CONTEMPORARY EDUCATIONAL TECHNOLOGY
e-ISSN: 1309-517X

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Keyword: Gender


Research Article
Digital literary readings for the promotion of gender and affective-sexual diversity: Predictors of its didactic recommendation in secondary education
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep462
Research Article
Social Media Usage Intensity and Academic Performance among Undergraduate Students in Saudi Arabia
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep361
Review Article
Meta-Analysis on the Attitudes of Active Teachers About the Use of Educational Technology According to Gender
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep339
Research Article
A Meta-Analysis of Research on Technological Pedagogical Content Knowledge by Gender
CONT ED TECHNOLOGY, Volume 10, Issue 4, pp. 358-380
Research Article
Exploring Teacher Attitude towards Information Technology with a Gender Perspective
CONT ED TECHNOLOGY, Volume 10, Issue 1, pp. 37-54
Research Article
Impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments
CONT ED TECHNOLOGY, Volume 9, Issue 3, pp. 246-263
Research Article
Perspectives of Students on Acceptance of Tablets and Self-directed Learning with Technology
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 40-55
Research Article
Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction
CONT ED TECHNOLOGY, Volume 7, Issue 1, pp. 25-46
Research Article
Efficacy of Interactive Whiteboard on Psychomotor Skills Achievement of Students in Isometric and Orthographic Projection
CONT ED TECHNOLOGY, Volume 5, Issue 4, pp. 316-330
Research Article
Moderation Effect of Gender on Relationship between Community of Inquiry and Perceived Learning in Blended Learning Environments
CONT ED TECHNOLOGY, Volume 5, Issue 3, pp. 257-271
Research Article
The Pedagogical Agent in Online Learning: Effects of the Degree of Realism on Achievement in Terms of Gender
CONT ED TECHNOLOGY, Volume 1, Issue 2, pp. 175-185
The articles published in this journal are licensed under the CC-BY Creative Commons Attribution International License.
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