Log in

Relevant bibliographies by topics / Educational psychology|Secondary education|Educational technology

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Educational psychology|Secondary education|Educational technology'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Educational psychology|Secondary education|Educational technology.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Educational psychology|Secondary education|Educational technology"

1

Carlisle, Robert Milton, Danica G. Hays, Shana L. Pribesh, and Chris T. Wood. "Educational Technology and Distance Supervision in Counselor Education." Counselor Education and Supervision 56, no. 1 (2017): 33–49. http://dx.doi.org/10.1002/ceas.12058.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Koschmann, Timothy, and Janet L. Kolodner. "Technology and Educational Reform." Journal of the Learning Sciences 6, no. 4 (1997): 397–400. http://dx.doi.org/10.1207/s15327809jls0604_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Shavinina, Larisa, and Even Loarer. "Psychological Evaluation of Educational Multimedia Applications." European Psychologist 4, no. 1 (1999): 33–44. http://dx.doi.org/10.1027//1016-9040.4.1.33.

Full text

Abstract:

This paper describes the psychological evaluation of educational multimedia applications, which has the potential to be a new direction for applied psychology, arising as it does at the intersection of multimedia technology, education, and psychology, including general, cognitive, developmental, educational, and personality psychology. The paper analyzes the current situation in the field of educational multimedia, and proposes a framework for psychological evaluation of educational multimedia applications. The proposed approach to psychological evaluation of the quality of educational multimedia products involves the following five dimensions: (1) the individual; (2) the learning approach or model; (3) specific characteristics of multimedia technology; (4) the environment; and (5) the relationship among the previous four dimensions.

APA, Harvard, Vancouver, ISO, and other styles

4

Bembenutty, Héfer. "The Teacher of Teachers Talks about Learning to Learn: An Interview with Wilbert (Bill) J. McKeachie." Teaching of Psychology 35, no. 4 (2008): 363–72. http://dx.doi.org/10.1080/00986280802390787.

Full text

Abstract:

Wilbert J. McKeachie has been the president of the American Psychological Association (APA), the American Association of Higher Education, the American Psychological Foundation, the Division of Educational and School Psychology of the International Association of Applied Psychology, and APA's Divisions 2 and 15. He received his PhD at the University of Michigan in 1949 and is former Director of the University of Michigan Center for Research on Learning and Teaching. He also served as Chair of the Psychology Department at the University of Michigan from 1961 to 1971. Professor McKeachie has received eight honorary degrees, the American Psychological Foundation Gold Medal for Lifetime Contributions to Psychology, and the American Psychological Association Presidential Citation for exemplary service to the academic and scientific community. His classic book, Teaching Tips, is now in its 12th edition (McKeachie & Svinicki, 2006). Héfer Bembenutty is an Assistant Professor of Educational Psychology at Queens College of The City University of New York in the Department of Secondary and Youth Services. He received his BA in psychology from the University of Michigan, an MS in psychology from Eastern Michigan University, and an MA and PhD in educational psychology from The City University of New York. He maintains an active research agenda in students' and teachers' self-regulation of learning, the effects of test anxiety on learning, homework self-regulation, self-efficacy beliefs, multicultural education, and academic delay of gratification. He teaches undergraduate and graduate courses in educational psychology, cognition, instruction and technology, human development and learning, classroom management, and multicultural education.

APA, Harvard, Vancouver, ISO, and other styles

5

Ibrahim, Hatim. "Using Innovations and Educational Technology Techniques to Deliver Educational Practicum and its effect on Increasing Academic Achievement among Pre-Service Teachers." Psychology and Education Journal 58, no. 1 (2021): 5928–41. http://dx.doi.org/10.17762/pae.v58i1.2006.

Full text

Abstract:

The aim of the current study is to determine the use of innovations and technology in education and its impact on the academic performing of teaching staff before service. The study sample was composed of (60) pre-service teachers of middle- and secondary schools randomly selected. The study adopted the descriptive method; a survey and observation cards tool for achieving the study goals. The study concluded that in educational training schools the availability of innovations and educational technology techniques was poor. It also demonstrated that there are challenges for student teachers to use innovations and techniques of educational technology

APA, Harvard, Vancouver, ISO, and other styles

6

De Corte, Erik. "Educational Sciences: A Crossroad for Dialogue among Disciplines." European Review 26, no. 2 (2018): 262–71. http://dx.doi.org/10.1017/s1062798717000655.

