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Design-Centric Research-Practice Partnerships: Three Key Lenses for Building Productive Bridges Between Theory and Practice

, , , and . page 1-30. (May 2018)
DOI: 10.1007/978-3-319-17727-4_122-1

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Shaping Computer-Based Support for Curriculum Developers. Computers & Education, v50 n1 p248-261 Jan 2008, 50 (1): 248 (0101 2008)EM: 2007; RV: T.Design research from a curriculum perspective, , and . Educational design research, Routledge, New York, (2006)Teachers as designers of technology enhanced learning, , and . Instructional Science, 43 (2): 173-179 (2015)Teacher design of technology for emergent literacy: An explorative feasibility study, and . Australian Journal of Early Childhood, 37 (1): 4-12 (2012)Designing Science Curriculum for Implementation at Scale: Considerations for Diverse and Resource-Limited Settings., , , and . ICLS, International Society of the Learning Sciences, (2016)Designing and researching technology-enhanced learning for the zone of proximal implementation. Research in Learning Technology, (2013)Design Research in Early Literacy within the Zone of Proximal Implementation., , and . ICLS, International Society of the Learning Sciences, (2012)Tightening Research-Practice Connections: Taking ISLS Findings to Public Debate., , and . ICLS, International Society of the Learning Sciences, (2014)Educational design research, , , and . Routledge, New York, (2006)Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities., , and . Computers & Education, (2015)