Automated feedback on discourse moves: teachers’ perceived utility of a professional learning tool
Author:
Funder
United States National Science Foundation
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11423-023-10338-6.pdf
Reference67 articles.
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3. Appova, A., & Arbaugh, F. (2018). Teachers’ motivation to learn: Implications for supporting professional growth. Professional Development in Education, 44(1), 5–21. https://doi.org/10.1080/19415257.2017.1280524
4. Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: A matter of utility! Computers & Education, 166, 104159. https://doi.org/10.1016/j.compedu.2021.104159
5. Beauchamp, G., Burden, K., & Abbinett, E. (2015). Teachers learning to use the iPad in Scotland and Wales: A new model of professional development. Journal of Education for Teaching, 41(2), 161–179. https://doi.org/10.1080/02607476.2015.1013370
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