Cida
A collective inquiry framework to study and support teachers as designers in technological environments
Bibliographic Data
| ID | 21538093 |
|---|---|
| Authors | Konstantinos Michos (0000-0002-0573-1924, Universidad de Valladolid, corresponding author), Davinia Hernandez-Leo (0000-0003-0548-7455, Universitat Pompeu Fabra) |
| Year | 2020 |
| Volume | 143 |
| Pages | 103679 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers & Education (JOURNAL) |
| Journal identifiers | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2019.103679 |
| OpenAlex | W2971779233 |
| Language | EN |
| Citations received | 10 |
| References cited | 53 |
Analytics · Collaborative learning · Collective intelligence · Data science · Knowledge management · Learning analytics · Learning design · Mathematics education · Sociology · Computer Science · E-Learning and Knowledge Management · Innovative Teaching and Learning Methods · Online Learning and Analytics · Psychology
Competencias digitales de los profesores universitarios durante la pandemia por covid-19 en el Perú
The Business of Gamifying School Work
An interactive technological solution to foster preservice teachers’ theoretical knowledge and instructional design skills
Investigating the impact of a flipped programming course using the DT-CDIO approach
Digital competences for teacher professional development. Systematic review
Teaching competence of TVET teachers in the digital age
The promise and challenges of generative AI in education
Professional skills training in developing digital materials through augmented and virtual reality applications
Exploring the Influence of Technology-Enhanced Active Learning Environments on Pre-Service Teachers’ TPACK and Technology Beliefs
AI Literacy in Teacher Education
Researching the community of inquiry framework
Critical thinking, cognitive presence, and computer conferencing in distance education
Knowledge Building
What is Technological Pedagogical Content Knowledge (TPACK)?
Activity theory as a framework for analyzing and redesigning work
Informal online communities and networks as a source of teacher professional development
Learning analytics
Collaborative design as a form of professional development
A review of research on the impact of professional learning communities on teaching practice and student learning
Categorising teachers’ use of social media for their professional learning
The Cambridge Handbook of the Learning Sciences
Identifying the characteristics of support Australian university teachers use in their design work
Teachers learning how to use data
Unravelling data use in teacher teams
Effective teacher professionalization in networks
Knowledge building in teacher professional learning communities
How teachers in middle schools design technology integration activities
Collaborative inquiry in teacher professional development
Understanding teacher design teams – A mixed methods approach to developing a descriptive framework
Designing and Conducting Mixed Methods Research
| Unique citing works | 10 |
|---|---|
| Citations per year | 2 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |