Monograph

ATEE Spring Conference 2020-2021

Book of Abstracts
  • Edited by:
  • Laura Menichetti,
  • Stefano Cuomo,
  • Davide Parmigiani,
  • Marta Pellegrini,

This book collects some of the works presented at ATEE Florence Spring Conference 2020-2021. The Conference, originally planned for May 2020, was forcefully postponed due to the dramatic insurgence of the pandemic. Despite the difficulties in this period, the Organising Committee decided anyway to keep it, although online and more than one year later, not to disperse the huge work of authors, mainly teachers, who had to face one of the hardest challenges in the last decades, in a historic period where the promotion of social justice and equal opportunities – through digital technologies and beyond – is a key factor for democratic citizenship in our societies.
The Organising Committee, the University of Florence, and ATEE wish to warmly thank all the authors for their commitment and understanding, which ensured the success of the Conference. We hope this book could be, not only a witness of these pandemic times, but a hopeful sign for an equal and inclusive education in all countries.

  • Keywords:
  • Teacher Education,
  • Media literacy,
  • Digital learning,
  • Social Justice,
  • Inclusion,
+ Show more

Laura Menichetti

University of Florence, Italy - ORCID: 0000-0002-2362-2748

Stefano Cuomo

University of Florence, Italy - ORCID: 0000-0003-3174-7337

Davide Parmigiani

University of Genoa - ORCID: 0000-0003-0985-3862

Marta Pellegrini

University of Florence, Italy - ORCID: 0000-0002-9806-3231

Maria Ranieri, PhD, is Professor of Education, Media and Technology at the Department of Education, Languages, Interculture, Literatures and Psychology at the University of Firenze. Her research interests include theory and methodology relating to media and technology in education, as well as work around teachers’ practices and students’ learning particularly focusing on critical digital literacy education.

Laura Menichetti holds a PhD in Education and is Professor in the field of Didactics, Special Pedagogy and Educational Research at the University of Firenze. She also holds a PhD in Engineering and previously acted as Executive of IBM and Lenovo. Her current research interests include methods and technologies for educational inclusive design, and quality management systems in education, through evidence-based studies.

Stefano Cuomo, PhD, is research fellow at Department of Education, Languages, Interculture, Literatures and Psychology at the University of Firenze. He is an Engineer, with specific competences in project management, working from more than 30 years on bringing technological innovation to education and society.

Davide Parmigiani is currently Associate Professor of Education at the Department of Education, University of Genova. He is President of ATEE (Association for Teacher Education in Europe). He is board member of WFATE (World Federation of Associations of Teacher Education). His research interests are focused on teacher education, teaching and assessing strategies, educational technology. His current project is Global Competence in Teacher Education.

Marta Pellegrini, PhD, is a fixed-term researcher in Experimental Pedagogy at the Department of Education, Languages, Interculture, Literature and Psychology of the University of Firenze. Her research interests include evidence-based education, systematic reviews, and experimental evaluation.
Table of Contents

