TY  - JOUR
TI  - E‐Books and TPACK: What Teachers Need to Know
AU  - Brueck, Jeremy S.
AU  - Lenhart, Lisa A.
T2  - The Reading Teacher
AB  - Abstract
            Today's tech savvy young learners are equipped with a variety of technological tools used as easily as pencils and paper. Many reach for the laptop first when it's time to write or look for an ebook when it's time to read. Ebooks are increasingly viewed as an appropriate source for literacy exposure to books and reading by parents and educators, as net sales revenue from ebooks surpassed hardcover books in the first quarter of 2012 (Boog, 2012).
            As educators consider adopting ebooks as instructional resources, we must consider how to effectively merge content, pedagogy and technology in the early literacy classroom. In this article we discuss the emerging role of ebook technology in early reading instruction, along with describing how the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) can assist teachers in understanding the dynamic relationship between content, pedagogy and technology in the literacy classroom.
DA  - 2015/02//
PY  - 2015
DO  - 10.1002/trtr.1323
DP  - DOI.org (Crossref)
VL  - 68
IS  - 5
SP  - 373
EP  - 376
J2  - The Reading Teacher
LA  - en
SN  - 0034-0561, 1936-2714
ST  - E‐Books and TPACK
UR  - https://ila.onlinelibrary.wiley.com/doi/10.1002/trtr.1323
Y2  - 2024/08/28/10:05:41
ER  - 

TY  - JOUR
TI  - Using Self-Determination Theory to Explain How Community-Based Learning Fosters Student Interest and Identity in Integrated STEM Education
AU  - Chiu, Thomas K. F.
AU  - Ismailov, Murod
AU  - Zhou, Xinyan
AU  - Xia, Qi
AU  - Au, Cheuk Kwan
AU  - Chai, Ching Sing
T2  - International Journal of Science and Mathematics Education
DA  - 2023/06//
PY  - 2023
DO  - 10.1007/s10763-023-10382-x
DP  - DOI.org (Crossref)
VL  - 21
IS  - S1
SP  - 109
EP  - 130
J2  - Int J of Sci and Math Educ
LA  - en
SN  - 1571-0068, 1573-1774
UR  - https://link.springer.com/10.1007/s10763-023-10382-x
Y2  - 2024/08/28/10:06:32
ER  - 

TY  - CHAP
TI  - Digital Tools in Dutch Mathematics Education: A Dialectic Relationship
AU  - Drijvers, Paul
T2  - National Reflections on the Netherlands Didactics of Mathematics
A2  - Van Den Heuvel-Panhuizen, Marja
CY  - Cham
DA  - 2020///
PY  - 2020
DP  - DOI.org (Crossref)
SP  - 177
EP  - 195
LA  - en
PB  - Springer International Publishing
SN  - 978-3-030-33823-7 978-3-030-33824-4
ST  - Digital Tools in Dutch Mathematics Education
UR  - http://link.springer.com/10.1007/978-3-030-33824-4_10
Y2  - 2024/08/28/10:06:52
L1  - https://link.springer.com/content/pdf/10.1007%2F978-3-030-33824-4_10.pdf
ER  - 

TY  - JOUR
TI  - Tablet-based math assessment: What can we learn from math apps?
AU  - Cayton-Hodges, Gabrielle A
AU  - Feng, Gary
AU  - Pan, Xingyu
T2  - Educational Technology & Society
DA  - 2015///
PY  - 2015
VL  - 18
IS  - 2
SP  - 3
EP  - 20
LA  - eng
UR  - https://www.jstor.org/stable/jeductechsoci.18.issue-2
ER  - 

