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Perspectives on personal learning environments held by vocational students., , , , , and . Comput. Educ., 58 (2): 732-739 (2012)Pre-service teachers' experiences of using social software applications for collaborative inquiry., , , , , and . Comput. Educ., (2013)Finnish high school students' readiness to adopt online learning: Questioning the assumptions., , , and . Comput. Educ., 53 (3): 742-748 (2009)Upper secondary and vocational level teachers at social software., , , , and . Educ. Inf. Technol., 19 (4): 763-779 (2014)High School Teachers' Course Designs and Their Professional Knowledge of Online Teaching., , and . Informatics Educ., 5 (2): 313-328 (2006)Insights into Finnish first-year pre-service teachers' twenty-first century skills., , , , , , , , and . Educ. Inf. Technol., 22 (5): 2055-2069 (2017)How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective., , , , , , , , , and . Comput. Hum. Behav., (2021)Pre-service teachers' experiences of scaffolded learning in science through a computer supported collaborative inquiry., , , , and . Educ. Inf. Technol., 21 (2): 349-371 (2016)Differences in pre-service teachers' knowledge and readiness to use ICT in education., , , , and . J. Comput. Assist. Learn., 34 (2): 174-182 (2018)The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning., , , , , and . Comput. Educ., (2015)