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022_000075/0000

Az oktatási szektor alkalmazkodása a digitális transzformáció kihívásaihoz

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Author
Horváth László
Title (EN)
Adaptation of the Education Sector to the Challenges of Digital Transformation
Field of science
ICT az oktatásban és a tanulásban / ICT in education and learning (12838), Oktatáspolitika / Education policy (12075)
Series
Metszéspontok
Type of publication
monográfia
022_000075/0182
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Page 183 [183]
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022_000075/0182

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FELHASZNÁLT IRODALOM 181 Tóthné Szikora, G. (2002). Munkaerőpiaci ismeretek. Miskolci Egyetem. http://midra. uni-miskolc.hu/document/11768/3738.pdf Tseng, J.-J., Chai, C. S., Tan, L., & Park, M. (2022). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948-971. https://doi.org/10.1080/09588221.2020 1868531 Tseng, T. H., Lin, S., Wang, Y.-S., & Liu, H.-X. (2022). Investigating teachers’ adoption of MOOCs: The perspective of UTAUT2. Interactive Learning Environments, 30(4), 635-650. https://doi.org/10.1080/10494820.2019.1674888 UNESCO. (2021). Whats next? Lessons on education recovery: Findings from a survey of ministries of education amid the COVID-19 pandemic. https://unesdoc.unesco.org/ark:/48223/ pf0000379117 UNICEF. (2023). Education in emergencies and crisis. https://www.unicef.org/mena/education-emergencies-and-crisis Vakilzadeh, K., & Haase, A. (2021). The building blocks of organizational resilience: A review of the empirical literature. Continuity & Resilience Review, 3(1), 1-21. https://doi. org/10.1108/CRR-04-2020-0002 Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Makitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3), Article 3. https://doi.org/10.14742/ ajet.3518 Varga, ]J. (2023). A pedagögushiäny területi különbsegei. Educatio, 32(1), 107-120. https:// doi.org/10.1556/2063.32.2023.1.7 Varga-Atkins, T. (2020). Beyond description: In search of disciplinary digital capabilities through signature pedagogies. Research in Learning Technology, 28. https://doi. org/10.25304/rlt.v28.2467 Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1), 157. https://doi.org/10.2307/41410412 Venkatesh, V. (2022). Adoption and use of AI tools: A research agenda grounded in UTAUT. Annals of Operations Research, 308(1), 641-652. https://doi.org/10.1007/s10479-02003918-9 Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences, 39(2), 273-315. https://doi.org/10.1111/j.15405915.2008.00192.x Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186-204. Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425-478. https:// doi.org/10.2307/30036540

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