خجسته، سعیده. (1401). اثربخشی آموزش مجازی با استفاده از سامانه شاد بر انگیزه پیشرفت و مدیریت زمان دانش آموزان در زمان همهگیری بیماری کرونا. فناوری و دانشپژوهی در تعلیم و تربیت، 1(2)، 45-54. doi: 10.30473/t-edu.2021.8724
دوجی، بیبی حلیفه، مقیمی، زهرا، و حاجیلو، وحید. (1400). تأثیر برنامه آموزش مجازی شبکه شاد بر کارآمدی معلمان و ارتقای سطح یادگیری دانش آموزان. نشریه مدیریت بر آموزش سازمانها، ۱۰(۳)، ۵۱-۷۸.
Arguello, M. (2018). Student Engagement: What is the Best Way to Motivate Students in the Secondary Classroom?. https://scholarworks.gvsu.edu/honorsprojects/713
Bakic, M., Pakala, K., Bairaktarova, D., & Bose, D. (2022). Work-in-Progress: Mobile Assisted Gains through Innovative Curriculum for Students in the Thermal-Fluids Science Course. DOI:10.18260/1-2--41031
Barron, B., & Darling-Hammond, L. (2008). Powerful learning: Studies show deep understanding derives from collaborative methods. Edutopia. (October 2008). https://www.edutopia.org/inquiry-project-learning-research
Bebell, D., & Kay, R. (2010). One to one computing: A summary of the quantitative results from the Berkshire wireless learning initiative. Journal of Technology, Learning, and Assessment, 9(2), n2. https://files.eric.ed.gov/fulltext/EJ873676.pdf
Center for teaching and learning, c. f. (2017). Building Rubrics https://ctl.utexas.edu/sites/default/files/build-rubric.pdf
Chien, P. L. K., & Lajium, D. A. D. (2016). The effectiveness of science, technology, engineering and mathematics (STEM) learning approach among secondary school students. In International Conference on Education and Psychology (Vol. 2013, pp. 95-104). https://www.researchgate.net/publication/310651088_The_effectiveness_of_science_technology_engineering_and_mathematics_STEM_learning_approach_among_secondary_school_students
Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55, 45-52. https://doi.org/10.1007/s11528-011-0527-3
Dexter, S., & Barton, E. A. (2021). The development and impact of team-based school technology leadership. Journal of Educational Administration, 59(3), 367-384. https://doi.org/10.1108/JEA-12-2020-0260
Doji, Bibi Halifeh, Moghimi, & Hajilo. (2021). The effect of Shad network virtual training program on the effectiveness of teachers and improving the level of students' learning. Managing Education in Organizations Journal, 10(3), 51-78. http://dx.doi.org/10.52547/meo.10.3.51 [In Persian]
Fatehi Rad, N., & Khadem Hosseini, N. (2022). SHAD Social Network and EFL Learners' Writing Complexity & Accuracy. Biannual Journal of Education Experiences, 5(1), 79-100. https://sanad.iau.ir/journal/jee/Article/694451?jid=694451
Francom, G. M. (2020). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education, 52(1), 1-16. https://doi.org/10.1080/15391523.2019.1679055
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. https://staging.oer4pacific.org/id/eprint/5
Grévisse, C., Rothkugel, S., & Reuter, R. A. (2019). Scaffolding support through integration of learning material. Smart Learning Environments, 6(1), 28. https://doi.org/10.1186/s40561-019-0107-0
Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60, 433-441. https://doi.org/10.1007/s11528-016-0091-y
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. https://doi.org/10.1080/15391523.2011.10782570
Haryani, F., & Ayuningtyas, N. (2021, July). The impact of interactive online learning by Pear Deck during COVID-19 pandemic era. In Journal of Physics: Conference Series (Vol. 1957, No. 1, p. 012006). IOP Publishing. DOI 10.1088/1742-6596/1957/1/012006
Heitink, M., Voogt, J., Verplanken, L., van Braak, J., & Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers & Education, 101, 70-83. https://doi.org/10.1016/j.compedu.2016.05.009
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34. https://doi.org/10.1177/1529100615569721
Khojasteh, S. (2021). The Effectiveness of E-Learning Through theShad Program on Students' Motivation for Progress and Time Management During Coronavirus Disease. Technology and scholarship in education, 1(2), 45-54. https://doi.org/10.30473/t-edu.2021.8724 [In Persian]
Keren-Kolb, L. (2013). Engage, Enhance, and Extend Learning!. Learning & Leading with Technology, 40(7), 20-27. https://eric.ed.gov/?id=EJ1015177
Kolb, L. (2017). Learning first, technology second: The educator’s guide to designing authentic lessons. International Society for Technology in Education. https://iste.org/news/learning-first-technology-second-new-from-iste-books-shows-teachers-how-to-design-authentic-measurable-lessons
Macgilchrist, F. (2019). Cruel optimism in edtech: When the digital data practices of educational technology providers inadvertently hinder educational equity. Learning, Media and Technology, 4(1), 77-86. https://doi.org/10.1080/17439884.2018.1556217
Montrieux, H., Vanderlinde, R., Schellens, T., & De Marez, L. (2015). Teaching and learning with mobile technology: A qualitative explorative study about the introduction of tablet devices in secondary education. PloS one, 10(12), e0144008. https://doi.org/10.1371/journal.pone.0144008
O'Neal, L. J., Gibson, P., & Cotten, S. R. (2017). Elementary school teachers' beliefs about the role of technology in 21st-century teaching and learning. Computers in the Schools, 34(3), 192-206. https://doi.org/10.1080/07380569.2017.1347443
Pane, J. F., Steiner, E. D., Baird, M. D., Hamilton, L. S., & Pane, J. D. (2017). Informing Progress: Insights on Personalized Learning Implementation and Effects. Research Report. RR-2042-BMGF. RAND Corporation. https://doi.org/10.7249/RR2042
Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of research on computing in education, 33(4), 413-430. https://doi.org/10.1080/08886504.2001.10782325
Schatzke, S. E. (2019). A validation study of the triple e rubric for lesson design: A measurement tool for technology use in the classroom University of North Texas]. https://digital.library.unt.edu/ark:/67531/metadc1505198/m2/1/high_res_d/SCHATZKE-DISSERTATION-2019.pdf
Sutter, T., & Dirkin, K. (2021, March). The Convergence of Triple E Framework Components and Michigan Secondary Teachers’ Perceptions of Technology Affordances. In Society for Information Technology & Teacher Education International Conference (pp. 1336-1345). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/219290/
The University of Texas at Austin (2017). Building Rubrics https://ctl.utexas.edu/sites/default/files/build-rubric.pdf
T Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & education, 59(1), 134-144. https://doi.org/10.1016/j.compedu.2011.10.009
Wartella, E. (2015). Educational apps: What we do and do not know. Psychological Science in the Public Interest, 16(1), 1-2. https://doi.org/10.1177/1529100615578662
Wekerle, C., Daumiller, M., & Kollar, I. (2022). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1-17. https://doi.org/10.1080/15391523.2020.1799455
Wenglinsky, H. (2006). Technology and achievement: The bottom line. Educational Leadership, 63(4), 29–32. https://www.learntechlib.org/p/98779/
Widhiasih, L. K. S. (2023). YouTube Videos in Literacy Course: Students’ Response and Practice. International Journal of Applied Science and Sustainable Development (IJASSD), 5(2), 45-52. https://e-journal.unmas.ac.id/index.php/IJASSD/article/view/8226/6319
