External and internal smartphone distractions: Effects on phone use and learning performance in college classrooms

The effect of blended learning approaches on vocational school students’ practical skills performance and learning behaviors: virtual simulations or hands-on activities while accessing instructional videos

How a technology-augmented inquiry approach affects teacher practice and student learning in disadvantaged science classrooms

Authentic evidence from the ‘SRL-AIDE’ simulative environment on explicitness and duration of in-class SRL teaching practices

Towards interdisciplinarity: emerging patterns of discourses during collaborative multidisciplinary modeling

Exploring pre-service EFL teachers’ perceptions, use cases and questioning practices of ChatGPT during practicum: a critical digital pedagogy perspective

External and internal smartphone distractions: Effects on phone use and learning performance in college classrooms

The effect of blended learning approaches on vocational school students’ practical skills performance and learning behaviors: virtual simulations or hands-on activities while accessing instructional videos

How a technology-augmented inquiry approach affects teacher practice and student learning in disadvantaged science classrooms

Authentic evidence from the ‘SRL-AIDE’ simulative environment on explicitness and duration of in-class SRL teaching practices

Towards interdisciplinarity: emerging patterns of discourses during collaborative multidisciplinary modeling

Exploring pre-service EFL teachers’ perceptions, use cases and questioning practices of ChatGPT during practicum: a critical digital pedagogy perspective