Table of contents

Preface

  1. Abbott, D. M., & Mollen, D. (2018). Atheism as a concealable stigmatized identity: Outness, anticipated stigma, and well-being. The Counseling Psychologist, 46(6), 685–707.
  2. Abrahamson, C. (1998). Storytelling as a Pedagogical Tool in Higher Education. Education, 118(3), 440–452.
  3. Acar Ciftci, Y., & Gurol, M. (2015). A conceptual framework regarding the multicultural education competencies of teachers. Hacettepe University Journal of Education, 30(1), 1–14.
  4. Acevedo Borrega, J. (2016). El pensamiento computacional en la educación obligatoria. Una revisión sistemática de la literatura. Universidad de Extremadura.
  5. Adell, J., Esteve-Mon, F. M., Llopis Nebot, M. Á., & Valdeolivas Novella, M. G. (2017). El Pensamiento Computacional en la formación inicial del profesorado de Infantil y Primaria. Actas de las XXV Jornadas Universitarias de Tecnología Educativa, 1–7. Burgos: Red Universitaria de Tecnología Educativa.
  6. Agatolio, F., Pivetti, M., Di Battista, S., Menegatti, E., & Moro, M. (2017). A training course in educational robotics for learning support teachers. Advances in Intelligent Systems and Computing 560, 43-57.
  7. Agjencia e Sigurimit të Cilësisë në Arsimin Parauniversitar. (2020). Udhëzues për fillimin e vitit shkollor 2020-2021, <https://www.ascap.edu.al/udhezuesi-per-fillimin-e-vitit-shkollor-2020-2021/> (2021-06-30).
  8. Agosto, V., Dias, L. R., Kaiza, N., McHatton, P. A., & Elam, D. (2013). Culture-based leadership and preparation: A qualitative metasynthesis of the literature. In Tillman, L.C., & Scheurich, J.J. (eds.). (2013). Handbook of Research on Educational Leadership for Equity and Diversity (1st ed.). Routledge.
  9. Aguaded-Gómez, I.,Pérez-Rodríguez, M.A. (2012). Strategies for media literacy: Audiovisual skills and the citizenship in Andalusia. New approaches in Educational reasearch, 1(1), 22–26.
  10. AIE (2009). The Autobiography of Intercultural Encounters: Context, concepts and theories. <https://www.coe.int/en/web/autobiography-intercultural-encounters> (2021-10-01).
  11. Ak, O. (2012) A game scale to evaluate educational computer games, Procedia - Social and Behavioral Sciences 46, 2477-2481.
  12. Al-Husseini W. (2015), Blasphémateur! Les prisons d’Allah. Paris: Grasset & Fasquelle.
  13. Ala-Mutka, K. (2011). Mapping Digital Competence: Towards a Conceptual Understanding. Seville: JRC-IPTS. <http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4699> (2021-12-05).
  14. Alario-Hoyos, C., Estévez Ayres, I. M., Gallego Romero, J. M., Delgado Kloos, C., Fernández Panadero, M. C., Crespo García, R., Almenares Mendoza, F., Ibáñez Espiga, M. B., Villena Román, J., & Ruiz Magaña, J. (2018). A study of learning-by-doing in MOOCs through the integration of third-party external tools: comparison of synchronous and asynchronous running modes. Journal of Universal Computer Science 24(8), 1015–1033.
  15. Alimisis, D. (2013). Educational robotics: Open questions and new challenges. Themes in Science and Technology Education, 6(1), 63–71.
  16. Alimisis, D. (2019). Teacher Training in Educational Robotics: The ROBOESL Project Paradigm. Technology, Knowledge and Learning 24(2), 279-290.
  17. Alivernini, F., & Lucidi, F. (2008). The Academic Motivation Scale (AMS): Factorial structure, invariance and validity in the Italian context. Testing, Psychometrics, Methodology in Applied Psychology, 15, 211–220.
  18. Allen, C. W., Diamond-Myrsten, S., & Rollins, L. K. (2018). School absenteeism in children and adoles- cents. American family physician, 98(12), 738-744.
  19. Alper, M. (2013). Transmedia Play: Literacy Across Media. Journal of Media Literacy Education, 52(2), 366–369.
  20. Amato, P.R. (1994). Father-child relations, mother-child relations, and offspring psychological well-being in early adulthood. Journal of Marriage and Family, 56(4), 1031-1042.
  21. Amond, M., Johnston, K., & Millwood, R. (2018, March 5-7). Self-organised professional development – the- TeachMeet phenomenon [Conference presentation]. 12th International Technology, Education and Development Conference, Valencia, Spain.
  22. Andrich S. & Miato L., (2003). L’inclusività della classe: alcuni indicatori per valutarla e per promuoverla, Difficoltà di apprendimento, 9, 1.
  23. Anduiza, E., Jensen, M. J., & Jorba, L. (eds.) (2012). Digital media and political engagement worldwide: A comparative study. New York, NY: Cambridge University Press.
  24. Angeli, C., & Valanides, N. (2018). Knowledge Base for Information and Communication Technology in Education. In Voogt, J. et al. (Eds.), Handbook of Information Technology in Primary and Secondary Education, Springer International Handbooks of Education (pp. 1-17).
  25. Angeli, C., & Valanides, N. (Eds.). (2015). Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK. New York, NY: Springer.
  26. APEC (2017). Quality Assurance of online learning. University of Melbourne: Melbourne Centre for the Study of Higher Education.
  27. Apple (2020). Inclusion & Diversity. <https://www.apple.com/diversity/> (2021-10-01).
  28. Armstrong, F. (2016). Inclusive education: the key role of teaching assistant. In G., Richards, F., Armstrong (Eds.). Key issues for teaching assistants: working in diverse and inclusive classrooms (pp. 1–12). New York: Routledge.
  29. Asencio, M. (2017). Collaborating for success: The digital library of the Caribbean. Journal of Library Administration, 57(7), 818–825.
  30. AsensioPérez, J. I., Dimitriadis, Y., Pozzi, F., HernándezLeo, D., Prieto, L. P., Persico, D., & VillagráSobrino, S. L. (2017). Towards teaching as design: Exploring the interplay between fulllifecycle learning design tooling and teacher professional development. Computers & Education, 114, 92–116.
  31. Asquini, G. (Ed.). (2018). La Ricerca-Formazione. Temi, esperienze, prospettive. Milano: FrancoAngeli.
  32. Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How Service Learning Affects Students. Los Angeles: Higher Education Research Institute, UCLA.
  33. Ausubel, D. P., Novak, J. D., & Hanessian, H. (1968). Educational psychology: A cognitive view. New York: Holt Rinehart and Wilson.
  34. Ávila, J. (2021). Introduction: Glimpsing the kaleidoscope of praxis. In Ávila, J. (eds.). Critical Digital Literacies: Boundary-Crossing Practices (pp. 1-10). Leiden: Brill.
  35. Bachmann, K.E. (2004). Læreboken i reformtider – et verktøy for endring? I Imsen, G. (red.) Det ustyrlige klasserommet (s. 119-143). Oslo: Universitetsforlaget.
  36. Balanskat, A., & Engelhardt, K. (2015). Computing our future Computer programming and coding Priorities, school curricula and initiatives across Europe. European SchoolNet. <http://www.eun.org/resources/detail?publicationID=661> (2021-06-06).
  37. Baldacci, M., (1993). L’istruzione individualizzata. Firenze: La Nuova Italia.
  38. Bales, R.F. (1950). Interaction Process Analysis: A Method for the Study of Small Groups. Cambridge: Addison-Wesley.
  39. Ball, S. (2012). Global Education Inc.: New Policy Networks and the Neoliberal Imaginary, London: Routledge.
  40. Ball, S. (2012). Global Education Inc.: New Policy Networks and the Neoliberal Imaginary. London: Routledge.
  41. Ball, S. (2018). Commercialising education: profiting from reform!, Journal of Education Policy, 33(5), 587–589.
  42. Ball, S. (2018). Commercialising education: profiting from reform!. Journal of Education Policy, 5(33), 587–589.
  43. Banaji, S., & Buckingham, D. (2013). The civic web: Young people, the Internet, and civic participation. Cambridge, MA: MIT Press.
  44. Bandini G. (2018). Using Digital Public History for future teacher training. Opportunities, challenges, implications for practices. In: Martha Kaschny Borges, Laura Menichetti, Maria Ranieri (eds.). Teacher education & training on ICT between Europe and Latin America (pp. 113–125), Roma: Aracne.
  45. Bangou F. (2013) Reading ICT, Second Language Education, and the Self. In: Masny D. (eds) Cartographies of Becoming in Education. Sense Publishers, Rotterdam.
  46. Barber, M. & Mourshed, M. (2007). How the world's best-performing schools systems come out on top. London: McKinsey & Company.
  47. Bardin, L. (1977). L’Analyse de Contenu. Paris: Presses Universitaires de France.
  48. Barr, V., & Stephenson, C. (2011). Bringing Computational thinking to K-12: What is involved and qhat is the role of the computer science education community? ACM Inroads, 2(1), 48–54.
  49. Bartolomé, L. I. (2004). Critical pedagogy and teacher education: radicalizing prospective teachers. Teacher Education Quarterly, 97–122.
  50. Bates, A. W. (2019). Teaching in a Digital Age (Second ed.). Tony Bates Associates. <https://pressbooks.bccampus.ca/teachinginadigitalagev2/> (2021-06-06).
  51. Bateson, G., (1972). Verso un’ecologia della mente. Adelphi. Milano.
  52. Becker, B. (2013). Learning analytics: Insights into the natural learning behavior of our students. Behavioral & Social Sciences Librarian, 32(1), 63-67.
  53. Beckett, A., Ellison, Barrett, S. & Shah, S (2010). “Away with the fairies? “Disability within primary–age children’s literature. Disability & Society, 25, 373-386.
  54. BECTA (2003). Primary Schools – ICT and Standards: An Analysis of National Data from Ofsted and QCA by Becta. Coventry. UK: British Educational Communications and Technology Agency.
  55. Bell, L. A. (2007). Theoretical Foundations for Social Justice Education. In M. Adams, P. Griffin, and L. Bell (eds.), Teaching for Diversity and Social Justice: a Sourcebook (pp. 1-14). New York: Routledge.
  56. Bem, S. L. (1974). The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology, 42, 155–162.
  57. Bennett, W.L., Segerberg, A. (2012). The logic connective action. Information, communication, and society. 15(5), 739–768.
  58. Berchini, C. N. (2014). Learning to teach and critical pedagogy: struggling with a "do as i say, not as i do" pedagogy. National Council of Teachers of English, 46(3), 247–267.
  59. Bergan, S., Gallagher, T., Munck, R., & Land, H. van’t. (2021). Higher education’s response to the Covid-19 pandemic: Building a more sustainable and democratic future. Council of Europe.
  60. Berlant L. (2011). Cruel Optimism. Durham, NC: Duke University Press.
  61. Bernik, A., Vusić, D., & Milković, M. (2019). Evaluation of gender differences based on knowledge adaptation in the field of gamification and computer science. International Journal of Emerging Technology in Learning, 14(8), 220–228.
  62. Besio, S. (2005). Tecnologie assistive per la disabilità, Lecce: Pensa Multimedia.
  63. Bezemer, J., Kress, G. (2008). Writing in Multimodal Texts: A Social Semiotic Account of Designs for Learning. Written Communication, 25, 166–195.
  64. Bianquin, N. (2018). Inclusione e disabilità, Milano: Guerini.
  65. Bicocchi, M., Ceregini, A., Persico, D., Polsinelli, P., Pozzi, F., Sarti, L. (2021). The hybrid I4T game (PLEIADE Intellectual Output No. 2).
  66. Bienkowski, M., Feng, M., & Means, B. (2012). Enhancing Teaching and Learning through Educational Data Mining and Learning Analytics: An Issue Brief. Washington, D.C.: US Department of Education.
  67. Bishop, B. (2018), Advocating for Atheist Clients in the Counseling Profession. Counseling and Values, 63, 17–30.
  68. Bizzarri, C., Donati, B. (2021) Code out of the box. Preservare la priorità degli aspetti logico-algoritmici del coding anche in modalità a distanza: analisi di un caso studio, Book of Abstract, Convegno nazionale Interazione Bambini-Robot 2021 (IBR21) 13 - 14 Aprile 2021, <https://ibr21.unimib.it/wp-content/uploads/sites/95/2021/04/IBR21-book-of-abstract.pdf> (2021-06-06).
  69. Black, E. W. (2009). An evaluation of familial involvements’ influence on student achievement in K-12 virtual schooling. (Doctoral dissertation, University of Florida).
  70. Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self determined learning. International Review of Research in Open and Distance Learning, 13(1), 56–71.
  71. Blaska, J. K. (2003). Using Children’s Literature to Learn about Disabilities and Illness, 2nd Ed. New York, NY: Educator’s International Press.
  72. Blaska, J. K. (2004). Children’s literature that includes characters with disabilities or illnesses. Disability Studies Quarterly, 24, 1-4.
  73. Blikstein, P. (2014). Bifocal Modeling: Promoting authentic scientific inquiry through exploring and comparing real and ideal systems linked in real-time. In A. Nijholt (Ed.), Playful User Interfaces (pp. 317-352): Springer Singapore.
  74. Blikstein, P., Fuhrmann, T., & Salehi, S. (2016). Using the bifocal modeling framework to resolve “Discrepant Events” between physical experiments and virtual models in biology. Journal of Science Education and Technology, 25(4), 513-526.
  75. Blikstein, P., Fuhrmann, T., Greene, D., Salehi, S. (2012). Bifocal modeling: mixing real and virtual labs for advanced science learning. In Proceedings of the 11th International Conference on Interaction Design and Children (IDC ’12, 296-299). ACM, New York, NY, USA.
  76. Boal, A. (1992). Games For Actors and Non-Actors. London: Routledge.
  77. Boal, A. (2020). Giochi per attori e non attori. Introduzione al Teatro degli Oppressi. Roma: Dino Audino.
  78. Bocci, F. (2019). Oltre i dispositivi. La scuola come agorà pedagogica inclusiva. In M.V. Isidori, La formazione dell'insegnante inclusivo. Superare i rischi vecchi e nuovi di povertà educativa (pp. 120-129). Milano: FrancoAngeli.
  79. Bocconi, S., Chioccariello, A., & Earp, J. (2018). The Nordic approach to introducing Computational Thinking and programming in compulsory education. Nordic@BETT2018 Steering Group. <https://www.itd.cnr.it/doc/CompuThinkNordic.pdf> (2021-06-06).
  80. Bogost, I. (2015). The Cathedral of Computation. We’re not living in an algorithmic culture so much as a computational theocracy. < https://www.theatlantic.com/technology/archive/2015/01/the-cathedral-of-computation/384300/> (2021-10-01).
  81. Bolick, C. M. (2006). Digital archives: Democratizing the doing of history. International Journal of Social Education, 21(1), 122-134.
  82. Bonaiuti, G., Calvani, A., Menichetti, L., & Vivanet, G., (2017). Le tecnologie educative. Roma: Carocci.
  83. Booth, T., & Ainscow, M. (2002). Index for Inclusion: developing learning and participation in schools. Bristol: CSIE.
  84. Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. International Encyclopedia of Education, 7(2), 548556.
  85. Borup, J., Graham, C. R., & Davies, R. S. (2013). The nature of parental interactions in an online charter school. American Journal of Distance Education, 27, 40–55.
  86. Bosio, E. (2021). Conversations on Global Citizenship Education. Perspectives on Research, Teaching, and Learning in Higher Education. New York: Routledge.
  87. Boud D., Falchikov N. (Eds.). (2011). Rethinking Assessment in Higher Education: Learning for the Longer Term. London: Routledge.
  88. Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13, 217–231.
  89. Boulianne, S. (2015). Social media use and participation: A meta- analysis of current research. Information, Communication & Society. 13(5), 524–538.
  90. Bourdieu, P. (1977). Outline of a Theory of Practice (Vol. 16). Cambridge University Press.
  91. Bourdieu, P. (1986). The forms of capital. In J.G. Richardson, Handbook of theory and research for the sociology of education. (pp.241-258). New York: Greenwood.
  92. Bourdieu, P., & Passeron, J. C. (1990). Reproduction in Education, Society and Culture. London: SAGE Publications.
  93. Boyraz, M., Krishnan, A., & Catona, D. (2015). Who is retweeted in times of political protest? An analysis of characteristics of top tweeters and top retweeted users during the 2011 Egyptian revolution. Atlantic Journal of Communication. 23(2), 99–119.
  94. Boza, A. y Conde, S. (2015). Web 2.0 en educación superior: formación, actitud, uso, impacto, dificultades y herramientas. Digital Education Review, 28, 45-58.
  95. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  96. Braun, V., & Clarke, V. (2012). Thematic analysis. In APA handbook of research methods in psychology, Vol 2: Research designs: Quantitative, qualitative, neuropsychological, and biological. (pp. 57–71). American Psychological Association.
  97. Bray, A., Byrne, J., & Tangney, B. (2020). STEM continuing professional development for 21st Century teaching and learning: The Bridge21 approach. In L. Leite, E. Oldham, A. Afonso, F. Viseu, L. Dourado, & M. H. Martinho (eds.), Science and mathematics education for 21st Century citizens: Challenges and ways forward (pp. 3–23). New York: Nova Sci ence Publishers.
  98. Bray, A., Byrne, P., & O'Kelly, M. (2020). A Short Instrument for measuring students’ Confidence with ‘Key Skills’ (SICKS): Development, validation and initial results. Thinking Skills and Creativity, 37, 1-14.
  99. Bray, A., Ní Chorcora, E., Maguire Donohoe, J., Banks, J., & Devitt, A. (2020). Post- primary student perspectives on teaching and learning during Covid-19 school closures: Lessons learned from Irish students in a widening participation programme. <http://hdl.handle.net/2262/93107> (2021-06-06).
  100. Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American Educational Research Association, Canada. 1–25.
  101. Brethenoux, E., & Dekate, C. (2018). Gartner Predicts 2019: Artificial Intelligence Core Technologies. <https://www.gartner.com/smarterwithgartner/5-trends-appear-on-the-gartner-hype-cycle-for-emerging-technologies-2019/> (2021-10-01).
  102. Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Strømme, T. A. (2019). Transformative agency in teacher ed- ucation: Fostering professional digital competence. Teaching and Teacher education, 86, 102875.
  103. Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Strømme, T. A. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86.
  104. Bringsjord, S., & Govindarajulu, N. S. (2019). Artificial Intelligence. In E. N. Zalta (ed.), The Stanford Encyclopedia of Philosophy. Stanford, CA: Metaphysics Research Lab, Stanford University.
  105. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
  106. Brown, C. A. (2016). Using Digital Resources to Support STEM Education. In Handbook of Research on Learn- ing Outcomes and Opportunities in the Digital Age (pp. 127-151). IGI Global.
  107. Bruinenberg, H., Sprenger, S., Omerović, E., & Leurs, K. (2019). Practicing critical media literacy education with/for young migrants: Lessons learned from a participatory action research project. International Communication Gazette, 1748048519883511.
  108. Bruner, J. (1986), Actual Minds, Possible Words. Cambridge (Mass.) - London: Harvard University Press.
  109. Brussoni, M. (2017). Why kids need risk, fear and excitement in play. <http://theconversation.com/why-kids-need-risk- fear-and-excitement-in-play-81450> (2021-05-15).
  110. Bryman, A., & Cramer, D. (2012). Quantitative data analysis with IBM SPSS 17, 18 & 19: A guide for social scientists. Routledge.
  111. Buckingham Shum, S. (2012). Learning Analytics. Policy Brief. UNESCO Institute for Information Technologies in Education.
  112. Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2019). Human-centred learning analytics. Journal of Learning Analytics, 6(2), 1-9.
  113. Buckingham, D. (2019), The media education manifesto. Cambridge: Polity Press.
  114. Bunn, J. (2004). Student persistence in a LIS distance education program. Australian Academic & Research Libraries, 35(3), 253–269.
  115. Buolamwini, J., Gebru, T. (2018). Gender shades: Intersectional Accuracy Disparities in Commercial Gender Classification. Proceedings of Machine Learning Research, 81, 1–15.
  116. Burbules, N. C. (2006). Rethinking the Virtual. In Weiss, J. et al. (eds.), The International Handbook of Virtual Learning Environments (pp. 37–58). Dordrecht: Springer.
  117. Burnard, B., Mackinlay, E., & Powell, K. (2017) (eds). The Routledge International Handbook of Intercultural Arts Research. London: Routledge.
  118. Burnett, C. (2016). The digital age and its implications for learning and teaching in the primary school. York: Cambridge Primary Review Trust.
  119. Burrell, J. (2016). How the machine ‘thinks’: Understanding opacity in machine learning algorithms. Big Data & Society, 3(1), 1–12.
  120. Bustillo Bayón, J. (2015). Formación del profesorado con scratch: análisis de la escasa incidencia en el aula. Opción, 31(1), 164–182. <http://www.redalyc.org/pdf/310/31043005010.pdf> (2021-10-01).
  121. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Bristol: Multilingual Matters.
  122. Byram, M. (2008). From foreign language education to education for intercultural citizenship. Essays and Reflections. Multilingual Matters.
