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Media education, secondary school, homework, software, smartphones, social media, qualitative analysis, quantitative analysis
Abmann, S. (2013). Medienhandeln zwischen formalen und informellen Kontexten: Doing connectivity. [Media activities between formal and informal contexts: Doing connectivity]. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-01940-2
Archer, M.S. (2000). Being human: The problem of agency. Cambridge University Press. https://doi.org/10.1017/CBO9780511488733
Blair, R., Millard, D., & Woollard, J. (2017). Perceptions of School children of using social media for learning. International Journal on E-Learning, 16(2), 105-127. https://bit.ly/2YAdPLr
Buckingham, D., & Sefton-Green, J. (2003). Gotta catch ’em all: Structure, agency and pedagogy in children’s media culture. Media, Culture & Society, 25(3), 379-399. https://doi.org/10.1177/0163443703025003005
Burger, H. (2007). Phraseologie: Eine einführung am beispiel des deutschen. [Phraseology: An introduction at the example of German]. E. Schmidt. https://bit.ly/2xZqUDm
Condruz-Bacescu, M. (2019). The impact of digital technologies on learning. In I. Roceanu, C. Holotescu, L. Ciolan, A.C. Colibaba, & C. Radu (Eds.), New technologies and redesigning learning spaces (pp. 57-63). Carol I Natl Defence Univ Publishing House. https://doi.org/10.12753/2066-026X-19-076
Corbin, J.M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593
Dourish, P. (2004). What we talk about when we talk about context. Personal and Ubiquitous Computing, 8(1), 19-30. https://doi.org/10.1007/s00779-003-0253-8
Feierabend, S., Plankenhorn, T., & Rathgeb, T. (2017). KIM-Studie 2016. Kindheit, internet, medien. basisstudie zum medienumgang 6- bis 13-jähriger in Deutschland. [KIM Study 2016. Childhood, internet, media. Basic study on the media use of 6- to 13-year-olds in Germany]. Medienpädagogischer Forschungsverbund Südwest. https://bit.ly/35CaJYO
Floridi, L. (2014). The 4th revolution: How the infosphere is reshaping human reality. Oxford University Press.
Fuller, M. (2005). Media ecologies. Materialist energies in art and technoculture. The MIT Press. https://bit.ly/2T5rbMa
Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Polity Press. https://bit.ly/3dAsgU6
Gleaves, A., Walker, C., & Grey, J. (2007). Using digital and paper diaries for learning and assessment purposes in higher education: A comparative study of feasibility and reliability. Assessment & Evaluation in Higher Education, 32(6), 631-643. https://doi.org/10.1080/02602930601117035
Haag, L., & Streber, D. (2015). Hausaufgaben in der Grundschule. [Homework in elementary school]. Zeitschrift Für Grundschulforschung, 8(2), 86-99. https://bit.ly/3dBhgpn
Hall, S. (1997). Representation: Cultural representations and signifying practices. Sage. https://bit.ly/2SYlrUn
Hascher, T., & Hofmann, F. (2008). Kompetenzbereich Hausaufgaben. [Homework as an area of competence]. In M. Gläser-Zikuda & J. Seifried (Eds.), Lehrerexpertise. analyse und bedeutung unterrichtlichen handelns. [Teachers' expertise. Analysis and significance of teaching activity] (pp. 143-164). Waxmann. https://bit.ly/2YSfOuR
Hepp, A. (2017). Transforming Communications—Media-related Changes in Times of Deep Mediatization. Communicative Figurations Working Paper Series, 16. https://doi.org/10.1007/978-3-319-65584-0
Herzig, B. (2016). Media education and informatics education – An interdisciplinary search for traces. Media Education, 25, 59-79. https://doi.org/10.21240/mpaed/25/2016.10.28.X
Johnson, R.B. (2017). Dialectical pluralism: A metaparadigm whose time has come. Journal of Mixed Methods Research, 11(2), 156-173. https://doi.org/10.1177/1558689815607692
Kelle, U. (2007). The development of categories: Different approaches in grounded theory. In A. Bryant, & K. Charmaz (Eds.), The SAGE Handbook of Grounded Theory (pp. 191-213). Sage. https://doi.org/10.4135/9781848607941.n9
