, 2021, v. 52, n. 6, p. 2093, doi. 10.1111/bjet.12976
- Publication type:
- Article