  123. Byram, M., Golubeva I., Hui H., & Wagner M. (2017). Introduction. Idd (eds.) From Principles to Practice in Education for Intercultural Citizenship. Bristol-Buffalo-Toronto: Multilingual Matters, 21–35.
  124. Byrne, J., Kearney, S., & Sullivan, K. (2019). Technology-mediated collaborative learning: The Bridge21 activity model in theory and practice. In L. Daniela (ed.), Didactics of smart pedagogy: Smart pedagogy for technology enhanced learning (pp. 309–330). Cham, Switzerland: Springer.
  125. CAF (2013). <http://qualitapa.gov.it/sitoarcheologico/fileadmin/mirror/crcaf/documenti/CAF_2013.pdf> (2021-06-06).
  126. Cafiero, Joanne M. (2009). Comunicazione aumentativa e alternativa. Strumenti e strategie per l'autismo e i deficit di comunicazione. Trento: Edizioni Erickson.
  127. Calandra, B., & Lee, J. (2005). The digital history and pedagogy project: Creating an interpretative/pedagogical historical website. The Internet and higher education, 8(4), 323–333.
  128. Calculator, Stephen N. (2009). Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities. International Journal of Inclusive Education 13(1): 93-113.
  129. Calderhead, J. (1987). Exploring Teachers’ Thinking. London: Cassel.
  130. Calvani, A. (1999). I nuovi media nella scuola. Roma: Carocci.
  131. Calvani, A. (2007), Tecnologia, scuola, processi cognitivi, Milano: FrancoAngeli.
  132. Calvani, A. (2013). Le TIC nella scuola: dieci raccomandazioni per i policy maker. Form@re - Open Journal per la formazione in rete, 13(4), 30–46.
  133. Cambi, F. (2014). Saperi e competenze. Bari: Laterza.
  134. Candy, L. (2006). Practice Based Research: A Guide. Sydney: University of Technology.
  135. Capita, C., & Capita, L. E. (2016). The transition from classic to digital texbook-The case of history teaching. In The International Scientific Conference eLearning and Software for Education (Vol. 1, p. 45). "Carol I" National Defence University.
  136. Capitão, S., Almeida, A., & Vieira, R. (2012). Connecting Families and Schools of Students with Deafness: Describing the ICT and Internet use in Education. Procedia Computer Science, 14(C), 163-172.
  137. Capperucci, D. (2020). Didattica a distanza in contesti di emergenza: le criticità messe in luce dalla ricerca, Studi sulla Formazione, 23, 13-22.
  138. Capperucci, D., Ciucci, E., Baroncelli, A. (2018). Relazione scuola-famiglia: alleanza e corresponsabilità educativa. In Rivista Italiana di Educazione Familiare. n. 2 - 2018, pp. 231-253.
  139. Cardon, D. (2016). Che cosa sognano gli algoritmi. Le nostre vite al tempo dei big data. Milano: Mondadori.
  140. Carenzio, A. (2012). Cittadinanza digitale. Un modello di ricerca-intervento nella scuola. In Limone, P. (ed.) Media, tecnologie e scuola. Per una nuova Cittadinanza Digitale. Bari: Progedit.
  141. Carey, K. (2015). The End of College: Creating the Future of Learning and the University of Everywhere. Penguin Publishing Group.
  142. Carloni, G., & Zuccala, B. (2018). Blending Italian ‘down-under’: toward a theoretical framework and pragmatic guide for blending tertiary Italian language and culture courses through Skype-enhanced, pre-service teacher-centred telecollaboration. LEA – Lingue e Letterature d’Oriente e d’Occidente, 405–445.
  143. Carretero, G. S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. EUR–Scientific and Technical Research Report, Information Society. Publications Office of the European Union.
  144. Carretero, S., Vuorikari, R. & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Publications Office of the European Union.
  145. Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (No. JRC106281). Joint Research Centre.
  146. CAST (2011). Universal Design for Learning. Linee Guida. Versione 2.0. Wakefield: CAST.
  147. Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Cur- rents in Pharmacy Teaching and Learning, 10(6), 807-815.
  148. Castoldi, M. (2021). Costruire il curricolo d’istituto. Carocci Editore.
  149. Caswell, M., & Mallick, S. (2014). Collecting the easily missed stories: digital participatory microhistory and the South Asian American Digital Archive. Archives and Manuscripts, 42(1), 73–86.
  150. Cauvin, T. (2016). Public History: A Textbook of Practice. New York and London: Routledge.
  151. Cecchinato G., & Papa R. (2016). Flipped Classroom. Un nuovo modo di insegnare e apprendere. Novara: DeAgostini.
  152. CEFR (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. <https://www.coe.int/en/web/common-european-framework-reference-languages/level-descriptions> (2021-10-01).
  153. Center for Applied Special Technology (CAST) (2018). Universal Design for Learning Guidelines version 2.2. <http://udlguidelines.cast.org> (2021-06-06).
  154. Cesaro, L., Monti, G. (in press). MakingLab a distanza. In Miotti, B. Guasti, L, Scaradozzi, D., Di Stasio, M., Screpanti, L. (Eds). Movimento Makers, Robotica Educativa e Ambienti di apprendimento innovativi a scuola e in DAD, Riflessioni a seguito del Convegno Fablearn Italy 2020, Carocci.
  155. Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.
  156. Charmaz, K. (2014) Constructing Grounded Theory (2nd ed). London: Sage
  157. Charsky, D., & Ressler, W. (2011). “Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games. Computers & Education, 56(3), 604–615.
  158. Chen G.M., Pain P., Barner B. (2018) “Hashtag Feminism”: Activism or Slacktivism?. In: Harp D., Loke J., Bachmann I. (eds) Feminist Approaches to Media Theory and Research. Comparative Feminist Studies. Cham: Palgrave Macmillan.
  159. Chen, G. (2020). A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers’ beliefs, self-efficacy, and classroom talk practice. Computers and Education, 144, 1-15.
  160. Cheng, K. K. Y., & Beigi, A. B. (2011). Addressing students with disabilities in school textbooks. Disability & Society, 26, 239–242.
  161. Choules, K. (2007). The shifting sands of social justice discourse: From situating the problem with “them,” to situating it with “us”. The Review of Education, Pedagogy, and Cultural Studies, 29(5), 461-481.
  162. Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2017). Twenty-First Century Skills and Global Education Roadmaps. In 21st Century Skills Development Through Inquiry-Based Learning (pp. 17–32). Singapore: Springer.
  163. Cian D. (1997). Metodologia della ricerca pedagogica. Brescia: La Scuola.
  164. Cifuentes, O. E., & Lents, N. H. (2011). Increasing student-teacher interactions at an urban commuter campus through instant messaging and online office hours. Electronic Journal of Science Education, 14(1).
  165. Clare, J. (2015) Social-Emotional Apps for Special Ed, <https://www.edutopia.org/blog/social-emotional-apps special-ed-jayne-clare> (2019-12-27).
  166. Clark, C.M., & Peterson, P.L. (1986). Teachers’ Thought Processes. In M.C. Wittrock (Ed.), Handbook of Research on Teaching (pp. 255–296). New York: Macmillan.
  167. Clark, R. (2013). Drama Techniques. Exter: IPC.
  168. Clark, S. R. (2015). Atheism considered as a Christian sect. Philosophy, 90(352), 277-303. Dawkins, R. (2006). The God delusion. Boston: Houghton Mifflin.
  169. Clemens V, Deschamps P, Fegert JM, Anagnostopoulos D, Bailey S, Doyle M, Eliez S, Hansen AS, Hebebrand J, Hillegers M, Jacobs B, Karwautz A, Kiss E, Kotsis K, Kumperscak HG, Pejovic-Milovancevic M, Christensen AMR, Raynaud JP, Westerinen H, Visnapuu-Bernadt P. (2020). Potential effects of “social” distancing measures and school lockdown on child and adolescent mental health. Eur Child Adolesc Psychiatry. 29(6), 739–742.
  170. Cochran-Smith, M. (2020). Teacher education for justice and equity: 40 years of advocacy. Action in teacher education, 42(1), 49-59.
  171. Coggi, C., & Notti, A.M. (2002). Docimologia. Lecce: Pensa MultiMedia.
  172. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York, NY: Routledge.
  173. Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge.
  174. Cohen, L., Manion, L., & Morrison, K. (2018) Research Methods in Education (8th edition). Routledge.
  175. Collins, P., (2005). Nè giusto nè sbagliato: avventure nell’autismo. Milano: Adelphi.
  176. Common Sense Media (2015). K-12 Digital Citizenship Curriculum Scope and Sequence. Common Sense Media.
  177. Connolly, P., Miller, S., Mooney, J., Sloan, S., & Hanratty, J. (2016). Universal school based programs for improving social and emotional outcomes in children aged 3–11 years: A systematic review and a meta-analysis, <https://campbellcollaboration.org/media/k2/attachments/Connolly_Universal_Schoolbased_Programmes_Title.pdf> (2021-06-05).
  178. Conole, G. (2015). Designing effective MOOCs. Educational Media International, 52(4), 239–252.
  179. Conole, G., De Laat, M., Dillon, T. & Darby, J. (2008). ' Disruptive technologies', 'pedagogical innovation': What's new? Findings from an in-depth study of students' use and perception of tehnology. Computers & Education. 50(2), 511–524.
  180. Contoli, A., Martelli, M., Masi, E. (in press). Fabbricazione digitale, didattica laboratoriale e making in periodo di emergenza Covid. In Miotti, B. Guasti, L, Scaradozzi, D., Di Stasio, M., Screpanti, L. (Eds). Movimento Makers, Robotica Educativa e Ambienti di apprendimento innovativi a scuola e in DAD, Riflessioni a seguito del Convegno Fablearn Italy 2020, Carocci.
  181. Cooke, M., Wong, S., Press, F. (2019). Towards a re-conceptualization of risk in early childhood education. Contemporary Issues in Early Childhood. Sage Journal.
  182. Cooper, H , Lindsay, J.J., & Nye, B. (2000), Homework in the Home: How Student, Family, and Parenting Style Differences Relate to the Homework Process, Contemporan Education Psychology, 25(4): 464-487.
  183. Cooper, H., Robinson, J. C., Patall, A.E. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003, Review of Educational Research; Spring 2006, 76.
  184. Cope, C., & Ward, P. (2002). Integrating learning technology into classrooms: The importance of teachers’ perceptions. Journal of Educational Technology & Society, 5(1), 67-74.
  185. Cottini, L. (2017). Didattica speciale e inclusione scolastica, Roma: Carocci.
  186. Cottini, L., (1989). Personalità, handicap ed educazione Urbino: Montefeltro.
  187. Council of Europe (2016). Competences for democratic culture. Living together as equals in culturally diverse democratic societies. Strasbourg.
  188. Council of Europe (2018). Reference framework of competences for democratic culture. Strasbourg.
  189. Cramer, H., Garcia-Gathright, J., Pringer, A., & Reddy, S. (2018). Assessing and addressing algorithmic bias in practice. Interactions, 25(6), 58–63.
  190. Creswell, J. W. (2017). Research Design Qualitative, Quantitative, and Mixed Methods Approaches (Fifth Edition). Sage.
  191. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative & mixed methods approaches (5th ed.). Sage.
  192. Csizmadia, A., Curzon, P., Dorling, M., Humphreys, S., Ng, T., Selby, C., & Woollard, J. (2015). Computational thinking-A guide for teachers, <https://eprints.soton.ac.uk/424545/1/150818_Computational_Thinking_1_.pdf> (2021-10-01).
  193. CSO (2017). Central Statistics Office Report. Government of Ireland Stationary Office.
  194. Cuban, L. (1986), Teacher and Machines: The Classroom Use of Technology since 1920. New York: Teachers College Press.
  195. Cuban, L. (2001), Oversold and Underused: Computers in the Classroom. Cambridge: Harvard University Press.
  196. Ćukušić, M., Jadrić, M. (2012). E-učenje: koncept i primjena. Zagreb: Školska knjiga.
  197. da Silva Palmeira, A. N., & Leao, K. S. S. (2020). “Educar para alteridade”: o ensino de história da Shoah eo uso dos testemunhos audiovisuais da USC Shoah Foundation. Educação & Formação, 5(13), 195–214.
  198. Damiani, P. (2015) Tra innovazione e inclusione: il bisogno di formazione alle “nuove competenze inclusive” dei docenti. Basi teoriche per un modello formativo coerente, Formazione & Insegnamento XIII – 2, 297-302.
  199. Damiano, E. (2013). La mediazione didattica. Per una teoria dell’insegnamento. Milano: FrancoAngeli.
  200. Danks, D., & London, A. J. (2017). Algorithmic Bias in Autonomous Systems. Proceedings of the Twenty-Sixth International Joint Conference on AI (IJCAI-17).
  201. Daradoumis, T., Juan, A., Lera-López, F., & Faulin, J. (2010). Using Collaboration Strategies to Support the Monitoring of Online Collaborative Learning Activity. In M. Lytras, P. O. D. Pablos, D. Avison, J. Sipior, Q. Jin, W. Leal, D. Horner (eds.), Technology Enhanced Learning. Quality of Teaching and Educational Reform (pp. 271–277). Berlin: Springer.
  202. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron B., & Osher D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
  203. Darmody, M., Smyth, E., & Russell, H. (2020). The implications of the COVID-19 pandemic for policy in relation to children and young people: a research review ESRI.
  204. Darshanand, R., Zimmerman, B. J., (2011) Developing Self-Regulation Skills: The Important Role of Homework, Journal of American Academics, 2(22), 194–218.
  205. Darvin, R. (2017). Language, Ideology, and Critical Digital Literacy. In Thorne S., May S. (eds.) Language, Education and Technology. Encyclopedia of Language and Education (3rd ed.) (9, 17-30). Heidelberg: Springer.
  206. Davidoff, Y. (2016). Team based simulations among teacher trainees: coping with ethical dilemmas in cases of violence at school. Ph.D dissertation, Bar Ilan University.
  207. Davidoff, Y., & Shapira-Lishchinsky, O. (2019). Team-based simulations among teacher trainees: ethical dilemmas and psychological empowerment in cases of school bullying. International Journal of Technology and Inclusive Education (IJTIE), 8(2).
  208. Davies, R. S., & West, R. E. (2014). Technology integration in schools. In Handbook of research on educational communications and technology (pp. 841-853). Springer, New York, NY.
  209. Davies, T. (2010). Open data, democracy and public sector. Interface, 1–47. <http://practicalparticipation.co.uk/odi/report/wp-content/uploads/2010/08/How-is-open-government-data-being-used-in-practice.pdf> (2021-06-06).
  210. Davis, A. (2018). Donne, razza e classe. Roma: Alegre.
  211. Davis, L.T., Kerr, B.A., & Robinson, S.E. (2003). Kurpius, Meaning, purpose, and religiosity in at-Risk youth: The relationship between anxiety and spirituality. Journal of Psychology and Theology, 31(4), 356–365.
  212. Days of Wonder (2012). Ticket to Ride.
  213. De Beco, G. (2014). The right to inclusive education according to article 24 of the UN Convention.
  214. De Marchi, V. (2020). Con gli occhi delle bambine. Atlante dell’infanzia a rischio 2020. Save the Children.
  215. De Sousa, F., & Rasmussen, I. (2019). Productive Disciplinary Engagement and Videogames. Nordic Journal of Digital Literacy, 14(03–04), 99–116.
  216. De Sousa, F., Rasmussen, I., & Pierroux, P. (2018). Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames. Learning, Culture and Social Interaction, 19, 40–50.
  217. de Waal, P. (2017). Learning analytics for continuous learning-processes improvement through dynamic data- informed decisions. Formazione & Insegnamento, 15(2), 43–51.
  218. Decety, J. (2015). The Neural Pathways, Development and Functions of empathy. Science Of Philanthropy Initiative, 125.
  219. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
  220. Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49(1), 14–23.
  221. Decision no. 87, dated 03.02.2016, of the Council of Ministers On the approval of the political document of social inclusion 2016-2020 published in the Official Gazette no. 20 of 2016, p. 2070.
  222. Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanca, R. Brandt (eds.), 21st century skills: Rethinking how students learn (pp. 50–75). Bloomington: Solution Tree Press.
  223. Demetrio, D. (1996). Raccontarsi. Milano: Cortina.
  224. Design-Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.
  225. Design-Based Research Collective. (2003) Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.
  226. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th MindTrek: Envisioning Future Media Environments (pp. 9–15). New York, NY: ACM.
  227. Dhar, V. (2016). The Future of Artificial Intelligence. Big Data, 4(1).
  228. DigComp 2.0. (2016). The Digital Competence Framework for Citizens. <https://ec.europa.eu/jrc/en/digcomp> (2021-10-01).
  229. Digital History <http://www.digitalhistory.uh.edu> (2021-10-01).
  230. Doane, M. J., & Elliott, M. (2015). Perceptions of discrimination among atheists: Consequences for atheist identi - fication, psychological and physical well-being. Psychology of Religion and Spirituality, 7(2), 130–141.
  231. Doering, A., Cynthia, L., George, V., & Nichols-Besel, K. (2008). Preservice teachers’ perceptions of instant messaging in two educational contexts. Journal of Computing in Teacher Education, 25(1), 5–12.
  232. Donelan, H. (2016). Social media for professional development and networking opportunities in academia. Journal of further and higher education, 40(5), 706–729.
  233. Douglas, G., McLinden, M., McCall, S., Pavey, S., Ware, J., & Farrell, A. M. (2011). Access to print literacy for children and young people with visual impairment: findings from a review of literature. European Journal of Special Needs Education, 26(1), 25–38.
  234. Drake, J. R., O’Hara, M., & Seeman, E. (2015). Five principles for MOOC design: With a case study. Journal of Information Technology Education: Innovations in Practice, 14(14), 125–143.
  235. Dreyer, L, & Dreyer, S. (2001). Spiritual well-being and health. African Journal for Physical Health Education, Recreation and Dance, 7(1), 142–152.
  236. Dziedziewicz, D., Gajda A., & Karwowski M. (2014), Developing children's intercultural competence and creativi-ty. Thinking Skills and Creativity, 13, 32-42.
  237. EADSNE - European Agency for Development in Special Needs Education (2011). Teacher education for inclusion across europe. Challenges and opportunities. Odense, Denmark: European Agency for Development in Special Needs Education.
  238. Elphinstone, L. (2018). Cultural competence for teachers and students. Culture and psychology. Culture across the curriculum: A psychology teacher’s handbook, 46-67.
  239. Elstad, E. (2002). Towards a model of strategic actions in the classroom: Games theory as research heuristic. Scandinavian journal of educational research, 46(1), 65–81.
  240. Elstad, E. (2010). University-based teacher education in the field of tension between the academic world and practical experience in school: A Norwegian case. European Journal of Teacher Education, 33, 357–370.
  241. Elstad, E. (2020). Lærerutdanning i nordiske land. Oslo: Universitetsforlaget.
  242. Eluz, S., Yablon, Y. B., & Hollombe, S. (2019). Simulation experience in teacher training: Improving efficacy in coping with school-related conflicts. The 7th international conference on teacher education: The story of innovation in teacher education, MOFET Institute, 24-27 June 2019.
  243. Endsley, M. R., & Garland D. J (Eds.) (2000). Situation Awareness Analysis and Measurement. Mahwah, NJ: Lawrence Erlbaum Associates.
  244. Engeness, I. (2020). Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 1–19.
  245. Engerman, J. A., Carr-Chellman, A. A., & MacAllan, M. (2019). Understanding learning in video games: A phenomenological approach to unpacking boy cultures in virtual worlds. Education and Information Technologies, 24(6), 3311–3327.
  246. Epstein G.M. (2009). Good without God: what a billion nonreligious people do believe. New York, NY: William Morrow, 2009.
  247. Erica, A. P., Cooper, H., Robinson, J. C.(2008). Parent Involvement in Homework: A Research Synthesis, Review of Educational Research.
  248. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
  249. Ertmer, P.A. (1999). Addressing first- and second-order barriers to change: strategies for technology Integration. Educational Technology Research and Development, 47(4), 47–61.
  250. Esteve, F. (2015). La Competencia Digital Docente: Análisis de la Autopercepción Y Evaluación Del Desempeño de los Estudiantes Universitarios De Educación por Medio de un Entorno 3D [Doctoral dissertation, Universitat Rovira i Virgili].
  251. European Commission (2013) Analysis and mapping of innovative teaching and learning for all through new Technologies and Open Educational Resources in Europe. SWD: Belgium.
  252. European Commission (2016). Learning analytics (Key messages). <https://ec.europa.eu/education/sites/education/files/2016-pla-learning-analytics_en.pdf> (2021-06-06).
