Livros, relatórios e artigos académicos
European Commission. (2020). Digital Education action Plan 2021-2027. Resetting education and training for the digital age. COM/2020/624 final. Brussels: European Commission. Available at: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52020DC0624 [Accessed 5th December 2020]
European Commission. (2020). Education and Training Monitor 2020. Teaching and learning in a digital age. Luxembourg: Publications Office of the European Union. Available at: https://op.europa.eu/en/publication-detail/-/publication/92c621ce-2494-11eb-9d7e-01aa75ed71a1/language-en [Accessed 5th December 2020]
Eurydice [European Commission Education, Audio-visual and Culture Executive Agency]. (2011). Adults in formal education: policies and practice in Europe. Brussels: EACEA. Available at: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/128EN.pdf [Accessed 4th December 2020]
Latchem, C. (Ed.). (2017). Using ICTs and Blended Learning in Transforming TVETUNESCO and Commonwealth of Learning, Available at: https://unesdoc.unesco.org/ark:/48223/pf0000247495 [Accessed 14th December 2020]
Hojeij, Z. and Hurley, Z. (2017). The Triple Flip: Using Technology for Peer and Self-Editing of Writing. International Journal for the Scholarship of Teaching and Learning, 11(1), pp. 1-4. Available at: https://doi.org/10.20429/ijsotl.2017.110104 [Accessed 14th December 2020]
Tuna, A. and Tuna, G. (2019). The use of humanoid robots with multilingual interaction skills in teaching a foreign language: opportunities, research challenges and future research directions. CEPS Journal 9 (3 S), pp. 95-115. Available at: https://ojs.cepsj.si/index.php/cepsj/article/view/679 [Accessed 5th December 2020]
UNESCO [International Commission on the Futures of Education]. (2020). Education in a post-COVID world: Nine ideas for public action. Paris: UNESCO. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000373717/PDF/373717eng.pdf.multi [Accessed 4th December 2020]
Vuorikari, R. et al. (2020). Emerging technologies and the teaching profession: Ethical and pedagogical considerations based on near-future scenarios. Luxembourg: Publications Office of the European Union. Available at: doi:10.2760/46933, JRC120183 [Accessed 4th December 2020]
Wiklund, M. and Anderson, A. (2018). Student-initiated use of technology – Friend and foe. E-Learning and Digital Media, 15(1), pp. 3-16. Available at: http://dx.doi.org/10.1177/2042753017752767 [Accessed 15th December 2020].
Himmelsbach, V. (2019). Technology in the Classroom in 2019: 6 Pros & Cons. Top Hat Blog. Available at: https://tophat.com/blog/6-pros-cons-technology-classroom/ [Accessed 7th December 2020]
Malhotra, L. (2020). Technology as Friend, not Foe! Writing Across the Curriculum at City. Available at: https://openlab.citytech.cuny.edu/writingacrossthecurriculum/2019/03/25/technology-as-friend-not-foe/ [Accessed 3rd December 2020]
Richmond, A. and Troisi, J. (2018). Technology in the Classroom: What the Research Tells Us. Inside Higher Ed. Available at: https://www.insidehighered.com/digital-learning/views/2018/12/12/what-research-tells-us-about-using-technology-classroom-opinion [Accessed 3rd December 2020)]
Aprendizagem ao longo da vida. (2017). Portugal: Radio TV Escola. Disponível em: https://www.youtube.com/watch?v=j91oEWJ95VA [acedido em 27 de janeiro de 2021]
The 100,000-student classroom. (2012). USA: Ted Talk. Disponível em: https://www.ted.com/talks/peter_norvig_the_100_000_student_classroom [acedido em 7 de dezembro de 2020].