Technology and its impact in the classroom
By Rozalind G. Muir-Herzig. Comput. Educ., 2004
322 citations recorded by the source corpus.
Subfields: Education, Gender Studies
View Paper: https://www.semanticscholar.org/paper/8f82ee20e2dd191be53bec4e51d690c0510a5f0e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Harm J. A. Biemans
- Martin Mulder
- Pei-Luen Patrick Rau
- Hossein Mahdizadeh
- Etem Yesilyurt
- Teena Willoughby
- Vehbi Celik
- Fethi A. Inan
In Gender Studies
- Martin Mulder
- Hossein Mahdizadeh
- Etem Yesilyurt
- Teena Willoughby
- Vehbi Celik
- Fethi A. Inan
- Deborah L. Lowther
- Harm J. A. Biemans
Citations in the corpus
- Determining factors of the use of e-learning environments by university teachers (2008, methodology): “Several studies concentrated on barriers to using technology in education (Muir-Herzig, 2004).”
- Using mobile communication technology in high school education: Motivation, pressure, and learning performance (2008, background): “Researchers also found that technology training is needed for the teachers to apply technology as a tool for their curriculum, and steps must be taken for technology to make difference (Muir-Herzig, 2004).”
- Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education (2013, background): “Regardless of the benefits of computer supported education, it is seen that computer supported education has not been promoted at a desired level in the education process (Hu, Clark, & Ma; 2003; Marcinkiewicz, 1993; Muir-Herzig, 2004).”
- Factors affecting technology integration in K-12 classrooms: a path model (2010, background): “To see the payoff of technology investments in the schools, the previously mentioned factors should be carefully considered and addressed in education policies and initiatives (Baylor and Ritchie 2002; Hernandez-Ramos 2005; Muir-Herzig 2004; Mumtaz 2005).”
- Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration (2008, background): “learning advantages, North American research suggests that computers are under-used in many schools and the potential of computer technology is not being realized (Abrami, 2001; Ertl & Plante, 2004; Muir-Herzig, 2004; Sutherland et al., 2004).”