期刊論文1. | Ozdamli, F.、Uzunboylu, H.(2015)。M-learning adequacy and perceptions of students and teachers in secondary schools。British Journal of Educational Technology,46(1),159-172。 |
2. | Jacobs-Rose, C.、Harris, K.(2010)。Educational camps and their effects on female perceptions of technology programs。Journal of Industrial Teacher Education,47(1),11-41。 |
3. | Baek, J. H.、Jones, E.、Bulger, S.、Taliaferro, A.(2018)。Physical education teacher perceptions of technology-related learning experiences: A qualitative investigation。Journal of Teaching in Physical Education,37(2),175-185。 |
4. | 陳儒晰、簡宏江(20160700)。幼教人員對幼兒數位學習活動的社會批判與教學轉化。數位學習科技期刊,8(3),29-49。 延伸查詢 |
5. | Gregorcic, B.、Etkina, E.、Planinsic, G.(2018)。A new way of using the interactive whiteboard in a high school physics classroom: A case study。Research in Science Education,48(2),465-489。 |
6. | Liu, X.、Toki, E. I.、Pange, J.(2014)。The use of ICT in preschool education in Greece and China: A comparative study。Procedia--Social and Behavioral Sciences,112,1167-1176。 |
7. | Kerckaert, Stephanie、Vanderlinde, Ruben、van Braak, Johan(2015)。The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors。European Early Childhood Education Research Journal,23(2),183-199。 |
8. | Thorpe, K.、Hansen, J.、Danby, S.、Zaki, F. M.、Grant, S.、Houen, S.、Given, L. M.(2015)。Digital access to knowledge in the preschool classroom: Reports from Australia。Early Childhood Research Quarterly,32,174-182。 |
9. | Shadiev, R.、Hwang, Wu-Yuin、Huang, Yueh-Min、Liu, Tzu-Yu(2015)。The Impact of Supported and Annotated Mobile Learning on Achievement and Cognitive Load。Educational Technology & Society,18(4),53-69。 |
10. | Sánchez-Prieto, J. C.、Olmos-Migueláñez, S.、García-Peñalvo, F. J.(2017)。MLearning and pre-service teachers: An assessment of the behavioral intention using an expanded TAM model。Computers in Human Behavior,72,644-654。 |
11. | 陳儒晰(20180600)。幼教人員對幼兒學習活動的社會多樣性思考。中華管理發展評論,7(1),41-60。 延伸查詢 |
12. | Amara, S.、Macedo, J.、Bendella, F.、Santos, A.(2016)。Group formation in mobile computer supported collaborative learning contexts: A systematic literature review。Journal of Educational Technology & Society,19(2),258-273。 |
13. | Barenthien, J.、Oppermann, E.、Anders, Y.、Steffensky, M.(2020)。Preschool teachers' learning opportunities in their initial teacher education and in-service professional development: Do they have an influence on preschool teachers' science-specific professional knowledge and motivation?。International Journal of Science Education,42(5),744-763。 |
14. | Bin, E. L.、Islam, A.、Gu, X. Q.、Spector, J. M.、Wang, F. L.(2020)。A study of Chinese Technical and Vocational College teachers' adoption and gratification in new technologies。British Journal of Educational Technology,51(6),2359-2375。 |
15. | Carpenter, J.、Tani, T.、Morrison, S.、Keane, J.(2020)。Exploring the landscape of educator professional activity on twitter: An analysis of 16 education-related twitter hashtags。Professional Development in Education。 |
16. | Chang, Y. K.(2016)。Emotional work in preschool teacher's everyday lives: A theoretical outline and dialogue with critical pedagogy。Universal Journal of Educational Research,4(9),1973-1984。 |
17. | Chung, K. S. K.、Paredes, W. C.(2015)。Towards a social networks model for online learning & performance。Journal of Educational Technology & Society,18(3),240-253。 |
18. | David, M. E.(2015)。Gender & education association: A case study in feminist education?。Gender and Education,27(7),928-946。 |
19. | Du, J. X.、Zhou, M. M.、Xu, J. Z.、Lei, S. S.(2016)。African American female students in online collaborative learning activities: The role of identity, emotion, and peer support。Computers in Human Behavior,63,948-958。 |