  253. European Commission (2017b). European Framework for the Digital Competence of Educators (DigCompEdu). <https://ec.europa.eu/jrc/en/digcompedu> (2020-03-23).
  254. European Commission (2020). White paper. On Artificial Intelligence – A European approach to excellence and trust, <https://ec.europa.eu/info/publications/white-paper-artificial-intelligence-european-approach-excellence-and-trust_en (2021-10-01).
  255. European Commission. (2016). Commission Staff Working Document. Albania 2016 Report. Brussels.
  256. European Commission. (2018). Commission Staff Working Document. Albania 2018 Report. Strasbourg.
  257. European Commission/EACEA/Eurydice (2017). Citizenship education at school in Europe – 2017. Eurydice Report. Luxembourg: Publications Office of the European Union.
  258. European Commission/EACEA/Eurydice (2017). Citizenship Education at School in Europe – 2017. Eurydice Report. Luxembourg: Publications Office of the European Union.
  259. European Foundation for Quality Management (2003). Assessing for Excellence. Brussels: European Foundation for Quality Management.
  260. European Foundation for Quality Management (2006). Business Excellence Model. <http://www.efqm.org> (2021-06-06).
  261. European Framework for Digital Competence of Educators: DigcompEdu (2017).
  262. European Institute of Public Administration (2013). Improving Public Organisations through Self-Assessment.
  263. European Parliament (2016). Regulation (EU) 2016/679 of the EP and of the Council of 27 April 2016 on the protection of natural persons with regard to the processing of personal data and on the free movement of such data, and repealing Directive 95/46/EC. <https://eur-lex.europa.eu/eli/reg/2016/679/oj> (2021-10-01).
  264. European Parliament (2019). European Parliament resolution of 12 February 2019 on a comprehensive European industrial policy on artificial intelligence and robotics. 2018/2088(INI). <https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019IP0081> (2021-05-28).
  265. European Union (2018.). Employment, Social Affairs and Inclusion. Access to Quality Education for Children with Special Educational Needs. <http://www.europarl.europa.eu/RegData/etudes/STUD/2017/596807/IPOL_STU(2017)596807_EN.pdf> (2021-03-20).
  266. Evmenova, A. (2018). Preparing Teachers to Use Universal Design for Learning to Support Diverse Learners. Journal of Online Learning Research, 4(2), 147–171.
  267. Fabbro, F., Ranieri, M. & Cuomo, S. (2019). Analysis of current situation on citizenship education. Deliverable 2.1, EAR project. Florence: University of Florence.
  268. Fedeli, L., & Pennazio, V., (2019). An Exploratory Study on Teacher Training: The Use and Impact of Technologies Within a Specialization Course for Special Needs. In M. Rice Bethany, Global Perspectives on Inclusive Teacher Education. IGI Global.
  269. Feldman Barrett, L. (2017). How emotions are made: the secret life of the brain, London: Pan Macmillan.
  270. Ferguson, R., Brasher, A., Clow, D., Cooper, A., Hillaire, G., Mittelmeier, J., Rienties, B., Ullmann, T., Vuorikari, R. (2016). Research Evidence on the Use of Learning Analytics - Implications for Education Policy. Publications Office of the European Union.
  271. Ferrari, A. (2012). Digital Competence In Practice: An Analysis Of Frameworks. Sevilla: European Commission, Joint Research Centre (JRC).
  272. Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks. Seville: Institute for Prospective Technological Studies. <http://ftp.jrc.es/EURdoc/JRC68116.pdf> (2021-12-05).
  273. Ferrari, A., Punie, Y., & Brečko, B. N. (Eds.). (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Luxembourg: Publications Office of the European Union.
  274. Ferré, C. Galanxhi, E. Dhono, O. (2020). Profili i personave me aftësi të kufizuar në Shqipëri. <http://www.instat.gov.al/media/3706/profili_i__personave_me_aft_si_t__kufizuar_n__shqip_ri.pdf> (2021-06-30).
  275. Festinger, L. (1962). A theory of cognitive dissonance. Stanford, CA: Stanford University Press.
  276. Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative cognition: Theory, research, and applications. Cambridge, MA: MIT Press.
  277. Finn, E. (2018). Che cosa vogliono gli algoritmi? L’immaginazione nell’era dei computer. Torino: Einaudi.
  278. Fisher, J. (2010). Development and application of a spiritual well-being questionnaire called SHALOM. Religions, 1,105–121.
  279. Fisher, J.W. (2012). The importance of relating with God for spiritual well-being, In M. Weiss & M. Fowler (Eds.) Spirituality: New Reflections on Theory, Praxis & Pedagogy. (pp.147–161). Oxford, UK: Inter Disciplinary Press.
  280. Fishman, B., Dede, C., & Means, B. (2016). Teaching and technology: New tools for new times. Handbook of research on teaching, 1269-1334.
  281. Fleming, L. (2013). Expanding Learning Opportunities with Transmedia Practices: Inanimate Alice as an Exemplar. Journal of Media Literacy Education, 52(2), 370–377.
  282. Florian, L. (2012). Teacher education for inclusion: A research agenda for the future. In C., Forlin (Ed.). Future directions for inclusive teacher education: An international perspective (pp. 210–218). London: Routledge.
  283. Floridi, L. (2014). The fourth revolution: How the infosphere is reshaping human reality. Oxford: OUP.
  284. Floridi, L. (2015). The onlife manifesto: Being human in a hyperconnected era. SpringerNature.
  285. Fowler, J. F. Jr. (2002). Survey Research Methods (3rd ed.). Thousand Oaks, CA: Sage.
  286. Fraiberg, S. (2017). Pretty bullets: Tracing transmedia/translingual literacies of an israeli soldier across regimes of practice. College Composition and Communication, 69(1), 2017.
  287. Fraillon, J., Ainley, J., Schulz, W., Duckworth, D., & Friedman, T. (2019). IEA International Computer and Information Literacy Study 2018 Assessment Framework. IEA, ICILS: Springer Open.
  288. Freathy, R. & Parker, S. G. (2013). Secularists, Humanists and religious education: religious crisis and curriculum change in England, 1963–1975. History of Education, 42(2), 222–256.
  289. Freberg, K. (2016). Social media. In C. Carroll (Ed.), The SAGE encyclopedia of corporate reputation (pp. 774-777).
  290. Fredricks, J. (2011). Engagement in school and out-of-school contexts: a multidimensional view of engagement. Theory into Practice, 50, 327–335.
  291. Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury Press.
  292. Freire, P. (2000). Pedagogy of the Oppressed: 30th Anniversary Edition. <http://books.google.it/books/about/Pedagogy_of_the_Oppressed.html?id=xfFXFD414ioC&pgis=1> (2021-10-06).
  293. Friedman, B., & Nissenbaum, H. (1996). Bias in Computer Systems. ACM Transactions on Information Systems, 14(3), 330–347.
  294. Frison, D. (2020). Risky-play per incoraggiare iniziativa e risk-taking. In D. Frison & L. Menichetti, Metodi ludici. Tendenze e didattiche innovative 0-11 (pp. 179–223). Lecce: PensaMultimedia.
  295. Frison, D. & Menichetti, L. (2020). Risk-literacy nei servizi educativi 0-6 e nella scuola primaria. Riflessioni per la formazione di educatori e insegnantiOECD, 79–94.
  296. Fuchs, C. (2013). Theorising and analysing digital labour: From global value chains to modes of production. The Political Economy of Communication, 2(1). <https://www.polecom.org/index.php/polecom/article/view/19/195> (2021-06-06).
  297. Fuchs, C. (2017) From digital positivism and administrative big data analytics towards critical digital and social media research!.European Journal of Communication, 32(1), 37–49.
  298. Fuhrmann, T., Greene, D., Salehi, S., & Blikstein, P. (2012). Bifocal Biology: the link between real and virtual experiments. Proceedings of the Constructionism 2012 Conference, Athens, Greece.
  299. Fuhrmann, T., Salehi, S., & Blikstein, P. (2014). A tale of two worlds: Using bifocal modeling to find and resolve “Discrepant Events” between physical experiments and virtual models in biology. In Proceedings of the International Conference of the Learning Sciences (ICLS 2014).
  300. Fuhrmann, T., Schneider, B., & Blikstein, P. (2018). Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science. International Journal of Science Education, 40(8), 867-893.
  301. Gallini, S. ‐ Noiret, S. (2011), La Historia digital en la era del Web 2.0. Introducción al dossier Historia Digital, Historia Critica, 43, 16-37.
  302. Gamage, D., Perera, I., & Fernando, S. (2020). MOOCs lack interactivity and collaborativeness: Evaluating MOOC platforms. International Journal of Engineering Pedagogy (iJEP), 10(2), 94–111.
  303. Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, Motivation, and Learning: A Research and Practice Model. Simulation & Gaming, 33(4), 441-467.
  304. Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), (1).
  305. Gelati, M., (2004). Pedagogia speciale e integrazione. Roma: Carocci.
  306. Gelston, L. (2021). Types Of Analysis. The Research Competition. <http://research.ccdmd.qc.ca/31-types-analysis> (2021-01-18).
  307. General Directory of Pre-university Education Report (2020). Ti nuk je vetëm (You are not alone), Tirana 2020. <http://arsimiparauniversitar.gov.al/wp-content/uploads/2020/05/SHPS-AK-1.pdf> (2021-06-30)
  308. Geniet, A., & Langer, L. (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Publications Office of the European Union.
  309. Girvan, C., Conneely, C., & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58, 129–139.
  310. Global Education Monitoring Report Team. (2015). Education for All 2000-2015: achievements and challenges. EFA global monitoring report, 2015. <https://unesdoc.unesco.org/ark:/48223/pf0000232205> (2021-06-30).
  311. Goclowska, M. A., & Crisp, R. J. (2012). On counter-stereotypes and creativity cognition: When interventions for reducing prejudice can boost divergent thinking. Thinking Skills and Creativity, 8, 72–79.
  312. Goclowska, M. A., Crisp, R. J., & Labuschagne, K. (2013). Can counter-stereotypes prime flexible thinking? Group Processes & Intergroup Relations, 7, 1–15.
  313. Godfrey, R., & Waddingham, M. (2013). Computer strategy games in the Key Stage 2 History. Education, 41(1), 39–46.
  314. Goldman, R., Pea, R., Barron, B. & Derry, S.J (Eds) (2007), Video Research in the Learning Sciences, Mahwah (NJ): Laurence Erlbaum.
  315. Goleman, D. (1995) Intelligenza Emotiva, Milano:Rizzoli.
  316. Gonzales, A. L., & Hancock, J. T. (2011). Mirror, mirror on my Facebook wall: Effects of exposure to Facebook on self-esteem. Cyberpsychology, Behavior, and Social Networking. 14, 79–83.
  317. González-Martínez, J., Elisabet, S.-S., Estebanell-Minguell, M., Rostan-Sánchez, C., and Esteban-Guitart, M. (2018). Sobre el concepto de alfabetización transmedia en el ámbito educativo. Una revisión de la literatura. Comunicación y Sociedad, 33(septiembre-diciembre), 15–40.
  318. Gonzalez, A. (2021). Colored Conventions Project. Journal of American History, 107(4), 1060–1062.
  319. González, J., Esteve, F. M., Larraz, V., Espuny, C., & Gisbert, M. (2018). INCOTIC 2.0: A New Self-Assessment Tool For Digital Competences At The University Studies. Profesorado: revista de currículum y formación del profesorado, 22(4), p. 133-152.
  320. González, N., Gozálvez, V., y Ramírez, A. (2015). La competencia mediática en el profesorado no universitario. Diagnóstico y propuestas formativas. Revista de Educación, 367, 117-146.
  321. Goodman, K. M., & Mueller, J. A. (2009). Invisible, marginalized, and stigmatized: Understanding and addressing the needs of atheist students. New Directions for Student Services, (125), 55–63.
  322. Government of British Columbia (2016). BC’s Digital Literacy Framework. GBC.
  323. Gozálvez, V., Aguaded, I., y García-Ruiz, R. (2014). La formación en competencias mediáticas: una cuestión de responsabilidad ética en educación superior. Revista Interuniversitaria de Formación del Profesorado, 79(28.1), 17-28.
  324. Graafland, J. H. (2018). New technologies and 21st century children: Recent trends and outcomes. OECD Education Working Papers, 179. Paris: OECD Publishing.
  325. Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, 91–108.
  326. Greysen, S. R., Khanna, R. R., Jacolbia, R., Lee, H. M., & Auerbach, A. D. (2014). Tablet computers for hospital- ized patients: a pilot study to improve inpatient engagement. Journal of hospital medicine, 9(6), 396- 399.
  327. Grosser, M. M., & Lombard, B. J. J. (2008). The relationship between culture and the development of critical thinking abilities of prospective teachers. Teaching and Teacher Education, 24(5), 1364–1375.
  328. GTCNI (2017) General Teaching Council of Northern Ireland Digest of Statistics. <https://gtcni.org.uk/cmsfiles/Resource365/Publications/digest-of-statistics/2017.pdf> (2021-06-06).
  329. Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49(3), 233–240.
  330. Guerra, S., González, N., & y García-Ruiz, R. (2010). Utilización de las TIC por el profesorado universitario como recurso didáctico. Comunicar, 35, 141-148.
  331. Guilford, J.P.(1975). Varieties of Creative Giftedness, Their Measurement and Development. Gifted Child Quarterly, 19(2), 107–121.
  332. Gun, A. A., & King, J. R. (2015). Using emphatic identification as a literary tool for building culturally responsive pedagogy with preservice teachers. Teacher Development, 19(2), 168–186.
  333. Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin.
  334. Hadzialic, A., Skarheim, P., & Wilhelmsson, T. (2017). Framtida nordiskt utbildningssamarbete: Svar på dagens och morgondagens utmaningar. Nordic Council of Ministers.
  335. Hakkarainen, P. (2011). Promoting Meaningful Learning through Video Production - Supported PBL. Interdisciplinary Journal of Problem-Based Learning, 5(1), 34–53.
  336. Hall, S. (2015). Cultura, razza, potere. Verona: Ombre Corte.
  337. Hall, T. E. Meyer, A. & Rose, D. H. (2012). An Introduction to Universal Design for Learning. In T. E. Hall, A. Meyer, and D. H. Rose (Eds), Universal Design for Learning in the Classroom: Practical Applications, 1–8. New York: Guilford Publications.
  338. Hamlin, M. (2015). Technology in transformative learning environments. In C. Halupa (Ed.), Transformative curiculum design in health sciences education, 126-140. Hershey, PA: IGI Global.
  339. Hammer, J.H., Cragun, R.T., Hwang, K. and Smith, J.M. (2012). Forms, Frequency, and Correlates of Perceived Anti-Atheist Discrimination. Secularism and Nonreligion, 1, 43–67.
  340. Hanghøj, Thorkild, Lieberoth, A., & Misfeldt, M. (2018). Can cooperative video games encourage social and motivational inclusion of at-risk students? British Journal of Educational Technology, 49(4), 775–799.
  341. Hanghøj, Thorkild. (2015). The School at Play: Repositioning Students Through the Educational use of Digital Games and Game Dynamics. In R. Munkvold & L. Kolås (eds.), Proceedings of the 9th European Conference on Game- Based Learning. Academic Conferences and Publishing International.
  342. Hanghøj, Torkild, & Hautopp, H. (2016). Teachers pedagogical Approaches to Teaching with Minecraft. In T. Connolly & L. Boyle (eds.), ECGBL Proceeding.
  343. Hannon, C., Faas, D., & O'Sullivan, K. (2017). Widening the educational capabilities of socio‐economically disadvantaged students through a model of social and cultural capital development. British Educational Research Journal, 43(6), 1225–1245.
  344. Harlow, S. (2011). Social media and social movements: facebook and an online Guatemalan justice movement that moved offline. New media and society. 14 (2), 225–243.
  345. Harris, J. (2005). Our agenda for technology integration: It’s time to choose. Contemporary Issues in Technology and Teacher Education, 5(2), 116-122.
  346. Harris, J., & Phillips, M. (2018). If There’s TPACK, is There Technological Pedagogical Reasoning and Action? Proceedings of Society for Information Technology & Teacher Education International Conference (2018) Washington D.C. (pp. 2051-2061). Chesapeake, VA: Association for the Advancement of Computing in Education.
  347. Harrison, T. M., & Barthel, B. (2009). Wielding new media in Web 2.0: Exploring the history of engagement with the collaborative construction of media products. New Media & Society. 11(1&2), 155–178.
  348. Hartmann S., Wiesner H., Wiesner-Steiner A. (2007). Robotics and Gender: The Use of Robotics for the Empowerment of Girls in the Classroom. In Gender Designs IT. Construction and Deconstruction of Information Society Technology. Zorn I et al. Editors, Springer Link.
  349. Harwood, C., & Brett, C. (2019). Obuchenie Online: The Applicability of Vygotskian Pedagogy to Online Teaching and Learning. Technology, Instruction, Cognition & Learning, 11.
  350. Hattie, J. (2009). Horizons and Whirlpools: The Well-Travelled Road of National Standards. Cognition Institute.
  351. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.
  352. Haugsbakken, H. (2020). Five Learning Design Principles to Create Active Learning for Engaging With Research in a MOOC. European Journal of Open, Distance and E-learning, 23(1).
  353. Haverkamp, B., & Young, R. 2007. ‘Paradigms, Purpose, and the Role of the Literature: Formulating a Rationale for Qualitative Investigations’. The Counseling Psychologist, 35, 265-294.
  354. Heitink, M., Voogt, J., Verplanken, L., Van Braak, J., & Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers and Education, 101, 70–83.
  355. Helmond, A. (2015). The Platformization of the Web: Making Web Data Platform Ready. Social Media + Society, July-December, 1–11.
  356. Hepp, P., Fernandez, M. & Garcia, J. (2015). Teacher training: technology helps to develop an innovative and professional profile. Universities and Knowledge Society Journal, 12(2), 30–43.
  357. Hick, P., Ainscow, M., Dyson, A., Kalambouka, A., Izzidien, S., Francis, A. et al (2005). Inclusive Learning with ICT, Coventry: University of Manchester.
  358. Higgins, S., Xiao, Z.M. i Katsipataki, M. (2012). The Impact of Digital Technology on Learning. Full Report. Durham University, <https://larrycuban.files.wordpress.com/2013/12/the_impact_of_digital_technologies_on_learning_full_report_2012.pdf> (2021-04-04).
  359. Hinrichsen, J., & Coombs, A. (2013). The five resources of critical digital literacy: A framework for curriculum integration. Res. Learn.Technol. 21.
  360. Hobbs, R. (2004). A Review of School-Based Initiatives in Media Literacy Education. American Behavioral Scientist, 48 (1), 42–59.
  361. Hobbs, R. (2017). Create to learn: Introduction to digital literacy. Hoboken, NJ: Wiley-Blackwell.
  362. Hodgson, J., Rønning, W. & Tomlinson, P. (2012). Sammenheng mellom undervisning og læring: En studie av læreres praksis og deres tenkning under Kunnskapsløftet. Sluttrapport. NF-rapport nr 4/2012. Oslo: Nordland Research Institute.
  363. Hoechsmann, M., & Dewaard, H. (2015), Mapping Digital Literacy Policy and Practice in the Canadian Education Landscape, MediaSmarts. mediasmarts.ca/teacher-resources/digital-literacy-framework/mapping-digital-literacy-policy-practice-canadian-education-landscape (2021-12-05).
  364. Hollebrands, K. (2020). How can teachers use technology in the classroom: Ask the Expert Series. <https://ced.ncsu/news> (2021-04-26).
  365. Hollenweger, J., Pantič, N., Florian, L. (2015) Tool to Upgrade Teacher Education - Practices for Inclusive Education, Brussels: Council of Europe.
  366. Hooft Graafland, J. (2018). New technologies and 21st century children: Recent trends and outcomes. Working Paper No. 179, OECD Publishing.
  367. Hooft-Graafland, J. (2018). New technology and 21st century children: Recent trends and outcomes. OECD working papers No.179, Paris: OECD Publishing.
  368. Hüther, G. (2013) Il cervello compassionevole – Come percezioni, emozioni e conoscenze possono trasformare le nostre capacità intellettive, Roma: Castelvecchi.
  369. Ianes, D. (2001). Metacognizione e insegnamento, Trento: Erickson.
  370. IEEE (2019). The IEEE Global Initiative on Ethics of Autonomous and Intelligent Systems (A/IS). Ethically Aligned Design: A Vision for Prioritizing Human Well-being with A/IS. <https://standards.ieee.org/content/ieee-standards/en/industry-connections/ec/autonomous-systems.html> 2021-05-14.
  371. Imsen, Gunn; Blossing, Ulf; Moos, Lejf. (2016) Reshaping the Nordic education model in an era of efficiency: Changes in the comprehensive school project in Denmark, Norway, and Sweden since the millennium. Scandinavian Journal of Educational Research.
  372. Indire (2020a). Indagine tra i docenti italiani. Le pratiche didattiche durante il lockdown. Report preliminare. Luglio 2020.
  373. Indire (2020b). Indagine tra i docenti italiani. Le pratiche didattiche durante il lockdown. Report integrativo. Novembre 2020.