Kohler, B. (2011). Hausaufgaben. Überblick über didaktische Überlegungen und empirische Untersuchungen [Homework. Overview of didactical considerations and empirical empirical investigations]. DDS – Die Deutsche Schule, 103(3), 203-218. https://bit.ly/35xuP6A
Kress, G. (2010). Learning and environments of learning in conditions of provisionality. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und britische Diskussion. [Media education in new cultural spaces. The German and British discussion] (pp. 171-182). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92133-4_12
Kuckartz, U. (2010). Einführung in die computergestützte analyse qualitativer daten. [Introduction to computer-assistedanalysis of qualitative data]. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92126-6
Lefebvre, H. (1958). Critique of everyday life: Vol. 1: Introduction. Verso. https://bit.ly/2Wqojf5
Luckin, R. (2008). The learner centric ecology of resources: A framework for using technology to scaffold learning. Computers & Education, 50(2), 449-462. https://doi.org/10.1016/j.compedu.2007.09.018
Luckin, R., Clark, W., Garnet, F., Whitworth, A., Akass, J., & Cook, J. (2009). Learner-generated contexts: A framework to support the effective use of technology to support learning. In J. Mark, L. McLoughlin, & C. McLoughlin (Eds.), Web 2.0-based e-learning: Applying social informatics for tertiary teaching. IGI Global. https://doi.org/10.4018/978-1-60566-294-7.ch004
Marotzki, W., & Jörissen, B. (2008). Wissen, artikulation und biographie: Theoretische aspekte einer strukturalen medienbildung. [Knowledge, articulation, biography: Theoretical aspects of structural media education theory]. In J. Fromme, & W. Sesink (Eds.), Pädagogische Medientheorie [Pedagogical Media Theory] (pp. 51-70). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-90971-4_4
McDougall, J., & Potter, J. (2015). Curating media learning: Towards a porous expertise. E-Learning and Digital Media, 12(2), 199-211. https://doi.org/10.1177/2042753015581975
Meder, N. (2007). Theorie der medienbildung. Selbstverständnis und standortbestimmung der medienpädagogik. [Theory of media education. Self-conception and assessment of the status quo of media education]. In W. Sesink, M. Kerres, & H. Moser (Eds.), Jahrbuch Medienpädagogik 6. Medienpädagogik —Standortbestimmung einer erziehungswissenschaftlichen Disziplin. [Yearbook Media Education 6. Media Pedadogy - Status quo of a discipline of education] (pp. 55-73). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-90544-0_3
Meder, N. (2011). Von der Theorie der Medienpädagogik zu einer Theorie der Medienbildung. [From a theory of Media Pedagogy towards a theory of media formation]. In J. Fromme, S. Iske, & W. Marotzki (Eds.), Medialität und Realität. Zur konstitutiven Kraft der Medien. [Mediality and Reality. On the constitutive power of media] (pp. 67-81). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92896-8_5
Meder, N. (2015). Neue Technologien und Erziehung/Bildung. [New technologies and education/formation] Medienimpulse, 53(1). https://bit.ly/3dmBUd1
Mey, G., & Mruck, K. (2011). Grounded-Theory-Methodologie: Entwicklung, Stand, Perspektiven [Grounded-theory-methodology: Development, status quo, perspectives]. In G. Mey & K. Mruck (Eds.), Grounded Theory Reader (pp. 11-48). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-93318-4_1
Mischo, C., & Haag, L. (2010). Hausaufgaben [Homework]. In D.H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie [Dictionary of Educational Psychology] (pp. 249–256). Beltz Verlagsgruppe. https://bit.ly/2zuK0Sc
Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning. Structures, agency, practices. Springer. https://doi.org/10.1007/978-1-4419-0585-7
Pachler, N., Cook, J., & Bachmair, B. (2010). Appropriation of Mobile cultural resources for learning. International Journal of Mobile and Blended Learning, 2(1), 1-21. https://doi.org/10.4018/jmbl.2010010101
