British journal of educational technology

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  Año 2019, Vol. 50, Número 3

  • Developing critical and theoretical approaches to educational technology research and practice.

    Jill Jameson

    • Resumen

    págs. 951-955

    

  • Where is the "theory" within the field of educational technology research?

    Khe Foon Hew, Min Lan, Ying Tang, Chengyuan Jia, Chung Kwan Lo

    • Resumen

    págs. 956-971

    

  • Technology‐enhanced learning: Rethinking the term, the concept and its theoretical background.

    Don Passey

    • Resumen

    págs. 972-986

    

  • Social scholarship revisited: Changing scholarly practices in the age of social media.

    Christine Greenhow, Benjamin H. Gleason, K. Bret Staudt Willet

    • Resumen

    págs. 987-1004

    

  • A posthumanist critique of flexible online learning and its "anytime anyplace" claims.

    Shandell Houlden, George Veletsianos

    • Resumen

    págs. 1005-1018

    

  • Ethics in educational technology research: Informing participants on data sharing risks.

    Marc Beardsley, Patricia Santos, Davinia Hernández-Leo, Konstantinos Michos

    • Resumen

    págs. 1019-1034

    

  • Technology‐mediated learning theory.

    Matt Bower

    • Resumen

    págs. 1035-1048

    

  • Integrating games as a means to develop e‐learning: Insights from a psychological perspective.

    Melody M. Terras, Elizabeth A. Boyle

    • Resumen

    págs. 1049-1059

    

  • The creation of digital artefacts as a mechanism to engage students in studying literature.

    Geoff Walton, Mark Childs, Gordana Jugo

    • Resumen

    págs. 1060-1086

    

  • Educational technology research trends in Turkey from a critical perspective: An analysis of postgraduate theses.

    Ayse Gul Kara Aydemir, Gulfidan Can

    • Resumen

    págs. 1087-1103

    

  • Connecting the dots: Theorizing and mapping learning entanglement through archaeology and design.

    Lucila Carvalho, Pippa Yeoman

    • Resumen

    págs. 1104-1117

    

  • Facilitating innovation with technology: Key actors in educational ecosystems.

    Xiaoqing Gu, Charles Crook, Mike Spector

    • Resumen

    págs. 1118-1124

    

  • Devices and desires: Competing visions of a good education in the digital age.

    Angela E. McFarlane

    • Resumen

    págs. 1125-1136

    

  • Agentic neglect: Teachers as gatekeepers of England's national computing curriculum.

    Laura R. Larke

    • Resumen

    págs. 1137-1150

    

  • Understanding the roles of ICT enterprises in promoting the ICT industry ecosystem in education: Case studies from China.

    Xuanxi Li, Yi Fei Wang, Xiaoqing Gu

    • Resumen

    págs. 1151-1172

    

  • How new technology is addressed by researchers in Educational Studies: Approaches from high‐performing universities in China and the UK.

    Charles Crook, Xiaoqing Gu

    • Resumen

    págs. 1173-1188

    

  • Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education.

    Jo Tondeur, Ronny Scherer, Evrim Baran, Fazilat Siddiq, Teemu Valtonen, Erkko Tapio Sointu

    • Resumen

    págs. 1189-1209

    

  • How does principal e‐leadership affect ICT transformation across different school stages in K‐12 education: Perspectives from teachers in Shanghai.

    Bian Wu, Xiaoxue Yu, Yiling Hu

    • Resumen

    págs. 1210-1225

    

  • School leaders' practices for innovative use of digital technologies in schools.

    Marcia Håkansson Lindqvist

    • Resumen

    págs. 1226-1240

    

  • Exploring the roles of school leaders and teachers in a school‐wide adoption of flipped classroom: School dynamics and institutional cultures.

    Yanyan Sun, Fei Gao

    • Resumen

    págs. 1241-1259

    

  • By design: Professional learning ecologies to develop primary school teachers' makerspaces pedagogical capabilities.

    Michael Stevenson, Matt Bower, Garry Falloon, Anne Forbes, Maria Hatzigianni

    • Resumen

    págs. 1260-1274

    

  • Sustaining the adoption of gamified outdoor social enquiry learning in high schools through addressing teachers' emerging concerns: A 3‐year study.

    Morris S. Y. Jong

    • Resumen

    págs. 1275-1293

    

  • Flipped learning and parent engagement in secondary schools: A South Australian case study.

    Melissa Bond

    • Resumen

    págs. 1294-1319

    

  • Professional ecologies shaping technology adoption in early childhood education with multilingual children.

    Niki Davis, Leona Harris, Una Cunningham

    • Resumen

    págs. 1320-1339

    

  • Sociotechnical co‐evolution of an e‐Learning innovation network.

    Nancy Law, Leming Liang

    • Resumen

    págs. 1340-1353

    

  • Fostering online learning at the workplace: A scheme to identify and analyse collaboration processes in asynchronous discussions.

    Teresa Schaefer, Johanna Rahn, Tobias Kopp, Claudia Magdalena Fabian, Alan Brown

    • Resumen

    págs. 1354-1367

    

  • Advance organizers in videos for software training of Chinese students.

    Hans van der Meij

    • Resumen

    págs. 1368-1380

    

  • Effects of instructor's facial expressions on students' learning with video lectures.

    Yang Wang, Qingtang Liu, Wenli Chen, Qiyun Wang, David Stein

    • Resumen

    págs. 1381-1395

    

  • The relationships between social participatory roles and cognitive engagement levels in online discussions.

    Fan Ouyang, Yu‐Hui Chang

    • Resumen

    págs. 1396-1414

    

  • A study of the facilitation of cross‐cultural understanding and intercultural sensitivity using speech‐enabled language translation technology.

    Rustam Shadiev, Ai Sun, Yueh-Min Huang

    • Resumen

    págs. 1415-1433