  374. Indire. Homepage Manifesto delle piccole scuole, <https://piccolescuole.indire.it/wp-content/uploads/2020/12/MANIFESTO_PICCOLE-SCUOLE_WEB_OK.pdf> (2021-05-24).
  375. Institute for Statistics. International Society for Technology in Education (2016). ISTE standards for students. ISTE.
  376. Institute of Statistic Albania (2019) Survey on the Use of Information and Communication Technology (ICT) in Households and Individuals 2018-2019.
  377. Irigaray, L. (2017). Speculum. L’altra donna. Milano: Feltrinelli.
  378. Isham, C. (2019). Features of EAR methodology – dialectical method and theatre techniques - aligning with evidence on effective classroom practice. Walsall: IEC.
  379. Istat (2020). Rapporto annuale 2020. La situazione del Paese, Istat.
  380. Ivanova, A. Ivanova, G. (2009). Net-generation learning style: a challenge for higher education. In: Rachev, B. i Smrikarov, A. (Ed.). Proceedings of the 2009 International Conference on Computer Systems and Technologies and Workshop for PhD Students in Computing. New York: ACM.
  381. Jamai, D., Douha jemai #TeacherTechSummit, <https://twitter.com/ochifaysel> (2021-06-06).
  382. Jamai, D., SDG's In Education Playground, <https://bit.ly/3yGfAWX> (2021-06-06).
  383. Jamai, D., Tech & equity for inclusive classroom, <https://sway.office.com/HxOJUcOaFLGr8qCN?ref=Link> (2021-06-06).
  384. James, S. (2012). Sex, Race, and Class – The Perspective of Winning: A Selection of Writings, 1952-2011. Oakland: PM Press.
  385. Jankowska, D. M., Gajda, A., & Karwowski, M. (2015). How to develop children's creativity and intercultural sensitivity: Around creativity compass program. In A.-G. Tan & C. Perleth (Eds.), Creativity in the twenty first century. Creativity, culture, and development (p. 133–146). Springer Science + Business Media.
  386. Janssen, J., & Stoyanov, S. (2012). Online Consultation on Experts’ Views on Digital Competence. Seville: JRC-IPTS.
  387. Jaradat, M.-I. R.M., Imlawi, J. M., & Al-Mashaqba, A. M. (2018). Investigating the moderating effects of self-efficacy, age and gender in the context of nursing mobile decision support systems adoption: A developing country perspective. International Journal of Interactive Mobile Technologies, 12(2), 113–129.
  388. Jemni, M., Elghoul, O. (2008). Using ICT to Teach Sign Language. 2008 Eighth IEEE International Conference on Advanced Learning Technologies, 995-996.
  389. Jenkins, H. (2006). Convergence Culture. Where Old and New Media Collide. New York University Press.
  390. Jenkins, H., (2006). Convergence culture: where old and new media collide. New York: New York University Press.
  391. Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. In Building the Field of Digital Media and Learning 21(1).
  392. Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Mit Press.
  393. Jenkins, J. (2007). English as a Lingua Franca. Attitude and Identity. Oxford: Oxford University Press.
  394. Johnson, A.M., Jacovina, M.E., Russell, P.G. & Soto, C.M. (2016). Challenges and solutions when using technologies in the classroom. In S.A. Crossley and D.S. McNamara (eds.). Adaptive educational technologies for literacy instruction (pp.13-29). New York: Taylor and Francis.
  395. Johnson, D.W., Johnson, R.T. & Holubec E.J. (2015). Apprendimento cooperativo in classe. Migliorare il clima emotivo e il rendimento. Trento: Erikson.
  396. Johnston, K., Conneely, C., Murchan, D., & Tangney, B. (2015). Enacting key skills-based curricula in secondary education: Lessons from a technology-mediated, group-based learning initiative. Technology, Pedagogy and Education, 24(4), 423-442.
  397. Jukić, D. (2017). Tehnička pripremljenost i motiviranost studenata hrvatskih sveučilišta za online oblik nastave. Život i škola: časopis za teoriju i praksu odgoja i obrazovanja, LXIII(1), 103–115.
  398. Kačinová, V. (2019). From a reductionist to a holistic model of digital competence and media education. Communication today, 10(2), 16–27.
  399. Kahne, J., Lee, N., & Feezell, J. T. (2011). The civic and political significance of online participatory cultures among youth transitioning to adulthood. <http://dmlcentral.net/sites/ dmlcentral/files/resource_files/OnlineParticipatoryCultures.WORKINGPAPERS.pdf> (2021-12-05).
  400. Kahne, J., Middaugh, E., & Allen, D. (2014). Youth, new media and the rise of participatory politics. YPP Research Network Working Paper #1. Oakland, CA: Youth and Participatory Politics Research Network.
  401. Kairiša, I., Lapiņa, I. (2019). Analysis of factors influencing quality culture and their impact on organizational development. In Society, Integration, Education: Proceedings of the International Scientific Conference, Vol. 6, Rezenke Academy of Technology, 235– 247.
  402. Karanxha, V. (2014). Instructional leaders' impact onthe implementation of sheltered instruction observation protocol model. Southern Connecticut State University.
  403. Karatassis, I. (2017, March). WebSAIL: Computer-based methods for enhancing web search literacy. In Proceed- ings of the 2017 conference on conference human information interaction and retrieval (pp. 403-405).
  404. Kasperski, R., & Crispel, O. (2019). The contribution of simulation-based learning to the development of communication skills among preservice teachers. The 7th international conference on teacher education: The story of innovation in teacher education, MOFET Institute, 24-27 June 2019.
  405. Katz, P. P., Gregorich, S., Eisner, M., Julian, L., Chen, H., Yelin, E., & Blanc, P. D. (2010). Disability in valued life activities among individuals with COPD and other respiratory conditions. Journal of Cardiopulmonary Reha- bilitation and Prevention, 30, 126-136.
  406. Kaufman J.C., Stemberg R.J. (2010). Creativity. Cambridge: Cambridge University Press.
  407. Kaufman, D., & Ireland, A. (2016). Enhancing teacher education with simulations. TechTrends, 60, 260 267.
  408. Kaufmann, G. (2003). What to measure? A new look at the concept of creativity. Scandinavian Journal of Educational Research, 47(3), 235-252.
  409. Kearney, M., & Schuck, S. (2005). Students in the director’s seat: Teaching and learning with student-generated video. In P. Kommers & G. Richards (Eds.), Proceedings of Ed-Media 2005 World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 2864–2871). Norfolk, VA: Association for the Advancement of Computers in Education.
  410. Kelentrić, M., Helland, K., & Arstorp, A. (2017). Professional digital competence framework for teachers. <https://www.udir.no/globalassets/filer/in-english/pfdk_framework_en_low2.pdf> (2021-06-06).
  411. Kellner, D. & Share, J. (2019). Preparing educators to teach critical media literacy. In The Critical Media Literacy Guide: Engaging Media and Transforming Education. Leiden: Brill Sense.
  412. Kellner, D., & Share, J. (2019). The critical media literacy guide: Engaging media and transforming education. Brill.
  413. Kelly, T. M. (2013). Teaching history in the digital age. University of Michigan Press.
  414. Kennedy, H., Poell, T., & van Dijck, J. (2015). Data and agency. Big Data & Society, 2(2), 205395171562156.
  415. Kimmel, M.S. (2000). The Gendered Society. Gender and Society, 14(6), 827–829.
  416. King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning Disabilities Quarterly, 32, 199–201.
  417. Kirkland, P. (2014). Can Twitter activism #bringbackourgirls? The Washington Post. <http://www.washingtonpost.com/blogs/she-the-people/wp/2014/07/23/can-twitter-activism-bringbackourgirls/> (2021-06-06).
  418. Kline, D. T. (2010). Metamedievalism, Videogaming, and Teaching Medieval Literature in the Digital Age. In T. Kayalis and A. Natsina (eds.), Teaching Literature at a Distance. Open, Online and Blended Learning (pp. 148–162). Continuum.
  419. Koc, M., and Barut, E. (2016). Development and validation of New Media Literacy Scale (NMLS) for university students. Computers in Human Behavior, 63, 834–843.
  420. Koehler, M. J., & Mishra, P. (2005). What happens when teacher design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Re- searcher.
  421. Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
  422. Kohlberg, L. (1966). Cognitive-developmental analysis of children sex-role concept and attitudes, In E.E. Maccoby (Eds.) The development of sex differences. (pp. 56–93). Stanford, CA: Stanford University Press.
  423. Kourkoutas, E., Georgiadi, M., & Plexousakis, S. (2010). Quality of life of children with chronic illnesses: A Re- view of the Literature. Procedia-Social and Behavioral Sciences, 2(2), 4763-4767.
  424. Kress, G. (2013). Recognizing learning: a perspective from a social semiotic theory of multimodality. In I. de Saint- Georges and J. Weber (eds.) Multilingualism and Multimodality. Current challenges for Educational Studies (pp. 119–132). Rotterdam: Sense Publishers.
  425. Kress, G., Selander, F. (2012). Multimodal Design, Learning and Cultures of Recognition. The Internet and Higher Education, 15(4), 265–268.
  426. Kumashiro. K. (2002). Troubling Education. Queer Activism and Anti-oppressive Pedagogy. New York. Routledge Falmer.
  427. Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-Social and Behavioral Sciences, 31, 486-490.
  428. Lambert, J. (2004). Digital Storytelling. Capture Lives, Creating Community. Berkeley: Digital Diner Press.
  429. Lanman, B. A. (1987). Oral History as an Educational Tool for Teaching Immigration and Black History in American High Schools: Findings and Queries. International Journal of Oral History, 8(2), 122–135.
  430. Larraz, N., Vázquez S. & Liesa M. (2017). Transversal skills development through cooperative learning. Training teachers for the future. On the Horizon, 25(2), 85–95.
  431. Larraz, V. (2013). La Competencia Digital A La Universitat. Universitat d’Andorra. [Doctoral dissertation, Universitat Rovira i Virgil].
  432. Laurillard, D. (2009). Technology Enhanced Learning as a Tool for Pedagogical Innovation. Journal of Philoso-phy of Education, 42(3-4), 521–533.
  433. Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. New York, NY: Routledge.
  434. Lawlor, J., Conneely, C., Oldham, E., Marshall, K., & Tangney B. (2018). Bridge21: Teamwork, technology and learning. A pragmatic model for effective 21C team-based learning. Technology, Pedagogy and Education, 27(2), 211–232.
  435. Lawlor, J., Marshall, K., & Tangney, B. (2016). Bridge21 – exploring the potential to foster intrinsic student motivation through a team-based, technology-mediated learning model. Technology, Pedagogy and Education, 25(2), 187–206.
  436. Lea, M. (1992). Contexts of computer-mediated communication. London: Harvester Wheatsheaf.
  437. Lee, J. K. (2002). Digital history in the history/social studies classroom. The history teacher, 35(4), 503–517.
  438. Lehmann, H., & Rossi, P.G. (2020), Enactive Robot Assisted Didactics (ERAD): The Role of the Maker Movement. In M. Moro, D. Alimisis, L. Iocchi (eds.), Educational Robotics in the Context of the Maker Movement. Edurobotics 2018. Advances in Intelligent Systems and Computing; 946, (pp. 16-26). Cham: Springer.
  439. Lehmann, J., Gonçalves, B., Ramasco, J. J., & Cattuto, C. (2012). Dynamic classes of collective attention in Twitter. In Proceedings of the 21st ACM International World Wide Web Conference, pp. 251–260. <http://dl.acm.org/citation.cfm?id=2187836&picked=prox&preflayout=tabs> (2020-15-07).
  440. Lehtiniemi, T., & Ruckenstein, M. (2019). The social imaginaries of data activism. Big Data & Society, 6(1), 205395171882114.
  441. Leonini, L. (2020). Vite diseguali nella pandemia, Polis (34)2. Il Mulino, Bologna.
  442. Levin, O., & Flavian, H. (2019). The benefits of simulation-based learning as perceived by students in a teacher education program. The 7th international conference on teacher education: The story of innovation in teacher education, MOFET Institute, 24-27 June 2019.
  443. Levina, E.Y, Kamasheva, Y. L. et al. (2005), A Process Approach to Management of an Educational Organization. Review of European Studies, 7(4), 234– 240.
  444. Lewis, S., (2018). Universal Design for Learning: A Support for Changing Teacher Practice BU Journal of Graduate Studies in Education, <https://files.eric.ed.gov/fulltext/EJ1230286.pdf> (2021-06-06).
  445. Liddell, E. R., & Stedman, C. D. (2011). Nontheistic students on campus: Understanding and accommodating atheists, agnostics, humanists and others. Journal of College and Character, 12(3), 1–8.
  446. Lim, D. H., Morris, M. L. & Kupritz, V. W. (2007). Online vs. blended learning: Differences in instructional outcomes and learner satisfaction. Journal of Asynchronous Learning Networks,11(2), 27–42.
  447. Limon Quezada, R., Talbot, C., & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: a teacher education programme‘s response to COVID-19. Journal of Education for Teaching, 46(4), 472–483.
  448. Lin, M.C., Davies, E.A., Bell, P. (2004). Internet Environment for Science Education. Mahwah (NJ): Lawerence Erlbaum Associates Publishers.
  449. Literat, I. (2014). Measuring new media literacies: Towards the development of a comprehensive assessment tool. Journal of Media Literacy Education, 6(1), 15–27.
  450. Little, H. (2017). Promoting risk-taking and physically challenging play in Australian early childhood settings in a changing regulatory environment. Journal of Early Childhood Research, 15(1), 83–98.
  451. Livingstone, S., Mascheroni, G. and Staksrud, E. (2018) European research on children’s internet use: assessing the past and anticipating the future. New Media and Society, 20(3), 1103–1122.
  452. Llewellyn, K. R., & Ng-A-Fook, N. (2017). Oral History and Education: Theories, Dilemmas, and Practices. Springer.
  453. Lomicky, C.S., Hogg, N.M. (2010). Computer-media communication and protest. Information, communication, and society. 13(5), 674–695.
  454. Long, P. D., & Siemens, G. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE Review, 46(5), 31–40.
  455. Longo, G.O. (1998). Il nuovo Golem. Come il computer cambia la nostra cultura. Roma – Bari: Laterza.
  456. Losito, B., Pozzo, G. (2003). Costruire e valutare i progetti nel sociale. Manuale operativo per chi lavora su progetti in campo sanitario, sociale, educativo e culturale. Milano: FrancoAngeli.
  457. Loughran, J. (2019). Pedagogical Reasoning: The Foundation of The Professional Knowledge of Teaching. Teachers and Teaching: Theory and practice, 25(5), 523–535.
  458. Lum, A., Wakefield, C. E., Donnan, B., Burns, M. A., Fardell, J. E., & Marshall, G. M. (2017). Understanding the school experiences of children and adolescents with serious chronic illness: A systematic meta‐review. Child: Ca- re, Health and Development, 43(5), 645-662.
  459. Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. (2014). What does professional digital competence mean in teacher education? Nordic Journal of Digital Literacy, 2014(4), 281–299.
  460. Lupton, D., & Williamson, B. (2017). The datafied child: The dataveillance of children and implications for their rights. New Media & Society, 19(5), 780–794.
  461. Maccoby, E.E., & Jacklin, C.N. (1974). The psychology of sex differences. Stanford, CA: Stanford University Press.
  462. Madrazo Azpiazu, I. M., Dragovic, N., Pera, M. S., & Fails, J. A. (2017). Online searching and learning: YUM and other search tools for children and teachers. Information Retrieval Journal, 20(5), 524-545.
  463. Maguire, M. (2000). Inside/Outside the Ivory Tower: teacher education in the English Academy. Teaching in Higher Education, 5, 150–165.
  464. Maich, K. & Belcher, E. C. (2011). Using Picture Books to Create Peer Awareness about Autism Spectrum Disorder in the Inclusive Classroom. Intervention in school and clinic, 47(4), 206–213.
  465. Manches, A., & Plowman, L. (2017). Computing education in children’s early years: A call for debate. British Journal of Educational Technology, 48(1), 191–201.
  466. Manches, A., & Plowman, L. (2017). Computing education in children’s early years: A call for debate. British Journal of Educational Technology, 48(1). 191–201.
  467. Manganello, F., Persico, D., Georgiev, A., Mihnev, P., Peltekov, M. (2021). Gamified Platform for the Blended Training Activities (PLEIADE Intellectual Output No. 3).
  468. Männistö, M., Mikkonen, K., Kuivila, H. M., Virtanen, M., Kyngäs, H., & Kääriäinen, M. (2020). Digital collaborative learning in nursing education: a systematic review. Scandinavian journal of caring sciences, 34(2), 280–292.
  469. Manrique, A.L., Dirani, E.A.T., Frere, A.F., Moreira, G.E., Arezes, P.M. (2019). Teachers' Perceptions on Inclusion in Basic School, International Journal of Educational Management. <https://eric.ed.gov/?q=didactics+metacognition+e+inclusion&id=EJ1205404> (2021-06-06).
  470. Marchive, A. (2008). La pédagogie à l’épreuve de la didactique. Presses Universitaires de Rennes.
  471. Marchive, A. (2008). La pédagogie à l’épreuve de la didactique. Rennes, FR: Presses Universitaires de Rennes.
  472. Marcianò, G. (2017) Robot & scuola. Hoepli.
  473. Marschark, M., Tang, G., & Knoors, H. (2014). Bilingualism and Bilingual Deaf Education. Oxford: University Press.
  474. Martin, J. N. (2015). Revising intercultural communication competence: Where to go from here. International Journal of Intercultural Relations, 48, 6–8.
  475. Martinez-Bello, V.E. & Martinez-Bello, D.A. (2016). Depictions of human bodies in the illustrations of early childhood textbooks. Early Childhood Education Journal, 44, 181-190.
  476. Martinez, S. L., Stager, G. (2019). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance: Constructing modern knowledge press.
  477. Master, A., Cheryan S., Moscatelli A., Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls, Journal of Experimental Child Psychology, 160.
  478. Masterman, L. (1985). Teaching the media. London: Commedia.
  479. Maubant, P., & Martineau, S. (eds.) (2011). Fondements des pratiques professionnelles des enseignants. Ottawa: Presses de l'Université d'Ottawa.
  480. McClure A.I., (2017). Becoming a Parent Changes Everything: How Nonbeliever and Pagan Parents Manage Stigma in the US Bible Belt, Qualitative Sociology, 40(3), 331–352.
  481. McDrury, J. & Alterio, M. (2003). Learning through Storytelling in Higher Education. London: Kogan Page.
  482. McGarr, O. (2020). The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: Implications for reflective practice. Teaching and Teacher Education, 33, 1–12.
  483. McGowan D. (Ed.) (2007). Parenting beyond belief: on raising ethical, caring kids without religion. New York, NY: American Management Association.
  484. Mealey, A. M., Jarvis, P., Fook, J., & Doherty, J. (2017). Everyday social justice and citizenship: perspectives for the 21st century. London: Routledge.
  485. Mednick, S. A. (1962). The associative basis of the creative process. Psychological Review, 69, 220–232.
  486. Mehrabi, N., Morstatter, F., Saxena, N., Lerman, K., & Galstyan, A. (2019). A Survey on Bias and Fairness in Machine Learning. ArXiv E-Prints, 1–31.
  487. Menichetti, L. (2017). Tecnologie come oggetto di apprendimento. Come sviluppare competenze digitali. In Bonaiuti, G., Calvani, A., Menichetti, L., & Vivanet, G.. Le tecnologie educative. Roma: Carocci.
  488. Menichetti, L., & Cavicchioli, C. (2020). Intelligenza artificiale e società. Aspetti pedagogici e quadro giuridico europeo. In P. Lucisano (ed.), Le Società per la società: ricerca, scenari, emergenze (pp. 341–350). Lecce: Pensa MultiMedia.
  489. Menter, I. (2019). The Interaction of Global and National Influences. In M. T. Tatto & I. Menter. Knowledge, policy and practice in learning to teach: A cross-national study. London: Bloomsbury.
  490. Merlo D. (2017). La robotica educativa nella scuola primaria, Ebook, StreetLib.
  491. Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Jossey-Bass Publishers.
  492. Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco, CA: Jossey-Bass Publishers.
  493. Merriam, S. B. (2001). Qualitative Research and Case Study Applications in Education. San Francisco (CA): Jossey-Bass.
  494. Meyrowitz, J., (1995). Oltre il senso del luogo. Baskerville.
  495. Mezirow, J. (1978). Perspective transformation. Adult education, 28(2), 100-110.
  496. Micheli, E., (2004). Integrazione e educazione: due diritti in contrasto?.Autismo e disturbi dello sviluppo. 2(2).
  497. Miço, H. Zaçellari, M. (2020). Online learning as a means toward achieving an adaptable right to education in Albania. KNOWLEDGE – International Journal Vol.42.2
  498. Midha, G. (2010). Theatre of the oppressed. A manual for educators. Amherts: University of Massachusetts Press.
