Teacher design knowledge for technology enhanced learning: an ecological framework for investigating assets and needs.
- Published in:
- Instructional Science, 2015, v. 43, n. 2, p. 181, doi. 10.1007/s11251-014-9337-2
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- Publication type:
- Article
Works matching IS 00204277 AND DT 2015 AND VI 43 AND IP 2
Results: 7
1
2
Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units.
- Published in:
- Instructional Science, 2015, v. 43, n. 2, p. 229, doi. 10.1007/s11251-014-9338-1
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- Publication type:
- Article
3
Collaborative design as a form of professional development.
- Published in:
- Instructional Science, 2015, v. 43, n. 2, p. 259, doi. 10.1007/s11251-014-9340-7
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- Publication type:
- Article
4
A fingerprint pattern of supports for teachers' designing of technology-enhanced learning.
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- Instructional Science, 2015, v. 43, n. 2, p. 283, doi. 10.1007/s11251-014-9342-5
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- Publication type:
- Article
5
Teachers as designers of technology enhanced learning.
- Published in:
- Instructional Science, 2015, v. 43, n. 2, p. 173, doi. 10.1007/s11251-014-9343-4
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- Publication type:
- Article
6
Do we need teachers as designers of technology enhanced learning?
- Published in:
- Instructional Science, 2015, v. 43, n. 2, p. 309, doi. 10.1007/s11251-015-9346-9
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- Publication type:
- Article
7
Teachers as participatory designers: two case studies with technology-enhanced learning environments.
- Published in:
- Instructional Science, 2015, v. 43, n. 2, p. 203, doi. 10.1007/s11251-014-9339-0
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- Publication type:
- Article