TY  - JOUR
TI  - E-Books as Textbooks in the Classroom
AU  - Embong, Abd Mutalib
AU  - Noor, Azelin M.
AU  - Hashim, Hezlina M.
AU  - Ali, Razol Mahari
AU  - Shaari, Zullina H.
T2  - Procedia - Social and Behavioral Sciences
DA  - 2012///
PY  - 2012
DO  - 10.1016/j.sbspro.2012.06.903
DP  - DOI.org (Crossref)
VL  - 47
SP  - 1802
EP  - 1809
J2  - Procedia - Social and Behavioral Sciences
LA  - en
SN  - 18770428
UR  - https://linkinghub.elsevier.com/retrieve/pii/S1877042812026390
Y2  - 2024/08/28/10:16:32
L1  - https://www.sciencedirect.com/science/article/pii/S1877042812026390/pdf?md5=16ab9c8d17a3236d38c118bde297ef76&pid=1-s2.0-S1877042812026390-main.pdf&isDTMRedir=Y
ER  - 

TY  - JOUR
TI  - Textbook research in mathematics education: development status and directions
AU  - Fan, Lianghuo
AU  - Zhu, Yan
AU  - Miao, Zhenzhen
T2  - ZDM
DA  - 2013/09//
PY  - 2013
DO  - 10.1007/s11858-013-0539-x
DP  - DOI.org (Crossref)
VL  - 45
IS  - 5
SP  - 633
EP  - 646
J2  - ZDM Mathematics Education
LA  - en
SN  - 1863-9690, 1863-9704
ST  - Textbook research in mathematics education
UR  - http://link.springer.com/10.1007/s11858-013-0539-x
Y2  - 2024/08/28/10:17:31
ER  - 

TY  - JOUR
TI  - No name, no game: Challenges to use of collaborative digital textbooks
AU  - Grönlund, Åke
AU  - Wiklund, Matilda
AU  - Böö, Rickard
T2  - Education and Information Technologies
DA  - 2018/05//
PY  - 2018
DO  - 10.1007/s10639-017-9669-z
DP  - DOI.org (Crossref)
VL  - 23
IS  - 3
SP  - 1359
EP  - 1375
J2  - Educ Inf Technol
LA  - en
SN  - 1360-2357, 1573-7608
ST  - No name, no game
UR  - http://link.springer.com/10.1007/s10639-017-9669-z
Y2  - 2024/08/28/10:17:56
L1  - https://link.springer.com/content/pdf/10.1007/s10639-017-9669-z.pdf
ER  - 

TY  - JOUR
TI  - iPads in the Mathematics Classroom: Developing Criteria for Selecting Appropriate Learning Apps
AU  - Harrison, Taylor R.
AU  - Lee, Hollylynne S.
T2  - International Journal of Education in Mathematics, Science and Technology
DA  - 2018/03/22/
PY  - 2018
DO  - 10.18404/ijemst.408939
DP  - DOI.org (Crossref)
VL  - 6
IS  - 2
SP  - 155
EP  - 172
SN  - 2147-611X
ST  - iPads in the Mathematics Classroom
UR  - http://dergipark.gov.tr/doi/10.18404/ijemst.408939
Y2  - 2024/08/28/10:18:09
ER  - 

TY  - JOUR
TI  - Transforming the mathematical practices of learners and teachers through digital technology
AU  - Hoyles, Celia
T2  - Research in Mathematics Education
DA  - 2018/09/02/
PY  - 2018
DO  - 10.1080/14794802.2018.1484799
DP  - DOI.org (Crossref)
VL  - 20
IS  - 3
SP  - 209
EP  - 228
J2  - Research in Mathematics Education
LA  - en
SN  - 1479-4802, 1754-0178
UR  - https://www.tandfonline.com/doi/full/10.1080/14794802.2018.1484799
Y2  - 2024/08/28/10:18:28
L1  - https://discovery.ucl.ac.uk/10050688/1/Hoyles_Final%20revisedApril%202018rev2018-05-27.pdf
ER  - 

