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Mishra, P., Koehler, M. J., & Zhao, Y. (2007). Communities of designers: A brief history and introduction. In P. Mishra, M. J. Koehler, & Y. Zhao (Eds.), Faculty Development by Design: Integrating Technology in Higher Education. Charlotte, NC: Information Age Publishing. Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and web 2.0: Transformation of teaching and learning. TechTrends, 53(5), 80-87. Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C.…Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24. Özgün-Koca, A., Meagher, M., & Edwards, M. T. (2010). Preservice teachers’ emerging TPACK in a technology-rich methods class. The Mathematics Educator, 19(2), 10–20. Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 863-870. Pool, C. R. (1997). A new digital literacy: A conversation with Paul Gilster. Integrating Technology into Teaching, 55(3), 6-11. Shin, T. S., Koehler, M. J., Mishra, P., Schmidt, D. A., Baran, E., & Thompson, A. D. (2009). Changing technological pedagogical content knowledge (TPACK) through course experiences. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen, & D. A. Willis (Eds.), Society for information technology and teacher education international conference book (pp. 4152-4156). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100. Yanpar-Yelken, T. Y. (2011). Ogretim teknolojileri ve material tasarımı (10 th ed.) [Instructional technology and material design]. Ankara: Anı Publication. 255
Instructional Technology Instructional Technology Instructional You Technology You Instructional Technology Figure 1 Figure 2 You Instructional Technology Figure 3 Figure 4 Figure 5 APPENDIX A Pre- and Post Questionnaire The graphics below are representing the relationship between you and Instructional Technology. Using a symbol, please note where you believe you would currently align yourself. You Instructional You Technology Figure 6 You 256
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http://www.ifets.info ISSN: 1436-45
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Supporting Organizations Centre for
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Timely Diagnostic Feedback for Data
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Lim et al. addressed two gaps, a us
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The new found benefits of technolog
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analysis of all articles submitted
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Since some articles could not meet
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Table 2. Distribution of research t
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Research method Table 8 shows diffe
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authors concluded that mixed-method
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trends. Library and Information Sci
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Taylor, E. W. (2001). Adult Educati
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Zealand 10 paper 15 19 Using mutual
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impact on a variety of sectors arou
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Grand challenges These grand challe
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eport for details of competencies c
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learning repositories to use in con
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Acknowledgements This paper is base
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eliminating duplicates, a total of
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Findings of this review In the foll
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Table 2. Summary of empirical resea
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students’ conception of learning
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their creative capacity in designin
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which make it impossible to see how
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The content knowledge Table 3 depic
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The first revision we have made to
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Angeli, C., & Valanides, N. (2005).
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Lee, H., & Hollebrands, K. (2008).
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Rushby, N. (2013). The Future of Le
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The top ten in the 2011 survey were
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My first vision of the future is on
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References Dienstag, J. (2006). Pes
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industries, new laws, and new areas
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or distractive effects of technolog
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This may be further complicated by
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espect, the literature about school
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Tondeur, J., Van Keer, H., van Braa
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Disruptive technology When mainfram
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with the physical environment, such
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mockups, and then embedded in compu
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the global marketplace. Students in
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games, and virtual worlds are domin
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Malone, T. W. & Lepper, M. R. (1987
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education reform. In the following
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error elimination and/or refutation
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In essence, as depicted in figure 1
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of our students, who are the future
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Simon, H. (1996). The Sciences of t
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2010). Similar patterns can be obse
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To complement the literature search
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Figure 1. Domains of sustainable e-
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Discussion and conclusions This sco
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Baty, P. (2010, July 1). Global rep
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Loewenberger, P., & Bull, J. (2003)
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applied query expansion techniques
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di, 1 ≤ i ≤ n , 0 < d i ≤ 1,
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Procedure Figure 2 schematically de
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Phase 3. Wiki-based revision Throug
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Table 4. Comparison of the performa
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materials manually by working alone
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# Question 1 2 3 4 5 Table 7. Users
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Kuo, Y. H., & Huang, Y. M. (2009).
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Nevertheless, one of the major prob
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Rlj indicates the answer of the l t
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Relative weight Very low 5 ww , ∈
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Experiment and evaluation Figure 7.
