Referencias
Admiraal, W., Louws, M., Lockhorst, D., Paas, T., …Kester, L. (2017). Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology. Computers & Education, 114, 57-68. https://doi.org/10.1016/j.compedu.2017.06.013
Link DOI | Link Google Scholar
Agyei, D.D., & Voogt, J. (2014). Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice. Australasian Journal of Educational Technology, 30(1), 92-105. https://doi.org/10.14742/ajet.499
Link DOI | Link Google Scholar
Akkerman, S.F., & Van-Eijck, M. (2013). Re-theorising the student dialogically across and between boundaries of multiple communities. British Educational Research Journal, 39(1), 60-72. https://doi.org/10.1080/01411926.2011.613454
Link DOI | Link Google Scholar
Attard, M., & Shanks, R. (2017). The importance of environment for teacher professional learning in Malta and Scotland. European Journal of Teacher Education, 40(1), 91-109. https://doi.org/10.1080/02619768.2016.1251899
Link DOI | Link Google Scholar
Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36. https://doi.org/10.2190/1n20-vv12-4rb5-33va
Link DOI | Link Google Scholar
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193-224. https://doi.org/10.1159/000094368
Link DOI | Link Google Scholar
Bradshaw, P., Walsh, C., & Twining, P. (2011). The Vital Programme: Transforming ICT professional development. American Journal of Distance Education, 26(2), 74-85. https://doi.org/10.1080/08923647.2012.655553
Link DOI | Link Google Scholar
Correa, J.M., & Martínez, A. (2010). ¿Qué hacen las escuelas innovadoras con la tecnología?: Las TIC al servicio de la escuela y la comunidad en el Colegio Amara Berri. Teoría de la Educación, 11(1), 230-261. https://bit.ly/2YGHfYE
Link Google Scholar
De-Jesús, R., & Lebres, M.L. (2013). Colaboración online, formación del profesorado y TIC en el aula: Estudio de caso. Teoría de la Educación, 14(3), 277-301. https://bit.ly/2Zo4mog
Link Google Scholar
Dorner, H., & Kárpáti, A. (2010). Mentoring for innovation: Key factors affecting participant satisfaction in the process of collaborative knowledge construction in teacher training. Online Learning, 14(4), 63-77. https://doi.org/10.24059/olj.v14i4.127
Link DOI | Link Google Scholar
Geeraerts, K., Tynjälä, P., Heikkinen, H.L.T., Markkanen, I., …Gijbels, D. (2015). Peer-group mentoring as a tool for teacher development. European Journal of Teacher Education, 38(3), 358-377. https://doi.org/10.1080/02619768.2014.983068
Link DOI | Link Google Scholar
González-Sanmamed, M., Muñoz-Carril, P.C., & Santos-Caamaño, F. (2019). Key components of learning ecologies: A Delphi assessment. British Journal of Educational Technology, 50(4), 1639-1655. https://doi.org/10.1111/bjet.12805.
Link DOI | Link Google Scholar
Hodgson, A., & Spours, K. (2015). An ecological analysis of the dynamics of localities: A 14+ low opportunity progression equilibrium in action. Journal of Education and Work, 28(1), 24-43. https://doi.org/10.1080/13639080.2013.805187
Link DOI | Link Google Scholar
Ingleby, E. (2012). Research methods in education. Professional Development in Education, 38(3), 507-509. https://doi.org/10.1080/19415257.2011.643130
Link DOI | Link Google Scholar
Jackson, N. (2011). Learning for a complex world: A lifewide concept of learning, education and personal development. Bloomington, IN: AuthorHouse Publishing
Link Google Scholar
Jiménez, B. (2007). La formación permanente que se realiza en los centros de apoyo al profesorado. Educación XX1, 10, 159-178. https://doi.org/10.5944/educxx1.1.10.301
Link DOI | Link Google Scholar
Kennedy, A. (2011). Collaborative continuing professional development (CPD) for teachers in Scotland: Aspirations, opportunities and barriers. European Journal of Teacher Education, 34(1), 25-41. https://doi.org/10.1080/02619768.2010.534980
Link DOI | Link Google Scholar
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. https://bit.ly/2WcmanL
Link Google Scholar
Lakkala, M., & Ilomäki, L. (2015). A case study of developing ICT-supported pedagogy through a collegial practice transfer process. Computers & Education, 90(1), 1-12. https://doi.org/10.1016/j.compedu.2015.09.001
Link DOI | Link Google Scholar
Laurillard, D. (2014). Anatomy of a MOOC for Teacher CPD (UCL IOE). London: Institute of Education. https://bit.ly/2HC7FQU
Link Google Scholar
