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• Learning with Multiple Representations: Infographics as Cognitive Tools for Authentic Learning in Science Literacy

  Gebre, E. (2018). Learning with Multiple Representations: Infographics as Cognitive Tools for Authentic Learning in Science Literacy. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 44(1),. Canadian Network for Innovation in Education.

• Teachers' Attitudes Toward the Use of Technology in Social Studies Teaching

  Kilinc, E., Kilinc, S., Kaya, M., Başer, E., Er Türküresin, H. & Kesten, A. (2016). Teachers' Attitudes Toward the Use of Technology in Social Studies Teaching. Research in Social Sciences and Technology, 1(1),.

• Reviewing the literature of computer-supported collaborative learning (CSCL) to determine its usefulness in Omani education development

  Porcaro, D. (2011). Reviewing the literature of computer-supported collaborative learning (CSCL) to determine its usefulness in Omani education development. International Journal of Education and Development using ICT, 7(3),. Open Campus, The University of the West Indies, West Indies.

• Rare and contemporary dance as cultural mediators within a b-learning mode: the fuzzy logic perspective

  Dias, S., Hadjileontiadou, S., Diniz, J., Hadjidimitriou, S., Charisis, V. & Hadjileontiadis, L. (2018). Rare and contemporary dance as cultural mediators within a b-learning mode: the fuzzy logic perspective. Italian Journal of Educational Technology, 26(2), 38-53. Ortona, Italy: Edizioni Menabò - Menabò srl.

• STEM-21CS Module: Fostering 21st Century Skills through Integrated STEM

  Khalil, N. & Osman, K. (2017). STEM-21CS Module: Fostering 21st Century Skills through Integrated STEM. K-12 STEM Education, 3(3), 225-233. The Institute for the Promotion of Teaching Science and Technology (IPST).

• Bioinformatics in the K-8 Classroom: Designing Innovative Activities for Teacher Implementation

  Shuster, M., Claussen, K., Locke, M. & Glazewski, K. (2016). Bioinformatics in the K-8 Classroom: Designing Innovative Activities for Teacher Implementation. International Journal of Designs for Learning, 7(1),. Assiciation for Educational Communications & Technology / Indiana University Bloomington.

• Using Mobile Learning Tools in Higher Education: A UAE Case

  Eppard, J., Hojeij, Z., Ozdemir-Ayber, P., Rodjan-Helder, M. & Baroudi, S. (2019). Using Mobile Learning Tools in Higher Education: A UAE Case. International Association of Online Engineering.

• Difficulties in the Incorporation of Augmented Reality in University Education: Visions from the Experts

  Barroso Osuna, J., Gutiérrez-Castillo, J., Llorente-Cejudo, M. & Valencia Ortiz, R. (2019). Difficulties in the Incorporation of Augmented Reality in University Education: Visions from the Experts. Journal of New Approaches in Educational Research (NAER Journal), 8(2), 126-141. University of Alicante.

• Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction

  Carter, L., Salyers, V., Page, A., Williams, L., Albl, L., Hofsink, C. & Hofsink, C. (2012). Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 38(1),. Canadian Network for Innovation in Education.

• Informal tools in formal context: Adoption of web 2.0 technologies among geography student teachers in Ghana

  Adu Gyamfi, S. (2017). Informal tools in formal context: Adoption of web 2.0 technologies among geography student teachers in Ghana. International Journal of Education and Development using ICT, 13(3),. Open Campus, The University of the West Indies, West Indies.

• The discourse on ICT teacher professional development needs: The case of a South African teachers’ union

  Dlamini, R. & Mbatha, K. (2018). The discourse on ICT teacher professional development needs: The case of a South African teachers’ union. International Journal of Education and Development using ICT, 14(2),. Open Campus, The University of the West Indies, West Indies.

• AN EXPLORATORY STUDY: MOBILE DEVICE USE FOR ACADEMICS

  Hoffmann, M. (2017). AN EXPLORATORY STUDY: MOBILE DEVICE USE FOR ACADEMICS. Research in Social Sciences and Technology, 2(1),.

• The effect of e-mail and WhatsApp on Jordanian EFL learners' paraphrasing and summarizing skills

  Bataineh, R., Bani Khalaf, K. & Baniabdelrahman, A. (2018). The effect of e-mail and WhatsApp on Jordanian EFL learners' paraphrasing and summarizing skills. International Journal of Education and Development using ICT, 14(3),. Open Campus, The University of the West Indies, West Indies.

• Training of Adult Trainers: Implementation and Evaluation of a Higher Education Program in Greece

  Mavropoulos, A., Sipitanou, A. & Pampouri, A. (2019). Training of Adult Trainers: Implementation and Evaluation of a Higher Education Program in Greece. The International Review of Research in Open and Distributed Learning, 20(1),. Athabasca University Press.

• Fostering Learner Autonomy in Foreign Language Classroom: A Digital Storytelling Project

  Jitpaisarnwattana, N. (2018). Fostering Learner Autonomy in Foreign Language Classroom: A Digital Storytelling Project. Journal of Foreign Language Education and Technology, 3(2),.

• A PATTERN LANGUAGE FOR REUSING WEB TEACHING MATERIALS

  Bouz-Asal, N., Inaba, R. & Ishida, T. (2013). A PATTERN LANGUAGE FOR REUSING WEB TEACHING MATERIALS. International Journal of Cyber Society and Education, 6(2), 145-150. ATISR.

• Modern technology: Has it been Utilized in Learning?

  Pricahyo, E., Akhyar, M. & Suharno, S. (2018). Modern technology: Has it been Utilized in Learning?. Journal of Learning and Teaching in Digital Age, 3(2), 3-11. Mehmet Akif Ocak, PhD.

• Developing 21st Century Skills through a Constructivist-Constructionist Learning Environment

  Ah-Nam, L. & Osman, K. (2017). Developing 21st Century Skills through a Constructivist-Constructionist Learning Environment. K-12 STEM Education, 3(2), 205-216. The Institute for the Promotion of Teaching Science and Technology (IPST).

• Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course

  Brown, J., Ring-Whalen, E., Roehrig, G. & Ellis, J. (2018). Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course. International Journal of Designs for Learning, 9(1), 14-33. Assiciation for Educational Communications & Technology / Indiana University Bloomington.

• The Formation of Self-Organizational Skills of Student’s Academic Activity on the Basis of ‘Time Management’ Technology

  Agranovich, Y., Amirova, A., Ageyeva, L., Lebedeva, L., Aldibekova, S. & Uaidullakyzy, E. (2019). The Formation of Self-Organizational Skills of Student’s Academic Activity on the Basis of ‘Time Management’ Technology. International Journal of Emerging Technologies in Learning (iJET), 14(22), 95-110. Kassel, Germany: International Journal of Emerging Technology in Learning.