Charoula Angeli
Charoula Angeli
Professor of Instructional Technology, Department of Education, University of Cyprus
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Cited by
Cited by
Content analysis of online discussion in an applied educational psychology course
N Hara, CJ Bonk, C Angeli
Instructional science 28 (2), 115-152, 2000
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK)
C Angeli, N Valanides
Computers & education 52 (1), 154-168, 2009
Communication in a web‐based conferencing system: The quality of computer‐mediated interactions
C Angeli, N Valanides, CJ Bonk
British Journal of Educational Technology 34 (1), 31-43, 2003
Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content …
C Angeli, N Valanides
Journal of Computer Assisted Learning 21 (4), 292-302, 2005
Transforming a teacher education method course through technology: Effects on preservice teachers’ technology competency
C Angeli
Computers & Education 45 (4), 383-398, 2005
Evaluating the Use of ICT in Education: Psychometric Properties of the Survey of Factors Affecting Teachers Teaching with Technology (SFA-T3)
EC Papanastasiou, C Angeli
Journal of educational technology & society 11 (1), 69-86, 2008
A K-6 computational thinking curriculum framework: Implications for teacher knowledge
C Angeli, J Voogt, A Fluck, M Webb, M Cox, J Malyn-Smith, J Zagami
Journal of Educational Technology & Society 19 (3), 47-57, 2016
Instructional effects on critical thinking: Performance on ill-defined issues
C Angeli, N Valanides
Learning and Instruction 19 (4), 322-334, 2009
Effects of instruction on changes in epistemological beliefs
N Valanides, C Angeli
Contemporary Educational Psychology 30 (3), 314-330, 2005
Web-based case conferencing for preservice teacher education: Electronic discourse from the field
CJ Bonk, S Malikowski, C Angeli, J East
Journal of educational computing research 19 (3), 269-306, 1998
Preservice teachers as ICT designers: An instructional design model based on an expanded view of pedagogical content knowledge
C Angeli, N Valanides
Journal of Computer-Assisted Learning 21 (4), 292-302, 2005
Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with …
C Angeli, N Valanides
Educational Technology Research and Development 52 (4), 23-36, 2004
Technology mapping: An approach for developing technological pedagogical content knowledge
C Angeli, N Valanides
Journal of Educational Computing Research 48 (2), 199-221, 2013
TPCK in pre-service teacher education: Preparing primary education students to teach with technology
C Angeli, N Valanides
AERA annual conference, New York, 2008
Critical thinking beyond skill
M Papastephanou, C Angeli
Educational Philosophy and Theory 39 (6), 604-621, 2007
Effect of robotics on elementary preservice teachers’ self-efficacy, science learning, and computational thinking
K Jaipal-Jamani, C Angeli
Journal of Science Education and Technology 26 (2), 175-192, 2017
Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool
C Angeli, N Valanides, P Kirschner
Computers in Human Behavior 25 (6), 1355-1366, 2009
Holy COW: Scaffolding case-based “Conferencing on the Web” with preservice teachers
CJ Bonk, S Malikowski, C Angeli, L Supplee
Education at a Distance 15 (8), 21-43, 2001
Theoretical considerations of technological pedagogical content knowledge
C Angeli, N Valanides, A Christodoulou
Handbook of technological pedagogical content knowledge (TPACK) for educators 11, 2016
Professional development for computer‐enhanced learning: a case study with science teachers
N Valanides, C Angeli
Research in Science & Technological Education 26 (1), 3-12, 2008
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