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<title>An empirical study of school-based planning for the use of information technology to improve the quality of education in the twenty-first century</title>
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<title>A comparison of graduate and undergraduate teacher education students' perceptions of their instructors' use of Microsoft PowerPoint </title>
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<title>Acknowledgements</title>
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<dc:creator>Kennewell, Steve</dc:creator>
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<title>E-learning: you don't always get what you hope for</title>
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<title>Implementing digital individual development planning in teacher education: the challenges of communication in relation to the development of ICT-supported methods</title>
<dc:title>Implementing digital individual development planning in teacher education: the challenges of communication in relation to the development of ICT-supported methods</dc:title>
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<title>Contingent learning for creative music technologists</title>
<dc:title>Contingent learning for creative music technologists</dc:title>
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<title>The use of digital video in physical education</title>
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<dc:creator>Woollard, John</dc:creator>
<prism:volume>18</prism:volume>
<prism:number>2</prism:number>
<prism:startingPage>187</prism:startingPage>
<prism:endingPage>200</prism:endingPage>
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<title>Investigating pre-service early childhood teachers' views and intentions about integrating and using computers in early childhood settings: compilation of an instrument</title>
<dc:title>Investigating pre-service early childhood teachers' views and intentions about integrating and using computers in early childhood settings: compilation of an instrument</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390903003837" />
<dc:creator>Gialamas, Vasilis</dc:creator>
<dc:creator>Nikolopoulou, Kleopatra</dc:creator>
<prism:volume>18</prism:volume>
<prism:number>2</prism:number>
<prism:startingPage>201</prism:startingPage>
<prism:endingPage>219</prism:endingPage>
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<title>Using digital technologies and contemporary psychometrics in the assessment of performance on complex practical tasks</title>
<dc:title>Using digital technologies and contemporary psychometrics in the assessment of performance on complex practical tasks</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390902992626" />
<dc:creator>Njiru, Joseph N.</dc:creator>
<dc:creator>Newhouse, C. Paul</dc:creator>
<prism:volume>18</prism:volume>
<prism:number>2</prism:number>
<prism:startingPage>221</prism:startingPage>
<prism:endingPage>234</prism:endingPage>
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<item rdf:about="http://www.informaworld.com/smpp/content~content=a913695805~db=all~jumptype=rss">
<title>Technology and school leadership</title>
<dc:title>Technology and school leadership</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390902992527" />
<dc:creator>Fooi, Foo Say</dc:creator>
<dc:creator>Samah, Bahaman Abu</dc:creator>
<dc:creator>Afshari, Mojgan</dc:creator>
<dc:creator>Bakar, Kamariah Abu</dc:creator>
<dc:creator>Luan, Wong Su</dc:creator>
<prism:volume>18</prism:volume>
<prism:number>2</prism:number>
<prism:startingPage>235</prism:startingPage>
<prism:endingPage>248</prism:endingPage>
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<title>Editorial</title>
<dc:title>Editorial</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802703941" />
<dc:creator>Kennewell, Steve</dc:creator>
<prism:volume>18</prism:volume>
<prism:number>1</prism:number>
<prism:startingPage>1</prism:startingPage>
<prism:endingPage>2</prism:endingPage>
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<title>The importance of teaching roles when introducing Personal Digital Assistants in a Year 6 classroom</title>
<dc:title>The importance of teaching roles when introducing Personal Digital Assistants in a Year 6 classroom</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802703982" />
<dc:creator>Hartnell-Young, Elizabeth</dc:creator>
<prism:volume>18</prism:volume>
<prism:number>1</prism:number>
<prism:startingPage>3</prism:startingPage>
<prism:endingPage>17</prism:endingPage>
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<item rdf:about="http://www.informaworld.com/smpp/content~content=a909824483~db=all~jumptype=rss">
<title>Using computers to support children as authors: an examination of three cases</title>
<dc:title>Using computers to support children as authors: an examination of three cases</dc:title>
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<description>
</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802704014" />
<dc:creator>Mantei, Jessica</dc:creator>
<dc:creator>Kervin, Lisa</dc:creator>
<prism:volume>18</prism:volume>
<prism:number>1</prism:number>
<prism:startingPage>19</prism:startingPage>
<prism:endingPage>32</prism:endingPage>
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<item rdf:about="http://www.informaworld.com/smpp/content~content=a909822966~db=all~jumptype=rss">
