British journal of educational technology

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  Año 2005, Vol. 36, Número 2

  • Editorial

    págs. 135-136

    

  • Dialogue: a theoretical framework for distance education instructional systems

    Paul Gorsky, Avner Caspi

    págs. 137-144

    

  • Children, play, and computers in pre-school education

    Christine Stephen, Lydia Plowman

    págs. 145-157

    

  • A framework for fostering a community of practice: scaffolding learners through an evolving continuum

    John G Hedberg, Koh Thiam Seng, Tan Seng Chee, David Hung

    págs. 159-176

    

  • Motivation and ability: which students use online learning and what influence does it have on their achievement?

    Johanna C. van Hooff, Sherria L. Hoskins

    págs. 177-192

    

  • Viewing or visualising¿which concept map strategy works best on problem-solving performance?

    David W. Nelson, Youngmin Lee

    págs. 193-203

    

  • User dyads in software testing: bypassing the need for expert observers

    Geoff Foster

    págs. 205-216

    

  • An instructional model for web-based e-learning education with a blended learning process approach

    Fernando Alonso, Genoveva López, José M. Viñes, Daniel Manrique

    págs. 217-235

    

  • Proposing a framework to assess Internet usage in university education: an empirical investigation from a student's perspective

    Wayne Huang, Waiman Cheung

    págs. 237-253

    

  • Using the Internet in teaching: the views of practitioners (A survey of the views of secondary school teachers in Sheffield, UK)

    Nigel Ford, Philippa Levy, David Miller, Andrew Madden

    págs. 255-280

    

  • An investigation into students¿ use of a computer-based social learning space: lessons for facilitating collaborative approaches to learning

    Jas Nagra, Paul Brett

    págs. 281-292

    

  • Morphing images: a potential tool for teaching word recognition to children with severe learning difficulties

    Kieron Sheehy

    págs. 293-301

    

  • Improving students¿ pronunciation through accent reduction software

    Gölge Sefero¿lu

    págs. 303-316

    

  • Computers and 2D geometric learning of Turkish fourth and fifth graders

    Glenn Smith, Arif Altun, Sinan Olkun

    págs. 317-326

    

  • A model for integrating instructional technology into higher education

    Daniel W. Surry, David C. Ensminger, Melissa Haab

    págs. 327-329

    

  • Critiquing Theory of Planned Behaviour as a method to assess teachers¿ technology integration attitudes

    William Sugar, Bethann Fine, Frank Crawley

    págs. 331-334

    

  • An innovative, interactive, self-instructional, online alternative to replace a face-to-face respiratory control practical

    Laura Minasian-Batmanian

    págs. 335-337

    

  • Pedagogies for teaching about puberty on CD-ROM for student-teachers

    Geraldine Torrisi-Steele, Juliette D.G. Goldman

    págs. 339-343

    

  • Teaching secondary science with ICT

    págs. 345-346

    

  • Information and communications technology in primary schools

    pág. 345

    

  • Motivating students to learn

    págs. 346-347

    

  • Powerful learning environments

    págs. 347-348

    

  • Teachers' professional development and the elementary mathematics classroom

    pág. 347

    

  • IssueWeb

    págs. 348-349

    

  • Teaching the national ICT strategy

    págs. 349-350

    

  • Making formative assessment work

    págs. 350-351

    

  • Learning and teaching for business

    pág. 351

    

  • E-learning strategies: how to get implementation and delivery right first time

    págs. 352-353

    

  • Computers and education

    pág. 352

    

  • Doing quantitative research in education with SPSS

    págs. 353-354