Full text

Abstract:

This article illustrates that due to the complexity of educational practices and of the educational system, their scientific study constitutes a crossroads for dialogue and possible conflicts among a variety of disciplines. The article focuses on school education. A first illustration shows how analyzing and improving classroom practices requires collaboration with and among different sub-disciplines of psychology. In the next section the recent domain of educational neuroscience is discussed as a crossroads of educational science, psychology and neuroscience. Thereafter, it is argued that research on mathematics education calls on the contribution of many disciplines such as mathematics, pedagogy, the psychology of cognition and math-related beliefs, and anthropology. The final example focuses on educational technology that requires interaction between educational science, psychology, computer science, economics, etc.

APA, Harvard, Vancouver, ISO, and other styles

7

Nuretdinov, R. I. "Quality of professional training of IT specialists: strategy for interaction between employers and secondary vocational education." Vestnik of Samara University. History, pedagogics, philology 27, no. 1 (2021): 74–78. http://dx.doi.org/10.18287/2542-0445-2021-27-1-74-78.

Full text

Abstract:

The article is devoted to the problem of the quality of vocational training of graduates of educational institutions of secondary vocational education in the field of information technology. The urgency of the problem is the fact that the popularity of secondary vocational education in the field of information technology is growing: every year a large number of middle-level specialists enter the labor market, who are required to be ready to work, adaptability to work's conditions, which minimizes the need to retrain them. There is a need to control the quality of education and the results of professional training of graduates. The article analyzes the documents regulating the educational process of secondary vocational education on the example of the specialty 09.02.07 Information systems and programming: the decree of the government of the Russian Federation On the approval of the state educational standard of secondary vocational education, the procedure for organizing educational activities in educational programs of secondary vocational education, order of the Ministry of Labor of Russia On the approval of the list of the 50 most in demand in the labor market, new and promising professions requiring secondary vocational education, federal state educational standard for the specialty 09.02.07 Information systems and programming, the order of the Ministry of Labor of Russia On the approval of the professional standard Programmer. The conclusion is made that educational institutions have the ability to ensure the quality of vocational training if they involve employers and specialists from the industry close to the educational program in the educational process. However, educational institutions should involve external, independent experts from the industry to organize the educational process and monitor its results.

APA, Harvard, Vancouver, ISO, and other styles

8

Woodward, John, and Russell Gersten. "Innovative Technology for Secondary Students with Learning Disabilities." Exceptional Children 58, no. 5 (1992): 407–21. http://dx.doi.org/10.1177/001440299205800505.

Full text

Abstract:

During the 1980s, innovative use of technology was equated with microcomputer instruction. In the 1990s, a different kind of technology—videodisc instruction—has great potential for application in secondary special education. By examining its day-to-day use in naturalistic settings, this study builds on previous research with a specific videodisc program in fractions. Participants were seven secondary teachers of students with learning disabilities. Researchers measured the program's level of implementation, teacher reactions, and student achievement. Results were generally positive in all areas, with a surprisingly high acceptance of the program by the seven teachers.

APA, Harvard, Vancouver, ISO, and other styles

9

Stošić, Lazar. "THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (2015): 111–14. http://dx.doi.org/10.23947/2334-8496-2015-3-1-111-114.

Full text

Abstract:

Today, more than ever, the role of educational technology in teaching is of great importance because of the use of information and communication technologies. With the help of various applications for distance education, the Internet, teachers, and students themselves, they see the advantage of educational technology. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? In this paper, we try to give an overview of the importance and use of educational technology in the classroom.

APA, Harvard, Vancouver, ISO, and other styles

10

Aleshchenko, N. M. "Federal educational and methodological associations in secondary vocational education: realities and prospects." Transport Technician: Education and Practice 1, no. 3 (2020): 165–72. http://dx.doi.org/10.46684/2687-1033.2020.3.165-172.

