Bibliografie

  • Anderson, T., & Dron, J. (2014). Teaching crowds: Learning and social media. Edmonton: Athabasca University Press.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. New York, NY: Springer.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education.
  • Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.
  • Cennamo, K. S., Ross, J. D., & Ertmer, P. A. (2010). Technology integration for meaningful classroom use: A standards-based approach (2nd ed.). Belmont, CA: Wadsworth Cengage Learning.
  • Dijkstra, P., Kuyper, H., van der Werf, M. P. C., Buunk, A. P., & van der Zee, Y. G. (2008). Social comparison in the classroom: A review. New York, NY: Springer.
  • Dusro, S. (2007). Cognitive load theory and instructional design in multimedia learning. New York, NY: Cambridge University Press.
  • Graham, C. R., Allen, S., & Ure, D. (2003). Blended learning environments: A review of the research literature. New York, NY: Cambridge University Press.
  • Hecker, L., Burns, L., Elkind, J., Elkind, K., & Katz, L. (2002). Benefits of assistive technology for students with attention disorders. New York, NY: Springer.
  • Hitchcock, C., & Stahl, S. (2003). Assistive technology and the universal design for learning. Washington, DC: CAST.
  • Horn, M., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.
  • Jonassen, D. H., Howland, J., Marra, R. M., & Crismond, D. P. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, NJ: Pearson.
  • Kohn, A. (2008). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston, MA: Houghton Mifflin Harcourt.
  • Linnel, B. (2007). Information processing theory: A framework for cognitive psychology. Cambridge, MA: MIT Press.
  • Maccini, P., Gagnon, J. C., & Hughes, C. A. (2002). Using technology to enhance math instruction for students with disabilities. Washington, DC: CAST.
  • Maanum, J. (2009). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Boston, MA: Pearson.
  • Rakes, G. C., Fields, V. S., & Cox, K. E. (2006). The influence of teachers' technology use on constructivist teaching practices. Washington, DC: National Center for Education Statistics.
  • Reay, D. (2001). Rethinking social class: Qualitative perspectives on class and inequality. London: Palgrave Macmillan.
  • Rooney, J. (2003). Blending learning with traditional methods: What works?. New York, NY: Cambridge University Press.
  • Sands, P. (2002). Integrating online and traditional instruction in higher education. San Francisco, CA: Jossey-Bass.
  • Schunk, D. H. (2001). Social-cognitive theory and self-regulated learning. New York, NY: Routledge.
  • Scott, S. S., McGuire, J. M., & Shaw, S. F. (2003). Universal design for instruction: A new paradigm for adult instruction in postsecondary education. New York, NY: Springer.
  • Skinner, B. F. (1968). The technology of teaching. New York, NY: Appleton-Century-Crofts.
  • Thorn, C., & Page, C. (2009). Memory and information processing in learning environments. Oxford: Oxford University Press.
  • Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13(2), 115-138.
  • Westwood, P. (2009). Commonsense methods for children with special needs. New York, NY: Routledge.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.