Ausgabe 2/2016
Inhalt (13 Artikel)
Interactive whole language e-story for early literacy development in ethnic minority children
Muneeroh Phadung, Surachai Suksakulchai, Wacheerapan Kaewprapan
Cognitive support embedded in self-regulated e-learning systems for students with special learning needs
K. Chatzara, C. Karagiannidis, D. Stamatis
Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania
Ayoub Kafyulilo, Petra Fisser, Joke Voogt
Use of webquest design for inservice teacher professional development
Sinem Iskeceli-Tunc, Diler Oner
Pre-service teachers’ experiences of scaffolded learning in science through a computer supported collaborative inquiry
Jari Kukkonen, Patrick Dillon, Sirpa Kärkkäinen, Anu Hartikainen-Ahia, Tuula Keinonen
Students teach students: Alternative teaching in Greek secondary education
Anastasios Theodoropoulos, Angeliki Antoniou, George Lepouras
Towards a framework for aligning learning outcomes, academic literacies and assessment criteria
Robert Dew, Andrzej Goscinski, Jo Coldwell-Neilson
Teachers’ use of PowerPoint in kindergarten: An empirical investigation in China
Xia Liu, Yunrong Xu, Jenny Pange
E-learning for ungraded schools of Kazakhstan: Experience, implementation, and innovation
Nurassyl Kerimbayev, Aliya Akramova, Jarkynbike Suleimenova
Open Access
Students’ intention to take online courses in high school: A structural equation model of causality and determinants
Masood Badri, Asma Al Rashedi, Guang Yang, Jihad Mohaidat, Arif Al Hammadi