Full text

Abstract:

Considered the experience of federal educational and methodological associations in the system of secondary vocational education for enlarged groups of professions, specialties created in 2015 by the Ministry of Education and Science of the Russian Federation The main objects of their activity are federal state educational standards, sample programs, quality assurance and development of the content of secondary vocational education, professional improvement of the activities of scientific and pedagogical workers. They showed the formation of a new project team. It is important to collect all railway specialties in one group to ensure the unity of approaches in the development of the content of federal state educational standards of secondary vocational education of secondary vocational education, exemplary educational programs and examination of their content, as well as to improve the quality of educational content and continuity with higher education. The corresponding specialties of higher education are included in one group 23.00.00 “Engineering and technology of ground transport”. Federal educational and methodological associations in the system of secondary vocational education provide expert services in the field of their activities. For this, an Expert Council has been created. The composition of the Expert Council is formed from the number of teachers of educational institutions of open source education. In total, during the work of the Expert Council, more than 130 examinations of educational publications on road and rail transport have been carried out.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Educational psychology|Secondary education|Educational technology"

1

De, Vera Jose Carlo. "Online Professional Development| Implications on Self-Efficacy Levels and Classroom Instruction for Teachers in a Catholic High School." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3726488.

Full text

Abstract:

<p> Online professional development (online PD), the acquisition of new skills and knowledge related to the teaching profession via the Internet, is an emerging field for teachers. This mixed- methods research explored the impact of an online PD program on high school teachers’ self-efficacy levels, classroom instruction, and the role that school culture played on teachers accepting or rejecting the online PD. Within a social cognitive theory lens, this study helped frame teacher attitudes and adult learning in the context of school culture. </p><p> Phase 1 of this study used quantitative data from two surveys called PRE and POST, which were taken before and after the online PD program, respectively. Qualitative data were collected in Phase 2, using the International Society for Technology in Education Classroom Observation Tool (ICOT), participants’ journal reflections, and interviews. Findings indicated statistically significant changes in self-efficacy levels for eight of the 21 survey items and minimal changes in technology use during instruction. Furthermore, various aspects of school culture independently affected teachers’ inclination to accept or reject the online PD. Findings supported the concept of designing personalized professional development programs tailored to the individual’s specific learning styles, attitudes, and experiences of school culture.</p>

APA, Harvard, Vancouver, ISO, and other styles

2

Boyd, William Patrick. "Bring your own technology| The effect of student-owned technology on student engagement." Thesis, Trevecca Nazarene University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706805.

Full text

Abstract:

<p> The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.</p>

APA, Harvard, Vancouver, ISO, and other styles

3

Castilleja, Joseph R. "Using a Human Performance Technology Approach to Understand High School Graduation Rate Improvement." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13808978.

Full text

Abstract:

<p> This qualitative case study was designed to utilize theoretical frameworks based in the field of human performance technology as a means for understanding high school four-year graduation rate improvement. The literature recognizes theories based in the field of human performance technology as effective in improving performance in organizations across different industries. The literature also recognizes that some methods of human performance technology have been used in school improvement processes, but these methods are not yet widely adopted in kindergarten through Grade 12 education. The main research question that this study was designed to answer was, How does a high school principal specifically hired to improve the rate of which students graduate in four years, also called a <i>turnaround principal</i>, influence and manage such improvement? Three subquestions for this study included (a) how does an effective turnaround principal influence the sustainment of improved results? (b) how does an effective turnaround principal manage change during the improvement process? and (c) how do support staff, including vice-principals, school district officials, school counselors, and teachers, view the role of a turnaround principal in improving four-year graduation rates? This study also indirectly functions as a means for documenting a case study in which human performance technology methods were utilized to better understand school improvement. A two-step qualitative methodology was utilized in this case study. First, a qualitative survey was sent out to a school staff with the goal of identifying cases of success within the school. Using an impact model as a screening tool, survey participants were then selected to participate in one-on-one in-person interviews. The survey and interview data were transcribed and analyzed utilizing ATLAS.ti software. The case study sample for the surveys and interviews were inclusive of teachers, support staff, building principals, vice-principals, and district-level leaders in a school located in a rural community in the United States. The results of the study showed that a strong use of data and feedback, relationship building, and interrogation of systems of support within the school were effective processes utilized in the case study. The study results also indicated that the principal is a critical component to managing change throughout school improvement processes and that the staff perceived the principal as a critical part of the school improvement process. The study further indicated that sustaining improved results and future improvement are also careful considerations for principals leading school improvement. </p><p>

APA, Harvard, Vancouver, ISO, and other styles

4

Wong, Mei-ling Emily. "Leadership in a technology enriched school : an exploratory case study /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474388.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Phillips-Martinez, Brooke. "Grit and Mindset as Predictors of Student Success in a First-Time Online High School Course." Thesis, Northwest Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284998.

