Our Curated Research on CSLE, COVA, and Learner's Mindset

We have a combined 30+ years of experience in public education, higher education, corporate, and a variety of other fields. In each field, we have constructed learning environments that the learner's mindset continues to thrive by giving learners choice, ownership, and voice through authentic learning opportunities. Below we have curated our research from the last 6 years that points to the foundation for the learner's mindset. There are journal articles with links to each published article if you are interested in taking a deeper dive into how the entire learning experience can be enhanced through the learner's mindset. We are also including a section that points to Research that informs the Learner's Mindset.

We invite you to watch or listen to our Learner's Mindset Discussions, Stories, and Labs
Topics include choice, ownership, voice, learner's mindset, growth mindset, feedforward, ePortfolios, and more.

Thibodeaux, T. N., & Harapnuik, D. K. (2019, April). Learners’ Mindset Discussions (LMD) Various Titles. [Video files]. https://www.youtube.com/channel/UCxEJhhWUXmQR_8LjaoMdMaw

Published Journal Articles *peer-reviewed
Topics include: feedback, feedforward, taking ownership, deepening learning, ePortfolio, COVA, authentic learning, and learning environments

*Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2020). Feedback to Feedforward. Manuscript in progress.

*Thibodeaux, T. N., & Harapnuik, D. K. (2020). Exploring students’ use of feedback to take ownership and deepen learning. International Journal of e-Learning. Retrieved from https://www.learntechlib.org/primary/j/IJEL/

*Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D. & Dolce, J. (in press). ePortfolio Persistence. Manuscript accepted for publication.

*Thibodeaux, T. N., Harapnuik, D. K, & Cummings, C. D. (2019). Student perceptions of the influence of the COVA learning approach on authentic projects and the learning environment. International Journal of e-Learning, 18(1), 79-101. Retrieved from https://www.learntechlib.org/primary/j/IJEL/v/18/n/1/

*Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2019). Student perceptions of the influence of choice, ownership, and voice in learning and the learning environment. International Journal of Teaching and Learning in Higher Education, 33(1), 50-62. Retrieved from http://www.isetl.org/ijtlhe/current.cfm

*Thibodeaux, T. N., Harapnuik, D. K, & Cummings, C. D. (2017). Factors that contribute to ePortfolio persistence. International Journal of ePortfolio, 7(1), 1-12. Retrieved from http://www.theijep.com/pdf/IJEP257.pdf

Learner’s Mindset ebook, Book Chapters & COVA ebook
Topics include: learner’s mindset, COVA, the quick fix, learning, significant learning environments

Harapnuik, D. K., & Thibodeaux, T. N. (2021). Learner’s Mindset eBook. Book in progress.

*Harapnuik, D. K, Thibodeaux, T. N., & Cummings, C. D. (2018). COVA eBook. You can download a free copy of the COVA eBook from http://www.harapnuik.org/?page_id=7291

*Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D., & Wooten, R. (2017). Learning all the time and everywhere: Moving beyond the hype of the mobile learning quick fix. In Keengwe, J. S. (Eds.). Handbook of research on mobile technology, constructivism, and meaningful learning. Hershey, PA: IGI Global, pp. 197-215.

*Cummings, C. D., Thibodeaux, T. N., & Harapnuik, D. K. (2017). Using the COVA learning approach to create active and significant learning environments. In Keengwe, J. S. (Eds.). Handbook of research on digital content, mobile learning, and technology integration models in teacher education. Hershey, PA: IGI Global, pp. 22-44.

*Thibodeaux, T. N., Harapnuik, D. K., & Poda, I. (2017). New Technologies. In Martin, G. E., Danzig, A. B., Wright, W. F., Flanary, R. A. and Orr, M.T. School leader internship: Developing, monitoring, and evaluating your leadership experience (4th Ed.). New York: Routledge, pp. 91-94.

