<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nora A. Altaweel</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATION OF MOBILE TECHNOLOGY INTO EVIDENCE-BASED PRACTICES FOR STUDENTS WITH EMOTIONAL AND CONDUCT DISORDERS IN CLASSROOM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">conduct disorders</style></keyword><keyword><style  face="normal" font="default" size="100%">educational setting</style></keyword><keyword><style  face="normal" font="default" size="100%">emerging practices</style></keyword><keyword><style  face="normal" font="default" size="100%">emotional disorders</style></keyword><keyword><style  face="normal" font="default" size="100%">evidence-based practices</style></keyword><keyword><style  face="normal" font="default" size="100%">mobile technology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1556863622.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Mobile technology (MT) may create new opportunities for teachers to enhance the implementation of evidence-based practices (EBPs) for students with emotional and conduct disorders (ECD) in United States.  However, there remains a relative paucity of research reviewing the effectiveness of integrating MT into EBPs, also referred to as emerging practices (EPs).  This integrative review provides a synthesis of the research on the effectiveness of EPs for students with ECD in the K-12 classroom environment.  A total of 11 empirical studies, published from 2008 to 2018, were reviewed. Results suggest that EPs may increase academic engagement for students with ECD during academic situations. Yet, drawing conclusions remains challenging due to limitations in relation to: (a) the unique power of EPs in isolation from some interfering variables, (b) generalizability of documented findings to various settings. Future research studies should ideally further address the areas of limitation toward conclusive claims concerning the effectiveness of EPs for students with ECD.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">195-208</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Viera   Palmárová</style></author><author><style face="normal" font="default" size="100%">Gabriela   Lovászová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MOBILE TECHNOLOGY USED IN AN ADVENTUROUS OUTDOOR LEARNING ACTIVITY: A CASE STUDY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">informatics education</style></keyword><keyword><style  face="normal" font="default" size="100%">mobile technology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413726797.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">44</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Digital devices like smart phones, tablets, PDAs and GPS navigators provide teachers in primary and secondary schools with new and attractive chances to teach in a constructivist/constructionist way. The research was aimed at designing an engaging outdoor learning activity based on collaboration and active using of mobile technology. The suggested learning activity was inspired by a real-world treasure hunting game called Geocaching and was realized with 2 groups of pupils aged 10-14. Children used a GPS-enabled PDA to navigate from their current location to another. They encountered various types of problems while collecting hints needed to calculate the final location of a hidden container. Even collaboration between competing teams was necessary in order to succeed. The case study gives an example of a well-designed constructivist/constructionist learning activity with special focus on informatics education but can be easily adapted for using in any other school subject or some after-school context as well. The adventurous and competitive nature of the learning activity resulted in high intrinsic motivation to learn, so the educational objectives could be reached effectively. Reported findings are grounded in observations made during the learning activity as well as the interviews with participants.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">64-71</style></section></record></records></xml>