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Eye-tracking glasses for improving teacher education: the e-Teach project

. Ranieri, L. Menichetti, M. K. Borges (eds.), Teacher Education & Training on ICT between Europe and Latin America (39-48). Roma: Aracne editrice. Carretero S., Vuorikari R., Punie Y. (2017). The Digital Competence Framework for Citizens . Luxembourg: Publications Office of the European Union. Di Fabio A. (2002). Bilancio di competenze e orientamento formativo , Firenze: Giunti O.S. Duchowski A.T. (2007). Eye Tracking Methodology: Theory and Practice . London: Springer. European Union (2008). Recommendation the European Parliament and the

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Teachers’ Professional Development on Media and Intercultural Education. Results from some participatory research in Europe

References Bezjak, S., & Klemenčič, E. (2014). Learning active citizenship through volunteering in compulsory basic education in Slovenia. Traditiones , 43 (3), 51-65. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 (2), 77-101. Buckingham, D. (2003). Media education. Literacy, learning and contemporary culture . London: Polity Press-Blackwell Publishing. European Parliament and the Council of the European Union (2006). Recommendations of the European Parliament and of the

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Digital competence as an indicator of the impact of ICT educational policies: Validation of a theoretical model using PLS

of the European Union, L 394, 10-18. European Commission (2016). New Skills Agenda for Europe. Retrieved from http://ec.europa.eu/social/main.jsp?catId1223 European Commssion (2017). Learning and Skills for the Digital Era. Retrieved from: https://ec.europa.eu/jrc/en/research-topic/learning-and-skills European Commission (2018). Proposal for a Council Recommendation on Key Competences for Lifelong Learning. COM(2018) 24 final 2018/0008(NLE). Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/?uriCELEX:52018DC0024 Falk, R. F

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Innovation in education technology: What is the point? Is immersive education the next step?

References Ausburn, L.J., Ausburn F.B. (2004). Desktop virtual reality: a powerful new technology for teaching and research in industrial teacher education. Journal of Industrial Teacher Education, 41 (4), pp. 33-58. Cachia R., Ferrari, A., Ala-Mutka K. M., Punie, Y. (2010). Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in the EU Member States. Publications Office of the European Union. http://dx.doi.org/10.2791/52913 Drucker, P. (2002, August

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E-Diplomacy on Twitter. International Comparison of Strategies and Effectivity

References ARENDARSKA J., Elektroniczna dyplomacja - nowe narzędzia komunikowania w dyplomacji [online: June27,2017], http://oapuw.pl/wp-content/uploads/2013/03/Arendarska-J-elektorniczna-dyplomacja.pdf; BUD (2013) Hashtag Politics: The Polyphonic Revolution of #Twitter, vol.1., Pepperdine Journal of Communication Research http://digitalcommons.pepperdine.edu/pjcr/vol1/iss1/4; Council of the European Union, Conclusions on electronic diplomacy [online: June 25, 2017], https

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A tale about Zen philosophy and a motorcycle (that is: OER & MOOC quality)

: Publications Office of the European Union. doi:10.2791/80171 Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. April 16 , Donald Cla . Retrieved from http://donaldclarkplanb.blogspot.co.uk/2013/04/MOOCs-taxonomy-of-8-types-of-MOOC.html Commission staff. (2013). Analysis and mapping of innovative teaching and learning for all through new technologies and Open education Resources in Europe . Luxembourg: Publications Office of the European Union. Conole, G. (2013a). A new classification of MOOCs. MOOC Quality Project, June 4, 2013. Retrieved from http

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Teachers’ Professional Development on Digital and Media Literacy. Findings and recommendations from a European project

) . Brussels: European Union. Scull, T. M., & Kupersmidt, J. B. (2010). An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers. Journal of Media Literacy Education , 2(3), 199-208. Spires, A. A., & Bartlett, M. E. (2012). Digital Literacies and Learning: Designing a Path Forward . Friday Institute White Paper Series Number Five. Retrieved from: https://www.fi.ncsu.edu/wp-content/uploads/2013/05/digitalliteracies-and-learning.pdf www.fi.ncsu.edu/whitepapers Soldatova, G. U., & Shlyapnikov, V. N. (2015

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University knowledge exchange and the SKIN Project

- The Framework Programme for Research and Innovation. COM(2011) 808 final. European Commission, EC (2015). Calls for proposals and related activities under the 2016-17 work programmes under Horizon 2020 - the Framework Programme for Research and Innovation (2014-20) and under the Research and Training Programme of the European Atomic Energy Community (2014-18) complementing Horizon 2020. Official Journal of the European Union (2015/C 399/02) Gros, D. and F. Roth (2008), The post-2010 Lisbon Process: The key role of education in

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Digital artefacts to change the teacher’s practices

-Bari: Laterza. Faingold, N. (2011). Explicitation des pratiques, décryptage du sens. In C. Barbier, M. Hatano, & G. Le Meur (Eds.), Approches pour l’analyse des activités (pp. 111-155). Paris: L’Harmattan. Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks, Luxembourg: Publications Office of the European Union, in http://www.jrc.ec.europa.eu. Gills, B. K., & Thompson, W. R. (2006). Globalization and global history. Hove (UK): Psychology Press. Gozzini, G., Sciré, G. (eds.) (2007). Il

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