Tema 1 - Conținut teoretic - Resurse digitale în educație – privire de ansamblu
Cerințe pentru finalizare

Parcurgeți conținutul teoretic după care realizați sarcinile de lucru propuse.
- Boonjing, V., & Chanvarasuth, P. (2017). Technostress in the mobile workplace: The critical role of leaders in managing stress. Computers in Human Behavior, 76, 123-135.
- Cattaneo, A. P., Antonietti, C., & Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176, 104358.
- Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. Luxembourg: Publications Office of the European Union.
- Crăciun, D. (2020). M-learning și u-learning. În C. Ceobanu, C. Cucoș, O. Istrate, & I.-O. Pânișoară (Coord.), Educația digitală (pp. 175-190). Iași: Polirom.
- Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. În Z. Berge & L. Muilenburg (Coord.), Handbook of mobile learning (pp. 3-14). New York, NY: Routledge.
- Emejulu, A., & McGregor, C. (2016). Towards a radical digital citizenship in digital education. Critical Studies in Education, 57(1), 1-17.
- Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Luxembourg: Publications Office of the European Union.
- Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.
- Hayes, A. (2017). Digital stress: Impact of technology on mental health. London: Routledge.
- Hertz, B. (2011). A four-phase model for integrating technology in schools. Edutopia.
- Istrate, O. (2000). Educația la distanță. Proiectarea materialelor. Iași: Editura Agata.
- Istrate, O. (2014). eLearning în România. Abordări teoretice, preocupări, experiențe. București: Editura Universitară
- Jena, R. (2015). Technostress in ICT-enabled collaborative learning environments: An empirical study among Indian academician. Computers in Human Behavior, 51, 1116-
- Kapp, K. M. (2007). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
- Moersch, C. (1995). Level of technology implementation (LoTi) framework. Journal of Educational Computing Research, 12(4), 503-523.
- Mossberger, K., Tolbert, C. J., & McNeal, R. S. (2008). Digital citizenship: The internet, society, and participation. Cambridge, MA: MIT Press.
- O'Neil Jr., H. F., & Perez, R. S. (2002). Technology applications in education: A learning view. Mahwah, NJ: Lawrence Erlbaum Associates.
- Puentedura, R. R. (2009). SAMR: A model for technology integration Acces: http://hippasus.com/rrpweblog/archives/2016/07/SAMRModel_TechnologicalIntegrationIntoHigherEducation.pdf
- Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
- Richardson, J., & Milovidov, E. (2019). The digital citizenship handbook. Strasbourg: Consiliul Europei.
- Ribble, M., & Bailey, G. (2007). Digital citizenship in schools: Nine elements all students should know. Washington, DC: International Society for Technology in Education
- Schou, J. (2018). Digital citizenship and the right to the city: Towards digital citizenship commons. Urban Studies, 55(4), 941-956.
- Steelman, Z. R., & Soror, A. A. (2017). Why do you keep doing that? The biasing effects of mental fatigue on IT continued usage intentions. Computers in Human Behavior, 76,
- Tess, P. A. (2015). The role of social media in higher education classes (real and virtual)—A literature review. Computers in Human Behavior, 29(5), 60-68.
- Teo, T. (2010). Development and validation of the Digital Natives Assessment Scale (DNAS). Educational Technology & Society, 13(1), 148-158.
- ***Institutul de Științe ale Educației. Descriptivul competențelor cheie europene. Traducere și adaptare după Recomandarea Parlamentului European și a Consiliului privind competențele cheie pentru învățarea pe parcursul întregii vieți (2006/962/EC1)