| Recognising Dimensions of Culture in the Design of
ICT Professional Development programmes.
Jedd Bartlett, CORE Education Ltd, New Zealand pp. 769-771 |
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| Innovative ICT Usage by Higher Education Teachers in Tunisia: a PLS path modelling approach
Adel Ben Youssef, University of Nice Sophia-Antipolis - GREDEG, France; Mounir Dahmani, University of Paris-Sud – ADIS, France; Hamida Ben Youssef, University of Nice Sophia-Antipolis - IAE, France pp. 772-781 |
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|  Towards student-centred uses of learning technologies in Malaysia
Matt Bower, Macquarie University, Australia; Soon Fook Fong, Universiti Sains Malaysia, Malaysia; John Hedberg & Leanne Cameron, Macquarie University, Australia pp. 782-789 |
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| Digital storytelling as a mediation tool to support in-depth reflection?
Jean Claude Callens, KATHO, Belgium; Jan Elen, KULeuven, Belgium pp. 790-795 |
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| Why re-invent the wheel? Sharing teaching strategies that work
Leanne Cameron, Macquarie University, Australia pp. 796-804 |
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| Practice on Teacher’s Professional Development under Informational Environment
Jianxia Cao, Tokyo Institute of Technology, Japan; Chengling Zhao, Huazhong Normal University, China; Akinori NISHIHARA, Tokyo Institute of Technology, Japan pp. 805-813 |
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| Does Age And Gender "Really" Play A Role In Faculty’s Use Of Instructional And Assessment Technologies?
Thomas Cushing, Meron Lindenfeld, Elsa-Sofia Morote, Timothy Kelly & Charles Rudiger, Dowling College, United States pp. 814-819 |
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| The Case for Integrating Technology in Higher Education
Rodney Davis, Troy University, United States pp. 820-825 |
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| Professional Development of Teachers in ICT:
A Humanistic-Technological Approach
Paul DSouza, K J Somaiya College of Education, India pp. 826-834 |
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| Beating the Techno-phobia Bug - Transforming Early Childhood Professionals into Competent Online Learners and Teachers
Michelle Gregory, University of Wollongong, Australia pp. 835-839 |
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| Revitalising teaching education practices through the effective use of WikiEducator as an innovative and pragmatic approach to collaborative and lifelong learning
Anuradha Gungadeen, Mauritius Institute of Education, Mauritius p. 840 |
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| A study of developing the ICT integration levels and performance indicators of ICT competency for teachers
Ming-Yueh Hwang, Dept. of Adult Education, National Taiwan Normal University, Taiwan pp. 841-845 |
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| Professional Development for Teaching One "BITE" at a Time – Description, Application and Lessons Learned for the BITE Initiative
Roy Kam & Josephine Csete, The Hong Kong Polytechnic University, Hong Kong pp. 846-855 |
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| The impact of online teaching videos on the development of self-efficacy beliefs of Canadian preservice teachers
Thierry Karsenti, University of Montreal, Canada; Diane Lataille-Demore & Michel Demore, Laurentian University, Canada; Sophie Goyer & Denis Aube, University of Montreal, Canada pp. 856-864 |
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| A Comparative Evaluation of the Media Literacy Levels of the Final-Year Students in the Faculty of Education and High School
Remzi Y. Kincal & Osman Yilmaz Kartal, Canakkale Onsekiz Mart University, Turkey pp. 865-874 |
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| Collaborations as Channel for Innovative Practices
Yik Sheng Lee & Teck Wah Piong, Tunku Abdul Rahman College, Malaysia pp. 875-880 |
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| Solving Problems With Young Children: Action Research On Developmentally Appropriate Technology Use In The Early Childhood Classroom
Poh-Hwa Liang, Chaoyang University of Technology, Taiwan; Er-Mei Chui, Tai-Pin Elementary School, Taiwan pp. 881-885 |
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| Toward a Less Technically-Oriented Computer Art Teaching Strategy
Kuang-Hsia Liu, Department of Information Communication, Asia University, Taiwan pp. 886-891 |
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| Correlation between teachers’ pedagogical beliefs and teaching activities on technology integration
Shih-Hsiung Liu, National Changhua University of Education, Taiwan pp. 892-898 |
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| ‘Teachers’ does not tell the whole story: further classification to assist in identifying barriers to the use of ICT in Primary settings
Graham Morley, University of Huddersfield, United Kingdom pp. 899-902 |
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