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• Transitioning into the Role of Technology Leaders: Building Faculty Capacity for Technology-enhanced Teaching

  Jaipal-Jamani, K., Figg, C., Collier, D., Gallagher, T., Winters, K.L. & Ciampa, K. (2015). Transitioning into the Role of Technology Leaders: Building Faculty Capacity for Technology-enhanced Teaching. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3264-3271). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• Barriers to Systemic, Effective, and Sustainable Technology Use in High School Classrooms

  Daniels, J.S., Jacobsen, M., Varnhagen, S. & Friesen, S. .

• Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa

  Mehta, A. (2014). Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa. Presented at International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems 2014.

• Using Technology in the Classroom: A Study with Turkish Pre-Service EFL Teachers

  Merç, A. (2015). Using Technology in the Classroom: A Study with Turkish Pre-Service EFL Teachers. Turkish Online Journal of Educational Technology, 14(2), 229-240.

• Perspectives on Blended Learning in Higher Education

  Vaughan, N. (2007). Perspectives on Blended Learning in Higher Education. International Journal on E-Learning, 6(1), 81-94. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Collaborative Acts: grassroots synergy and the implementation of new technologies in the university English classroom

  Martin, P. & Buckland Parker, H. (2007). Collaborative Acts: grassroots synergy and the implementation of new technologies in the university English classroom. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2414-2417). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).

• Digital Storytelling: A Case Study of Aboriginal Youth Engaging in Technology

  Weston, M., Biin, D. & Pohl, B. (2013). Digital Storytelling: A Case Study of Aboriginal Youth Engaging in Technology. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1318-1326). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).

• Build it and they will use it: A case study in getting bang for your buck in educational technology choices

  Baker, N. (2014). Build it and they will use it: A case study in getting bang for your buck in educational technology choices. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 72-76). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).

• The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries

  Sawetrattanasatian, O. (2014). The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries. Presented at International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems 2014.

• Computational Thinking Guiding Change in Online Education

  Quinn, B. (2016). Computational Thinking Guiding Change in Online Education. Issues and Trends in Educational Technology, 4(2),. University of Arizona Libraries.

• Social Justice or Status Quo? Blended Learning in a Western Canadian Teacher Education Program | Justice sociale ou statu quo ? L’apprentissage mixte dans un programme de formation d’enseignants dans l’Ouest canadien

  Snow, K. (2016). Social Justice or Status Quo? Blended Learning in a Western Canadian Teacher Education Program | Justice sociale ou statu quo ? L’apprentissage mixte dans un programme de formation d’enseignants dans l’Ouest canadien. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 42(3),. Canadian Network for Innovation in Education.

• A formative assessment of information communication technology in Lebanese schools

  Nasser, R. (2008). A formative assessment of information communication technology in Lebanese schools. International Journal of Education and Development using ICT, 4(3), 63-77. Open Campus, The University of the West Indies, West Indies.

• Transforming Tensions in Learning Technology Design: Operationalising Activity Theory

  Dobson, M., LeBlanc, D., Burgoyne, D. & Burgoyne, D. (2004). Transforming Tensions in Learning Technology Design: Operationalising Activity Theory. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 30(1),. Canadian Network for Innovation in Education.

• Student Perceptions of Using Tablet Technology in Post-Secondary Classes

  Mang, C.F. & Wardley, L.J. .

• Information and Communications Technology in Teaching Marketing: Benefits and Problems

  Kadembo, E.M. .

• Brave Forms of Mentoring Supported by Technology in Teacher Education

  Charbonneau-Gowdy, P., Capredoni, R., Gonzalez, S., Jayo, M.J. & Raby, P. Brave Forms of Mentoring Supported by Technology in Teacher Education. Electronic Journal of e-Learning, 14(1), 3-14.

• Higher Education Faculty Perceptions of Open Textbook Adoption

  Jung, E., Bauer, C. & Heaps, A. (2017). Higher Education Faculty Perceptions of Open Textbook Adoption. The International Review of Research in Open and Distributed Learning, 18(4),. Athabasca University Press.

• Collaborative groups and mutual support strategies to ensure student engagement, retention, and success in on-line graduate programs: Models for face-to-face and virtual collaboration

  McBride, R. & Fuller, F. (2007). Collaborative groups and mutual support strategies to ensure student engagement, retention, and success in on-line graduate programs: Models for face-to-face and virtual collaboration. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 418-425). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).

• Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities

  Amemado, D. (2011). Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2339-2348). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).

• A New Model to Measure Student Engagement with a Mobile Learning Tool Integrating CoI and FRAME

  Parscal, T., Sherman, K., Heitner, K. & Lucas, G. (2012). A New Model to Measure Student Engagement with a Mobile Learning Tool Integrating CoI and FRAME. In Proceedings of Global TIME -Online Conference on Technology, Innovation, Media & Education (pp. 31-37). Online,: Association for the Advancement of Computing in Education (AACE).