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Ecologías de aprendizaje, desarrollo profesional docente, educación primaria, docentes referentes, TIC, caso de estudio, factores influyentes, metodología cualitativa
Learning ecologies, teachers’ professional development, primary school education, outstanding teachers, ICT, case studies, influencing factors, qualitative methodology
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
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
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
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
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
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
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
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
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
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
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
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.
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
Ingleby, E. (2012). Research methods in education. Professional Development in Education, 38(3), 507-509. https://doi.org/10.1080/19415257.2011.643130
Jackson, N. (2011). Learning for a complex world: A lifewide concept of learning, education and personal development. Bloomington, IN: AuthorHouse Publishing
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
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
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
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
Laurillard, D. (2014). Anatomy of a MOOC for Teacher CPD (UCL IOE). London: Institute of Education. https://bit.ly/2HC7FQU
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
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
Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. London: Routledge. https://doi.org/10.4324/9780203854754
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
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
OECD (Ed.) (2016). The survey of adult skills: Reader's companion. OECD Publishing: Paris. https://doi.org/10.1787/9789264258075-en
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
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
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
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
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
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
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
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
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
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
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
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