Technology and Teacher–Student Interactions: A Review of Empirical Research

References

• Allen, J., Gregory, A., Lun, J., Hamre, B., & Pianta, R. C. (2013). Observations of effective teacher–student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment student scoring system—Secondary. School Psychology Review, 42(1), 76–98.
   PubMed Web of Science ®Google Scholar
• Byrne, R. (2009). The effect of Web 2.0 on teaching and learning. Teacher Librarian, 37(2), 50–53.
   Google Scholar
• Chen, W., & Looi, C. K. (2011). Active classroom participation in a Group Scribbles primary science classroom. British Journal of Educational Technology, 42(4), 676–686. doi:10.1111/j.1467-8535.2010.01082.x.
   Web of Science ®Google Scholar
• Chiu, C.-F., & Lee, G. C. (2009). A video lecture and lab-based approach for learning of image processing concepts. Computers & Education, 52(2), 313–323. doi:10.1016/j.compedu.2008.09.003.
   Web of Science ®Google Scholar
• DeGennaro, D. (2008). Learning designs: An analysis of youth-initiated technology use. Journal of Research on Technology in Education, 41(1), 1–20. Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/JRTE/Issues/Volume41/Number1Fall2008/Learning_Designs_An_Analysis_of_Youth_In1. doi:10.1080/15391523.2008.10782520.
   Google Scholar
• Elstad, E. (2006). Understanding the nature of accountability failure in a technology‐filled, laissez‐faire classroom: Disaffected students and teachers who give in. Journal of Curriculum Studies, 38(4), 459–481. doi:10.1080/00220270500508901.
   Web of Science ®Google Scholar
• English, C. (2007). Finding a voice in a threaded discussion group: Talking about literature online. English Journal, 97(1), 56–61. Retrieved from http://www.jstor.org/stable/30047209. doi:10.2307/30047209.
   Google Scholar
• Falloon, G., & Khoo, E. (2014). Exploring young students' talk in iPad-supported collaborative learning environments. Computers & Education, 77, 13–28. Retrieved from https://doi.org/10.1016/j.compedu.2014.04.008. doi:10.1016/j.compedu.2014.04.008.
   Web of Science ®Google Scholar
• Geçer, A. (2013). Lecturer–student communication in blended learning environments. Educational Sciences: Theory & Practice, 13(1), 362–367.
   Google Scholar
• Geiger, V., Faragher, R., & Goos, M. (2010). CAS-enabled technologies as “agents provocateurs” in teaching and learning mathematical modelling in secondary school classrooms. Mathematics Education Research Journal, 22(2), 48–68. doi:10.1007/BF03217565.
   Google Scholar
• Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436–445. doi:10.2307/798843.
   Web of Science ®Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
   Google Scholar
• Gomez, K., & Lee, U.-S. (2015). Situated cognition and learning environments: Implications for teachers on- and offline in the new digital media age. Interactive Learning Environments, 23(5), 634–652. Retrieved from http://dx.doi.org/10.1080/10494820.2015.1064447. doi:10.1080/10494820.2015.1064447.
   Web of Science ®Google Scholar
• Gomez, M. L., Schieble, M., Curwood, J., & Hassett, D. (2010). Technology, learning and instruction: Distributed cognition in the secondary English classroom. Literacy, 44(1), 20–27. doi:10.1111/j.1741-4369.2010.00541.x.
   Web of Science ®Google Scholar
• Hämäläinen, R., & Cattaneo, A. (2015). New TEL environments for vocational education—Teacher's instructional perspective. Vocations and Learning, 8(2), 135–157. doi:10.1007/s12186-015-9128-1.
   Web of Science ®Google Scholar
• Hämäläinen, R., & De Wever, B. (2013). Vocational education approach: New TEL settings—New prospects for teachers' instructional activities? International Journal of Computer-Supported Collaborative Learning, 8(3), 271–291. doi:10.1007/s11412-013-9176-1.
   Web of Science ®Google Scholar
• Harper, B., & Milman, N. B. (2016). One-to-one technology in K–12 classrooms: A review of the literature from 2004 through 2014. Journal of Research on Technology in Education, 48(2), 129–142. doi:10.1080/15391523.2016.1146564.
   Web of Science ®Google Scholar
• Hawkins, A., Barbour, M. K., & Graham, C. R. (2011). Strictly business: Teacher perceptions of interaction in virtual schooling. Journal of Distance Education, 25(2), 211.
   Google Scholar
• Hawkins, A., Graham, C. R., Sudweeks, R. R., & Barbour, M. K. (2013). Academic performance, course completion rates, and student perception of the quality and frequency of interaction in a virtual high school. Distance Education, 34(1), 64–83. Retrieved from http://10.0.4.56/01587919.2013.770430 doi:10.1080/01587919.2013.770430.