<title>Understanding changes in teachers' ICT practices: a longitudinal perspective</title>
<dc:title>Understanding changes in teachers' ICT practices: a longitudinal perspective</dc:title>
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<description>
</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802704030" />
<dc:creator>Orlando, Joanne</dc:creator>
<prism:volume>18</prism:volume>
<prism:number>1</prism:number>
<prism:startingPage>33</prism:startingPage>
<prism:endingPage>44</prism:endingPage>
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<item rdf:about="http://www.informaworld.com/smpp/content~content=a909823017~db=all~jumptype=rss">
<title>Technology leadership and supervision: an analysis based on Turkish computer teachers' professional memories</title>
<dc:title>Technology leadership and supervision: an analysis based on Turkish computer teachers' professional memories</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802704055" />
<dc:creator>Olkun, Sinan</dc:creator>
<dc:creator>Deryakulu, Deniz</dc:creator>
<prism:volume>18</prism:volume>
<prism:number>1</prism:number>
<prism:startingPage>45</prism:startingPage>
<prism:endingPage>58</prism:endingPage>
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<item rdf:about="http://www.informaworld.com/smpp/content~content=a909823712~db=all~jumptype=rss">
<title>Why do some student teachers make very good use of ICT? An exploratory case study</title>
<dc:title>Why do some student teachers make very good use of ICT? An exploratory case study</dc:title>
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<dc:identifier rdf:resource="doi:10.1080/14759390802704097" />
<dc:creator>Wray, David</dc:creator>
<dc:creator>Pope, Melanie</dc:creator>
<dc:creator>Kingston, Yvette</dc:creator>
<dc:creator>Johnston-Wilder, Peter</dc:creator>
<dc:creator>Ingram, Jennifer</dc:creator>
<dc:creator>Fragkouli, Elpiniki</dc:creator>
<dc:creator>Crosson, Sue</dc:creator>
<dc:creator>Hammond, Michael</dc:creator>
<dc:creator>Johnston-Wilder, Sue</dc:creator>
<prism:volume>18</prism:volume>
<prism:number>1</prism:number>
<prism:startingPage>59</prism:startingPage>
<prism:endingPage>73</prism:endingPage>
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<item rdf:about="http://www.informaworld.com/smpp/content~content=a909824049~db=all~jumptype=rss">
<title>Diffusion of technological innovation in a foreign languages unit in Turkey: a focus on risk-aversive teachers</title>
<dc:title>Diffusion of technological innovation in a foreign languages unit in Turkey: a focus on risk-aversive teachers</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802704121" />
<dc:creator>Timucin, Metin</dc:creator>
<prism:volume>18</prism:volume>
<prism:number>1</prism:number>
<prism:startingPage>75</prism:startingPage>
<prism:endingPage>86</prism:endingPage>
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<title>The role of the teaching principal in promoting ICT use in small primary schools in Ireland</title>
<dc:title>The role of the teaching principal in promoting ICT use in small primary schools in Ireland</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802704139" />
<dc:creator>Kearney, Gerry</dc:creator>
<dc:creator>McGarr, Oliver</dc:creator>
<prism:volume>18</prism:volume>
<prism:number>1</prism:number>
<prism:startingPage>87</prism:startingPage>
<prism:endingPage>102</prism:endingPage>
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<title>Self-regulated learning in a digital world</title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802383736" />
<dc:creator>Underwood, Jean</dc:creator>
<dc:creator>Steffens, Karl</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>3</prism:number>
<prism:startingPage>167</prism:startingPage>
<prism:endingPage>170</prism:endingPage>
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<title>Self-regulated learning in Technology Enhanced Learning Environments: an investigation with university students</title>
<dc:title>Self-regulated learning in Technology Enhanced Learning Environments: an investigation with university students</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802383751" />
<dc:creator>Leblanc, Adeline</dc:creator>
<dc:creator>Trigano, Philippe</dc:creator>
<dc:creator>Abel, Marie-H&#xe9;l&#xe8;ne</dc:creator>
<dc:creator>Lenne, Dominique</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>3</prism:number>
<prism:startingPage>171</prism:startingPage>
<prism:endingPage>181</prism:endingPage>
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<title>Does a community of learners foster self-regulated learning?</title>
<dc:title>Does a community of learners foster self-regulated learning?</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802383769" />
<dc:creator>Beishuizen, Jos</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>3</prism:number>
<prism:startingPage>183</prism:startingPage>
<prism:endingPage>193</prism:endingPage>
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<title>Self-regulated learning in virtual communities</title>
<dc:title>Self-regulated learning in virtual communities</dc:title>
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<description>
</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802383785" />
<dc:creator>Dettori, Giuliana</dc:creator>
<dc:creator>Delfino, Manuela</dc:creator>
<dc:creator>Persico, Donatella</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>3</prism:number>
<prism:startingPage>195</prism:startingPage>
