Technological pedagogical content knowledge (TPACK) proposes a theoretical framework that incorporates four central components: an overarching conception of what it means to teach with technology, knowledge of students' thinking and understandings of specific topics with technologies, knowledge of curricular materials that incorporate…

Technological Pedagogical Content Knowledge (TPACK) as a framework to understand and foster teachers' knowledge for efficient technology integration has the value of unveiling new types of knowledge and departing from technocentric approaches. In this article, we consider two approaches to advance this framework. One of these opens the discussion…

The significance of computer science for economics and society is undisputed. In particular, computer science is acknowledged to play a key role in schools (e.g., by opening multiple career paths). The provision of effective computer science education in schools is dependent on teachers who are able to properly represent the discipline and whose…

Online instruction has been demonstrated to increase the academic achievement for post-secondary students; however, little empirical investigation has been conducted on high school students learning from online multimedia instruction in the traditional classroom. This study investigated the knowledge acquisition, transfer, and favorability of…

The scope of this article is to understand to what extent Computer Science teachers can find support for their Pedagogical Content Knowledge (PCK) in teaching material. We report the results of a study in which PCK is used as framework to develop a research instrument to examine three high school computer science textbooks, with special focus on…

Peer assessment has been implemented in schools as both a learning tool and an assessment tool. Earlier studies have explored the effectiveness of peer assessment from different perspectives, such as domain knowledge and skills, peer assessment skills, and attitude changes. However, there is no holistic model describing the effects of cognitive…

Joint construction of new knowledge demands that persons can express their statements in a convincing way and explore other people's arguments constructively. For this reason, more knowledge on different means to support collaborative argumentation is needed. This study clarifies whether structured interaction supports students' critical and…

This study assessed whether and how self-explanation reading training, provided by iSTART (Interactive Strategy Training for Active Reading and Thinking), improves the effectiveness of comprehension processes. iSTART teaches students how to self-explain and which strategies will most effectively aid comprehension from moment-to-moment. We used…

This article deals with gender phenomena in the context of digital literacy. Studies show that computer use, computer skills, and computer-related self-concepts are subject to gender differences. These differences may affect classroom interactions as well as learning processes and have therefore to be considered carefully by teachers who apply…

This article consists of four sections: (1) the problems associated with asthma in the province of Quebec and across Canada; (2) the theoretical framework for the learning enhanced by our online educational game entitled "Asthme: 1,2,3 ... Respirez! (Asthma: 1,2,3 ... Breath!)", created by adapting the popular board game "Parcheesi", and intended…

Social networking sites may include argumentative writing about particular issues in which participants adopt competing perspective and discourses on those issues. This study examined roles and discourses adopted by high school students participating in an online role-play conducted on a Ning platform regarding their school's Internet policies on…

Social network sites (SNSs) like Myspace and Facebook are now popular online communities with large teenage user populations. Teens use these technologies to interact, play, explore, and learn in significant ways. As scholars become interested in studying these new online communities, I contribute to the emerging conversation by re-examining…

Traditional literacy instruction is perhaps still necessary but is certainly no longer sufficient to prepare learners for participation in the range of literacy practices that characterize an increasingly participatory culture. This article identifies discrepancies between traditional instructional practices that emphasize individual mastery of…

The development of social capital in young people is positively associated with educational attainment, achievement, and psychosocial factors. Prior research has explored factors that contribute to social capital, such as offline social networks. To a lesser extent, studies have analyzed the relationship between online social networks and…

The present study aims at investigating which factors are significant for pupils' acceptance of an E-Learning system introduced into secondary schools. The E-Learning system consisted of interactive learning modules for several school subjects and a Learning Management System (LMS). Research on IT acceptance and attitudes guided the specification…