   Web of Science ®Google Scholar
• Houen, S., Danby, S., Farrell, A., & Thorpe, K. (2016). “I wonder what you know … ” teachers designing requests for factual information. Teaching and Teacher Education, 59, 68–78. doi:10.1016/j.tate.2016.02.002.
   Web of Science ®Google Scholar
• Ingerham, L. (2012). Interactivity in the online learning environment: A study of users of the North Carolina Virtual Public School. Quarterly Review of Distance Education, 13(2), 65–75. Retrieved from http://www.infoagepub.com/index.php?id=89&i=154
   Google Scholar
• Kennedy, M. M. (2007). Defining a literature. Educational Researcher, 36(3), 139–147. doi:10.3102/0013189X07299197.
   Google Scholar
• Kontos, S., & Wilcox-Herzog, A. (1997). Teachers interactions with children: Why are they so important? Young Children, 52(2), 4–12. Retrieved from http://www.jstor.org/stable/42727304
   Google Scholar
• Liu, M., Scordino, R., Geurtz, R., Navarrete, C., Ko, Y., & Lim, M. (2014). A look at research on mobile learning in K–12 education from 2007 to the present. Journal of Research on Technology in Education, 46(4), 325–372. doi:10.1080/15391523.2014.925681.
   Google Scholar
• Matzat, U., & Vrieling, E. M. (2016). Self-regulated learning and social media—A “natural alliance”? Evidence on students' self-regulation of learning, social media use, and student–teacher relationship. Learning, Media and Technology, 41(1), 73–99. doi:10.1080/17439884.2015.1064953.
   Web of Science ®Google Scholar
• Maxwell, J. A. (2006). Literature reviews of, and for, educational research: A commentary on Boote and Beile's “Scholars before researchers.” Educational Researcher, 35(9), 28–31. doi:10.3102/0013189X035009028.
   Google Scholar
• Maxwell, S. V. (2015). Mirror, mirror on the wall: Email as an object of practitioner inquiry. Educational Action Research, 23(2), 271–289. doi:10.1080/09650792.2014.980284.
   Web of Science ®Google Scholar
• Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Los Angeles, CA: Sage.
   Google Scholar
• Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annulas of Internal Medicine, 151(4), 264–269. doi:10.7326/0003-4819-151-4-200908180-00135.
   PubMed Web of Science ®Google Scholar
• O'Neill, J., Levant, R., Watts, R., Smiler, A., Addis, M., & Wester, S. (n.d.). Literature review guidelines. Retrieved from http://www.apa.org/pubs/journals/men/literature-review-guidelines.aspx
   Google Scholar
• Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38(3), 329–348. doi:10.1080/15391523.2006.10782463.
   Google Scholar
• Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher–student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–15. doi:10.1207/S15326985EP3701_2.
   Web of Science ®Google Scholar
• Phirangee, K. (2013). Beyond the elementary classroom walls: Exploring the ways participation within Web 2.0 spaces are reshaping pedagogy. Journal of Educational Multimedia and Hypermedia, 22(3), 299–316. Retrieved from https://www.learntechlib.org/p/41287.
   Google Scholar
• Subramaniam, K. (2016). Teachers' organization of participation structures for teaching science with computer technology. Journal of Science Education and Technology, 25(4), 527–540. Retrieved from http://dx.doi.org/10.1007/s10956-016-9610-z. doi:10.1007/s10956-016-9610-z.
   Web of Science ®Google Scholar
• Tzuo, P.-W., Ling, J. I. O. P., Yang, C.-H., & Chen, V. H.-H. (2012). Reconceptualizing pedagogical usability of and teachers' roles in computer game-based learning in school. Educational Research and Reviews, 7(20), 419–429. doi:10.5897/ERR11.072.
   Google Scholar
• van Leeuwen, C. A., & Gabriel, M. A. (2007). Beginning to write with word processing: Integrating writing process and technology in a primary classroom. Reading Teacher, 60(5), 420–429.
   Web of Science ®Google Scholar
• Velasquez, A., Graham, C. R., & Osguthorpe, R. (2013). Caring in a technology-mediated online high school context. Distance Education, 34(1), 97–118. doi:10.1080/01587919.2013.770435.
   Web of Science ®Google Scholar
• Yang, K.-T., Wang, T.-H., & Chiu, M.-H. (2015). Study the effectiveness of technology-enhanced interactive teaching environment on student learning of junior high school biology. Eurasia Journal of Mathematics, Science & Technology Education, 11(2), 263–275. Retrieved from http://10.0.50.173/eurasia.2015.1327a
   Google Scholar
• Yen, N. L., Bakar, K. A., Roslan, S., Luan, W. S., & Rahman, P. Z. M. A. (2005). Predictors of self-regulated learning in Malaysian smart schools. International Education Journal, 6(3), 343–353.
   Google Scholar