Littlejohn, A., Milligan, C., & Margaryan, A. (2012). Charting collective knowledge: Supporting self-regulated learning in the workplace. Journal of Workplace Learning, 24(3), 226-238. https://doi.org/10.1108/13665621211209285
Link DOI | Link Google Scholar
Livingston, K., & Robertson, J. (2001). The coherent system and the empowered individual: Continuing professional development for teachers in Scotland. European Journal of Teacher Education, 24(2), 183-194. https://doi.org/10.1080/02619760120095570
Link DOI | Link Google Scholar
Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. London: Routledge. https://doi.org/10.4324/9780203854754
Link DOI | Link Google Scholar
Maina, M.F., & González, I.G. (2016). Articulating personal pedagogies through learning ecologies. In B. Gros, Kinshuk & M. Maina (Eds.), The future of ubiquitous learning (pp. 73-94). Hershey, PE: IGI-Global. https://doi.org/10.1007/978-3-662-47724-3_5
Link DOI | Link Google Scholar
Nikolopoulou, K., & Gialamas, V. (2015). Barriers to the integration of computers in early childhood settings: Teacher’s perceptions. Education and Information Technologies, 20(2), 285-301. https://doi.org/10.1007/s10639-013-9281-9
Link DOI | Link Google Scholar
OECD (Ed.) (2016). The survey of adult skills: Reader's companion. OECD Publishing: Paris. https://doi.org/10.1787/9789264258075-en
Link DOI | Link Google Scholar
Panagiotis, G., Adamantios, P., Efthymios, V., & Adamos, A. (2011). Informatics and communication technologies (ICT) and in-service teachers’ training. Review of European Studies, 3(1), 2-12. https://doi.org/10.5539/res.v3n1p2
Link DOI | Link Google Scholar
Potter, S.L., & Rockinson-Szapkiw, A.J. (2012). Technology integration for instructional improvement: The impact of professional development. Performance Improvement, 51(2), 22-27. https://doi.org/10.1002/pfi.21246
Link DOI | Link Google Scholar
Redecker, C., & Punie, Y. (2017). European framework for the digital competence of educators: DigCompEdu. Joint Research Centre (JRC) Science for Policy report. https://doi.org/10.2760/159770
Link DOI | Link Google Scholar
Romero, M., Guàrdia, L., Guitert, M., & Sangrà, A. (2014). Teachers’ professional development through Learning Ecologies: What are the experts’ views? In Teixeira, A. & Szucs, A. (Eds.), Challenges for research into open & digital learning: Doing things better-doing better things. EDEN 2014 Research Workshop Conference Proceedings. Oxford, UK: European Distance and E-learning Network (pp. 27-36). https://bit.ly/2YWv6A6
Link Google Scholar
Sangrà, A, González-Sanmamed, M., & Guitert, M. (2013). Learning ecologies: Informal professional development opportunities for teachers. In 2013 IEEE 63rd Annual Conference International Council for Education Media (ICEM) (pp. 1-2). https://doi.org/10.1109/CICEM.2013.6820171
Link DOI | Link Google Scholar
Sangrà, A., Raffaghelli, J., & Guitert, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology, 50(4), 1619-1638. https://doi: https://doi.org/10.1111/bjet.12795
Link DOI | Link Google Scholar
Strohmayer, A., Comber, R., & Balaam, M. (2015). Exploring learning ecologies among people experiencing homelessness. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (p. 2275-2284). https://doi.org/10.1145/2702123.2702157
Link DOI | Link Google Scholar
Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Educational Technology and Society, 19(3), 110-120. https://bit.ly/2KmpnJo
Link Google Scholar
Twining, P., Raffaghelli, J., Albion, P., & Knezek, D. (2013). Moving education into the digital age: The contribution of teachers’ professional development. Journal of Computer Assisted Learning, 9(5), 399-486. https://doi.org/10.1111/jcal.12031
Link DOI | Link Google Scholar
Uluyol, Ç., & ?ahin, S. (2016). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75. https://doi.org/10.1111/bjet.12220
Link DOI | Link Google Scholar
Unal, S., & Ozturk, I.H. (2012). Barriers to ITC integration into teachers’ classroom practices: Lessons from a case study on social studies teachers in Turkey. World Applied Sciences Journal, 18(7), 939-944. https://doi: 10.5829/idosi.wasj.2012.18.07.1243
Link Google Scholar
Van-Den-Beemt, A., & Diepstraten, I. (2016). Teacher perspectives on ICT: A learning ecology approach. Computers & Education, 92-93, 161-170. https://doi.org/10.1016/j.compedu.2015.10.017
Link DOI | Link Google Scholar
