Co-creation of Knowledge in Technology-Enhanced Communities of Learning

Yael Kali

  • Kali, Y., McKenney, S., & Sagy, O. (2015). Teachers as designers of technology enhanced learning. Instructional Science, 43(2), 173-179.
  • Svihla, V., Reeve, R., Sagy, O., & Kali, Y. (2015). A fingerprint pattern of supports for teachers’ designing of technology-enhanced learning. Instructional Science, 43(2), 283-307.
  • McKenney, S., Kali, Y., Markauskaite, L., & Voogt, J. (2015). Teacher design knowledge for technology enhanced learning: an ecological framework for investigating assets and needs. Instructional Science, 43(2), 181-202.
  • Peled, Y., Dori, Y.J., & Kali, Y. (2011). Integrating and sustaining technology in instruction: A longitudinal study of the teacher-principal perspective. In D. Chen & G. Kurtz (Eds.), ICT, Learning and Teaching (pp. 311-331). Or Yehuda: The Center for Academic Studies.

  • Kali, Y., & McKenney, S. (2012). Teachers as designers of technology-enhanced learning materials. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.) (2012). The future of learning: Proceedings of the 10th International Conference of the Learning Sciences (Vol. 2, pp.

  • Persico, D., Pozzi, F., Anastopoulou, S., Conole, G., Craft, B.; Dimitriadis, Y., Hernández-Leo, D., Kali, Y., Mor, Y., Pérez-Sanagustín, M., & Walmsley, H. (2013). Learning design Rashomon I – supporting the design of one lesson through different approaches.

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