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and CG (59.06 and 13.52). The resul
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Expert 1 Expert 2 Expert 3 Correctn
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The EFWA algorithm Appendix Defini
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y the fourth student correctly is:
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drA = − + − + − = 2 2 2 ( , M
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students have achieved what they wa
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environments. This gap can be bridg
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can understand, as well as a vehicl
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5. “Then move on to Loop 2.” Ea
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fact that the students could not ge
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conceptualization, and testing in n
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Soloway, E., Norris, C., Blumenfeld
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all image search queries result in
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instance, not knowing how to naviga
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displays in real time. The authors
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Significance was not found for main
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manifestation of visual literacy; a
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Mayer, R. E. (2001). Multimedia lea
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McMillen (1996) considered virtual
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Learning of area concepts in elemen
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shrink. changed. Hints and Show but
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Based on teacher observations and c
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Appendix 1. Sample items of BACT *I
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Wong, L.-H., Hsu, C.-K., Sun, J., &
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Johnson and Johnson (1994) identifi
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Design of game-based learning activ
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Findings The students exhibited hig
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We take two instances of character
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In designing Chinese-PP, we instead
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Boticki, I., Looi, C.-K., & Wong, L
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Hwang, G.-J., Sung, H.-Y., Hung, C.
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2000). For example, Filippidis and
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amount of information about the lea
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The factors that affected the stude
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Burguillo, J. C. (2010). Using game
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Wong, L.-H. (2013). Analysis of Stu
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Recognizing both the importance and
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Student responses were coded based
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Page 219 and 220: them develop new concepts to facili
Page 221 and 222: Figure 1. Visualization of how mino
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Page 225 and 226: Procedures All subjects in both gro
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Page 233 and 234: Lin, J.-W., Lai, Y.-C., & Chuang, Y
Page 235 and 236: The related works Feedback should b
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Page 239 and 240: Once the frequent itemsets have bee
Page 241 and 242: The first phase generates a diagnos
Page 243 and 244: To assure pretest validity and reli
Page 245 and 246: Questionnaire and interviews To und
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Page 249 and 250: According to Angeli and Valanides (
Page 251 and 252: description, objectives, and entry
Page 253 and 254: TCK: For the fourth activity, the g
Page 255 and 256: A questionnaire focusing on Instruc
Page 257 and 258: eing aware of the importance of sel
Page 259: References Airasian, P. W., & Walsh
Page 263 and 264: and He (2006) revealed that technol
Page 265 and 266: Model and hypothesis development Sa
Page 267 and 268: Table 1. Student profile Gender: Ma
Page 269 and 270: H3 Student satisfaction has positiv
Page 271 and 272: Conclusions Addressing four PRS iss
Page 273 and 274: Tao, Y.-H., & Yeh, R. C. (2009, Jul
Page 275 and 276: My overall experience of PRS is abs
Page 277 and 278: skills can move to the next learnin
Page 279 and 280: were divided into an experimental g
Page 281 and 282: illustrates the Monopoly gameplay m
Page 283 and 284: Comparison of monopoly and instruct
Page 285 and 286: Guskey, T. R., & Gates, S. L. (1986
Page 287 and 288: Yang, C.-C., Tseng, S.-S., Liao, A.
Page 289 and 290: text only because learners are able
Page 291 and 292: Figure 2. Structure of poetry multi
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Page 295 and 296: Participants and experimental proce
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Page 301 and 302: Wang, Y.-H., Young, S. S.-C., & Jan
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Page 305 and 306: Basic English learning materials we
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Discussions Tangible learning compa
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We can conclude from the current st
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Joo, Y. J., Joung, S., & Kim, E. K.
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on 506 students registered for cybe
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and management systems, learning se
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multivariate normal distribution as
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Structural model examination Table
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Direct effect Flow ← Satisfaction
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Second, the results of this study c
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Kim, H. S. (2008). The effects of t
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language accurately, or product-ori
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Thailand 5 Vietnam 25 Total 208 Res
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Procedures of data collection Figur
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discussions. From Brian’s log fil
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universities. There were 259 studen
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and he provided his arguments and r
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Within groups Total Test 4 Between
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Crooks, B. (2003). The combined use
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Appendix A 342
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teenager. Chapter four, “Identity
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