  499. Milan, S., & van der Velden, L. (2016, October 10). The Alternative Epistemologies of Data Activism. <https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2850470> (2021-06-06).
  500. Miller, D. (2001). Principles of Social Justice (Vol. 28). Boston, MA: Harvard University Press.
  501. Miller, P. (2010). Phonological, Orthographic, and Syntactic Awareness and their Relation to Reading Comprehension in Prelingually Deaf Individuals: What Can We Learn from Skilled Readers? Journal of Developmental and Physical Disabilities, 22(6), 549-580.
  502. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  503. Mitchell, D. (2008). What really Works in Special and Inclusive Education. London: Routdledge.
  504. Mitchell, S., Potash, E., Barocas, S., D’Amour, A., & Lum, K. (2021). Algorithmic Fairness: Choices, Assumptions, and Definitions. Annual Review of Statistics and Its Application, 8(1), 141–163.
  505. Mitchell, T. (1997). Machine Learning. New York, NY: MacGraw-Hill.
  506. MIUR – Ufficio Gestione Patrimonio Informativo e Statistica. I principali dati relativi agli alunni con disabilità anno scolastico 2017/2018. Maggio 2019. <http://www.edscuola.eu/wordpress/wp-content/uploads/2019/06/I- principali-dati-relativi-agli-alunni-con-disabilita%CC%80_a.s.2017_2018.pdf> (2021-06-06).
  507. MIUR (2018). Indicazioni nazionali e nuovi scenari, <https://www.miur.gov.it/documents/20182/0/Indicazioni+nazionali+e+nuovi+scenari/3234ab16-1f1d-4f34-99a3-319d892a40f2> (2021-10.01).
  508. Mocker, D. W. (1983). Lifelong Learning: Formal, Nonformal, Informal, and Self-Directed. Adult Education Quarterly.
  509. Moore, M. G. (1989) Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-7.
  510. Moreno-Marcos, P. M., Alario-Hoyos, C., Muñoz-Merino, P. J., & Kloos, C. D. (2018). Prediction in MOOCs: A review and future research directions. IEEE transactions on Learning Technologies, 12(3), 384–401.
  511. Morganti, A., Pascoletti, S., Signorelli, A. (2019) Index for social emotional technologies: challenging approaches to inclusive education, London: Routledge.
  512. Morganti, A., Signorelli, A. (2016) Insegnanti alle prese con programmi educativi evidence-based: l’esperienza italiana del Promoting Alternative Thinking Strategies (PATHS®). Italian Journal of Special Education for Inclusion, n.2 (4) 121–136.
  513. Morin, A.J.S. et al. (2012). Academic achievement and smoking initiation in adolescence: A general growth mixture analysis. Addiction. 107(4), 819-828.
  514. Morin, E. (2015). Insegnare a Vivere. Manifesto per cambiare l’educazione Raffaello Cortina.
  515. Mørland, B. (2008). Temahefte Om barn med nedsatt funksjonsevne I barnehagen. Oslo: Kunnskapsdepartementet.
  516. Morra, T., Reynolds, J. (2010). Universal Design for Learning: Application for Technology-Enhanced Learning. Inquiry: The Journal of the Virginia Community Colleges, 15 (1), pp. 43-51. <https://commons.vccs.edu/inquiry/vol15/iss1/5> (2021-06-06).
  517. Morreale, P., Jimenez, L., Goski, C., & Stewart-gardiner, C. (2012). Measuring the impact of computational thinking workshops on high school teachers. Journal of Computing Sciences in Colleges, 27(6), 151–157.
  518. Mousavinasab, E., Zarifsanaiey, N., Rostam Niakan Kalhori, S., Rakhshan, M., Keikha, L., & Saeedi Ghazi, M. (2018). Intelligent tutoring systems: a systematic review of characteristics, applications, and evaluation methods. Interactive Learning Environments, 29(1), 1–22.
  519. Mozilla Foundation (2013). Web Literacy, in learning.mozilla.org/en-US/web-literacy (2021-12-05).
  520. Mukhopadhyay, M. (2005). Total quality management in education. Thousand Rock, CA: Sage.
  521. Murgia, E., Landoni, M., Huibers, T., Fails, J. A., & Pera, M. S. (2019). The Seven Layers of Complexity of Rec- ommender Systems for Children in Educational Contexts. In Workshop Proceedings on Workshop on Recommen- dation in Complex Scenarios co-located with 13th ACM Conference on Recommender Systems (RecSys 2019) (Vol. 2449, pp. 5-9).
  522. Murgia, E., Landoni, M., Pera, M. S., & Huibers, T. (2019). When will the promises of search technology in the classroom come true?. In ICERI2019 Proceedings: 12th annual International Conference of Education, Research and Innovation, 11-13 November, 2019, Seville, Spain (pp. 10409-10415). International Association of Technolo- gy, Education and Development (IATED).
  523. Mustapha, A., Mohammed, A., Egigogo, A. R., Kutirko,, A. & Dokoro, A.H. (2020). Factors Affecting the Utilization and Adoption of Technology in Education.
  524. Mutton, T., Burn, K., Hagger, H. & Thirlwall, K. (2018). Teacher education partnerships: Policy and practice. St. Albans: Critical Publishing.
  525. National Advisory Committee on Creative and Cultural Education (NACCCE). (1999). All our futures: Creativi-ty, culture and education. London: HMSO. <http://sirkenrobinson.com/pdf/allourfutures.pdf> (2021-06-06).
  526. Nelson, C. D. (2011). Narratives of classroom life: Changing conceptions of knowledge. Tesol Quarterly, 45(3), 463-485.
  527. New London Group (1996). A Pedagogy of Multiliteracies: designing social futures. Harvard Educational Review, 66, 60–92.
  528. Newhart, V. A., Warschauer, M., & Sender, L. (2016). Virtual inclusion via telepresence robots in the classroom: An exploratory case study. The International Journal of Technologies in Learning, 23(4), 9-25.
  529. Nikolaeva, E.M., Kotliar, P.S. (2017). Strategy of Media Education: Philosophical and Pedagogical Aspects. Journal of History Culture and Art Research, 6(6), 132-138.
  530. Nikolaraizi, M., Vekiri, I., (2012). The design of a software to enhance the reading comprehension skills of deaf students: An integration of multiple theoretical perspectives. Education and Information Technologies, 17(2), 167-185.
  531. Noble, S. (2018). Algorithms of oppression: How search engines reinforce racism. New York, NY: NYU Press.
  532. Noble, S. U. (2018). Algorithms of Oppression: How Search Engines Reinforce Racism. New York: New York University Press.
  533. Noble, S. U. (2018). Algorithms of oppression: How search engines reinforce racism. NYU Press.
  534. Noble, S.U., Brendesha, M.T. (eds.). (2016). The Intersectional Internet. Race, Sex, Class and Culture Online. New York: Peter Lang.
  535. Noddings, N. (1993). Educating for intelligent belief or unbelief. New York, NY: Teachers College Press.
  536. Noddings, N. (2002). Educating moral people: A caring alternative to character education. New York, NY: Teachers College Press.
  537. Noiret S. (2005). La nuova storiografia digitale negli Stati Uniti (1999-2004), in Memoria e Ricerca, 18, 169–185.
  538. Noiret, S. (2009). Public History e Storia Pubblica nella Rete, in Mineccia, F. &Tomassini, L. (Eds.) Media e storia, numero monografico di Ricerche storiche, XXXIX (2‐3), 275-327.
  539. Noiret, S. (2015). Storia contemporanea digitale. In Minuti R. (Ed.) Il web e gli studi storici guida critica all’uso della rete, 267-300. Roma: Carocci.
  540. Nuparoj, N. (2016). The Ecosystem of Media Literacy: A Holistic Approach to Media Education. El ecosistema de la alfabetizaci6n mediåtica: Un enfoque integral y sistemåtico para divulgar la educomunicacion. Media Education Research Journal, 49, XXIV, 29-37.
  541. Nussbaum, M. (2001). Upheavals of Thought: The Intelligence of Emotions. Cambridge University Press.
  542. O’Connor, K.E. (2008). “You choose to care”: teachers, emotions and professional identity. Teaching and Teacher Education, 24,117-126.
  543. O’Dowd, R. (2017). Online Intercultural Exchange and Language Education. In Thorne S. L. and May S. (Eds.) Language, Education and Technology. Encyclopedia of Language and Education (3rd ed.) (pp. 1–12). Cham: Springer.
  544. O’Dowd, R. (2018). From telecollaboration to virtual exchange: state-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1–23.
  545. O’Dowd, R. (2019). A transnational model of virtual exchange for global citizenship education. Language Teaching, Cambridge University Press.
  546. O’Dowd, R. & Ware P. (2009). Critical Issues in Telecollaborative Task Design. Computer Assisted Language Learning, 22(2), 173–188.
  547. O’Dowd, R., & Lewis T. (2016). Online Intercultural Exchange: Policy, Pedagogy, Practice. New York: Routledge.
  548. O’Halloran, K. L., Tan S. & K.L.E M. (2017). Multimodal analysis for critical thinking. Learning, Media and Technology, 42(2), 147–170.
  549. O’Mahony, T. K., Vye, N. J., Bransford, J. D., Sanders, E. A., Stevens, R., Stephens, R. D., Richey, M. C., Lin, K. Y., & Soleiman, M. K. (2012). A comparison of lecture-based and challenge-based learning in a workplace setting: Course designs, patterns of interactivity, and learning outcomes. Journal of the Learning Sciences, 21(1), 182–206.
  550. O’Neil, C. (2016). Weapons of math destruction: how big data increases inequality and threatens democracy. New York: Penguin.
  551. O’Neil, C. (2017). Armi di distruzione matematica. Come i big data aumentano la disuguaglianza e minacciano la democrazia. Milano: Bompiani.
  552. Oates, T. (2014). Why textbooks count. A policy paper, v.10.0. University of Cambridge.
  553. Oberle, E., Domitrovich, C.E., Meyers, D.C. & Weissberg, P.R. (2016): Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation, Cambridge Journal of Education.
  554. Ochoa, X., & Worsley, M. (2016). Augmenting learning analytics with multimodal sensory data. Journal of Learning Analytics, 3(2), 213–219.
  555. OECD (2010). Inspired by technology, driven by pedagogy. A systemic approach to technology-based school in- novations.
  556. OECD (2012). Reviews of evaluation and assessment in education: New Zealand. OECD.
  557. OECD (2017), PISA 2015 Results (Volume III): Students’ Well-Being, PISA, OECD Publishing, Paris.
  558. OECD (2019). OECD Learning Compass 2030 Concept Note Series, <https://www.oecd.org/education/2030-project/contact/OECD_Learning_Compass_2030_Concept_Note_Series.pdf> (2021-10-01).
  559. OECD (2020)1. Learning remotely when schools close: How well are students and schools prepared? Insights from PISA, OECD Publishing, Paris.
  560. OECD (2020)2. OECD Policy responses to Coronavirus (COVID-19). Youth and COVID-19: Response, recov- ery and resilience, <https://www.oecd.org/coronavirus/policy-responses/youth-and-covid-19- response-recovery-and-resilience-c40e61c6> (2021-06-06).
  561. OECD. (2018). Teaching for Global Competence in a Rapidly Changing World. Paris: OECD.
  562. OECD. (2020). The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings.
  563. Ofcom. (2019). Trends shaping education. OECD Publishing: Paris. <https://dot.org/10.1787/trends_edu-en> (2021-04-26).
  564. Ohler, J. (2008). Digital Storytelling in the Classroom. Thousand Oaks: Corvin Press.
  565. Okagbue, H.I., Bishop, Sh.A., Boluwajoko, A.E., Ezenkwe, A.M., Anene, G.N., Akinsola, B.E., & Offiah, (2020). Gender and Age Differences in the Study Plan of University Students. International Journal of Interactive Mobile Technologies, 14(1), 62–81.
  566. Olteanu, A., Castillo, C., Diaz, F., & Kiciman, E. (2019). Social Data: Biases, Methodological Pitfalls, and Ethical Boundaries. Frontiers in Big Data, 2(13), 1–33.
  567. Ördem, E. & Ulum, Ö. G. (2019). Critical pedagogy and participatory approach. Turkey: views of pre-service elt teachers. Turkish Studies, 14(2).
  568. Organization for Economic Cooperation and Development, OECD. (2017). Globalisation of Risk. Trends Shaping Education Spotlights X. Paris: OECD.
  569. Ostorsky, M. M., Mouzourou, C., Dorsey, E. A., Favazza, P. C., & Leboeuf, L. M. (2015). Pick a book, any Book: Using children’s books to support positive attitudes toward peers with disabilities. Young Exceptional Children, 18, 30-43.
  570. Ottolini, G., Rivoltella, C. (2014). Il tunnel e il kayak. Teoria e metodo della peer&media education. Milano: FrancoAngeli.
  571. Paechter, M. & Maier, B. (2010). Online or face to face? Students' expectations of and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & education, 54(1), 222–229.
  572. Pallant, J. (2007). SPSS Survival Manual. New York: McGraw Hill Open University Press.
  573. Panchuk, M. (2020). Distorting Concepts, Obscured Experiences: Hermeneutical Injustice in Religious Trauma and Spiritual Violence. Hypatia, 35(4), 607–625.
  574. Pandya, S.P. (2015). Adolescents, well-being and spirituality: insights from a spiritual program. International Journal of Children's Spirituality, 20(1), 29–49.
  575. Pangrazio, L. (2016). Reconceptualising critical digital literacy. Discourse: Studies in the Cultural Politics of Education, 37(2), 163–174.
  576. Pangrazio, L., & Selwyn, N. (2019). ‘Personal data literacies’: A critical literacies approach to enhancing understandings of personal digital data. New Media and Society, 21(2), 419–437.
  577. Papert, S. (1980). Mindstorms. Basic Book.
  578. Papert, S. (1980). Mindstorms. Basic Book.
  579. Paré, G., Trudel, M.C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & Management, 52, 183–199.
  580. Parker, M. (2020). Google diversity annual report 2020. www.google.com/diversity.
  581. Parmigiani, D. (2019). Media & ICT in Teacher Education. Research on Education and Media, 11(1), 1-3. Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189-1209.
  582. Parola A. (2012), Regia educativa, Aracne, Roma.
  583. Passarelli, M., Dagnino, F. M., Persico, D., Pozzi, F., & Nikolova, N. (2021). Blended Teachers' Professional Development (TPD) pathway (PLEIADE Intellectual Output No. 1).
  584. Passey, D. (2019). Technology-enhanced learning: Rethinking the term, the concept and its theoretical back-ground. British Journal of Educational Technology, 50(3), 972–986.
  585. Paula J. Burdette, Diana L. Greer. (2014). Online Learning and Students with Disabilities: Parent Perspectives. Journal of Interactive Online Learning. 13(2).
  586. Pavan, A. (2008). Nelle società della conoscenza. Il progetto politico dell’apprendimento continuo. Roma: Armando.
  587. Pavone, M., (2003). L’integrazione scolastica e sociale delle persone in situazione di gravità, L’integrazione scolastica e sociale, 2-3.
  588. Pellicani, L. (2007). Le radici pagane dell'Europa. Soveria Mannelli: Rubbettino.
  589. Pellis, S. M. & Pellis, V. (2007) Rough and tumble play and the development of the social brain. Current Directions in Psychological Science 16(2), 95–98.
  590. Peracaula-Bosch, M., Estebanell-Minguell, M., Couso, D., and González-Martínez, J. (2020). What do pre-service teachers know about computational thinking? Aloma. Revista de Psicologia, Ciències de l’Educació i de l’Esport, 38(1), 75–86.
  591. Pérez-Escoda, A.; García-Ruiz, R. & Aguaded-Gómez, I. (2018). La competencia mediática en el profesorado Universitario. Validación de un instrumento de evaluación. @tic. Revista d’innovació educativa, 21, 1–9.
  592. Perla, L. (2010). Didattica dell'implicito. Ciò che l'insegnante non sa. Brescia: La Scuola.
  593. Perla, L. (2011). L’eccellenza in cattedra. Dal saper insegnare alla conoscenza dell’insegnamento. Milano: FrancoAngeli.
  594. Perla, L. (2013). Per una didattica dell’inclusione. Prove di formalizzazione. Lecce: Pensa MultiMedia.
  595. Perla, L. (2020). L’insegnamento dell’educazione civica: prodromi educativo-didattici e “prove tecniche di curriculo”. Nuova Secondaria, 10, 222–238.
  596. Perla, L. (ed.) (2014). I Nuovi Licei alla prova delle competenze. Per una progettazione nel biennio. Lecce: Pensa MultiMedia.
  597. Perla, L. (ed.) (2019). Valutare per valorizzare. La documentazione per il miglioramento di scuola, insegnanti, studenti. Brescia: Morcelliana.
  598. Perla, L., & Vinci, V. (2017). Professionalità dell’insegnante specializzato e tecnologie dell’inclusione. Indagine esplorativa sulle credenze in un corso di riconversione pugliese (481-508). In P. Magnoler, A.M. Notti, L. Perla (Eds.). La professionalità degli insegnanti. La ricerca e le pratiche. Lecce: Pensa Multimedia.
  599. Perla, L., Agrati, L.S., & Vinci, V. (2018). The ‘supply chain’ of teachers’ digital skills training. The TPACK traceability in the teachers’ trainers. In GRIAL Research Group (ed.). Proceedings TEEM’18 Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, Salamanca, Spain October 24th – 26th, 2018 (pp. 604–612).
  600. Perla, L., Agrati, L.S., & Vinci, V. (2019). The ‘Sophisticated’ Knowledge of e-Teacher. Reshape Digital Resources for Online Courses. In Burgos D. et al. (eds.) Higher Education Learning Methodologies and Technologies Online. HELMeTO 2019. Communications in Computer and Information Science, 1091, 3–17.
  601. Perla, L., Agrati, L.S., & Vinci, V. (2020). Vertical curriculum design and evaluation of citizenship skills. In D. Andron et al. Education beyond the crisis. New skills, children’s right and Teaching Context. Sense/Brill.
  602. Persico, D., Manganello, F., & Passarelli, M. (2020). Participatory approaches to learning design: the gap between theory and practice. Interaction Design and Architectures JournalIxD&A, 44, 96108.
  603. Persico, D., Passarelli, M., Manganello, F., Gewerc Barujel, A., & Rodriguez Groba, A. (2020). The participatory dimension of teachers’ selfregulated professional learning about learning design: beliefs versus behaviours. Professional Development in Education.
  604. Petroni, S., Sindoni, M. G. (2017). Multimodality in the English Language Syllabi across Europe. In F. Cavaliere (ed.), Euromosaic: A Still Open Challenge (pp. 189–212). Roma: Edicampus Edizioni.
  605. Petrucco, C. (2018). Narrative digitali come attività di Service Learning nel territorio. In Colazzo, S. & Ellerani, P. (Eds.). Service learning: tra didattica e terza missione. Ripensare e riprogettare l’organizzazione nelle scuole e nelle università (pp. 127–138). Lecce: Università del Salento.
  606. Petrucco, C. & De Rossi, M. (2009). Narrare con il Digital Storytelling a scuola e nelle organizzazioni. Roma: Carocci.
  607. Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. Hoboken: John Wiley & Sons.
  608. Piaget, J. (1974). La prise de conscience. Paris: PUF.
  609. Picarella, M., Moro, M. (2021). REaD: un progetto di divulgazione scientifica, e non solo, attraverso la Robotica Educativa a Distanza, Book of Abstract, Convegno nazionale Interazione Bambini-Robot 2021 (IBR21) 13 - 14 Aprile 2021, <https://ibr21.unimib.it/wp-content/uploads/sites/95/2021/04/IBR21-book-of-abstract.pdf> (2021-06-06).
  610. Picton, I. (2019). Teachers' use of technology to support literacy. London: National Literacy Trust. <https://literacytrust.org.uk/research-services/research-reports> (2021-05-10).
  611. Pierce, J.R., & Thompson, L. (2018). Explaining Differences in Men and Women’s Use of Unethical Tactics in Negotiations. Negotiation and Conflict Management Research, 11(4), 278–297.
  612. Pieri, M. (2018). Le relazioni scuola/famglia in Italia: una ricerca in un Istituto Comprensivo dell'Emilia-Romagna. In Annali online della Didattica e della Formazione Docente. Vol. 10, n. 15-16/2018, 464-478.
  613. Pietrocarlo, L. (2018). Oltre il senso comune: il sapere pedagogico come strumento professionale. In V. Iori, Educatori e pedagogisti. Senso dell’agire educativo e riconoscimento professionale. Trento: Erikson, (pp. 73-95).
  614. Pirkowski, M. (2018). Data Slavery and Decentralized Emancipation. The Startup, online article. <https://medium.com/swlh/data-slavery-and-decentralized-emancipation-ec9cc1265608> (2021-10-06).
  615. PISA 2015 Results (Volume III): Students’ well-being, OECD, 2017, p. 151
  616. Pitzalis, M., Porcu, M, De Feo, A., Giambona, F. (2016). Innovare a scuola. Insegnanti, studenti e tecnologie digitali, Bologna: Il Mulino.
  617. Plato, & Bloom, A. (1991). The Republic of Plato. 2nd ed. New York: Basic Books.
  618. Porcarelli, A. (2016). Progettare per competenze. Basi pedagogiche e strumenti operativi. Bologna: Diogene Multimedia.
  619. Portier, Ch. A., Peterson, Sh. S. Capitao, Z. Rambaran, T. and K. (2013) Parent perceptions and recommendations about homework involving wikis and blogs Source: Middle School Journal, 44(5), 6–14.
  620. Porto, M. (2014). Intercultural citizenship education in an EFL online project in Argentina. Language and Intercultural Communication, 14(2), 245–61.
  621. Potter, J., McDougall, J. (2017). Digital Media, Culture and Education. Theorising Third Space Literacies. London: Macmillan.
  622. Pötzsch, H. (2019). Critical Digital Literacy: Technology in education beyond ıssues of user competence and labour market qualifications. tripleC, 17(2), 221–240.
  623. Prakash, J., Kotwal, A.S.M., Ryali, Vs., Srivastava, K., Bhat, P.S., & Shashikumar, R. (2010). Does androgyny have psychoprotective attributes? A cross-sectional community-based study. Industrial psychiatry journal, 19(2), 119–124.
