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How artefacts mediate small‐group co‐creation activities in a mobile‐assisted seamless language learning environment?
Wong, L.‐H.; Chen, W.; Jan, M.
Understanding preservice teachers' technology use through TPACK framework
Promoting argumentation in primary science contexts: an analysis of students' interactions in formal and informal learning environments
Simon, S.; Johnson, S; Cavell, S.; Parsons, T.
Concept‐guided development of ICT use in ‘traditional’ and ‘innovative’ primary schools: what types of ICT use do schools develop?
de Koster, S.; Kuiper, E.; Volman, M.
Ubiquitous games for learning (UbiqGames): Weatherlings, a worked example
Klopfer, E.; Sheldon, J.; Perry, J.; Chen, V. H.‐H.
The impact of collaborative and individualized student response system strategies on learner motivation, metacognition, and knowledge transfer
Jones, M.E.; Antonenko, P.D.; Greenwood, C.M.
Can online course‐based assessment methods be fair and equitable? Relationships between students' preferences and performance within online and offline assessments