<prism:endingPage>205</prism:endingPage>
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<title>Community and social network sites as Technology Enhanced Learning Environments</title>
<dc:title>Community and social network sites as Technology Enhanced Learning Environments</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802383801" />
<dc:creator>Ryberg, Thomas</dc:creator>
<dc:creator>Christiansen, Ellen</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>3</prism:number>
<prism:startingPage>207</prism:startingPage>
<prism:endingPage>219</prism:endingPage>
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<item rdf:about="http://www.informaworld.com/smpp/content~content=a903068156~db=all~jumptype=rss">
<title>Technology Enhanced Learning Environments for self-regulated learning: a framework for research</title>
<dc:title>Technology Enhanced Learning Environments for self-regulated learning: a framework for research</dc:title>
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<description>
</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802383827" />
<dc:creator>Steffens, Karl</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>3</prism:number>
<prism:startingPage>221</prism:startingPage>
<prism:endingPage>232</prism:endingPage>
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<item rdf:about="http://www.informaworld.com/smpp/content~content=a903075913~db=all~jumptype=rss">
<title>Managers', teachers' and learners' perceptions of personalised learning: evidence from Impact 2007</title>
<dc:title>Managers', teachers' and learners' perceptions of personalised learning: evidence from Impact 2007</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802383850" />
<dc:creator>Banyard, Phil</dc:creator>
<dc:creator>Underwood, Jean</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>3</prism:number>
<prism:startingPage>233</prism:startingPage>
<prism:endingPage>246</prism:endingPage>
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<title>Acknowledgements</title>
<dc:title>Acknowledgements</dc:title>
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</description>
<dc:identifier rdf:resource="doi:10.1080/14759390802383868" />
<prism:volume>17</prism:volume>
<prism:number>3</prism:number>
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<title>From state-of-the-art to state-of-the-actual? Introduction to a special issue</title>
<dc:title>From state-of-the-art to state-of-the-actual? Introduction to a special issue</dc:title>
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<dc:identifier rdf:resource="doi:10.1080/14759390802098573" />
<dc:creator>Selwyn, Neil</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>2</prism:number>
<prism:startingPage>83</prism:startingPage>
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<title>Picturing technological change: the materiality of information infrastructures in public education</title>
<dc:title>Picturing technological change: the materiality of information infrastructures in public education</dc:title>
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<dc:creator>Monahan, Torin</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>2</prism:number>
<prism:startingPage>89</prism:startingPage>
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<title>Internet pollution discourses, exclusionary practices and the 'culture of over-blocking' within UK schools</title>
<dc:title>Internet pollution discourses, exclusionary practices and the 'culture of over-blocking' within UK schools</dc:title>
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<dc:creator>Hope, Andrew</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>2</prism:number>
<prism:startingPage>103</prism:startingPage>
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<title>Ubiquitous presence, partial use: the everyday interaction of children and their families with ICT</title>
<dc:title>Ubiquitous presence, partial use: the everyday interaction of children and their families with ICT</dc:title>
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<dc:identifier rdf:resource="doi:10.1080/14759390802098615" />
<dc:creator>Stevenson, Olivia</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>2</prism:number>
<prism:startingPage>115</prism:startingPage>
<prism:endingPage>130</prism:endingPage>
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<title>Young people's Internet use and its significance for informal education and social participation</title>
<dc:title>Young people's Internet use and its significance for informal education and social participation</dc:title>
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<dc:identifier rdf:resource="doi:10.1080/14759390802116672" />
<dc:creator>Otto, Hans-Uwe</dc:creator>
<dc:creator>Kutscher, Nadia</dc:creator>
<dc:creator>Klein, Alexandra</dc:creator>
<dc:creator>Iske, Stefan</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>2</prism:number>
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<title>PowerPoint, interactive whiteboards, and the visual culture of technology in schools</title>
<dc:title>PowerPoint, interactive whiteboards, and the visual culture of technology in schools</dc:title>
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<dc:identifier rdf:resource="doi:10.1080/14759390802098623" />
<dc:creator>Reedy, Gabriel B.</dc:creator>
<prism:volume>17</prism:volume>
<prism:number>2</prism:number>
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