TY  - JOUR
TI  - Literacy teachers’ perceptions of professional development that increases integration of technology into literacy instruction
AU  - Hutchison, Amy
T2  - Technology, Pedagogy and Education
DA  - 2012/03//
PY  - 2012
DO  - 10.1080/1475939X.2012.659894
DP  - DOI.org (Crossref)
VL  - 21
IS  - 1
SP  - 37
EP  - 56
J2  - Technology, Pedagogy and Education
LA  - en
SN  - 1475-939X, 1747-5139
UR  - https://www.tandfonline.com/doi/full/10.1080/1475939X.2012.659894
Y2  - 2024/08/28/10:18:41
ER  - 

TY  - JOUR
TI  - Noticing student thinking under pressure in primary mathematics and science lessons
AU  - Jazby, Dan
AU  - Widjaja, Wanty
AU  - Xu, Lihua
AU  - Van Driel, Jan H.
T2  - International Journal of Science and Mathematics Education
AB  - Abstract
            Teacher noticing of student thinking represents a key aspect of teacher expertise as it informs teachers’ actions ‘on the fly’ during a lesson. In science and mathematics education, teacher noticing has been conceptualised as being driven by attending to and making sense of student thinking. A range of models of noticing developed in professional fields such as aviation posit that perceptual interaction is also a key driver of noticing. This paper presents an alternate, ecological model of teacher noticing that begins with the premise that teachers have limited capacity to make sense of noteworthy events mid-lesson. Multimodal data collected from a primary science and mathematics lesson, taught by the same teacher, is analysed using the ecological lens. The analysis draws research attention to aspects of teacher/classroom interaction such as attention deployment and the role that classroom environments play in facilitating mid-lesson noticing of student thinking. Differences in teacher noticing between the science and mathematics lesson can be accounted for in terms of variance in environmental structure rather than solely in terms of teacher cognition.
DA  - 2023/02//
PY  - 2023
DO  - 10.1007/s10763-022-10263-9
DP  - DOI.org (Crossref)
VL  - 21
IS  - 2
SP  - 645
EP  - 666
J2  - Int J of Sci and Math Educ
LA  - en
SN  - 1571-0068, 1573-1774
UR  - https://link.springer.com/10.1007/s10763-022-10263-9
Y2  - 2024/08/28/10:18:58
L1  - https://link.springer.com/content/pdf/10.1007/s10763-022-10263-9.pdf
ER  - 

TY  - JOUR
TI  - Algebra discourses in mathematics and physics textbooks: comparing the use of algebraic symbols
AU  - Johansson, Helena
AU  - Österholm, Magnus
T2  - International Journal of Mathematical Education in Science and Technology
DA  - 2023/07/02/
PY  - 2023
DO  - 10.1080/0020739X.2023.2226154
DP  - DOI.org (Crossref)
SP  - 1
EP  - 22
J2  - International Journal of Mathematical Education in Science and Technology
LA  - en
SN  - 0020-739X, 1464-5211
ST  - Algebra discourses in mathematics and physics textbooks
UR  - https://www.tandfonline.com/doi/full/10.1080/0020739X.2023.2226154
Y2  - 2024/08/28/10:19:08
L1  - https://www.tandfonline.com/doi/pdf/10.1080/0020739X.2023.2226154?needAccess=true&role=button
ER  - 

TY  - RPRT
TI  - Digitaliseringen i skolan: Dess påverkan på kvalitet, likvärdighet och resultat i utbildningen [Digitalisation in school: Its impact on quality, equality and results in education]
AU  - Education Committee
AU  - [Utbildningsutskottet]
DA  - 2016///
PY  - 2016
LA  - swe
SN  - 2015/16:RFR18
UR  - https://data.riksdagen.se/fil/24B42258-6038-470F-80C6-F5CE149F401B
ER  - 

TY  - BOOK
TI  - ATLAS ti 7 user guide and reference
AU  - Friese, S
DA  - 2013///
PY  - 2013
PB  - Atlas ti Scientific Software Development GmbH
ER  - 

TY  - JOUR
TI  - What is technological pedagogical content knowledge?
AU  - Koehler, Matthew
AU  - Mishra, Punya
T2  - Contemporary Issues in Technology and Teacher Education
DA  - 2009///
PY  - 2009
VL  - 9
IS  - 1
SP  - 60
EP  - 70
UR  - https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge
ER  - 

