Articles - Special Issue

The views of teachers


The experience of a "pioneer teachers" in the context of the European project ULEARN dedicated to the dissemination of innovation in European education system, bolstering the role of teachers pioneers within their institutions.


Educational Technology; Technology Enhanced Learning (TEL); e-Learning; Professional Development; ULEARN; teacher competencies;

Full Text:

PDF (Italiano)



Blanton W., Moorman G., Trathen W. (1997), Telecommunications and Teacher Education: A Social Constructivist Review, Review of Research in Education, 23, pp. 235-275.

Bleakley A. (2001), From lifelong learning to lifelong Teaching: teaching as a call to style, Teaching in Higher Education, 6, pp. 113-118.

Bowskill N., Foster J., Lally V., Mc- Connell D. (2000), Networked professional development: Issues and strategies in current practice, The International Journal for Academic Development, 5, pp. 93-106.

Collis B.A. (1997), Implementing ICT in the Faculty: Letting a 1000 Flowers Bloom or Managing Change? in Mirande M., Riemersma J. & W. Veen (eds), De digitale leeromgeving [The virtual learning environment] (pp. 121-135), Groningen, The Netherlands, Wolters- Noordhoff.

Dirks M. (1997), Problems, philosophy, and motivation: Trail blazing instructors for the digital frontier, Journal of Educational Computing Research, 17, pp. 47-65.

Fabry D. L. & Higgs J. R. (1997), Barriers to the effective use of technology in education: Current status, Journal of Educational Computing Research, 17, pp. 385-395.

The Frascatians (2003), Four portraits of the European future of ULEARN, in Midoro V. & Admiraal W. (eds) Pioneer teachers: a key factor in European school innovation, Ed. Menabò, Ortona

Kink M. van der, Kallenberg T., Valcke M. (2002), Veranderende rollen van docent en student, in H. Frencken, J. Nedermeijer, A. Pilot, I. ten Dam (2002), ICT in het hoger onderwijs: stand van zaken [ICT in Higher Education: state of the art], Utrecht, Universiteit Utrecht, IVLOS & Universiteit Leiden, ICLON, pp. 151-170.

Levin J. A., Stuve M. J., Jacobson M. J. (1999), Teachers’ conceptions of the Internet and the World Wide Web: A representational toolkit as a model of expertise, Journal of Educational Computing Research, 21, 1-23.

Lieberman A. (2000), Networks as Learning Communities. Shaping the future of teacher development, Journal of Teacher Education, 51, pp.221-227.

McEwan H. (1997), The function of narrative and research on teaching, Teaching and Teacher Education, 13, pp. 85-92.

Mirande M., Riemersma J., Veen, W. (1997), De digitale leeromgeving [The virtual learning environment], Wolters-Noordhoff, Groningen, the Netherlands.

Morgan D. L. (1993), Successful focus groups, SAGE publications, Newbury Park.

Nicaise M. & Barnes D. (1996), The union of technology, constructivism, and teacher education, Journal of Teacher Education, 47, pp.205-212.

Nicholls G. (2000), Professional development, teaching, and lifelong learning: the implications for higher education, International Journal of Lifelong Education, 19, pp.370-377.

Paulsen M.F. (1995), Moderating educational computer conferences, in Z. L. Berge & M. P. Collins (eds) Computer-Mediated Communications and the online classroom (Vol. III; pp. 83-103), Cresskill, Hampton Press, New York.

Robin B. R. & Harris J. B. (1998), Correlates among computer-using teacher educators’ beliefs, teaching and learning preferences, and demographics, Journal of Educational Computing Research, 18, pp.15-35.

Rogers E. (1995), Diffusion of innovation, The Free Press, New York.

Rosenberg M. J. (2001), E-learning strategies for delivering knowledge in the digital age, Mc- Graw-Hill, New York.

Ross J. A., Hogaboam-Gray A., Hannay L. (1999), Predictors of Teachers’ Confidence in their Ability to Implement Computer-based Instruction, Journal of Educational Computing Research, 21, pp.75- 97.

Ryan S., Scott B., Freeman H., Patel D. (2000), The Virtual University, Kogan Page, London.

Simons P. R. J., Van der Linden J., Duffy T. (2000), New Learning: Three Ways to learn in a new balance, in P. R. J. Simons, J. Van der Linden, T. Duffy (eds), New Learning (pp.1-20), Kluwer Accademic Publishers, Dordrecht, the Netherlands.

Simons P.R.J. (2002), Digitale didactiek: hoe (kunnen) academici leren ICT te gebruiken in hun onderwijs [Digital pedagogy: how teachers (can) learn about the use of ICT in their teaching], inauguration, Universiteit Utrecht, the Netherlands.

Sinko M. & Lehtinen E. (1999), The challenges of ICT in Finnish Education, Atena, Jyväskylä.

Tearle P., Davis N., Birbeck N. (1998), Six case studies of information technology-assisted teaching and learning in higher education in England, Journal of Technology for Teacher Education, 7, pp.51-70.

Worthington V. L. & Zhao Y. (1999), Existential computer anxiety and changes in computer technology: What past research on computer anxiety has missed, Journal of Educational Computing Research, 20, pp.299-315.

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM


  • There are currently no refbacks.

Copyright (c) 2015 TD Tecnologie Didattiche

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Italian Journal of Educational Technology (IJET) | ISSN (print) 2532-4632 | ISSN (online) 2532-7720