References
- Aslanidou, S., & Menexes, G. (2007). Youth and the Internet: Uses and practices in the home. Computers & Education, 51, 1375-1391.
- Collins, A. (1991). The role of computer technology in restructuring schools. Phi DeltaKappan, 73, 28-36.
- Cummings, J. (2000). Academic language learning, transformative pedagogy, and information technology: Towards a critical balance. TESOL Quarterly, 34(3), 537-548.
- Dewey, J. (1997). How we think. New York: Dover Publications Ink.
- Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended learning. Educause, 7, 1-12.
- European Commission. (2002). Towards a knowledge based Europe. The European Union andthe information society. Retrieved April 16, 2009, from http://ec.europa.eu/publications/booklets/move/36/en.pdf
- Fernandez-Balboa, J., & Marshall, J. (1994). Dialogical pedagogy in teacher education: Toward an education for democracy. Journal of Teacher Education, 45(3), 172-182. DOI: 10.1177/0022487194045003003.
- Fernández-Balboa, J. (1998). The practice of critical pedagogy: Critical self-reflection as praxis. Teaching Education, 9(2), 47-53. DOI: 10.1080/10476210.1998.10335494.
- Franklin, T., & van Harmelen, M. (2007). Web 2.0 for content, for learning and teaching inhigher education. London: Joint Information Systems Committee.
- Garner, R., & Gillingham, M. G. (1996). Internet communication in six classrooms:Conversations across time, space, and culture. New Jersey: Lawrence Erlbaum Associates.
- Huckle, J. (2006). Education for sustainable development: A briefing paper for the trainingand development agency for schools. Retrieved July 16, 2008, from http://www.ttrb.ac.uk/Browse2.aspx?anchorId=14633&selectedId=14634
- Kalantzis, M. (2004). Diversity, new technologies and new learning. Paper presented at an international conference on computers in education, RMIT, Melbourne, Victoria, Australia.
- Kostoulas-Makrakis, N. (2011). Developing and applying a critical and transformative model to address education for sustainable development in teacher education. Journal of TeacherEducation for Sustainability, 12(2), 17-26. DOI: 10.2478/v10099-009-0051-0.
- Laurillard, D. (2008). The pedagogical challenges to collaborative technologies. Computer-Supported Collaborative Learning, 4, 5-20. DOI: 10.1007/s11412-008-9056-2.
- Lim, L. Y. L. (2009). A comparison of students’ reflective thinking across different years in a problem-based learning environment. Instructional Science, 39(2), 171-188.
- Makrakis, V., & Kostoulas-Makrakis, N. (2005). Techno-sciences and mathematics: Vehicles for a sustainable future and global understanding. Proceedings of the 2nd InternationalConference on Hands-on Science (pp. 103-108). Crete: University of Crete.
- Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J., & ID2 Research Group. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7.
- Merrill, M. D. (1997). Instructional strategies that teach. CBT Solutions, Nov./Dec., 1-11.
- Meyer, W. J. (1977). The effects of education as an institution. American Journal of Sociology, 83(1), 55-77.
- Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
- Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult &Continuing Education, 74, 5-12.
- Paavlova, S., & Hakkarainen, K. (2009). From meaning making to joint construction of knowledge practices and artefacts: A trialogical approach to CSCL. Proceedings of the9th International Conference on Computer Supported Collaborative Learning (pp. 83-92). Kallithea: International Society of the Learning Sciences.
- Palloff, R., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategiesfor online classroom. San Francisco: Jossey-Bass.
- Papastergiou, M., & Solomonidou, C. (2005). Gender issues in Internet access and favourite Internet activities among Greek high school pupils inside and outside school. Computers& Education, 44(4), 377-393.
- Rogers, R. R. (2001). Reflection in higher education: A concept analysis. Innovative HigherEducation, 26(1), 37-57.
- Seethaler, S., & Linn, M. (2004). Genetically modified food in perspective: An inquiry-based curriculum to help middle school students make sense of tradeoffs. International Journalof Science Education, 26(14), 1765-1785.
- Simons, K. D., & Ertmer, P. (2006). Scaffolding disciplined inquiry in problem-based learning environments. International Journal of Learning, 1(6), 297-305.
- UNESCO (United Nations Educational, Scientific and Cultural Organisation). (2011).
- Education for sustainable development. An expert review of processes and learning. Paris: UNESCO.