TY  - JOUR
TI  - Teaching Approaches for STEM Integration in Pre- and Primary School: a Systematic Qualitative Literature Review
AU  - Larkin, Kevin
AU  - Lowrie, Thomas
T2  - International Journal of Science and Mathematics Education
AB  - Abstract
            In the last 5 years, there have been several literature reviews or meta-analyses investigating various aspects of STEM education; however, they have investigated a specific aspect of STEM, e.g. robotics, or digital games, or Early childhood, or Teacher perspectives. In addition, a broad-reaching review on STEM integration has not been conducted in the past 10 years. This article reports findings from a Systematic Qualitative Literature Review concerning STEM education for children aged 4–12 in formal education contexts. To provide context, the article initially presents descriptive findings (date and country of research, age of participants, research setting, and research methodologies used) in the 60 research articles that are included for analysis. The article then answers three research questions regarding the: (1) level of integration evident in the studies; (2) role of engineering in any such integration; and (3) teaching approaches used in the studies. Findings from this research suggest that there is still much work to be done to move from scenarios where STEM integration is claimed but is not evident in practice. To do so we encourage educators and researchers to (a) focus on authentic interdisciplinary approaches rather than the siloed approaches evident in the existing research; and (b) use a teaching approach such as problem-based or project-based learning that provide opportunities for authentic integration.
DA  - 2023/06//
PY  - 2023
DO  - 10.1007/s10763-023-10362-1
DP  - DOI.org (Crossref)
VL  - 21
IS  - S1
SP  - 11
EP  - 39
J2  - Int J of Sci and Math Educ
LA  - en
SN  - 1571-0068, 1573-1774
ST  - Teaching Approaches for STEM Integration in Pre- and Primary School
UR  - https://link.springer.com/10.1007/s10763-023-10362-1
Y2  - 2024/08/28/10:32:52
L1  - https://link.springer.com/content/pdf/10.1007/s10763-023-10362-1.pdf
ER  - 

TY  - JOUR
TI  - Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
AU  - Mishra, Punya
AU  - Koehler, Matthew J.
T2  - Teachers College Record: The Voice of Scholarship in Education
AB  - Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.
DA  - 2006/06//
PY  - 2006
DO  - 10.1111/j.1467-9620.2006.00684.x
DP  - DOI.org (Crossref)
VL  - 108
IS  - 6
SP  - 1017
EP  - 1054
J2  - Teachers College Record
LA  - en
SN  - 0161-4681, 1467-9620
ST  - Technological Pedagogical Content Knowledge
UR  - http://journals.sagepub.com/doi/10.1111/j.1467-9620.2006.00684.x
Y2  - 2024/08/28/10:36:52
ER  - 

TY  - CHAP
TI  - Sammenlignende fagdidaktik: Genstandsfelt, perspektiver og dimensioner. [Comparative subject didactics: Subject field, perspectives and dimensions]
AU  - Nielsen, F. V.
T2  - Sammenlignende fagdidaktik [Comparative subject didactics]
T3  - Cursiv
ET  - 7
VL  - 2011
SP  - 11
EP  - 32
ER  - 

TY  - JOUR
TI  - Exercise design in mathematics textbooks: The case of subtraction
AU  - Norberg, Malin
T2  - Nordic Studies in Mathematics Education
DA  - 2021///
PY  - 2021
VL  - 26
IS  - 1
SP  - 5
EP  - 30
ER  - 

TY  - JOUR
TI  - Young students’ meaning-making when working with mathematics textbooks – A multimodal study focusing on the designed and the discovered
AU  - Norberg, Malin
T2  - Research in Mathematics Education
DA  - 2023/05/04/
PY  - 2023
DO  - 10.1080/14794802.2022.2045624
DP  - DOI.org (Crossref)
VL  - 25
IS  - 2
SP  - 194
EP  - 218
J2  - Research in Mathematics Education
LA  - en
SN  - 1479-4802, 1754-0178
UR  - https://www.tandfonline.com/doi/full/10.1080/14794802.2022.2045624
Y2  - 2024/08/28/10:43:44
L1  - https://www.tandfonline.com/doi/pdf/10.1080/14794802.2022.2045624?needAccess=true
ER  - 

