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The educational possibilities of Augmented Reality
(2016)
Vol. 5
Núm. 1
Pág. 44-50
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21 |
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Assessing teacher digital competence : The construction of an instrument for measuring the knowledge of pre-service teachers
(2019)
Vol. 8
Núm. 1
Pág. 73-78
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8 |
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Evaluation of teacher digital competence frameworks through expert judgement : The use of the expert competence coefficient
(2020)
Vol. 9
Núm. 2
Pág. 275-293
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6 |
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ICT training of university teachers in a personal learning environment. Project DIPRO 2.0
(2012)
Vol. 1
Núm. 1
Pág. 2-6
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4 |
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E-Teaching in Higher Education : An essential prerequisite for E-Learning
(2018)
Vol. 7
Núm. 2
Pág. 93-97
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4 |
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Assessing Personal Learning Environments (PLEs). An expert evaluation
(2013)
Vol. 2
Núm. 1
Pág. 39-44
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2 |
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Telling active learning pedagogies apart : from theory to practice
(2017)
Vol. 6
Núm. 2
Pág. 144-152
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2 |
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Digital media behavior of school students : Abusive use of the internet
(2018)
Vol. 7
Núm. 2
Pág. 140-147
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2 |
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Professional development in teacher digital competence and improving school quality from the teachers' perspective: a case study
(2015)
Vol. 4
Núm. 2
Pág. 115-122
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2 |
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Ubiquitous educational use of mobile digital devices : A general and comparative study in Spanish and Latin America Higher Education
(2018)
Vol. 7
Núm. 2
Pág. 105-115
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2 |
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Determinants of Internet use for interactive learning: an exploratory study
(2015)
Vol. 4
Núm. 1
Pág. 24-31
|
1 |
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Evaluation and development of digital competence in future primary school teachers at the University of Murcia
(2016)
Vol. 5
Núm. 1
Pág. 51-56
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1 |
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Validation of an indicator model (INCODIES) for assessing student digital competence in basic education
(2020)
Vol. 9
Núm. 1
Pág. 110-125
|
1 |
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Key Factors in the Success of Virtualization of Teaching in Spanish Universities During the COVID-19 Pandemic
(2022)
Vol. 11
Núm. 2
Pág. 277-294
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1 |
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Analysing dialogue in STEM classrooms in Ecuador : A dual socioeconomic context in a High School
(2020)
Vol. 9
Núm. 2
Pág. 194-215
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1 |
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Technical and didactic knowledge of the Moodle LMS in Higher Education : Beyond functional use
(2019)
Vol. 8
Núm. 1
Pág. 25-33
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1 |
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The teacher-student relationship in the use of social network sites for educational purposes : A systematic review
(2021)
Vol. 10
Núm. 1
Pág. 137-156
|
1 |
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Constructing an instrument with behavioral scales to assess teaching quality in blended learning modalities
(2019)
Vol. 8
Núm. 2
Pág. 142-165
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1 |
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MOOCs and their influence on Higher Education Institutions : Perspectives from the insiders
(2018)
Vol. 7
Núm. 1
Pág. 40-45
|
1 |
|
College students’ perceptions of Personal Learning Environments through the lens of digital tools, processes and spaces
(2017)
Vol. 6
Núm. 1
Pág. 28-36
|
1 |
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Are students ready to (re)-design their Personal Learning Environment? : The case of the E-Dynamic.Space
(2017)
Vol. 6
Núm. 1
Pág. 11-19
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1 |
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Design, validation, and application of a questionnaire on media education for teachers in training
(2019)
Vol. 8
Núm. 1
Pág. 34-41
|
1 |
|
Graphics, playability and social interaction, the greatest motivations for playing Call of Duty. Educational reflections
(2014)
Vol. 3
Núm. 1
Pág. 34-41
|
1 |
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Non-technological Learning Environments in a Technological World : Flipping Comes to the Aid
(2018)
Vol. 7
Núm. 2
Pág. 88-92
|
1 |
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The importance of ICTs for students as a competence for their future professional performance : The case of the Faculty of Business Studies and Tourism of the University of Huelva
(2019)
Vol. 8
Núm. 2
Pág. 201-213
|
1 |
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The future of the teaching profession from the perspective of students with a Major in Education
(2017)
Vol. 6
Núm. 2
Pág. 87-92
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1 |
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The smartphone as a pedagogic tool. Student profiles as related to its use and knowledge
(2020)
Vol. 9
Núm. 1
Pág. 91-109
|
1 |
|
Barriers to student learning and participation in an inclusive school as perceived by future education professionals
(2019)
Vol. 8
Núm. 1
Pág. 18-24
|
1 |
|
Difficulties in the incorporation of Augmented Reality in University Education : Visions from the experts
(2019)
Vol. 8
Núm. 2
Pág. 126-141
|
1 |
|
Lifelong Learning at Universities : Future Perspectives for Teaching and Learning
(2018)
Vol. 7
Núm. 2
Pág. 81-87
|
1 |
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Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university
(2015)
Vol. 4
Núm. 1
Pág. 54-61
|
1 |
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Learning in online continuing professional development : An institutionalist view on the Personal Learning Environment
(2017)
Vol. 6
Núm. 1
Pág. 20-27
|
1 |
|
Digital competence : A study from the perspective of pre-service teachers in Turkey
(2020)
Vol. 9
Núm. 2
Pág. 294-308
|
1 |
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The gender gap in STEM fields : Theories, movements, and ideas to engage girls in STEM
(2018)
Vol. 7
Núm. 2
Pág. 148-153
|
1 |