Collaborative Publications
Topics include: technology tips, reading, learning outcomes, student-centered learning, empowering learning, innovation, COVA, ePortfolios

Watson, N. & Thibodeaux, T. N. (2019, February). CLICK: Education and technology tips created by students. [Featured Article]. Texas Computer Education Association TCEA Techedge, 3(2), 15-17. Retrieved from http://www.tcea.org/about/publications/

Still, M., Cummings, C., Thibodeaux, T. N., & Abernathy, K. (2019, February). Laptops: The key to improving middle school reading comprehension. Association for Middle Level Education (7)1, 22-25. Retrieved from http://www.amle.org/servicesevents/middleschooljournal/tabid/175/default.aspx

Velazquez, J., & Thibodeaux, T. (2019, February) Coaching up: Support student learning outcomes using technology. [Featured Article]. Texas Computer Education Association TCEA Techedge, 3(2), 15-17. Retrieved from http://www.tcea.org/about/publications/

Flexon, C., Harapnuik, D. K., & Thibodeaux, T. N. (2018, August). Empowering students through innovation and entrepreneurship. [Featured Article]. Texas Computer Education Association TCEA Techedge, 3(2), 15-17. Retrieved from http://www.tcea.org/about/publications/

Thibodeaux, T. N., Thomas, A., & Harapnuik, D. K. (2017, November). Communicating success through ePortfolios. [Featured Article]. Texas Computer Education Association TCEA Techedge, 2(2), 13. Retrieved from http://www.tcea.org/about/publications/

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2017, May). Learners as critical thinkers for the workplace of the future: Introducing the COVA learning approach. Texas Computer Education Association TCEA Techedge, 2(2), 13. Retrieved from http://www.tcea.org/about/publications/

Thibodeaux, T. N. & Roblyer, M. D. (2015, July). Teachers talk: When are BYOD strategies worth the trouble? Pearson Education. Retrieved from https://pearson.communities.com

Thibodeaux, T. N. & Fong, D. L. (2016, August). Augmented reality: Making learning come to life. [Featured Article]. Texas Computer Education Association TCEA Techedge, 4(3), 18-21. Retrieved from http://www.tcea.org/about/publications/

Papers, Workshops, Retreats, Keynotes & Presentations *peer reviewed
Thibodeaux, T. N. & Harapnuik, D. K. (2020, February). ePortfolios and the COVA Learning Approach. Texas Computers in Education Association, Austin, TX.

Thibodeaux, T. N. & Harapnuik, D. K. (2019, November). Exploring students’ use of feedback to take ownership and deepen learning. Paper presented at the Online Learning Consortium (OLC), Orlando, FL.

Thibodeaux, T. N., Harapnuik, D. K., & Turnage, J. (2019, April). Exploring students’ use of feedback to take ownership and deepen learning. Paper presented at the Texas Distance Learning Association (TxDLA), Galveston, TX.

Thibodeaux, T. N. (2019, June/April). Teacher coding academies. Apple Community Education Initiative and Lamar University: Austin Community College, Austin, TX.

Thibodeaux, T. N. (2019, June/April). Teacher coding academies. Apple Community Education Initiative and Lamar University: Houston Community College, Houston, TX.

Thibodeaux, T. N. (2019, May). ePortfolios for learning. Honor’s College Faculty Retreat – Reaud Honor’s College. Lamar University, Beaumont, TX.

Thibodeaux, T. N., Dolce, J., Savage, M. & Ahmed, S. (2019, May). ePortfolios for learning, reflection, and collaboration. National Honor’s Society Workshop – Reaud Honor’s College. Lamar University, Beaumont, TX.

*Thibodeaux, T. N., Dolce, J., Ahmed, S., Khan, F. & Savage, M. (2019, November). ePortfolio: A digital tool for personal and professional creativity and innovation. Panel presentation at the National Collegiate Honor’s Council (NCHC), New Orleans, LA.

*Thibodeaux, T. N., & Walters, G. (2019, November). Perspectives from two institutions: Student ePortfolios that thrive on creativity, passion, and innovation. Panel presentation at the National Collegiate Honor’s Council (NCHC), New Orleans, LA.