Full text

Abstract:

<p> As online education becomes more available for high school students, the enrollment continues to grow. Unfortunately, the attrition rate is also increasing and educators are challenged to find a better vetting process to determine if students will be successful in his or her first online high school course. Growth mindset and grit have been predictors of success in high attrition situations and in some cases demographics such as age and gender have also been predictors of success. The purpose of this study was to examine the relationships among grit, mindset, age, and gender to determine if these variables were indicators of success in a student’s first online high school course. A survey was distributed to high school students taking their first online course. Demographic questions were asked, followed by the short version of the grit scale (Grit-S) and a mindset assessment. These items were used to measure the relationships of age, gender, grit, and mindset when compared to the student’s end of course grade. This study was a quantitative approach to gather data and add to the literature for online education. The results of this study did not find a significant difference in student grade when organized by grit, mindset, or gender categories. However, a significant relationship between age and course grade was found to be significant at the p < .05 level. Supplemental analysis showed a significantly larger drop rate in an asynchronous model than a synchronous model. The results of this study will potentially impact one school in changing their course design from asynchronous to synchronous.</p>

APA, Harvard, Vancouver, ISO, and other styles

6

Leary, Riley. "Understanding the Hybrid High School Student Experience." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792647.

Full text

Abstract:

<p> Hybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an <i>ethos</i>, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18–20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life’s obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.</p><p>

APA, Harvard, Vancouver, ISO, and other styles

7

Ford, Christopher Jay. "The Beliefs of Secondary Teachers on Personalized Learning for Students through the Use of Instructional Technology." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840553.

Full text

Abstract:

<p> Personalized learning for students has been an emerging trend which seeks to support teaching and learning in the 21st century (Netoch, 2017). This study identified beliefs of secondary educators on the different aspects of personalized learning for students. Areas covered in this study included teacher professional development on the personalized learning process, amount or quality of teacher support for the implementation of personalized learning, the impact of technology on personalized learning with classroom instruction, and any obstacles to the personalized learning process. Findings from this study were compared to identify connections between responses as they related to the research questions. Many teachers surveyed indicated they felt instructional technology was needed but not necessary for all aspects of personalized learning. Most secondary teachers indicated some form of personalized learning was prevalent in their school. The majority of teachers indicated their students seldom or never utilized assistance on problem-solving help from automated tutoring services. In another related area, less than 50% of teachers reported students seldom or never used personalized learning systems feedback from automated systems regarding their own learning strengths and weaknesses. A majority of teacher respondents valued professional development offered to them through the school, as well as the support they received. A majority also somewhat or strongly agreed the professional development aided them in implementing technology for personalized learning in the classroom. Finally, one of the major obstacles reported by teachers was the excessive time needed to develop content for technology-based instruction.</p><p>

APA, Harvard, Vancouver, ISO, and other styles

8

Striebel, Robert. "Is There a Predictive Relationship Between Perception of Career and Technical Education and GPA?" Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974719.

Full text

Abstract:

<p> Despite the continued research into Career and Technical Education (CTE) program expansion in public schools and the relationships surrounding student success, educational leaders are in growing need of empirical evidence to justify the continued funding of such programs and to support reform movements associated with educational policies. The main hypotheses included testing for statistical significance in the predictive relationships between final high school cumulative Grade Point Average (GPA) and both, “Instructional” and “Non-Instructional” factors related to Science-based CTE courses completed while enrolled in high school. The study population was comprised of high school graduates in the years of 2013 -2017 from a single participating school district in Colorado Springs, Colorado. The quantitative research method included a predictive correlational design using Likert-type survey instrument, administered through SurveyMonkey, to collect numeric data from 97 participating subjects. The results of the study showed that a moderately negative predictive relationship exists between graduates’ perception of instructional factors related to Science-based CTE courses and their final cumulative high school GPA. A predictability of 4.1% between the criterion and the predictor variable, identified as the “Instructional Factor”, while no statistically significant relationship was found to exist between the criterion and the predictor variable, identified as the “Non-Instructional Factor”. Implications from the findings of the study suggested that educational leaders should pay more attention to promoting a positive perception among students towards CTE course instruction, rather than non-instructional factors related to their educational experience.</p><p>

