By Charalampos Karagiannidis, Panagiotis Politis, Ilias Karasavvidis
An crucial textual content for researchers and teachers looking the main finished and updated insurance of all points of e-learning and ICT in schooling, this booklet is a multidisciplinary discussion board masking technical, pedagogical, organizational, tutorial and coverage features of the subject. Representing the simplest peer-reviewed papers from the eighth Panhellenic convention on ICT in schooling, specified emphasis is given to utilized examine suitable to academic perform and guided through the academic realities in faculties, schools, universities and casual studying organizations.
The quantity encompasses the present traits and concerns which verify and tell the mixing of ICT in academic perform, together with academic software program, academic video games, collaborative studying, digital studying environments, social networks, studying analytics, electronic museums, in addition to the evolution of e-learning.
Read Online or Download Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives PDF
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Additional info for Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives
Example text
The software includes distinct instructional units. The syllabus presentation is carried out through definitions, examples, rules, 34 D. Apostolopoulou et al. and simulation examples. The possibility of learner evaluation is provided. The learner is informed on his/her answer correctness through positive or negative feedback. Moreover, via examples, simulations, and videos, the learner’s skill to interpret facts and phenomena is cultivated. The Geometer’s Sketchpad As far as “The Geometer’s Sketchpad” is concerned, since it constitutes open software, the teachers participating in the research chose not to answer to all the questions in the Likert Scale or in the nominal Yes/No scale.
For a connectivist dynamic system to exist, Downes (2005) argues that there must be learner autonomy, group diversity, openness and interactivity and connectedness defined as follows: 1. Autonomy—The level of learner autonomy must be high, and the learners must be more than simply managed participants who receive rather than create of knowledge. 2. Diversity—The community will have a diverse membership and not be a selfperpetuating in-group maintaining the status quo and stifling new ideas and connections.
New York, NY: McGraw-Hill. Resnick, M. (2006). Computer as paintbrush: Technology, play, and the creative society. In D. Singer, R. Golikoff, & K. ), Play = Learning: How play motivates and enhances children's cognitive and social-emotional growth (pp. 192–208). Oxford: Oxford University Press. Robinson, H. (2010). Case prompts mobile crackdown call. co. stm Roblyer, M. , & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites.