Thibodeaux, T. N. (2019, April). ePortfolios for learning, reflection, and collaboration. Apple Coding Camps: Austin Community College.

Thibodeaux, T. N. (2019, March). ePortfolios for learning, reflection, and collaboration. Apple Coding Camps: Houston Community College.

*Thibodeaux, T. N. & Harapnuik, D. K., (2018, June). COVA learning approach. Paper presented at the International Society for Technology in Education (ISTE), Chicago, IL.

Thibodeaux, T. N. (2018, November). ePortfolios. MIS Faculty Retreat – College of Business. Lamar University, Beaumont, TX.

Thibodeaux, T. N. & Harapnuik, D. K., (2018, July). Learner choice, ownership, and voice through authentic learning opportunities. Teacher Education Workshop: Lamar University, Beaumont, TX.

Thibodeaux, T. N., & Harapnuik D. K. (2018, May). Honor’s faculty retreat: ePortfolios. Reaud Honor’s College – Lamar University, Beaumont, TX.

Thibodeaux, T. N. (2018, January). Nursing Faculty Meeting: ePortfolios and authentic projects in the Digital Learning and Leading program. Dishman School of Nursing. Lamar University, Beaumont, TX.

*Dolce, J., Robinson, E., & Thibodeaux, T. (2018, November). Idea Exchange Poster Session: ePortfolios – A tool for choice, ownership, and voice in learning. National Collegiate Honor’s Council (NCHC), Boston, MA.

Summerford, M., & Thibodeaux, T. (2018, October). Choice, ownership, and voice through authentic learning opportunities. Aldine ISD Professional Development, Houston, TX.

Thibodeaux, T. N., & Harapnuik, D. K. (2018, August). Provost’s Kick Off: How can I encourage deep and meaningful learning through the use of ePortfolios? Lamar University, Beaumont, TX.

*@Harapnuik, D. K., & Thibodeaux, T. N.  (2018, July). IGNITE: Change in Focus. Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Vancouver, Canada.

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2018, April). Rethinking how to make ePortfolios a high-impact practice using choice, ownership, and voice through authentic learning opportunities. Digital Ticket, Lamar University, Beaumont, TX.

Thibodeaux, T. N., Harapnuik, D. K., Harrison, G., & Allen, S. (2018, May). Feedback to feedforward. Digital Ticket, Lamar University, Beaumont, TX.

Mason, D. D., Cummings, C. D., Thibodeaux, T. N., & Schroeder, C. (2018, April). Implementing a vision for innovation and change. Panel Presented at the Cardinal Center for Advanced Leadership. Lamar University, Beaumont, TX.

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2018, April). Rethinking how to make ePortfolios a high-impact practice by giving learners choice, ownership, and voice through authentic learning opportunities. Lamar University Research Conference, Beaumont, TX.

*Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D., & Pruett, A. (2018, March). The power of giving learning choice, ownership, and voice through authentic learning opportunities. Texas Distance Learning Association (TxDLA), Dallas, TX.

*Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2018, January). Rethinking how to make ePortfolios as a high impact practice. Association of American Colleges and Universities (AAC&U): ePortfolio Forum, Washington D. C.

*@Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2017, March). Student perceptions of the impact of the COVA approach on the ePortfolios and authentic projects in the digital learning and leading program. Paper presented at the Society for Information Technology in Teacher Education (SITE), Austin, TX.

Thibodeaux, T. N. & Harapnuik, D. K. (2017, September). Significant learning environments. Buna Independent School District. Buna, TX.

#@Harapnuik, D. K. & Thibodeaux, T. N. (2017, February). Choice, ownership, and voice through authentic learning. Capilano University ePortfolio Workshop, North Vancouver, British Columbia, Canada.

Harapnuik, D. K. & Thibodeaux, T. N. (2017, February). Modeling ePortfolios: How to use and model an eportfolio in your course/program. Capilano University ePortfolio Workshop, North Vancouver, British Columbia, Canada.

