2017, Volume 20, Issue 4

Special Issue on "Fostering Deep Learning in Problem-Solving Contexts with the Support of Technology"

Guest Editor(s): Minhong Wang, Sharon Derry and Xun Ge

Full Length Articles


Special Issue Articles

Comparing Design Constraints to Support Learning in Technology-guided Inquiry Projects

Lauren R. Applebaum, Jonathan M. Vitale, Elizabeth Gerard, Marcia C. Linn

Design of a Three-Dimensional Cognitive Mapping Approach to Support Inquiry Learning

Juanjuan Chen, Minhong Wang, Chris Dede, Tina A. Grotzer

Leveraging Students Knowledge to Adapt Science Curricula to Local Context

Lana M. Minshew, Kelly J. Barber-Lester, Sharon J. Derry, Janice L. Anderson

Moving Apart and Coming Together: Discourse, Engagement, and Deep Learning

Andrea S. Gomoll, Cindy E. Hmelo-Silver, Erin Tolar, Selma Šabanović, Matthew Francisco

Can Students Identify the Relevant Information to Solve a Problem?

Lishan Zhang, Shengquan Yu, Baoping Li, Jing Wang

Starting from Volume 17 Issue 4, all published articles of the Journal of Educational Technology & Society are available under Creative Commons CC-BY-ND-NC 3.0 license.

For articles published in previous to Volume 17 Issue 4, following copyright applies:

Copyright by the International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission.

Request permissions from the editors at ets.editors@gmail.com