Exploring models for increasing the effects of school information and communication technology use on learning outcomes through outside-school use and socioeconomic status mediation: the Ecological Techno-Process-Reference-Cited by-同舟云学术

Exploring models for increasing the effects of school information and communication technology use on learning outcomes through outside-school use and socioeconomic status mediation: the Ecological Techno-Process

Published:2019-08-30 Issue:1 Volume:68 Page:413-436
ISSN:1042-1629
Container-title:Educational Technology Research and Development
language:en
Short-container-title:Education Tech Research Dev

Author:

Chiu Mei-Shiu^ORCID

Funder

Ministry of Science and Technology, Taiwan

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

http://link.springer.com/content/pdf/10.1007/s11423-019-09707-x.pdf

Reference84 articles.

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3. Auld, G., & Johnson, N. F. (2015). Teaching the “other”: Curriculum “outcomes” and digital technology in the out-of-school lives of young people. In S. Bulfin, N. Johnson, & C. Bigum (Eds.), Critical perspectives on technology and education (pp. 163–181). New York: Palgrave Macmillan.

4. Baker, R. S., & Inventado, P. S. (2014). Educational data mining and learning analytics. learning analytics (pp. 61–75). New York: Springer.

5. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182.

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