Further Resources

The virtual makerspace is built upon framework of DigCompEdu. The project concentrates on supporting the teaching practices of teacher educators in regard to their use of digital tools and technologies. Consequently, certain sections, beyond those pertaining to the “educators’ pedagogic competences” in the DigCompEdu framework, are intentionally not paid so much attention. Therefore, the “further resources” gathered herein are tailored to specifically address the categories outlined within the aforementioned section of the framework.

Integrating Digital Tools in Teacher Education - General Overview

Aubusson, P., Schuck, S., & Burden, K. (2009). Mobile learning for teacher professional learning: Benefits, obstacles and issues. Research in Learning Technology, 17(3), 233-247.

Burden, K. J., & Kearney, M. (2016). A Snapshot of Teacher Educators’ Mobile Learning Practices. Proceedings of the International Mobile Learning Festival 2016.

Dyson, L. E. (2011). Does Going Mobile Always Make Learning Better? In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011-World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2957-2966). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).

Elsafi, A. (2018). Formal and Informal Learning Using Mobile Technology. In S. Yu, M. Ally, & A. Tsinako (Eds.), Mobile and Ubiquitous Learning. An International Handbook (pp. 177-189).

Kozdras, D., & Welsh, J. (2018). Enter the Matrix: A Pedagogy for Infusing Technology. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 536-541). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

Punie, Y., editor(s), Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union, Luxembourg.

Rose, J., & Reynolds, D. (2006). Teachers’ Continuing Professional Development: A New Approach. 20th International Congress for Effectiveness and Improvement.

Wegner, M., Schuck, S., & Burden, K. J. (2010). Locating Learning in the Third Space.

Promoting Student Collaboration

White, T., Wallace, M., & Lai, K. (2012). Graphing in Groups: Learning About Lines in a Collaborative Classroom Network Environment. Mathematical Thinking and Learning, 14(2), 149-172.

Creating and Implementing Interactive Materials

Alawadhi, A., & Thabet, R. A. (2023). Using Nearpod to Promote Engagement in Online ESL Classes: A Mixed-Methods Study in the Context of Higher Education. In Advances in Human Factors in Training, Education, and Learning Sciences (pp. 141-155).

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in Education – Cases, Places and Potentials. Educational Media International, 51(1), 1-15.

Charitonos, K., Blake, C., Scanlon, E., & Jones, A. (2012). Museum learning via social and mobile technologies: (How) can online interactions enhance the visitor experience? British Journal of Educational Technology, 43(5), 802-819.

Kim, H. J., Park, J. H., Yoo, S., & Kim, H. (2016). Fostering Creativity in Tablet-Based Interactive Classrooms. Educational Technology & Society, 19(3), 207-220.

Perry, B., Dalton, J., & Edwards, M. (2009). Photographic Images as an Interactive Online Teaching Technology: Creating Online Communities. International Journal of Teaching and Learning in Higher Education, 20(2), 106-115.

Pulukuri, S., & Abrams, B. (2020). Incorporating an Online Interactive Video Platform to Optimize Active Learning and Improve Student Accountability through Educational Videos. J. Chem. Educ., 97(12), 4505–4514.

Squire, K. (2010). From information to experience: Place-based augmented reality games as a model for learning in a globally networked society. Teachers College Record, 112(10), 2565-2602.

 

Fostering Participation in Class

Chen, C. H., Liu, G. Z., & Hwang, G. J. (2016). Interaction between gaming and multistage guiding strategies on students’ field trip mobile learning performance and motivation. British Journal of Educational Technology, 47(6), 1032-1050.

Derakhshan, A., & Khatir, E. (2015). The Effects of Using Games on English Vocabulary Learning. Diario de Lingüística Aplicada y Lenguaje, 2(3), 39–47.

Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441–449. 

O’Rourke, J., Main, S., & Hill, S. M. (2017). Commercially available Digital Game Technology in the Classroom: Improving Automaticity in Mental-maths in Primary-aged Students. Australian Journal of Teacher Education, 42(10), 4.

Schaaf, R., & Engel, K. (2018). Learning with digital games. In partnership with Amplify.

Producing Digital Outputs

Ben-Ahmed, H. E. (2023). Nurturing caring pedagogical relationships through a digital storytelling approach: New avenues for educators. Teaching and Learning in Nursing.

Escobar Sevilla, J. (2018). Integrating podcasts in the EFL classroom. A case study in 1o E.S.O. Complutense Journal of English Studies, 26(0), 193–217.

Liang, J.-C., & Hwang, G.-J. (2023). A robot-based digital storytelling approach to enhancing EFL learners’ multimodal storytelling ability and narrative engagement. Computers & Education, V201(3).

Meier, A. (2015). L2 Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts. Working Papers in TESOL & Applied Linguistics, 15(2), 72–84.

Naidionova, A. V., & Ponomarenko, O. G. (2018). Use of Podcasting Technology To Develop Students’ Listening Skills. Information Technologies and Learning Tools, 63(1), 177.