APA, Harvard, Vancouver, ISO, and other styles

9

Uzan, Erol. "Secondary Mathematics Pre-Service Teachers' Processes of Selection and Integration of Technology." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10690455.

Full text

Abstract:

<p> This study investigated secondary mathematics pre-service teachers’ (PSTs) knowledge of resources in terms of digital technologies, and explored the processes of both selection and integration of technology into their lesson plans. This study employed a case study design. Participants were six secondary mathematics PSTs who enrolled in a methods course. Data sources included technology portfolios submitted as a requirement in the methods course and semi-structured interviews. The types of digital technologies were classified either conveyance technologies which are used to convey information or cognitive technologies which enable users to perform mathematical actions and receive immediate feedback (Dick & Hollebrand, 2011). Each task in these lesson plans was evaluated by using the Task Analysis Guide (Stein, Smith, Henningsen, & Silver, 2009). Finally, the intended way of technology use was identified whether as amplifier which enables students to accomplish a task more efficiently and accurately or as recognizer which transforms students’ actions and enables them to reorganize their thinking (Pea, 1985). </p><p> The findings indicated that the PSTs’ technology knowledge was limited in terms of the content. It was clear that these PSTs’ technology knowledge, the capability of technology, ease of use, availability of technology in the context, students’ familiarity with technology, and appropriateness of technology to meet the learning objectives were the most important factors influencing their technology selection and integration. Furthermore, the findings exhibited that the PSTs preferred to build their lesson around with a high cognitive level tasks which were either doing mathematics or procedures with connections and their intended way of technology use in these tasks was identified as either an amplifier or a reorganizer. In general, the findings also revealed that when the level of cognitive demand of the selected task was doing mathematics, the intended way of the technology use in these tasks were as reorganizer. </p><p>

APA, Harvard, Vancouver, ISO, and other styles

10

Conant, Kevin Alan. "One-To-One Technology and Student Achievement| A Causal-Comparative Study." Thesis, Grand Canyon University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10239858.

Full text

Abstract:

<p> Student achievement has acted as the metric for school accountability and transparency. Administrators are becoming more innovative as they examine methods that will increase student achievement. However, research has shown little achievement gains in student achievement with regard to technology applications in schools. The theoretical framework of the digital divide guided this study. The original divide separated those who had technology and those who did not. The purpose of this study was to examine the differences in achievement scores between students who participated in a one-to-one technology program and students who participated in a traditional high school. The data generated for this study was from the New England Common Assessment Program (NECAP). This study examined 428 scores in mathematics and 429 scores each in reading and writing. To determine whether the one-to-one students outperformed the traditional students in mathematics, reading, and writing, the researcher conducted a t test. The t test indicated that no statistically significant difference existed between the achievement scores of the one-to-one students and those of the traditional student.</p>

APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Educational psychology|Secondary education|Educational technology"

1

Secondary STEM educational reform. Palgrave Macmillan, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Fabiani, Angelo. Problematiche scolastiche. C.D.R., Editoria Elettronica, 1988.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Heaviside, Sheila. Advanced telecommunications in U.S. public elementary and secondary schools, 1995. U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Heaviside, Sheila. Advanced telecommunications in U.S. public elementary and secondary schools, fall 1996. National Center for Education Statistics, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Hegedus, Stephen. Uses of Technology in Upper Secondary Mathematics Education. Springer Nature, 2017.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Barker, Kathryn. E-learning: Studying Canada's virtual secondary schools. Society for the Advancement of Excellence in Education, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Managing information technology in secondary schools. Routledge, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

HM Inspectors of Schools (Scotland). Educational technology in Balwearie High School, Fife Region: Follow-up report. Scottish Office Education Department, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Technology, SEAMEO Regional Center for Educational Innovation and. Profile of the information and communication technology capabilities of elementary and secondary schools in the Philippines. SEAMEO INNOTECH?, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