Thibodeaux, T. N. (2017, August). Significant learning environments. Sheldon Independent School District. Houston, TX.

Thibodeaux, T. N., & Harapnuik, D. K. (2017, August). Provost’s Kick Off Round Table: How to help students share their stories. Lamar University, Beaumont, TX.

*Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2017, July). Student Perceptions of the COVA Approach. Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Portland, OR.

*Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2017, July). IGNITE: CSLE + COVA. Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Portland, OR.

Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D. & Malick, S. (2017, May). The COVA learning approach: A learner-centered experience. Digital Ticket, Lamar University, Beaumont, TX.

*Cummings, C. D., Thibodeaux, T. N., & Harapnuik, D. K. (2017, April). Factors that contribute to ePortfolio persistence. Lamar University Research Conference, Beaumont, TX.

*Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2017, March). The COVA learning approach: A learner centered experience. Texas Distance Learning Association (TxDLA), Galveston, TX.

*Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2017, March). Student perceptions of the COVA approach. Society for Information Technology & Teacher Education (SITE), Austin, TX.

Thibodeaux, T. N. (2016, September). Critical thinking using digital tools. Bridge City ISD, Bridge City, TX.

*Cummings, C. D., Thibodeaux, T. N., & Harapnuik, D. K. (2016, August). ePortfolio learning. Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Boston, MA.

Thibodeaux, T. N. (2016, August). Screencast feedforward, Provost’s Kick Off: Digital Learning. Lamar University, Beaumont, TX.

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2016, May). Go and show model: Digital learning and leading at Lamar University. Digital Ticket, Lamar University, Beaumont, TX.

Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2016, April). Go and show digital learning. Consortium of School Networking (CoSN), Washington D.C.

*Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2016, March). Going beyond the unimaginable limits in distance education. Texas Distance Learning Association (TxDLA), San Antonio, TX.

*Cummings, C. D., Harapnuik, D. K., & Thibodeaux, T. N. (2016, February). ePortfolio persistence. Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Fort Worth, TX.

Thibodeaux, T. N. & Fong, D. L. (2016, February). Using Aurasma to make book auras that glow. Texas Computer Education Association (TCEA), Austin, TX.

Thibodeaux, T. N. & Fong, D. L. (2016, October). Make learning “come to life” using augmented reality: Creating auras that glow. Region V Mobile Mania, Beaumont, TX.

Thibodeaux, T. N. & Fong, D. L. (2016, October). Google up! Powering up your classroom with Google tools. Region V Mobile Mania, Beaumont, TX.

The research that informs the Learner’s Mindset

Moving to or adopting a learner’s mindset requires that one change:

• their thinking about learning,
• their approach to helping themselves and their learners learn how to learn,
• the learning environment.

The CSLE+COVA approach addresses how to change the learning environment address some factors of learning how to learn so it plays a significant role in moving to or adopting the learner’s mindset. CSLE+COVA approach is based on a considerable amount of research that has been conducted over the past two decades about what works and does not work when it comes to creating significant learning environments where learners are given choice, ownership, and voice through authentic learning opportunities.  The following is a brief summary of research streams, learning theories and learning approaches that factor into the Learner’s  Mindset:

Constructivism – With roots stemming from progressive education, the combination of Labaree (2005) and Hattie’s (2008) definition of constructivism builds upon student-centered learning, guided discovery learning, and visible learning where students construct new knowledge and show others how they learn (Piaget, 1964; Ginsberg & Oppers, 1969, Papert, 1993, 1997). Jonassen and Reeves (1996) assert that learning with technology or using technology tools to support the learning process, should be the focus in the learning environment rather than learning from technology. This line of thinking allows authentic projects to become the “object of activity” as opposed to technology functioning as the primary focus of instruction.

Student/learner-centered – It all has to start with the learner. Mayer (2009) characterized learner-centered approaches where instructional technology was used as an enhancement to human cognition. Essentially, student-centered learning is when students “own” their own learning (Dewey, 1916; Lee & Hannafin, 2016).

