Literatur & Quellen

www.edutopia.org

Mind/Shift

Altrichter, H., & Posch, P. (2007). Lehrerinnen und Lehrer erforschen ihren Unterricht. Unterrichtsentwicklung und Unterrichtsevaluation durch Aktionsforschung (4 ed.).

Boyd, D. (2014). It´s complicated. The social life of networked teens. Yale: Yale University Press.

Brooks, R., Fuller, A., & Waters, J. L. (2012). Changing spaces of education : New perspectives on the nature of learning. New York, NY: Routledge.

Burden, K., & Male, T. (2014). Edinburgh 1:1 mobile evaluation, 2012-2013. Hull.

Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. Palo Alto, CA: Institute for the Future for the University of Phoenix Research Institute .

Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.

Gordon, N. (2013). Flexible pedagogies: Technology-enhanced learning. Flexibler pedagogies: Technology-enhanced learning. York, UK: The Higher Education Academy.

Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: A critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 2016(32), 139–156.

Johnson, L., & Adams, S. (2011). Challenge based learning. The report from the implementation project. Austin, Texas: The New Media Consortium.

Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 higher education edition. Austin, Texas: The New Media Consortium.

Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. In Handbook of research for educational communications and technology (pp. 693–719). New York: Simon and Schuster Macmillan.

Laird, T. (2014). Using social media in education for classroom teaching, student learning, and educator professional development.

Kimbell, L. (2011). Rethinking design thinking: Part I. Design and Culture, 3(3), 285-306.

Kruger, J. (2012). A design-based research approach implementing a palette of educational technologies to foster 21 st century skills. In Ascilite conference (Vol. 2012). Retrieved from Google Scholar.

Laner, C. (2014). Schule neu gedacht – Schule neu gemacht : Die moderne Schule : Reformpädagogische Unterrichtsentwicklung. Innsbruck: StudienVerlag.

Rasfeld, M., & Breidenbach, S. (2014). Schulen im Aufbruch : Eine Anstiftung. München: Kösel.

Reeves, T. C. (2006). Design Research from a Technology Perspective. In: J. Van den Akker; K. Gravemeijer; S. McKenney &N. Nieveen (Hrsg.), Educational Design Research. Milton Park:Routledge.

Rummler, K. (2014). Lernräume gestalten – Bildungskontexte vielfältig denken. Münster, Westf: Waxmann.

Orrill, C. H. (2001). Building technology-based, learner-centered classrooms: The evolution of a professional development framework. ETR&D, 49(1), 15–34.

Stang, R. (2013). Lernwelten gestalten. Forschung zur Relevanz des Raumes bei der Gestaltung von Lernlandschaften. Information-Wissenschaft & Praxis, 64(5), 268-275.

Eigenbrodt, O., & Stang, R. (2014). Formierung von Wissensräumen. Optionen des Zugangs zu Information und Bildung. Berlin / Boston: De Gruyter / Saur.

Tulodziecki, G., Herzig, B., & Grafe, S. (2014). Medienpädagogische Forschung als gestaltungsorientierte Bildungsforschung vor dem Hintergrund praxis- und theorierelevanter Forschungsansätze in der Erziehungswissenschaft . MedienPädagogik.

Turvey, K., & Pachler, N. (2015). Problem spaces: A framework and questions for critical engagement with learning technologies in formal educational contexts. Retrieved from Google Scholar.

Wagner, T. (2010). The global achievement gap : Why even our best schools don’t teach the new survival skills our children need–and what we can do about it. New York: Basic Books.