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Project-Based Learning

Young, K. (2016). Teachers' attitudes to using iPads or tablet computers; implications for developing new skills, pedagogies and school-provided support. TechTrends, 60(2), 183-189. doi:http://dx.doi.org.nnu.idm.oclc.org/10.1007/s11528-016-0024-9


Flanagan, L., & Jacobsen, M. (2003). Technology leadership for the twenty-first century principal. Journal of Educational Administration, 41(2), 124-142. Retrieved from https://nnu.idm.oclc.org/login?url=http://search.proquest.com.nnu.idm.oclc.org/docview/220454714?accountid=36492


Anthony, A. B. (2012). Activity theory as a framework for investigating district-classroom system interactions and their influences on technology integration. Journal of Research on Technology in Education, 44(4), 335-356. Retrieved from https://nnu.idm.oclc.org/login?url=http://search.proquest.com.nnu.idm.oclc.org/docview/1448415852?accountid=36492


Bottge, B. A., Ma, X., Gassaway, L., Toland, M. D., Butler, M., & Cho, S. (2014). Effects of blended instructional models on math performance. Exceptional Children, 80(4), 423-437. Retrieved from https://nnu.idm.oclc.org/login?url=http://search.proquest.com.nnu.idm.oclc.org/docview/1737518954?accountid=36492