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Educación mediática, educación secundaria, tareas escolares, software, smartphones, redes sociales, análisis cualitativo, análisis cuantitativo
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