TY  - JOUR
TI  - Expressing the Voice of the Textbook—Insights Gained from Tagging Didactic Metadata
AU  - Olsher, Shai
AU  - Cooper, Jason
T2  - International Journal of Science and Mathematics Education
DA  - 2021/12//
PY  - 2021
DO  - 10.1007/s10763-020-10124-3
DP  - DOI.org (Crossref)
VL  - 19
IS  - 8
SP  - 1635
EP  - 1653
J2  - Int J of Sci and Math Educ
LA  - en
SN  - 1571-0068, 1573-1774
UR  - https://link.springer.com/10.1007/s10763-020-10124-3
Y2  - 2024/08/28/10:44:02
ER  - 

TY  - JOUR
TI  - TPACK In Situ: A Design-Based Approach Supporting Professional Development in Practice
AU  - Pareto, Lena
AU  - Willermark, Sara
T2  - Journal of Educational Computing Research
AB  - Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most recent TPACK studies address assessment of teacher TPACK by quantitative self-reporting surveys. Such an approach provides little guidance for teachers in how to develop their everyday teaching practice. We argue for a revival of the original TPACK design-based approach and propose a design-based, operationalization of the framework that is situated in action, context specific, and integrated in practical teaching. The approach has been developed, evaluated, and validated in a school development project in a Nordic Elementary School context using design-based research. The project engaged more than 100 professionals: in-service elementary teachers, school administrators and researchers, and more than 1,000 students during 3 years. The theoretical development evolved from rich descriptions of 38 didactic design as delimited units of teaching including planning, implementation, and evaluation of specified learning tasks acted out in practice. Contributions include framing teaching practice as design activity and a TPACK in situ model and methods targeting reflective practitioners. Our proposed approach addresses current limitations of TPACK and is aligned with advocated professional development methods.
DA  - 2019/09//
PY  - 2019
DO  - 10.1177/0735633118783180
DP  - DOI.org (Crossref)
VL  - 57
IS  - 5
SP  - 1186
EP  - 1226
J2  - Journal of Educational Computing Research
LA  - en
SN  - 0735-6331, 1541-4140
ST  - TPACK In Situ
UR  - http://journals.sagepub.com/doi/10.1177/0735633118783180
Y2  - 2024/08/28/10:44:12
ER  - 

TY  - CHAP
TI  - Enhancing Teacher Learning with Curriculum Resources
AU  - Pepin, Birgit
T2  - Research on Mathematics Textbooks and Teachers’ Resources
A2  - Fan, Lianghuo
A2  - Trouche, Luc
A2  - Qi, Chunxia
A2  - Rezat, Sebastian
A2  - Visnovska, Jana
CY  - Cham
DA  - 2018///
PY  - 2018
DP  - DOI.org (Crossref)
SP  - 359
EP  - 374
PB  - Springer International Publishing
SN  - 978-3-319-73252-7 978-3-319-73253-4
UR  - http://link.springer.com/10.1007/978-3-319-73253-4_17
Y2  - 2024/08/28/10:44:27
ER  - 

TY  - JOUR
TI  - Digital curriculum resources in mathematics education: foundations for change
AU  - Pepin, Birgit
AU  - Choppin, Jeffrey
AU  - Ruthven, Kenneth
AU  - Sinclair, Nathalie
T2  - ZDM
DA  - 2017/10//
PY  - 2017
DO  - 10.1007/s11858-017-0879-z
DP  - DOI.org (Crossref)
VL  - 49
IS  - 5
SP  - 645
EP  - 661
J2  - ZDM Mathematics Education
LA  - en
SN  - 1863-9690, 1863-9704
ST  - Digital curriculum resources in mathematics education
UR  - http://link.springer.com/10.1007/s11858-017-0879-z
Y2  - 2024/08/28/10:44:41
L1  - https://link.springer.com/content/pdf/10.1007/s11858-017-0879-z.pdf
ER  - 