The psychology of educational technology and instructional media. 2nd ed. United Writers Press, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Educational psychology|Secondary education|Educational technology"

1

Wa-Mbaleka, Safary. "Educational Accessibility for African Refugees Challenges and Opportunities." In Post-Secondary Education and Technology. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Casey, Dale. "Educational Management Systems in Secondary Education in Hordaland County, Norway." In IFIP Advances in Information and Communication Technology. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38411-0_14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Li, Minghua. "A Learning Center-Based Community College Model Separating Educational Infrastructure and Program Providers." In Post-Secondary Education and Technology. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hogenbirk, P. "An educational tool for planning and monitoring the teaching-learning process in Dutch secondary education." In Information Technology in Educational Management for the Schools of the Future. Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_21.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Alayyar, Ghaida M., Reham K. Aljeeran, and Abdullah A. Almodaires. "Information and Communication Technology and Educational Policies in Primary and Secondary Education in the Middle East and North African (MENA) Region." In Springer International Handbooks of Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71054-9_91.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Alayyar, Ghaida M., Reham K. Aljeeran, and Abdullah A. Almodaires. "Information and Communication Technology and Educational Policies in Primary and Secondary Education in the Middle East and North African (MENA) Region." In Handbook of Comparative Studies on Community Colleges and Global Counterparts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53803-7_91-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Alayyar, Ghaida M., Reham K. Aljeeran, and Abdullah A. Almodaires. "Information and Communication Technology and Educational Policies in Primary and Secondary Education in the Middle East and North African (MENA) Region." In Handbook of Comparative Studies on Community Colleges and Global Counterparts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53803-7_91-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Smyrnaiou, Zacharoula, Evangelia Petropoulou, Maria Margoudi, and Ioannis Kostikas. "Analysis of an Inquiry-Based Design Process for the Construction of Computer-Based Educational Tools: The Paradigm of a Secondary Development Tool Negotiating Scientific Concepts." In New Developments in Science and Technology Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22933-1_8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Drijvers, Paul, Peter Boon, and Martin Van Reeuwijk. "Algebra and Technology." In Secondary Algebra Education. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-334-1_8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Heine, Carl, James Gerry, and Laurie S. Sutherland. "Technology Education for High–Ability Students." In The Handbook of Secondary Gifted Education, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003238829-17.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Educational psychology|Secondary education|Educational technology"

1

Bartošová, Iva Košek. "The Influence Of Technology On Reading Literacy." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.31.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Novotny, Radek. "Gender Differences In Attitudes To Technology In Czech Primary Educatio." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.89.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Tóth, Zsuzsanna Eszter. "Challenges In Course Evaluations At Budapest University Of Technology And Economics." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.60.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gao, Jie. "Positive education significance analysis of educational psychology on armed police officers and soldiers." In 2013 Conference on Education Technology and Management Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.244.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Lisovetc, Irina. "Performance Technology And Project Method In The System Of Art Education." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.32.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Basogain, Xabier, M. A. Olabe, Juan Carlos Olabe, R. Ramirez, M. Del Rosario, and J. Garcia. "PC-01: Introduction to computational thinking: Educational technology in primary and secondary education." In 2016 International Symposium on Computers in Education (SIIE). IEEE, 2016. http://dx.doi.org/10.1109/siie.2016.7751816.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Pruchova, Zuzana. "Utilization Of Information And Communication Technology In Speech-Language Pahology Intervention." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Ge Qian. "The Web as PLE: Perspective from educational technology and Internet psychology." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529254.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Barioglio, Marina, Paolo Mottana, Francesca Martino, and Eletta Pedrazzini. "THE EDUCATIONAL DISTRICT - AN EXPERIMENTATION OF JOYFUL AND DIFFUSED EDUCATION IN THE LOWER SECONDARY SCHOOL." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1945.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Fernández-Oliveras, Alicia, Carolina Martín-Gámez, and Francisca García-Pardo. "INSTRUMENT FOR THE EDUCATIONAL ANALYSIS OF SCIENCE TEXTBOOKS OF SECONDARY EDUCATION FROM A GENDER PERSPECTIVE." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0421.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!