top of page

References

Agosto, D. E. (2007). Building a multicultural school library: Issues and challenges. Teacher-librarian: The Journal for School Library Professionals, 34 (3), 27-31.

​

Alkin, M. (2010). Evaluation essentials: From A to Z. New York: Guilford Press.

​

Benson, S.K. & Ward, C.L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172. Doi:10.2190/EC.48.2.c http://jourmals.sagepub.com.eproxy.lib.ucalgary.ca/doi/abs/10.2190/EC.48.2.c

​

Blackwell, C., Lauricella, A., Wartella, E. (2014) Factors influencing digital technology use in early childhood education. Computers and Education, 77, 82-90. Retrieved from http://cmhd.northwestern.edu/wpcontent/uplo

ads/2011/06/Blackwell.Lauricella.Wartella.20

14.Factors-influencing-digital-tech-use-in-early-education.pdf

​

Choi, Y. (2001). The Name Jar. Knoplf: Michigan.

​

Cope, William & Kalantzis, Mary. (2009). Multiliteracies: New Literacies, New Learning Pedagogies. 4. 164-195.

​

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.

​

Cummins, J. & Early, M (2011). Identity Texts. Trentham Books.

​

Cummins, J., Hu, S., Markus, P., & Montero, M. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL Quarterly, 49(3), 555-581. Retrieved from http://ritell.memb

erlodge.org/resources/Pictures/Fall%202016%20Conference%20Resources/Cummins.Markus.Article.pdf

​

Fernsten, L. & Fernsten, J. (2005). Portfolio assessment and reflection: Enhancing learning through reflective practice. Reflective Practice: International and Multidisciplinary Perspectives, 6(2), 303-309. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/14623940500106542

​

Filho, S. & Bonacin, R. (2016). Best Practices in WebQuest Design: Stimulating the Higher Levels of Bloom's Taxonomy. 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT), Austin, TX, pp. 391-395.

​

Iskeceli-Tunc, S. & Oner, D. (2016). Use of Webquest for inservice teacher professional development. Education and Information Technologies, 21 (3), 319-347. Retrieved from https://dl.acm.org/citation.cfm?id=2898244

​

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. DOI: 10.1111/j.1467-9620.2006.00684.x Retrieved from http://files.eric.ed.gov/fulltext/EJ839143.pdf

​

​Mishra, P., & Koehler, M. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach them, too. Learning & Leading with Technology, 36 (7), 14-18. Retrieved from http://files.eric.ed.gov/fulltext/EJ839143.pdf

​

Norton, B. (2010). Identity, Literacy and English Language Teaching. TESL Canada Journal. 28(1), 1-13.

​​

Owen, H. & Dunham, N. (2015). Reflections on the Use of Iterative, Agile and Collaborative Approaches for Blended Flipped Learning Development. Educational Science. 5, 85-103. Retrieved from https://files.eric.ed.gov/fulltext/EJ1117223.pdf

​​

Puentedura, R.R. (2006, November 28). Transformation, technology, and education in the state of Maine [Web log post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/2006_11.html

​

Puentedura, R.R. (2013, May 29). SAMR: Moving from enhancement to transformation. [Web log post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/000095.html.

​

Romrell, D., Kidder, L., & Wood, E. (2014) The SAMR Model as a Framework for Evaluating Learning. Online Learning: Official Journal Of The Online Learning Consortium, 18(2). Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/435

​

Scott, L. C. (2009). Through the wicked spot: A case study of professors’ experiences teaching online. Available from ProQuest Dissertation and Theses database (Publi-cation No. AAT 3379753). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1026.1456&rep=rep1&type=pdf

​

Stille, S. (2015). Identity as a site of difference: toward a complex understanding of identity in multilingual, multicultural classrooms. Intercultural Education. 26(6), 483-496. Retrieved from https://www.tan

dfonline.com/doi/abs/10.1080/14675986.2015.1109777

​

Yu-Chun, K., Belland, B. R., & Yu-Tung, K. (2017). Learning through blogging: Students’ perspectives in collaborative blog-enhanced learning communities. Journal of Educational Technology & Society, 20(2), 37-50. Retrieved from https://www.jstor.org/stable/90002162?seq=1#page_scan_tab_contents

bottom of page