TY  - CONF
TI  - Keynote presentation: What works and why? Educational publishing between market and educational science
AU  - Reints, A
T2  - Textbooks and Educational Media in a Digital Age: The Thirteenth International Conference on Research on Textbooks and Educational Media. 18 – 20 September 2013
C1  - Ostrava – Czech Republic
DA  - 2015///
PY  - 2015
SP  - 15
EP  - 34
PB  - International Association for Research on textbooks and educational media (IARTEM)
ER  - 

TY  - JOUR
TI  - Creating a Grounded Model of Performance Quality of Scientist-Teacher-Student Partnership (STSP) for STEM Education
AU  - Saat, Rohaida Mohd
AU  - Piaw, Chua Yan
AU  - Fadzil, Hidayah Mohd
T2  - International Journal of Science and Mathematics Education
DA  - 2023/01//
PY  - 2023
DO  - 10.1007/s10763-021-10236-4
DP  - DOI.org (Crossref)
VL  - 21
IS  - 1
SP  - 325
EP  - 345
J2  - Int J of Sci and Math Educ
LA  - en
SN  - 1571-0068, 1573-1774
UR  - https://link.springer.com/10.1007/s10763-021-10236-4
Y2  - 2024/08/28/10:48:19
ER  - 

TY  - RPRT
TI  - Digitala lärresurser i matematikundervisningen: Delrapport skola [Digital learning resources in mathematics education: Interim report about schools]
AU  - Swedish Institute for Educational Research
T2  - (Systematisköversikt
DA  - 2017///
PY  - 2017
SN  - 2017:02, 1/2
UR  - https://www.skolfi.se/wp-content/uploads/2020/06/Fullständig-rapport-delrapport-skol.pdf
ER  - 

TY  - THES
TI  - Teaching with digital mathematics textbooks: Activity theoretical studies of data-driven technology in classroom practices
AU  - Utterberg Modén, M.
DA  - 2021///
PY  - 2021
LA  - eng
M3  - [Dissertation]
PB  - Gothenburg University.
ER  - 

TY  - JOUR
TI  - Science education textbook research trends: a systematic literature review
AU  - Vojíř, Karel
AU  - Rusek, Martin
T2  - International Journal of Science Education
DA  - 2019/07/24/
PY  - 2019
DO  - 10.1080/09500693.2019.1613584
DP  - DOI.org (Crossref)
VL  - 41
IS  - 11
SP  - 1496
EP  - 1516
J2  - International Journal of Science Education
LA  - en
SN  - 0950-0693, 1464-5289
ST  - Science education textbook research trends
UR  - https://www.tandfonline.com/doi/full/10.1080/09500693.2019.1613584
Y2  - 2024/08/28/10:51:22
ER  - 

TY  - JOUR
TI  - Enhancing preservice science teachers’ use of text through e-readers.
AU  - Zoellner, Brian
AU  - Cavanaugh, Terence
T2  - Contemporary Issues in Technology and Teacher Education
DA  - 2017///
PY  - 2017
VL  - 17
IS  - 4
SP  - 569
EP  - 589
UR  - https://www.learntechlib.org/primary/p/147869/
ER  - 

TY  - JOUR
TI  - What is Technological Pedagogical Content Knowledge (TPACK)?
AU  - Koehler, Matthew
AU  - Mishra, Punya
T2  - Contemporary Issues in Technology and Teacher Education
AB  - This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill-structured nature of teaching. The nature of technologies (both analog and digital) is considered, as...
DA  - 2009/03//
PY  - 2009
DP  - www.learntechlib.org
VL  - 9
IS  - 1
SP  - 60
EP  - 70
LA  - en
SN  - 1528-5804
UR  - https://www.learntechlib.org/primary/p/29544/
Y2  - 2024/08/28/10:58:09
L1  - https://www.learntechlib.org/primary/p/29544/article_29544.pdf
ER  - 

