| Issue |
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| Vol 26 (2018) |
Reengineering the ASSURE Model to curbing problems of technology integration in Nigerian learning institutions |
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Theodorio Adedayo Olayinka, Theodorio Francisca Jumoke, Morakinyo Temitayo Oyebamiji |
| Vol 25 (2017) |
A reflexive evaluation of technology-enhanced learning |
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Suzanne Young, Helen Nichols |
| Vol 26 (2018) |
Success in information technology – what do student nurses think it takes? A quantitative study based on Legitimation Code Theory |
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Mike Johnson |
| Vol 26 (2018) |
Coding, designing and networking: fostering learning through social connections |
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Lucila Carvalho, Rob Saunders |
| Vol 26 (2018) |
Unhappy families: using tabletop games as a technology to understand play in education |
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John Lean, Sam Illingworth, Paul Wake |
| Vol 19, No 3 (2011) |
The social construction of educational technology through the use of authentic software tools |
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Allan Jones, Christopher Bissell |
| Vol 22 (2014) |
A case for examining pre-service teacher preparation for inquiry teaching science with technology |
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Chris T. Shively, Randy Yerrick |
| Vol 20 (2012) |
Perceptions of the effects of clicker technology on student learning and engagement: a study of freshmen Chemistry students |
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Jenepher Lennox Terrion, Victoria Aceti |
| Vol 23 (2015) |
Interdisciplinary project-based learning: technology for improving student cognition |
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Natalia Stozhko, Boris Bortnik, Ludmila Mironova, Albina Tchernysheva, Ekaterina Podshivalova |
| Vol 22 (2014) |
Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysis |
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Joanne Orlando |
| Vol 16, No 2 (2008) |
Introducing e-developers to support a university’s blended learning developments |
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ann Ooms, Linda Burke, Tim Linsey, Celayne Heaton-Shrestha |
| Vol 23 (2015) |
Using LectureTools to enhance student–instructor relations and student engagement in the large class |
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Jerie Shaw, Sofiya Kominko, Jenepher Lennox Terrion |
| Vol 20 (2012) |
Training in basic Internet skills for special target groups in non-formal educational settings - conclusions from three pilot projects |
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Andrea Berger, Jutta Croll |
| Vol 16, No 1 (2008) |
Towards a user-oriented analytical approach to learning design |
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Jonathan P. San Diego, Diana Laurillard, Tom Boyle, Claire Bradley, Dejan Ljubojevic, Tim Neumann, Darren Pearce |
| Vol 23 (2015) |
Making connections: technological interventions to support students in using, and tutors in creating, assessment feedback |
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Ian Glover, Helen J. Parkin, Stuart Hepplestone, Brian Irwin, Helen Rodger |
| Vol 21 (2013) |
Experience of developing Twitter-based communities of practice in higher education |
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Bex Lewis, David Rush |
| Vol 17, No 3 (2009) |
A case of a laptop learning campus: how do technology choices affect perceptions? |
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Jennifer Percival, Nathan Percival |
| Vol 23 (2015) |
Assuring best practice in technology-enhanced learning environments |
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Mike Keppell, Gordon Suddaby, Natasha Hard |
| Vol 20 (2012) |
Using videoconferencing in a school-scientist partnership: students’ perceptions and scientists’ challenges |
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Garry Falloon |
| Vol 17, No 2 (2009) |
Discontent with content analysis of online transcripts |
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Judith Guevarra Enriquez |
| Vol 23 (2015) |
Just-in-time research: a call to arms for research into mobile technologies in higher education |
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Lucie Byrne-Davis, Hilary Dexter, Jo Hart, Tim Cappelli, Ged Byrne, Ian Sampson, Jane Mooney, Colin Lumsden |
| Vol 20 (2012) |
Chalkface; interface; screenface: moving the metaphor of teaching towards the nexus of teaching and learning |
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Alison Ruth |
| Vol 19, No 2 (2011) |
The chicken or the egg? Investigating the transformational impact of learning technology |
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Janet F. Buchan |
| Vol 22 (2014) |
Riding tandem: an organic and collaborative approach to research in vocational education and training |
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Cathy Ellis, Alec Dyer, Dominic Thompson |
| Vol 19, No 1 (2011) |
Exploratory evaluation of audio email technology in formative assessment feedback |
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George Macgregor, Alex Spiers, Chris Taylor |
| Vol 25 (2017) |
Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners |
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Clare S. Johnson |
| Vol 19, No 2 (2011) |
Educators’ perceptions, attitudes and practices: blended learning in business and management education |
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Vladlena Benson, Deborah Anderson, Ann Ooms |
| Vol 22 (2014) |
A portal of educational resources: providing evidence for matching pedagogy with technology |
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Nicoletta Di Blas, Alessandro Fiore, Luca Mainetti, Roberto Vergallo, Paolo Paolini |
| Vol 24 (2016) |
Exploring the transformative potential of Bluetooth beacons in higher education |
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Kieran McDonald, Ian Glover |
| Vol 19, No 2 (2011) |
Using technology to encourage student engagement with feedback: a literature review |
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Stuart Hepplestone, Graham Holden, Brian Irwin, Helen J. Parkin, Louise Thorpe |
| Vol 22 (2014) |
Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance |
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Tom Stafford, Herman Elgueta, Harriet Cameron |
| Vol 19, No 3 (2011) |
Revealing the transformatory moment of learning technology: the place of critical social theory |
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Richard Hall |
| Vol 24 (2016) |
A systemic model for differentiating school technology integration |
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Tel Amiel, Luis Claudio Kubota, Willian Washington Wives |
| Vol 19 (2011): Special Issue |
Implementation and sustainability of a global ICT company’s programme to help teachers integrate technology into learning and teaching in Germany, France and the UK |
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Danny Arati, Albena Todorova, Ruth Merrett |
| Vol 22 (2014) |
Keep taking the tablets? Assessing the use of tablet devices in learning and teaching activities in the Further Education sector |
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Khristin Fabian, Donald MacLean |
| Vol 19, No 3 (2011) |
Theorising knowledge practices: a missing piece of the educational technology puzzle |
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Sarah Howard, Karl Maton |
| Vol 24 (2016) |
To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom |
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Christopher Graham Mckercher Gillies |
| Vol 21 (2013) |
Integrating technologies into ‘‘authentic’’ assessment design: an affordances approach |
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Richard Osborne, Elisabeth Dunne, Paul Farrand |
| Vol 19, No 1 (2011) |
Information technology in university‐level mathematics teaching and learning: a mathematician’s point of view |
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Alexandre Borovik |
| Vol 24 (2016) |
Shaping the future of learning using the student voice: we’re listening but are we hearing clearly? |
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Chris Meadows, Kate Soper, Rod Cullen, Catherine Wasiuk, Colin McAllister-Gibson, Phil Danby |
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