  624. Prensky, M. R. (2010). Teaching digital natives: Partnering for real learning. Corwin Press.
  625. Prentice, R. (2000). Creativity: a reaffirmation of its place in early childhood education. Curriculum Journal, 11, 145–158.
  626. Pruitt Garriott, P., Miller, & M., Snyder, L. (2003). Preservice Teachers' Beliefs about Inclusive Education: What Should Teacher Educators Know? Action in Teacher Education, 25(1), 48–54.
  627. Punie, Y., Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu, Publications Office of the European Union, Luxembourg (2021-06-06).
  628. Pybus, J., Coté, M., & Blanke, T. (2015). Hacking the social life of Big Data. Big Data & Society, 2(2), 205395171561664.
  629. Raccomandazione 2018/C 189/01 del Consiglio Europeo, 22 maggio 2018. Competenze chiave per l’apprendimento permanente. <https://eur-lex.europa.eu/legal- content/IT/TXT/PDF/?uri=CELEX:32018H0604(01)> (2021-12-05).
  630. Raffaghelli, J. E. (2018). Oltre il “far di conto” nell’era digitale. La frontiera della data literacy. In M. Ranieri (Ed.), Teoria e pratica delle new media literacies (pp. 99–133). Milano: Aracné.
  631. Ran, A., & Dalal, S. (2020). Simulations in education: Working Paper # 1: Online simulations. MOFET Institute.
  632. Ran, A., & Nahari, G. (2018). Simulations in education: Guidelines for new staff training in simulation centers. MOFET Institute.
  633. Ranieri, M. (2011). Le insidie dell’ovvio: Tecnologie educative e critica della retorica tecno centrica. Pisa: ETS.
  634. Ranieri, M. (2011). Le insidie dell’ovvio. Tecnologie educative e critica della retorica tecnocentrica. Pisa: ETS.
  635. Raviolo, P., Simone, M. G., Lo Jacono, S., Mauro, I. (2020), L’educatore dei servizi 0-6 anni e la formazione al digitale. Nuova Secondaria Ricerca, 38 (9), pp. 88-95.
  636. Redecker, C. (2013). The use of ICT for the assessment of key competences. Joint Research Centre, Institute for Prospective Technological Studies, European Commission.
  637. Redecker, C., & Punie, Y. (ed.) (2017). European Framework for the Digital Competence of Educators: DigCompEdu. EUR 28775 EN. Luxembourg: Publications Office of the European Union.
  638. Redecker, C., Kampylis, P., Bacigalupo, M. and Punie, Y., editor(s), Conrads, J., Rasmussen, M., Winters, N., Geniet, A. and Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies, Luxembourg, Publications Office of the European Union.
  639. Redecker, C., Punie, Y., & European Commission. Joint Research Centre. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. <https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/european-framework-digital-competence-educators-digcompedu> (2021-10-01).
  640. Reed Scull, W., Kendrick, D., Shearer, R., Offerman D. (2011). The landscape of quality assurance in distance education. Continuing Higher Education Review, 75.
  641. Reeves, C. (2000). Socially Responsible Educational Technology Research. Educational Technology Publications, 6(40), 19-28.
  642. Renwick, S. (2011). Caribbean digital library initiatives in the twenty-first century: The digital library of the Caribbean (dLOC). Alexandria, 22(1), 1–18.
  643. Resnick, M. (2018). Lifelong kindergarten. The MIT Press.
  644. Rice, R. E. (1980). The impacts of computer-mediated organizational and interpersonal communication. Annual Review of Information Science and Technology, 15, 221–249.
  645. Rice, R. E. (1987). Communication technologies, human communication networks and social structure in the information society. In J. Schement & L. Lievrouw (Eds.), Competing visions, complex realities: Social aspects of the information society (pp. 107–120). Norwood: NJ: Ablex.
  646. Richards, G. (2016). A new role for special schools? In G., Richards, F., Armstrong (Eds.). Key issues for teaching assistants: working in diverse and inclusive classrooms (pp. 13–20). New York: Routledge.
  647. Richards, L., & Morse, J. M. (2013) Readme first for a user’s guide to Qualitative Methods. London: Sage.
  648. Richards, L., & Morse, J.M. (2009). Fare ricerca qualitativa. Prima guida. Milano: FrancoAngeli.
  649. Richards, N. M., & King, J. H. (2014). Big Data Ethics. Wake Forest Law Review, 49(2), 393–432.
  650. Riel, J., Lawless, K. A., & Brown, S. W. (2018). Timing Matters: Approaches for Measuring and Visualizing Behaviours of Timing and Spacing of Work in Self-Paced Online Teacher Professional Development Courses. Journal of Learning Analytics, 5(1), 25–40.
  651. Rienties, B., Herodotou, C., Olney, T., Schencks, M., & Boroowa, A. (2018). Making sense of learning analytics dashboards: A technology acceptance perspective of 95 teachers. International Review of Research in Open and Distance Learning, 19(5), 187-202.
  652. Ritzen, J., Haas, J., Neeleman, A. & Teixeira, P. (2016). European Identity and the Learning Union. IZA Policy Paper No. 121. Bonn: IZA Institute of Labor Economics.
  653. Rivara, F., Le Menestrel, S. (eds.) (2016), Preventing Bullying Through Science, Policy, and Practice. Washington, D.C: National Academies Press.
  654. Rivoltella, C. (2017). Media Education. Idea, metodo, ricerca. Brescia: Editrice Morcelliana.
  655. Rivoltella, P. C. (2015). Digital Education Day – le dieci tesi di Rivoltella. <https://medium.com/il-digitale-e-la-scuola/il-digital-education-day-e-le- dieci-tesi-di-rivoltella-su-scuola-e-tecnologie-6f21e4daaf71> (2021-06-06).
  656. Rivoltella, P. C. (2017). Media Education. Idea, metodo, ricerca. Brescia: Scholè.
  657. Rivoltella, P. C., & Ardizzone, P. (2007). La Media Education, fra tradizione e sfida del presente. New Media Education, LII(15), 50–52.
  658. Rivoltella, P. C., & Modenini, M. (2012). La lavagna sul comodino. Scuola in ospedale e istruzione domiciliare nel sistema lombardo, Milano: Vita e pensiero.
  659. Rivoltella, P.C. (2017). Media education. Idea, metodo, ricerca. Brescia: La Scuola.
  660. Robertson, L., & Scheidler-Benns, J. (2016). Critical media literacy as a transformative pedagogy. Literacy Information and Computer Education Journal, 7(1), 2247-2253.
  661. Rogers-Shaw, C., Carr-Chellman, D.J., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction Adult Learning.
  662. Rogers, E.M. (1995). The Diffusion of Innovations. New York, NY: The Free Press.
  663. Román-González, M. (2016). Codigoalfabetización y Pensamiento Computacional en Educación Primaria y Secundaria: validación de un instrumento y evaluación de programas. Universidad Nacional de Educación Distancia.
  664. Román-González, M., Pérez-González, J. C., Moreno-León, J., and Robles, G. (2018). Can computational talent be detected? Predictive validity of the Computational Thinking Test. International Journal of Child-Computer Interaction, 18, 47–58.
  665. Romero, C., & Ventura, S. (2013). Data mining in education. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 3(1), 12–27.
  666. Rončević, A. (2008). Uvjerenja učitelja o multimedijima i ishodi učenja kod učenika. In: Cindrić, M., Domović, V. i Matijević, M. (Ed.). Pedagogija i društvo znanja. 315-324, 398761.UVJERENJA.pdf (2021-04-04).
  667. Rose, D.H., Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learn-ing. Alexandria, VA: Association for Supervision and Curriculum Development.
  668. Ross, J., Sinclair, C., Knox, J., Bayne, S., & Macleod, H. (2014). Teacher experiences and academic identity: The missing components of MOOC pedagogy. MERLOT Journal of Online Learning and Teaching, 10(1), 57–69.
  669. Røthing, Å. (2020). Mangfoldskompetanse og kritisk tenkning. Oslo: Cappelen Damm Akademisk.
  670. Runco, M.A. (2004). Creativity. Annual Review of Psychology, 55, 657–687.
  671. Runco, M.A. (2007).Creativity: Theories, themes, and issues. San Diego, CA: Academic Press.
  672. Ryan, M.L. (ed.) (2004). Narrative across Media: The Languages of Sorytelling. Lincoln: University of Nebraska Press.
  673. Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
  674. Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
  675. Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In R. M. Ryan, & E. L. Deci (Eds.), Handbook of self-determination research (pp. 3-33). Rochester: University of Rochester Press.
  676. Ryff, C., & Keyes, C. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69, 719–727.
  677. Saban, A. (2006). Functions of metaphor in teaching and teacher education: A review essay. Teaching Education, 17(4), 299–315.
  678. Sacco, M.M., Vitti, E.L., Parola, A. (2020). Developing European key competences with green education. In Proceedings of 6th International Conference On Sustainable Development, ICSD 2020, Rome, Italy.
  679. Sala, A., Punie, Y., Garkov, V. & Giraldez, C. M. (2020). LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence, EUR 30246 EN, Publications Office of the European Union, Luxembourg.
  680. Salih, T. (2008). Total Quality Management in Education. Zanco Journal, the Scientific Journal of Salahaddin University, 36.
  681. Salminen-Tuomaala, M., & Koskela, T. (2020). How can simulation help with learning project work skills? Experiences from higher education in Finland. Educational Research, 62(1), 77–94.
  682. Salvatori, E. (2017). Digital (Public) History: la nuova strada di una antica disciplina. RiMe. Rivista dell'Istituto di Storia dell'Europa Mediterranea, 57–94.
  683. Samuel, A. L. (1959). Some Studies in Machine Learning Using the Game of Checkers. IBM Journal of research and development, 3(3), 211–229.
  684. Sánchez-Caballé, A., Gisbert-Cervera, M., & Esteve-Món, F. (2021). Integrating Digital Competence in Higher Education Curricula: An Institutional Analysis. Educar, 57(1), 241-258.
  685. Sandseter, E. B. H. (2007). Categorising risky play—how can we identify risk-taking in children’s play?. European Early Childhood Education Research Journal, 15(2), 237–252.
  686. Sandseter, E. B. H., & Kleppe, R. (2019). Outdoor Risky Play. In R. E. Tremblay, M. Boivin, R. D. Peters, & M. Brussoni (eds.), Encyclopedia on Early Childhood Development. <http://www.child-encyclopedia.com/outdoor-play/according-experts/outdoor-risky-play> (2021-05-17).
  687. Savia, G. (2016), Universal Design for Learning, Trento: Erickson.
  688. Sawyer, K. (2006). Explaining creativity: The science of human innovation. Oxford: Oxford University Press.
  689. Scaradozzi D., Sorbi L., Pedale A., Valzano M., Vergine C., (2015). Teaching Robotics at the Primary School: An Innovative Approach, Procedia - Social and Behavioral Sciences, 174, 3838-3846.
  690. Scaradozzi, D., Screpanti, L., Cesaretti, L., Storti, M., & Mazzieri, E. (2019). Implementation and Assessment Methodologies of Teachers’ Training courses for STEM Activities. Technology, Knowledge and Learning, 24(2), 247-268.
  691. Scarino, A. (2014). Learning as reciprocal, interpretative meaning-making: a view from collaborative research into the professional learning of teachers of languages. The Modern Language Journal, 98(1), 368-401.
  692. Scataglini, C. (2017). Facilitare e semplificare libri di testo. Adattare contenuti disciplinari per l’inclusione. Trento: Erickson.
  693. Schank, R. (1990). Tell Me a Story: A New Look at Real and Artificial Memory. New York: Charles Scribner’s Sons.
  694. Scheffel, M., Drachsler, H., Stoyanov, S., Specht, M. (2014). Quality Indicators for Learning Analytics. Educational Technology & Society, 17(4), 117-132.
  695. Schertz, M. (2006). Empathic Pedagogy: Community of Inquiry and the Development of Empathy. Analytic Teaching, 26(1), 8–13.
  696. Schlichter, A. (2020). The impact of Covid-19 on education: insights from education at a glance, Paris: OECD Publishing.
  697. Scholz, T. (Ed.) (2012). Digital Labor: The Internet as Playground and Factory. London: Routledge.
  698. Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  699. Schrum, K., Brennan, S., Halabuk, J., Leon, S., & Scheinfeldt, T. (2011). Oral History in the Digital Age. In Ritchie D.A (Ed.), The Oxford Handbook of Oral History (pp.499-516). New York: Oxford University Press.
  700. Schulz, W., Ainley, J., Fraillon, J., Losito, B., & Agrus , G. (2016). IEA International Civic and Citizenship Education Study 2016: Assessment framework. Cham, CH: Springer.
  701. Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrus, G, & Friedman, T. (2017). Becoming citizens in a changing world: IEA International Civic and Citizenship Educa on Study 2016 international report. Cham, CH: Springer.
  702. Schwandt, T. (2003). Three Epistemological Stances for Qualitative Inquiry: Interpretivism, Hermeneutics, and Social Constructionism. In N. Denzin, & Y. Lincoln (eds.) The Landscape of Qualitative Research: Theories and Issues. London: Sage.
  703. Schwartz, D. L., Lin, X., Brophy, S., & Bransford, J. D. (1999). Toward the development of flexibly adaptive instructional designs. Hillsdale: Erlbaum.
  704. Schweder, S., & Raufelder, D. (2019). Positive emotions, learning behavior and teacher support in self-directed learning during adolescence: Do age and gender matter? Adolescence, 73, 73–84.
  705. Screpanti, L., Cesaretti, L., Mazzieri, E., Marchetti, L., Baione, A., Scaradozzi, D. (2018), An educational robotics activity to promote gender equality in stem education, ICICTE 2018 Proceedings.
  706. Sèguin, E., (2018). Report on Education, 1875, Classic Reprint. Forgotten Books.
  707. Selwyn, N. (2013), Discourses of digital “Disruption” in education: A critical analysis, Fifth International Roundtable on Discourse Analysis, City University, Hong Kong, 23–25 May, <https://www.academia.edu/4147878/Discourses_of_digital_disruption_in_education_a_critical_analysis> (2020-01-16).
  708. Selwyn, N. (2016), Education and Technology: Key Issues and Debates, Bloomsbury USA Academic.
  709. Selwyn, N. (2016). Education and Technology: Key Issues and Debates. New York: Bloomsbury Academic.
  710. Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., & Sancho-Gil, J. M. (2020). What’s next for Ed-Tech? Critical hopes and concerns for the 2020s. Learning, Media and Technology, 45(1), 1-6.
  711. Selwyn, N., Nemorin, S., Bulfin, S., & Johnson N.F. (2017). Everyday Schooling in the Digital Age. High School, High Tech?. London: Routledge.
  712. Sen, A. (2006). Identity and Violence: The Illusion of Destiny. Issues of Our Time, WW Norton& Company.
  713. Sentance, S., Csizmadia, A. (2017). Computing in the curriculum: Challenges and strategies from a teacher’s perspective, Educ Inf Technol, 22, 469–495.
  714. Sergis, S., & Sampson, D. G. (2017). Teaching and learning analytics to support teacher inquiry: A systematic literature review. In Learning analytics: Fundaments, applications, and trends (pp. 25–63). Cham: Springer.
  715. Seuring, S., & Muller, M. (2008). From a literature review to a conceptual framework for sustainable supply chain management. Journal of Cleaner Production, 16, 1699–1710.
  716. Shaffer, D. W., Collier, W., & Ruis, A. R. (2016). A tutorial on Epistemic Network Analysis: Analyzing the structure of connections in cognitive, social, and interaction data. Journal of Learning Analytics, 3(3), 9–49.
  717. Shakespeare, T. (2014). Disability Rights and Wrongs Revisited. New York: Routledge.
  718. Sharp, C. (2004). Developing young children’s creativity: what can we learn from research? Readership: Primary, 32, 5–12.
  719. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.
  720. Shulman, L.S. (1986). Paradigms and research programs in the study of teaching: a contemporary perspective. In M.C. Wittrock (Ed.). Handbook of research on teaching (3rd ed.). New York: MacMillan.
  721. Sibilio, M. (2016). Vicarianza e didattica. Corpo, cognizione, insegnamento. Brescia: La Scuola.
  722. Siemens, G. (2013). Learning analytics: The emergence of a discipline. American Behavioral Scientist, 57(10), 1380-1400.
  723. Siemens, G., & Baker, R. S. D. (2012, April). Learning analytics and educational data mining: towards com-munication and collaboration. In S. Dawson, & C. Haythornthwaite (eds), Proceedings of the 2nd internation-al conference on learning analytics and knowledge (pp. 252–254). New York, NY: Association for Computing Machinery.
  724. Silverman, S. K. (2010). What ıs diversity?: an inquiry into preservice teacher beliefs. American Educational Research Journal, 47(2), 292–329.
  725. Simone M. G. (2020). Already connected. Digital early childhood between digital media and the net, in International Journal of Education, 12(3).
  726. Sims, C. (2017). Disruptive Fixation: School Reform and the Pitfalls of Techno-Idealism. Princeton: Princeton University Press.
  727. Sin, K., & Muthu, L. (2015). Application of big data in education data mining and learning analytics. A literature review. ICTACT Journal on soft computing, 5(4), 1035–1049.
  728. Sinclair, J., Boyatt, R., Foss, J., & Rocks, C. (2014). A Tale of Two Modes: Initial Reflections on an Innovative MOOC. In Learning Technology for Education in Cloud. MOOC and Big Data, (pp. 49-60). New York: Springer International Publishing.
  729. Sindoni, M. G. (2013). English for Linguistics and Multimodal Peer Assessment at University Postgraduate Level. ESP Across Cultures 10, 147–160.
  730. Sindoni, M.G., Adami, E., Karatza, S., I., Moschini, I. & Petroni, S. (forthcoming). Theory and Practice of the Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL). In M.G. Sindoni and I. Moschini (eds.), Multimodal Literacies Across Digital Learning Contexts. London and New York: Routledge.
  731. Sindoni, M.G., Adami, E., Karatza, S., Marenzi, I., Moschini, I., Petroni, S. & Rocca, M. (2019). Common Framework of Reference for Intercultural Digital Literacies.
  732. Singh, A. B., & Mørch, A. I. (2018). An analysis of participants’ experiences from the first international MOOC offered at the University of Oslo. Nordic Journal of Digital Literacy, 13(01), 40–64.
  733. Skains, L., (2017). Creative Practice as Research: Discourse on Methodology. Journal of Media Practice, 19(1), 82-97.
  734. Smart, V. L. (2016). Technological pedagogical reasoning: The development of teachers' pedagogical reasoning with technology over multiple career stages (Doctoral thesis, Griffith University, Queensland, Australia). <https://www120.secure.griffith.edu.au/rch/items/b658444f-8e00-4c61-9b95-a3b19c62d545/1/> (2021-06-06).
  735. Smit, I., & Goede, R. (2012). WhatsApp with BlackBerry; can Messengers be MXit? A philosophical approach to evaluate social networking sites. In 14th Annual Conference on World Wide Web applications (WWW). Cape Peninsula University of Technology.
  736. Smith S.J., Lowrey K.A. (2017). Applying the Universal Design for Learning Framework for Individuals with Intellectual Disability: The Future Must Be Now, Intellectual and Developmental Disabilities.
  737. Smith, J. M. (2013). Creating a godless community: The collective identity work of contemporary American atheists. Journal for the Scientific Study of Religion, 52(1), 80–99.
  738. Smolcic, E., & Kantunich J. (2017). Teachers crossing borders: A review of the research into cultural immersion field experience for teachers. Teaching and Teacher Education, 62, 47–59.
  739. Soares, N., Kay, J. C., & Craven, G. (2017). Mobile robotic telepresence solutions for the education of hospital- ized children. Perspectives in health information management, 14(Fall).
  740. Stara, F. (2014). La costruzione del pensiero e delle strategie interculturali. Lecce: Pensa MultiMedia.
  741. Starkey, L. (2010). Teachers’ pedagogical reasoning and action in the digital age. Teachers and Teaching, 16(2), 233–244.
  742. Staubitz, T., Pfeiffer, T., Renz, J., Willems, C., & Meinel, C. (2015). Collaborative learning in a MOOC environment. Proceedings of the 8th annual international conference of education, research and innovation.
  743. Stefanel, S. (2020) Innovare il curricolo. Come muovere il curricolo dentro la scuola dell’autonomia. Armando Editore.
  744. Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. Cambridge: Cambridge University Press.
  745. Sternfeld, J. (2012). Pedagogical Principles of Digital Historiography. In Hirsch B. (Ed.), Digital Humanities Pedagogy: Practices, Principles and Politics, (pp.265-290). Cambridge, UK: Open Book.
  746. Stetsenko, A. (2017). The transformative mind: Expanding Vygotsky's approach to development and education. Cambridge: Cambridge University Press.
  747. Stone Alyson M. (2013). Thou Shalt Not: Treating Religious Trauma and Spiritual Harm with Combined Therapy. Group, 37(4), 323–337.
  748. Stone, P., Brooks, R., Brynjolfsson, E., Calo, R., Etzioni, O., Hager, G., ... & Teller, A. (2016). Artificial Intelligence and Life in 2030. Stanford: Stanford University.