TY  - BOOK
TI  - Digitalisering i skolan: dess påverkan på kvalitet, likvärdighet och resultat i utbildningen
CY  - Stockholm
DA  - 2016///
PY  - 2016
DP  - LIBRIS ISBN
SP  - 76
LA  - sv
PB  - Sveriges riksdag
SN  - 978-91-87541-50-6
ST  - Digitalisering i skolan
L1  - https://data.riksdagen.se/fil/24B42258-6038-470F-80C6-F5CE149F401B
ER  - 

TY  - JOUR
TI  - Factors affecting the adoption of e-books by information professionals
AU  - Aharony, Noa
T2  - Journal of Librarianship and Information Science
AB  - One of the innovations that information technology has presented within information organizations is the phenomenon of e-books. This study seeks to explore information professionals’ attitudes towards e-books adoption. The current study uses the Technology Acceptance Model, a well-known theory for explaining individuals’ technology behaviors (Davis, 1989; Venkatesh and Morris, 2000), as well as personal characteristics such as motivation and cognitive appraisal as theoretical bases from which we can predict factors that may influence information professionals adopting e-books within their organizations. An empirical study was conducted in which 169 participants took part. Using structural equation modeling, we confirm that perceived usefulness, perceived ease of use, personal innovativeness and other personal characteristics, are predictors of behavioral intention to use e-books. Results highlight the importance of individual characteristics when considering technology acceptance. Implications for research and practice are discussed.
DA  - 2015/06//
PY  - 2015
DO  - 10.1177/0961000614532120
DP  - DOI.org (Crossref)
VL  - 47
IS  - 2
SP  - 131
EP  - 144
J2  - Journal of Librarianship and Information Science
LA  - en
SN  - 0961-0006, 1741-6477
UR  - http://journals.sagepub.com/doi/10.1177/0961000614532120
Y2  - 2024/09/02/10:09:51
ER  - 

TY  - JOUR
TI  - Measuring the digital divide at regional level. A spatial analysis of the inequalities in digital development of households and individuals in Europe
AU  - Lucendo-Monedero, Angel Luis
AU  - Ruiz-Rodríguez, Francisca
AU  - González-Relaño, Reyes
T2  - Telematics and Informatics
DA  - 2019/08//
PY  - 2019
DO  - 10.1016/j.tele.2019.05.002
DP  - DOI.org (Crossref)
VL  - 41
SP  - 197
EP  - 217
J2  - Telematics and Informatics
LA  - en
SN  - 07365853
UR  - https://linkinghub.elsevier.com/retrieve/pii/S0736585318310530
Y2  - 2024/09/02/10:23:16
L1  - https://idus.us.es/bitstream/11441/95016/1/MEASURING%20DD%20definitivo_idus.pdf
ER  - 

TY  - RPRT
TI  - IT-användning och IT-kompetens i skolan (Rapport Dnr: 2015:00067). [IT-use and IT-competence in school (Report Dnr: 2015:00067)].
AU  - Swedish National Agency for Education
DA  - 2016///
PY  - 2016
SN  - Dnr: 2015:00067
UR  - https://www.skolverket.se/publikationer?id=3617
ER  - 

TY  - RPRT
TI  - Technology in education: A tool on whose terms? [Summary]
AU  - UNESCO
T2  - The Global Education Monitoring Report
DA  - 2023///
PY  - 2023
ER  - 

TY  - GEN
TI  - Sverige satsar minst pengar på läromedel i Norden. [Sweden invests the least amount of money in teaching materials in the Nordic countries].
AU  - Läromedelsförlagen
DA  - 2020/03/02/
PY  - 2020
UR  - https://www.laromedelsforetagen.se/pressrum/
ER  -