Teaching roles – An instructor has many different roles which at minimum include presenter, facilitator, coach, and mentor (Harapnuik, 2015a; Priest, 2016). We need to shift to more coaching and mentoring because formative evaluation and feedback given within a trusted relationship yield the highest levels of student achievement (Hattie 2008, 2011).

Ubiquitous Access & Social Networking – We live in an age where we can access all the world’s information and almost anyone from the palms of our hands.  Because we are socially networked and connected learners look to their peers and crowd-sourcing for information and solutions to problems (Edelman, 2017).

Instructional Design — If we start with the end in mind or a purposeful backward design, we can look at how a course or program will change learners’ lives, how it can make them a better member of society, and how they can contribute to solving particular problems (Fink, 2003; Harapnuik, 2004, 2015a).

Assessment & Evaluation — We should be incorporating formative tools like feed forward (Goldsmith, 2009) or educative assessments that help the learner to align outcomes with activities and assessment (Fink, 2003).

Support & Infrastructure — When people talk about learning technology, they think of tablets and laptops being used in the classroom or learning management systems. But this is the wrong focus; we should not focus on the technology itself but viewed simply as a tool that provides information and supports teaching and learning (November, 2013; Amory, 2014).

Choice – Learners are given the freedom to choose how they wish to organize, structure, and present their learning experiences (Dewey, 1916, Ginsberg & Opper, 1969). Choice also extends to the authentic project or learning experience promotes personalized learning (Bolliger & Sheperd, 2010) which includes adapting or developing learning goals and choosing learning tools that support the learning process (Buchem, Tur, & Hölterhof, 2014).

Guided discovery – It is crucial to acknowledge that the learner’s choice is guided by the context of the learning opportunity and by the instructor who aides the learner in making effective choices. The research over the past 40 years confirms that guided discovery provides the appropriate freedom to engage in authentic learning opportunities while at the same time providing the necessary guidance, modeling, and direction to lessen the cognitive overload (Bruner, 1961, 1960; Ginsberg & Opper, 1969: Mayer, 2004).

Ownership –  Constructivists, like Jonassen (1999), argue that ownership of the problem is key to learning because it increases learner engagement and motivation to seek out solutions. Ownership of learning is also directly tied to agency when learners make choices and “impose those choices on the world” (Buchem et al., 2014, p. 20; Buchem, Attwell, & Torres, 2011). Clark (2001) points to a learner’s own personal agency and ownership of belief systems as one major factor contributing to the willingness and persistence in sharing their learning.

Voice – Learners are given the opportunity to use their own voice to structure their work and ideas and share those insights and knowledge with their colleagues within their organizations. The opportunity to share this new knowledge publicly with people other than the instructors helps the learner to deepen their understanding, demonstrate flexibility of knowledge, find their unique voice, establish a sense of purpose, and develop a greater sense of personal significance (Bass, 2014).

Growth Mindset – Carol Dweck (2006, 2015a, 2016b, 2016c) posits that with a fixed mindset students believe their basic abilities, intelligence, their talents, are just fixed traits. Since these students believe they have a fixed amount of talent and intelligence they strive to look smart all the time and will even embrace ignorance to avoid looking dumb. In contrast, Dweck posits that with a growth mindset students understand that their talents and abilities can be developed through effort, good instruction, and persistence. You learn to adopt a growth mindset by learning to listen to your fixed mindset voice that says, “I can’t” and you simply add the term “yet”.

Innovator’s Mindset – Couros’ (2015) innovator’s mindset builds on the growth mindset in that he argues that abilities, intelligence, and talents are developed leading to the creation of new and better ideas. He posits that we must create a culture where teachers are reflective, observant, empathetic, problem finders, and risk-takers who embody the innovator’s mindset as they model creativity and resilience.

