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Visions and realities of Internet use in schools: Canadian perspectives
12 references·3 citing·40 second hop
Visions and realities of Internet use in schools: Canadian perspectives (2004)Visions and realities of Internet use in …Technology and Teacher Education Annual, 2009 (2009)Technology and Teacher Educat…High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox (2001)High Access and Low Use of Te…Effects of Teacher Efficacy on Computer Skills and Computer Cognitions of Canadian Students in Grades K-3 (2001)Effects of Teacher Efficacy o…Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (2001)Educational Research: Plannin…Qualitative Research Methods for the Social Sciences (2000)Qualitative Research Methods …Findings from the Teaching, Learning, and Computing Survey: Is Larry Cuban Right? (2000)Findings from the Teaching, L…Findings from the Teaching, Learning, and Computing Survey (2000)Findings from the Teaching, L…Changing How and What Children Learn in School with Computer-Based Technologies (2000)Changing How and What Childre…Internet Use by Teachers: Conditions of Professional Use and Teacher-Directed Student Use (1999)Internet Use by Teachers: Con…A Survey of Internet Use by Teachers in Three Urban Connecticut Schools. (1997)A Survey of Internet Use by T…Handbook of Qualitative Research. (1995)Handbook of Qualitative Resea…The New Meaning of Educational Change (1991)The New Meaning of Educationa…The Role of Media in Geography Courses from the Perspectives of Pre-Service Social Studies Teachers (2015)The Role of Media in Geograph…Internet Use and Child Development: Validation of the Ecological Techno- Subsystem (2010)Internet Use and Child Develo…Newly qualified teachers’ learning related to their use of information and communication technology: a Swedish perspective (2006)Newly qualified teachers’ lea…Teachers and Machines: The Classroom Use of Technology since 1920 (1986)Teaching for understanding : linking research with practice (1998)Factors contributing to teachers' successful implementation of IT (2002)Teachers’ pedagogical beliefs and their planning and conduct of computer‐mediated classroom lessons (2007)Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom (2008)The Influence of Computer and Internet Use on Teachers’ Pedagogical Practices and Perceptions (1999)Beliefs about teaching and uses of technology among pre‐service teachers (2008)Exploring the extent of ICT adoption among secondary school teachers in Malaysia (2008)Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables (2010)Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration (2008)Factors affecting technology integration in K-12 classrooms: a path model (2009)Teacher value beliefs associated with using technology: Addressing professional and student needs (2010)Diffusion of Innovations (2012)American Economic Review (2019)Diffusion of Innovations 1 (2019)Knowledge and Teaching:Foundations of the New Reform (1987)Situated Learning: Legitimate Peripheral Participation. (1994)National Science Education Standards (1995)Implementation and Effects Of One-to-One Computing Initiatives (2006)International Handbook of Information Technology in Primary and Secondary Education (2008)Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants (2009)Innovation up Close (1984)Addressing first- and second-order barriers to change: Strategies for technology integration (1999)Elaborating a model of teacher professional growth (2002)Teacher Technology Change (2010)Applying Constructivist and Objectivist Learning Theories in the Design of A Web-Based Course: Implications for Practice (2001)Computer Technology in the Social Studies: An Examination of the Effectiveness Literature (1996-2001) (2002)Identifying Teacher, School and District Characteristics Associated with Elementary Teachers' Use of Technology:A Multilevel Perspective (2004)Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice (2005)A General Inductive Approach for Analyzing Qualitative Evaluation Data (2006)Qualitative Research Designs (2007)Implementation and evaluation of a student-centered learning unit: A case study (2000)Student Attitudes toward Web-Enhanced Instruction in an Introductory Biology Course (2001)Teachers’ Beliefs and Practices in Technology-based Classrooms (2006)Understanding and Evaluating Qualitative Research (2002)The qualitative research interview (2006)Rethinking Critical Theory and Qualitative Research (2011)Qualitative Content Analysis: Theoretical Background and Procedures (2014)How to plan and perform a qualitative study using content analysis (2016)A hands-on guide to doing content analysis (2017)
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  • 2001Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research25,504 cited
  • 1995Handbook of Qualitative Research.6,282 cited
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  • 1991The New Meaning of Educational Change2,697 cited
  • 2001High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox1,232 cited
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  • 2000Findings from the Teaching, Learning, and Computing Survey: Is Larry Cuban Right?295 cited
  • 2009Technology and Teacher Education Annual, 2009250 cited
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  • 1999Internet Use by Teachers: Conditions of Professional Use and Teacher-Directed Student Use137 cited
  • 2001Effects of Teacher Efficacy on Computer Skills and Computer Cognitions of Canadian Students in Grades K-3135 cited
  • 1997A Survey of Internet Use by Teachers in Three Urban Connecticut Schools.16 cited

Cited by

  • 2010Internet Use and Child Development: Validation of the Ecological Techno- Subsystem73 cited
  • 2006Newly qualified teachers’ learning related to their use of information and communication technology: a Swedish perspective

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67 cited
  • 2015The Role of Media in Geography Courses from the Perspectives of Pre-Service Social Studies Teachers4 cited