  749. Suh, Y., & Daugherity, B. J. (2018). Oral History as Inquiry: Using Digital Oral History Collections to Teach School Desegregation. The History Teacher, 51(4).
  750. Sullivan, G. (2009). Making Space: The Purpose and Place of Practice-Led Research. In H. Smith, Roger T. Dean, Practice-Led Research, Research-Led Practice in the Creative Arts (pp. 41–65). Edinburgh: Edinburgh University Press.
  751. Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y. & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & education, 50(4), 1183–1202.
  752. Suoninen A. (2014). Children’s Media Barometer 2013. Media Uses of 0–8 year-old Children and Changes in Media Uses Since 2010, Helsinki: Finnish Society on Media Education.
  753. Suresh, H., & Guttag, J. V. (2020). A framework for understanding unintended consequences of machine learning. ArXiv E-Prints, 1–10.
  754. Sweeny, S. M. (2010). Writing for the instant messaging and text messaging generation: Using new literacies to support writing instruction. Journal of Adolescent & Adult Literacy, 54(2), 121–130.
  755. Swertz, C. (2019). DigComp 2.2 AT. Hintergründe und Kontexte. Medienimpulse, 57(1), 1–35.
  756. Tait, A. (2013, August 28). Distance and e-learning, social justice, and development: The relevance of capability approaches to the mission of open universities. The International Review of Research in Open and Distance Learning. <http://www.irrodl.org/index.php/irrodl/article/view/1526/2643> (2021-06-06).
  757. TALIS (2018). Teaching and Learning International Survey (vol.1). Teachers as lifelong learners. Paris: OECD Publishing.
  758. Tatto, M. T. & Menter, I. (2019). What Future for Teacher Education? I M. T. Tatto & I. Menter. Knowledge, policy and practice in learning to teach: A cross-national study. London: Bloomsbury.
  759. Tawil, S. (2020). Six months into a crisis: Reflections on international efforts to harness technology to maintain the continuity of learning. UNESCO. <https://unesdoc.unesco.org/ark:/48223/pf0000374561> (2021-06-06).
  760. Taylor, A. Hill, F. (1993). Quality Management in Education. Quality Assurance in Education, 1(1), 21– 28.
  761. Teo, T., Fan, X., & Du, J. (2015). Technology acceptance among pre-service teachers: Does gender matter? Australasian Journal of Educational Technology, 31(3), 235–251.
  762. The Virginia Center for Digital History, <http://www2.vcdh.virginia.edu/civilrightstv/> (2021-10-01).
  763. Theimer, K. (2009). Web 2.0 tools and strategies for archives and local history collections. New York: Neal-Schuman Publishers.
  764. Thomas, G., & Loxley, A. (2007). Deconstructing Special Education and Constructing Inclusion. Maidenhead: Open University Press.
  765. Thomas, M. J. (2002). Learning within incoherent structures: The space of online discussion forums. Journal of Computer Assisted Learning, 18(3), 351-366.
  766. Thomas, W.G. "Democratizing History" (remarks at the Presidential Sites and Libraries Conference at the George Bush Presidential Library, College Station, Texas, April 20, 1999). <http://www2.vcdh.virginia.edu/presidential.html> (2021-10-01.)
  767. Throndsen, I., Carlsten, T. C., & Björnsson, J. K. (2018). Talis 2018 Første funn fra ungdomstrinnet. <https://www.udir.no/contentassets/cee13d13f3c14e029320fbf10833925e/talis2018-rapport..pdf> (2021-06-06).
  768. Tisseron, S. (2011). 3-6-9-12. Diventare grandi all'epoca degli schermi digitali. Brescia: La Scuola.
  769. Tisseron, S. (2016). 3-6-9-12. Diventare grandi all'epoca degli schermi digitali. Brescia: La Scuola.
  770. Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria (SA): Association for Supervision & Curriculum.
  771. Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
  772. Trägårdh, L. (2018). Scaling up solidarity from the national to the global: Sweden as welfare state and moral superpower. In N. Witoszek & A. Midttun (red.), Sustainable Modernity. The Nordic Model and Beyond (pp. 79–101). London: Routledge.
  773. Trentin, G., Benigno, V. (1998), Telematics for the Schooling of Hospitalised Children: An Italian Survey, Journal of Online Learning, 9(4), 17-21.
  774. Trevisan, O. (2019). Student-teachers' pedagogical reasoning in technological pedagogical content knowledge design tasks: A cross-country multiple case study in initial teacher education institutions [Doctoral dissertation, Università degli Studi di Padova]. Padova Digital University Archive.
  775. Trinchero, R. (2002). Manuale di ricerca educativa. Milano: FrancoAngeli.
  776. Trinchero, R. (2012). Costruire, valutare, certificare competenze. Proposte di attività per la scuola. Milano: FrancoAngeli.
  777. Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34.
  778. Tsai, K. C. (2012). Play, imagination, and creativity: A brief literature review. Journal of Education and Learning, 1, 15–20.
  779. Tsai, Y-S., Poquet, O., Gašević, D., Dawson, S., Pardo, A. (2019). Complexity leadership in learning analytics: Drivers, challenges and opportunities. British Journal of Educational Technology, 6, 2839– 2854.
  780. Tsai, Y. S., Kovanović, V., & Gašević, D. (2021). Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities. The Internet and Higher Education, 50, 100794.
  781. Tsai, Y. S., Moreno-Marcos, P. M., Tammets, K., Kollom, K., & Gašević, D. (2018). SHEILA policy framework: informing institutional strategies and policy processes of learning analytics. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (pp. 320-329). ACM.
  782. Tsai, Y.-S., Gašević, D. (2017). The State of Learning Analytics in Europe – Executive Summary – SHEILA, <http://sheilaproject.eu/2017/04/18/the- state-of-learning-analytics-in-europeexecutive- summary/> (2021-06-06).
  783. Tufan, D. (2008). Critical thinkıng skills of prospective teachers: foreign language education case at the Mıddle East Technical Unıversity [Unpublished master’s thesis]. Middle East Technıcal University.
  784. Tuomi, P., Multisilta, J., Saarikoski, P. et al. (2018). Coding skills as a success factor for a society, Educ Inf Technol 23, 419–434.
  785. Turing, A. (1950). Computer Machinery and Intelligence. Mind, LIX(236), 433–460.
  786. UN Committee on the Rights of Persons with Disabilities, <https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf> (2021-06-30).
  787. UN Committee on the Rights of Persons with Disabilities. (2016). General Comments No. 4: On the right to inclusive education. UN Doc CRPD/C/GC/4, par 8-9.
  788. UNESCO (1982). Grunwald Declaration on Media Education. < http://www.unesco.org/education/information/nfsunesco/pdf/MEDIA_E.PDF> (2021-10-01).
  789. Unesco (1994). The Salamanca Statement and Frame Work for Action on Special Needs Education. Paris: UNESCO.
  790. UNESCO (2014). Global citizenship education: Preparing learners for the challenges of the twenty-first century. Paris, <http://unesdoc.unesco.org/images/0022/002277/227729e.pdf> (2021-10-01).
  791. UNESCO (2018). A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2. Canada: UNESCO.
  792. Unesco (2019). I’d Blush if I Could: Closing Gender Divides in Digital Skills Through Education <https://unesdoc.unesco.org/ark:/48223/pf0000367416> (2021-10-01).
  793. UNESCO ICT Competency Framework for Teachers (2008).
  794. UNESCO. (2020). Including learners with disabilities in COVID-19 education responses. <https://en.unesco.org/news/including-learners-disabilities-covid-19-education-responses> (2021-10-01).
  795. UNICEF (2020). The impact of COVID-19 on the mental health of adolescents and youth. <https://www.unicef.org/lac/en/impact-covid-19-mental-health-adolescents-and-youth> (2021-10-01).
  796. United Nations (2020). Policy Brief: A Disability-Inclusive Response to COVID-19. May 2020. <https://unsdg.un.org/sites/default/files/2020-05/Policy-Brief-A-Disability-Inclusive-Response-to-COVID-19.pdf> (2021-06-30).
  797. United Nations Educational, Scientific and Cultural Organization (2011). UNESCO ICT competency framework for teachers v.1. <https://en.unesco.org/themes/ict-education/competency-framework-teachers> (2021-06-06).
  798. United Nations Educational, Scientific and Cultural Organization (2011). UNESCO ICT competency framework for teachers.
  799. United Nations Educational, Scientific and Cultural Organization (2016). UNESCO ICT competency framework for teachers v.2. <https://en.unesco.org/themes/ict-education/competency-framework-teachers> (2021-06-06).
  800. United Nations Educational, Scientific and Cultural Organization (2016). UNESCO ICT competency framework for teachers.
  801. United Nations Sustainable Development Group. (2020). Policy Brief: A Disability-Inclusive Response to COVID-19. <https://unsdg.un.org/resources/policy-brief-disability-inclusive-response-covid-19> (2021-06-06).
  802. Unterrainer, H.F., Ladenhauf, K.H., Moazedi, M.L., Wallner-Liebmann, S.J., & Fink, A. (2010). Dimensions of religious/spiritual well-being and their relation to personality and psychological well-being. Personality and In- dividual Differences, 49(3),192–197.
  803. Vallerand, R. J., Koestner, R., & Pelletier, L. G. (2008). Reflections on self-determination theory. Canadian Psychology, 49(3), 257-262.
  804. Valzano, M., D’Angeli, A., Cirillo A., Vergine, C. (2021). L’impatto della didattica digitale a distanza nell’attività di insegnamento dei docenti dal punto di vista formativo, della ricaduta sugli apprendimenti da parte degli studenti e nella relazionalità tra di docenti stessi. In Miotti, B. Guasti, L, Scaradozzi, D., Di Stasio, M., Screpanti, L. Movimento Makers, Robotica Educativa e Ambienti di apprendimento innovativi a scuola e in DAD, Riflessioni a seguito del Convegno Fablearn Italy 2020, Carocci.
  805. van Dijck, J. (2014). Datafication, dataism and dataveillance: Big data between scientific paradigm and ideology. Surveillance and Society, 12(2), 197–208.
  806. Villegas, A. M. (2007). Dispositions in teacher education: a look at social justice. Journal of Teacher Education, 58(5), 370–380.
  807. Vinatier, I., & Altet, M. (2008). Analyser et comprendre la pratique enseignante. Rennes: PUR.
  808. Vinci V., Desantis A., & Schiavone N. (2015). Representations, technologies and competence for Learning Disabilities. In F. Falcinelli, T. Minerva, P.C. Rivoltella (Eds.). Apertura e flessibilità nell’istruzione superiore: oltre l’e-learning? Atti del convegno Sirem Siel 2014, Perugia, 13-15 novembre. Reggio Emilia: Si-eL.
  809. Vinci, V. (2016). La didattica inclusiva con Studenti con disabilità sensoriali. Fra multisensorialità, tecnologie, vicarianza. Mizar, 4, 7–27.
  810. Vinci, V. (2021). Accessibilità e inclusione. Tradurre il visibile attraverso pratiche didattiche plurisensoriali. Lingue e Linguaggi, 43, 169–181.
  811. Vitti, E., Sacco, M.M., Parola, A. (2020). Giocare, costruire, imparare. I LEGO per l’interiorizzazione del metodo scientifico di ricerca come approccio all’apprendimento. IUL Research, Open Journal of IUL University, 1(2), 61-81.
  812. Vizek Vidović, V., Rijavec, M., Vlahović-Štetić, V., Miljković, D. (2003). Psihologija obrazovanja. Zagreb: IEP; VERN.
  813. Voogt et al., 2016 Voogt, J, Fisser, P., Tondeur, J., & van Braak, J. (2016). Using theoretical perspectives in developing an understanding of TPACK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition (pp. 33-51). London, UK: Routledge.
  814. Voogt, J., Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321.
  815. Vygotskij, L. S. (2008). Pensiero e linguaggio. Bari: Laterza.
  816. Vygotsky, L. S. (2012). Thought and language (rev. and expanded eds.). Cambridge: MIT Press.
  817. Wagner M. & Byram M. (2017). Intercultural Citizenship. In Kim, Y.Y. (Ed.). The International Encyclopedia of Intercultural Communication (pp. 1–6). Oxford: Wiley.
  818. Wainer, H., Dorans, N. J., Eignor, D., Flaugher, R., Green, B. F., Mislevy, R. J., Steinberg, L., & Thissen, D. (2000). Computerized Adaptive Testing: A Primer. New York, NY: Routledge.
  819. Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23(1), 3–43.
  820. Walther, J. B., & Burgoon, J. K. (1992). Relational communication in computer-mediated interaction. Human Communication Research, 19, 50–88.
  821. Walton, G. (2011). Spinning Our Wheels: Reconceptualizing Bullying Beyond Behavior-Focused Approach- es. Discourse: Studies in the Cultural Politics of Education. 32(1), 131–44.
  822. Watson, D. (1993). The Impact Report: an evaluation of the impact of information technology on children’s achievements. London: Kings College.Weaver, G. C. (2000). An examination of the National Educational Longitudinal Study Database to Probe the Correlation Between Computer Use in School and Improvement in Test Scores. Journal of Science and Technology, 9(2), 121–133.
  823. Weathers, M. R., Sanderson, J., Neal, A., & Gramlich, K. (2016). From silence to #WhyIStayed: Locating our stories and finding our voices. Qualitative Research Reports in Communication. 17(1), 60–67.
  824. Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communication technology. Technology, Pedagogy and Education, 13(2), 235–286.
  825. Weick K.E. Sensemaking in Organizations. Thousand Oaks, CA: Sage.
  826. Weissblueth, E., & Linder, I. (2020). The effects of simulations in a simulation center on principals’ training and professional self-efficacy. International Journal of Education Policy and Leadership, 16(14).
  827. Weller, T. (Ed.). (2012). History in the digital age. London: Routledge.
  828. Wenger, E. (2010). Communities of practice and social learning systems: the career of a concept. Social learning systems and communities of practice (pp. 179-198). London: Springer.
  829. Wenglinsky, H. (1998). Does It Compute? The Relationship Between Educational Technology and Achievement in Mathematics. Princeton. NY: Policy Information Center, Research Division, Educational Testing Service.
  830. West, M., Kraut, R., & Ei Chew, H. (2019). I'd blush if I could: closing gender divides in digital skills through education. Geneva: Equals for Unesco.
  831. Whalen, T. (2020). Factors affecting quality culture. Quality Management Journal, 11(4), 43– 55.
  832. Whitebread, D. (2012). Developmental Psychology and Early Childhood Education. London: Sage.
  833. Whitebread, D., Neale, D., Jensen, H., Liu, C., Solis, S. L., Hopkins, E., Hirsh-Pasek, K., & Zosh, J. M. (2017). The role of play in children’s development: a review of the evidence (research summary). Billund, DK: The LEGO Foundation.
  834. Whitelock-Wainwright, A., Gašević, D., & Tejeiro, R. (2017). What do students want? Towards an instrument for students' evaluation of quality of learning analytics services. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference, 368– 372.
  835. Whitman, G. (2000). Teaching students how to be historians: An oral history project for the secondary school classroom. The History Teacher, 33(4), 469-481.
  836. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision.
  837. Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice. London: Sage.
  838. Williamson, B. (2017). Big Data in Education: The digital future of learning, policy and practice. New York, NY: Sage.
  839. Williamson, B. (2018). Silicon startup schools: technocracy, algorithmic imaginaries and venture philanthropy in corporate education reform. Critical Studies in Education, 2(59), 218–236.
  840. Willingham, D. T. (2021, March 8). Making Education Research Relevant. Education Next. <https://www.educationnext.org/making-education-research-relevant-how-researchers-can-give-teachers-more-choices/> (2021-06-06).
  841. Wing, J. M. (2006). Computational Thinking. Communication of ACM, 49(3), 33–35.
  842. Wing, J. M. (2006). Computational Thinking. Communication of ACM, 49(3), 33–35.
  843. Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3), 33–35.
  844. Wing, J. M. (2010). Computational Thinking: What and Why? The Link Magazine.
  845. Winokur, I., Journeys to Belonging, <https://t.co/YwLK4uh4gg> (2021-06-06).
  846. Winters, N. & Mor, Y. (2008). IDR: A participatory methodology for interdisciplinary design in technology enhanced learning. Computers & Education, 50(2), 579–600.
  847. Wizenoze. (n.d.). Delivering trusted digital content to learners. <https://www.wizenoze.com/> (2021-06-06).
  848. Woolf, B. (2009). Building Intelligent Interactive Tutors. Burlington, MA: Morgan Kaufmann.
  849. World Economic Forum, WEF. (2020). The Global Risks Report 2020. Geneva: World Economic Forum.
  850. World Vision. (2012). The right to inclusive education for children with disabilities: Analyses of the history of educational development of children with disabilities in Albania during 1945-2011. p. 25, <https://www.wvi.org/albania/publication/right-inclusive-education-children-disabilities-analysis-history-educational> (2021-10-01).
  851. Wurst, C., Smarkola, C., & Gaffney, M. A. (2008). Ubiquitous laptop usage in higher education: effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms. Computers & Education 2, 51, 1766–1783.
  852. Wyatt-Smith, C., Lingard, B., & Heck, E. (2019). Digital learning assessments and big data: Implications for teacher professionalism. Education Research and Foresight Working Paper 25. Paris: Unesco
  853. Xin, M., Shen, J., Huila, Y. K., Shanshan, H. and Jing, Y. (2016). A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education. Educational Psychology Review, 28(4), 771–801.
  854. Yadav, A., Gretter, S., Good, J., & Mclean, T. (2017). Computational Thinking in Teacher Education. In M. Spector, M. J. Bishop, & D. Ifenthaler (eds.), Emerging Research, Practice, and Policy on Computational Thinking (pp. 205–220). Bloomington (IN, US): Springer.
  855. Yaghoubi, J., Malekmohammadi, I., Iravani, H., Attaran, M. & Gheidi, A. (2008). Virtual students' perceptions of e-learning in Iran. TOJET: The Turkish Online Journal of Educational Technology, 7(7), 89–95.
  856. Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
  857. Yosefsberg-Ben Yehoshua, L, & Shperling, D., eds. (2020). A collection of codes of ethics for teachers and educators (Hebrew). MOFET Institute.
  858. Young, I. M. (2011). Justice and the Politics of Difference. Princeton University Press.
  859. Zainuddin I. & Norlidah A. (2016). Needs analysis for graphic design learning module based on technology & learning styles of deaf students, Cogent Education, 3(1).
  860. Zajda, J. (Ed.). (2010). Globalization, Education and Social Justice. Dordrecht: Springer Netherlands.
  861. Zhao, J. H., Wu, P. Z., & Lin, X. Y. (2020). Guidance for Parents and Communities: Online Education During COVID-19 Pandemic. Shenzhen: Center for Higher Education Research, Southern University of Science and Technology.
  862. Zona, U., Bocci, F. (2018). La Rete come una Skinner box. Neocomportamentismo, bolle sociali e post-verità. Media Education, 9(1), 57-77.
  863. Zona, U., De Castro, M. (2020). Edusfera. Processi di apprendimento e macchine culturali nell’era social. Lecce: PensaMultimedia.
  864. Zuboff, S. (2015). Big other: Surveillance Capitalism and the Prospects of an Information Civilization. Journal of Information Technology, 30(1), 75–89.
  865. Zuckerman, P. (2007). Atheism: Contemporary rates and pattern. In M. Martin (ed.), The Cambridge companion to atheism, 47-67. Cambridge: Cambridge University Press.
  866. Zuckerman, Ph. (2008). Society without God: What the least religious nations can tell us about contentment. New York, NY: NYU Press.
  867. Zuiderwijk, A., & Janssen, M. (2014). Open data policies, their implementation and impact: A framework for comparison. Government Information Quarterly, 31(1), 17–29.
PDF
  • Publication Year: 2021
  • Pages: 248
  • eISBN: 978-88-5518-412-0
  • Content License: CC BY 4.0
  • © 2021 Author(s)

XML
  • Publication Year: 2021
  • eISBN: 978-88-5518-413-7
  • Content License: CC BY 4.0
  • © 2021 Author(s)

Bibliographic Information

Book Title

ATEE Spring Conference 2020-2021

Book Subtitle

Book of Abstracts

Editors

Laura Menichetti, Stefano Cuomo, Davide Parmigiani, Marta Pellegrini

Peer Reviewed

Publication Year

2021

Copyright Information

© 2021 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/978-88-5518-412-0

eISBN (pdf)

978-88-5518-412-0

eISBN (xml)

978-88-5518-413-7

Series Title

Proceedings e report

Series Issn ISSN

2704-601X

Series E-Issn

2704-5846

1,060

Fulltext
downloads

2,205

Views

Search in This Book
Export Citation
Suggested Books

1,189

Open Access Books

in the Catalogue

902

Book Chapters

1,887,418

Fulltext
downloads

2,639

Authors

from 523 Research Institutions

of 51 Nations

51

scientific boards

from 280 Research Institutions

of 39 Nations

785

Referees

from 186 Research Institutions

of 32 Nations