20. | Durbin, S.、Lopes, A.、Warren, S.(2020)。Challenging male dominance through the substantive representation of women: The case of an online women's mentoring platform。New Technology Work and Employment,35(2),215-231。 |
21. | Dutt, S.、Phelps, M.、Scott, K. M.(2020)。Curricular change and delivery promotes teacher development and engagement。Higher Education Research & Development,39(7),1425-1439。 |
22. | Gonzalez-Sanmamed, M.、Sangra, A.、Munoz-Carril, P. C.(2017)。We can, we know how. But do we want to? Teaching attitudes towards ICT based on the level of technology integration in schools。Technology Pedagogy and Education,26(5),633-647。 |
23. | Gudmundsdottir, G. B.、Gasso, H. H.、Rubio, J. C. C.、Hatlevik, O. E.(2020)。Student teachers' responsible use of ICT: Examining two samples in Spain and Norway。Computers & Education,152。 |
24. | Hathcock, S. J.、Garner, J. K.、Kaplan, A.(2020)。Examining micro-change within and among science teachers' identities: A multiple case study。Science Education,104(5),827-856。 |
25. | Huizenga, J. C.、Ten Dam, G. T. M.、Voogt, J. M.、Admiraal, W. F.(2017)。Teacher perceptions of the value of game-based learning in secondary education。Computers & Education,110,105-115。 |
26. | Tseng, Hung Wei、Tang, Yingqi、Morris, Betty(2016)。Evaluation of iTunes university courses through instructional design strategies and m-learning framework。Journal of Educational Technology & Society,19(1),199-210。 |
27. | Hussenius, A.、Andersson, K.、Gullberg, A.(2015)。Spotting the science culture-integrating gender perspectives into science courses。International Journal of Gender,Science and Technology,7(1),91-103。 |
28. | Isiyaku, D. D.、Ayub, M. A. F.、AbdulKadir, S.(2018)。Antecedents to teachers' perceptions of the usefulness of ICTs for business education classroom instructions in Nigerian tertiary institutions。Asia Pacific Education Review,19(3),337-352。 |
29. | Kinnula, M.、Iivari, N.、Isomursu, M.、Laari-Salmela, S.(2018)。"Worksome but rewarding": Stakeholder perceptions on value in collaborative design work。Computer Supported Cooperative Work: The Journal of Collaborative Computing,27(3-6),463-494。 |
30. | Knight, S. W. P.(2020)。Establishing professional online communities for world language educators。Foreign Language Annals,53(2),298-305。 |
31. | Lee, L. H. J.、Rahmat, R. B.、Lin, L.、Lim, P. H.、Tan, T. H.(2020)。The development of an implementation framework to support knowledge construction in online networked learning。Professional Development in Education。 |
32. | Liljekvist, Y. E.、Randahl, A. C.、van Bommel, J.、Olin-Scheller, C.(2021)。Facebook for professional development: Pedagogical content knowledge in the centre of teachers' online communities。Scandinavian Journal of Educational Research,65(5),723-735。 |
33. | List, A.、Brante, E. W.、Klee, H. L.(2020)。A framework of pre-service teachers' conceptions about digital literacy: Comparing the United States and Sweden。Computers & Education,148。 |
34. | Liu, H. X.、Lin, C. H.、Zhang, D. B.(2017)。Pedagogical beliefs and attitudes toward information and communication technology: A survey of teachers of English as a foreign language in China。Computer Assisted Language Learning,30(8),745-765。 |
35. | Liu, H. X.、Lin, C. H.、Zhang, D. B.、Zheng, B. B.(2018)。Chinese language teachers' perceptions of technology and instructional use of technology: A path analysis。Journal of Educational Computing Research,56(3),396-414。 |
36. | Miranda, S.、Marzano, A.、Lytras, M. D.(2017)。A research initiative on the construction of innovative environments for teaching and learning. Montessori and Munari based psycho pedagogical insights in computers and human behavior for the "new school"。Computers in Human Behavior,66,282-290。 |