Rummler, K. (2014). Foundations of socio-cultural ecology: Consequences for media education and mobile learning in schools. Media Education, 24, 1-17. https://doi.org/10.21240/mpaed/24/2014.07.10.X
Rummler, K. (2018). Homework and media education. An exploratory study on the ecology of media activities in home learning contexts of secondary school pupils in German-speaking Switzerland. Media Education, 31, 143-165. https://doi.org/10.21240/mpaed/31/2018.05.22.X
Rummler, K., Asllani, D., Bänninger, M., Braunschweiler, S., Brückner, S., Eigenmann, E., Hofstetter, M., Jaberg, C., Looser, N., Lucic, J., Meier, C., Minidis, S., & Zumbühl, J. (2018). Hausaufgaben Und Medien. Lern- Und Medienbildungsprozesse Am Übergang Zwischen Formellen Und Informellen Kontexten. [Homework and media. Learning and media education processes at the transition between formal and informal contexts]. Zürich University of Teacher Education. https://doi.org/10.5281/zenodo.1169629
Seipold, J. (2017). Grundlagen des mobilen Lernens. Themen, Trends und Impulse in der internationalen Mobile Learning-Forschung: Perspektiven des mobilen Lernens. [Foundations of mobile learning. Topics, Trends and impulses in international mobile learning research: Perspectives of mobile learning]. In F. Thissen (Ed.), Lernen in virtuellen Räumen. Perspektiven des mobilen Lernens. [Learning in virtual spaces. Perspectives of mobile learning]. De Gruyter Saur. https://doi.org/10.1515/9783110501131-002
Selwyn, N. (2011). Editorial: In praise of pessimism—The need for negativity in educational technology. British Journal of Educational Technology, 42(5), 713-718. https://doi.org/10.1111/j.1467-8535.2011.01215.x
Sharples, M., Taylor, J., & Vavoula, G. (2010). A theory of learning for the mobile age. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und britische Diskussion [Media education in new cultural spaces. The German and British discussion] (pp. 87-99). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92133-4_6
Spanhel, D. (2010). Bildung in der Mediengesellschaft-. [Education in a media society]. In B. Bachmair (Ed.), Medienbildung in neuen Kulturräumen. Die deutschsprachige und britische Diskussion. [Media education in new cultural spaces. The German and British discussion] (pp. 45-58). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92133-4_3
Suter, L., Waller, G., Bernath, J., Külling, C., Willemse, I., & Süss, D. (2018). JAMES - Jugend, Aktivitäten, Medien – Erhebung Schweiz. [JAMES – Youth, Activity, Media – Survey Switzerland]. ZHAW Zürcher Hochschule für Angewandte Wissenschaften. https://bit.ly/35DtFqd
Swertz, C. (2000). Computer und Bildung: Eine medienanalytische Untersuchung der Computertechnologie in bildungstheoretischer Perspektive. [Computers and education: A media-analytical investigation of computer technology from the perspective of educational theory]. [Doctoral dissertation, Bielefeld University]. https://bit.ly/2W6Ywbm
Trautwein, U., & Lüdtke, O. (2014). Die Förderung der Selbstregulation durch Hausaufgaben – Herausforderungen und Chancen. [Fostering self-regulation through homework – Challenges and opportunities]. In C. Rohlfs, M. Harring, & C. Palentien (Eds.), Kompetenz-Bildung: Soziale, emotionale und kommunikative Kompetenzen von Kindern und Jugendlichen. [Competence-education: Children’s and teenagers’ social, emotional and communicative competencies] (pp. 275-288). Springer Fachmedien. https://doi.org/10.1007/978-3-658-03441-2_12
Wild, E., & Gerber, J. (2007). Charakteristika und determinanten der hausaufgabenpraxis in Deutschland von der vierten zur siebten Klassenstufe. [Characteristics and determining factors of homework practice in Germany from fourth to seventh grade]. Zeitschrift Für Erziehungswissenschaft, 10(3), 356-380. https://doi.org/10.1007/s11618-007-0041-8