|  Teacher E-Portfolio Communities: Diffusion of Design Knowledge as a Catalyst for Teacher Learning
Christopher Hartmann & Brendan Calandra, Georgia State University, USA pp. 110-117 |
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| From Silos to Communities: Addressing Electronic Isolation Through Interactivities
Ruth Gannon Cook, DePaul University, USA; Caroline M. Crawford, Univ. of Houston Clear Lake, USA pp. 445-452 |
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| Using a Metacognitive Scaffold to Support Critical Thinking about Web Content
Sribhagyam Srinivasan, Steven Crooks & Qingfu Wang, College of Education, Texas Tech University, USA pp. 701-706 |
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| Qualitative meta-analysis for social justice: The creation of an on-line diversity resources database
Ann Potts, Virginia Polytechnic Institute and State University, USA; Megan Boler, Virginia Polytechnic Institute and State University/University of Toronto, USA; David Hicks, Peter Doolittle, Susan Ariew, Cecile Cachaper, Kathleen Carico & Robert Prickett, Virginia Polytechnic Institute and State University, USA pp. 832-836 |
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| Computer-Assisted Collaborative Learning in Taiwan: An Experimental Study
Wei-Fan Chen, Chung-Pei Chuang & Tsung-Yen Chuang, The Pennsylvania State University, USA pp. 872-875 |
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| Scientifically-Based Research: Postcards From the Edge
Amy Overbay, Lisa Grable & Ellen Vasu, College of Education, NC State University, USA pp. 992-996 |
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| Are we there yet? The journey of ICT integration
Petrea Redmond, University of Southern Queensland, Australia; Katie Brown, Newtown State School, Australia pp. 1001-1008 |
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| The Influence of Self-Efficacy on Teacher’s Practice of Using Computers in the Classroom
David Piper & Dana Austin, Indiana University of Pennsylvania, USA pp. 1365-1371 |
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| Virtual Learning for Human Rights: Qualitative inquiry into educators' learning experiences in an online course about human rights education
Jae-Eun Joo, Harvard Graduate School of Education, USA pp. 1761-1765 |
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| College is in the Palm of My Hand: Using PDAs in Teacher Education
Teresa Franklin, Colleen Sexton, Yong Lu & Hongyan Ma, Ohio University, USA pp. 2166-2168 |
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| CyberArt Pedagogy
Karen Keifer-Boyd, The Pennsylvania State University, USA pp. 3830-3842 |
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| Community-Based, Educational Web Projects for the Arts: The Continuing Challenge of Meeting the Needs of Students, Clients, Subjects and Web Visitors
Bernard Robin, University of Houston, USA pp. 3843-3850 |
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| Tech for Tots and Beyond: Technology Tools to Support Learning in Young Children
Nancy Sardone, Seton Hall University, USA pp. 4268-4275 |
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| The use of Information technologies in the classrooms: Patterns of change and development in educational beliefs and in educational practices among teachers and their students
Rivka Wadmany, Teachers College of Technology, Israel; Tamar Levin, Tel Aviv University, Israel pp. 4295-4299 |
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| Cognitive Tools: Exploring Linear and Exponential Growth
Mara Alagic & Diana Palenz, Wichita State University, USA pp. 4345-4352 |
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| Activating Metacognition via Distance Learning: An Exploratory Study of In-Service Math Teachers’ use of Metacognitive Monitoring Skills in an Online Problem Solving Course.
Darryl Corey, Valdosta State University and Florida State University, USA; Hsan Unal, Florida State University, Turkey pp. 4385-4388 |
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| An Instructional Model for Transforming Science Education Method Courses with Technology
Charoula Angeli, Department of Education, University of Cyprus, Cyprus pp. 4600-4607 |
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| What Science and Technology Mean to the High School Learner:
Kathleen Gabric, Hinsdale Central High School, USA; Sharon Comstock, University of Illinois at Urbana-Champaign, USA; Steven A. Moore Jr., Eli Lilly, USA; Delwyn Harnisch, University of Nebraska Lincoln, USA; Ron Shope, Grace University, USA; Bertram Bruce & Jim Buell, University of Illinois at Urbana-Champaign, USA pp. 4643-4650 |
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| Technology Use, Women, and Global Studies in Social Studies Education
Margaret Crocco & Judith Cramer, Teachers College, Columbia University, USA pp. 4773-4780 |
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| Using Multimedia to Prepare Preservice Social Studies Teachers for the Teaching of Historical Inquiry
David Hicks, Peter Doolittle & E. Thomas Ewing, Virginia Tech, USA pp. 4796-4800 |
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