37. | Miron, E.、Ravid, G.(2015)。Facebook groups as an academic teaching aid: Case study and recommendations for educators。Journal of Educational Technology & Society,18(4),371-384。 |
38. | Munoz-Carril, P. C.、Gonzalez-Sanmamed, M.、Fuentes-Abeledo, E. J.(2020)。Use of blogs for prospective early childhood teachers。Educación XX1,23(1),247-273。 |
39. | Prestridge, S.(2017)。Examining the shaping of teachers' pedagogical orientation for the use of technology。Technology Pedagogy and Education,26(4),367-381。 |
40. | Racero, F. J.、Bueno, S.、Gallego, M. D.(2020)。Predicting students' behavioral intention to use open source software: A combined view of the technology acceptance model and self-determination theory。Applied Sciences,10(8)。 |
41. | Reisoglu, I.、Cebi, A.(2020)。How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of digcomp and digcompedu。Computers & Education,156。 |
42. | Sainz, M.、Fabregues, S.、Rodo-de-Zarate, M.、Martinez-Cantos, J. L.、Arroyo, L.、Romano, M. J.(2020)。Gendered motivations to pursue male-dominated stem careers among Spanish young people: A qualitative study。Journal of Career Development,47(4),408-423。 |
43. | Siry, C.(2014)。Towards multidimensional approaches to early childhood science education。Cultural Studies of Science Education,9(2),297-304。 |
44. | Tanas, L.、Winkowska-Nowak, K.、Pobiega, K.(2020)。The importance of teachers' need for cognition in their use of technology in mathematics instruction。Frontiers in Psychology,11。 |
45. | Tang, H. T.、Lin, Y. J.、Qian, Y. X.(2020)。Understanding k-12 teachers' intention to adopt open educational resources: A mixed methods inquiry。British Journal of Educational Technology,51(6),2558-2572。 |
46. | Teo, T.、Huang, F.、Hoi, C. K. W.(2018)。Explicating the influences that explain intention to use technology among English teachers in China。Interactive Learning Environments,26(4),460-475。 |
47. | Trusz, S.(2020)。Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors。Social Psychology of Education,23(3),615-639。 |
48. | Van Laere, K.、Vandenbroeck, M.(2018)。The (in)convenience of care in preschool education: Examining staff views on educare。Early Years,38(1),4-18。 |
49. | Vongkulluksn, V. W.、Xie, K.、Bowman, M. A.(2018)。The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration。Computers & Education,118,70-81。 |
50. | Wagner, C. J.(2021)。Online teacher inquiry as a professional learning model for multilingual early childhood educators。Early Childhood Education Journal,49(2),185-196。 |
51. | Wang, C. S.、Jeng, Y. L.、Huang, Y. M.(2017)。What influences teachers to continue using cloud services? The role of facilitating conditions and social influence。Electronic Library,35(3),520-533。 |
52. | Wang, Z. Y.、Utemov, V. V.、Krivonozhkina, E. G.、Liu, G.、Galushkin, A. A.(2018)。Pedagogical readiness of mathematics teachers to implement innovative forms of educational activities。Eurasia Journal of Mathematics Science and Technology Education,14(1),543-552。 |
53. | Watermeyer, R.、Montgomery, C.(2018)。Public dialogue with science and development for teachers of STEM: Linking public dialogue with pedagogic praxis。Journal of Education for Teaching,44(1),90-106。 |
54. | Zander, S.、Montag, M.、Wetzel, S.、Bertel, S.(2020)。A gender issue? How touch-based interactions with dynamic spatial objects support performance and motivation of secondary school students。Computers & Education,143。 |
55. | 陳儒晰(20160400)。幼兒電子繪本學習活動的社會再製與批判教育學省思。教育傳播與科技研究,113,21-38。 延伸查詢 |
56. | Henseler, Jörg、Ringle, Chirstian M.、Sarstedt, Marko(2015)。A new criterion for assessing discriminant validity in variance-based structural equation modeling。Journal of the Academy of Marketing Science,43(1),115-135。 |