Authentic learning – The selection and engagement in real-world problems that are relevant to the learner further their ability to make meaningful connections (Donovan et al., 2000) and provide them with career preparedness not available in more traditional didactic forms of education (Windham, 2007).  Research confirms that authenticity is only developed through engagement with these sorts of real-world tasks or as Kolb (1974 & 2014) would suggest through experiential learning and that this type of authentic learning can deepen knowledge creation and ultimately help the learner transfer this knowledge beyond the classroom (Driscoll, 2005; Nikitina, 2011). It is also important to recognize that authenticity is not an independent or isolated feature of the learning environment but it is the result of the continual interaction between the learner, the real-world activity, and the learning environment (Barab, Squire, & Dueber, 2000). This is also why we stress that in the COVA model choice, ownership, and voice are realized through authentic learning, and without this dynamic and interactive authenticity, there would be no genuine choice, ownership, and voice (Harapnuik, Thibodeaux, & Cummings, 2017).

References

Amory, A. (2014). Tool-mediated authentic learning in an educational technology course: A designed-based innovation. Interactive Learning Environments, 22(4), 497-513. doi: http://dx.doi.org/10.1080/10494820.2012.682584

Barab, S. A., Squire, K. D., & Dueber, W. (2000). A co-evolutionary model for supporting the emergence of authenticity. Educational Technology Research and Development, 48(2), 37–62.

Bass, R. (2014). Social pedagogies in ePortfolio practices: Principles for design and impact. Retrieved from http://c2l.mcnrc.org/pedagogy/ped-analysis/

Bolliger, D. U., & Sheperd, C. E. (2010). Student perceptions of ePortfolio integration in Online courses. Distance Education, 31(3), 295-314.

Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.

Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.

Bruner, J. S. (1962). On knowing: essays for the left hand. Cambridge, Massachusetts: Belknap Press of Harvard University Press.

Bruner, J. S. (1966). Toward a theory of instruction. New York: W. W. Norton & Company, Inc.

Bruner, J. S. (1973). Beyond the information given. New York, New York: Norton.

Buchem, I., Attwell, G., & Torres, R. (2011). Understanding personal learning environments: Literature review and synthesis through the activity theory lens. Proceedings of the PLE Conference, 1-33. Retrieved from http://journal.webscience.org/658/

Buchem, I., Tur, G., & Hölterhof, T. (2014). Learner control in personal learning environments: cross-cultural study. Journal of Literacy and Technology, 15(2), 14-53. Retrieved from http://www.literacyandtechnology.org/volume-15-number-2-june-2014.html

Chard, S. C. (1998). The project approach. Scholastic.

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Dweck, C. (2016c, January 13). What having a “growth mindset” actually Means. Harvard Business Review. https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means

Edelman, R. (2017). 2017 Edelman Trust Barometer. Retrieved from http://www.edelman.com/trust2017/

Fink, D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: CA: Jossey-Bass.

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Goldsmith, M. (2009). Take it to the next level: What got you here, won’t get you there. New York, NY: Simon & Schuster.

Harapnuik, D. (2004). Development and evaluation of inquisitivism as a foundational approach for web-based instruction (Doctoral dissertation). The University of Alberta, Edmonton, Alberta.

Harapnuik, D. (2015, May 8b). Creating significant learning environments (CSLE). [Video file]. Retrieved from https://youtu.be/eZ-c7rz7eT4

Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2017). Using the COVA learning approach to create active and significant learning environments. In Keengwe, J. S. (Eds.), Handbook of research on digital content, mobile learning, and technology integration models in teacher education. Hershey, PA: IGI Global.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

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Nikitina, L. (2011). Creating an authentic learning environment in the foreign language classroom. International Journal of Instruction, (4)1, 33-36. Retrieved from http://www.e-iji.net/dosyalar/iji_2011_1_3.pdf

November, A. (2013, February 13). Why schools must move beyond one-to-one computing [Web log post]. Retrieved from http://novemberlearning.com/educational-resources-for-educators/teaching-and-learning-articles/why-schools-must-move-beyond-one-to-one-computing/

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