標(biāo)題: Titlebook: Contemporary Technologies in Education; Maximizing Student E Olusola O. Adesope,A. G. Rud Book 2019 The Editor(s) (if applicable) and The A [打印本頁] 作者: Flexible 時間: 2025-3-21 19:42
書目名稱Contemporary Technologies in Education影響因子(影響力)
書目名稱Contemporary Technologies in Education影響因子(影響力)學(xué)科排名
書目名稱Contemporary Technologies in Education網(wǎng)絡(luò)公開度
書目名稱Contemporary Technologies in Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Contemporary Technologies in Education被引頻次
書目名稱Contemporary Technologies in Education被引頻次學(xué)科排名
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書目名稱Contemporary Technologies in Education讀者反饋
書目名稱Contemporary Technologies in Education讀者反饋學(xué)科排名
作者: 議程 時間: 2025-3-22 00:03
learning.Explores challenges in moving from discussing pedaThis edited volume provides a critical discussion of theoretical, methodological, and practical developments of contemporary forms of educational technologies. Specifically, the book discusses the use of contemporary technologies such as th作者: 灰心喪氣 時間: 2025-3-22 02:47
Participation and Political Values,a tendency to make bad investments in our technology initiatives and suggest there are more important questions to be asking; rather than how we use technology, we should place emphasis on what we need from technology. I present three distinctive examples that represent innovative and pedagogically coherent uses of technology.作者: 糾纏,纏繞 時間: 2025-3-22 05:22
Philosophy and the Cambridge Apostlesally and then explains how the two can be combined into what we have called a project-based learning progression and how this may be beneficial to teaching and learning at the K-12 level. This chapter concludes by describing that there may be evidence to suggest that a learning progression occurs through project-based learning paradigms.作者: LATHE 時間: 2025-3-22 10:42
Book 2019nologies. Specifically, the book discusses the use of contemporary technologies such as the Flipped Classroom (FC), Massive Open Online Course (MOOC), Social Media, Serious Educational Games (SEG), Wikis, innovative learning software tools, and learning analytic approach for making sense of big data作者: Barter 時間: 2025-3-22 13:44 作者: Barter 時間: 2025-3-22 17:43
Project-Based Learning Progressions: Identifying the Nodes of Learning in a Project-Based Environmeally and then explains how the two can be combined into what we have called a project-based learning progression and how this may be beneficial to teaching and learning at the K-12 level. This chapter concludes by describing that there may be evidence to suggest that a learning progression occurs through project-based learning paradigms.作者: 藐視 時間: 2025-3-22 22:26 作者: 強制性 時間: 2025-3-23 02:53 作者: 思考才皺眉 時間: 2025-3-23 08:10 作者: Genistein 時間: 2025-3-23 11:16
,Dialects and Standard English — the past,emonstrated that students receiving signals scored significantly worse on posttests than non-signaled students and demonstrated less efficient gaming behaviors beyond the levels that integrated the signals. The chapter concludes with a discussion of how the design principles might be refined to leverage the proven affordances of signaling.作者: 諂媚于性 時間: 2025-3-23 17:08 作者: Common-Migraine 時間: 2025-3-23 18:11
Memoirs, Apostle Papers and Other Essays fine-grained, trace data fully cataloging information learners operate on and operations they apply to information. Big ambient trace data are raw material for developing learning analytics that support self-regulated learning for improving information problem solving.作者: 玩笑 時間: 2025-3-23 23:48
Memoirs, Apostle Papers and Other Essaysgm—the revolution of access to online learning where outcomes can be documented through badges, certificates, and nanodiplomas. Higher Education 2.0 offers a pathway to employment that by-passes conventional universities and their degree programs.作者: cauda-equina 時間: 2025-3-24 02:52 作者: 不可救藥 時間: 2025-3-24 08:41 作者: 終止 時間: 2025-3-24 14:12 作者: 輕快帶來危險 時間: 2025-3-24 15:31
Promoting Engagement Through Participatory Social Practices in Next Generation Social Media Contextly enhanced in conjunction with these trends in technological development. The author recognizes that innovative pedagogical developments is necessary in order to realize the potential of these advancements. Toward this goal, suggestions for teacher preparation are addressed.作者: Moderate 時間: 2025-3-24 21:39 作者: assent 時間: 2025-3-25 01:32
Cognitive Tools for Scaffolding Argumentation,chemas, cognitive tools, argument tagging, and argument maps; and we discuss our research on the benefits of using argumentation-oriented study tools. Finally, we consider how such tools might be introduced across school subjects.作者: 攝取 時間: 2025-3-25 04:11
Enhancing Self-Regulated Learning for Information Problem Solving with Ambient Big Data Gathered by fine-grained, trace data fully cataloging information learners operate on and operations they apply to information. Big ambient trace data are raw material for developing learning analytics that support self-regulated learning for improving information problem solving.作者: SPASM 時間: 2025-3-25 10:07
Massive Open Online Courses and the Future of Higher Education,gm—the revolution of access to online learning where outcomes can be documented through badges, certificates, and nanodiplomas. Higher Education 2.0 offers a pathway to employment that by-passes conventional universities and their degree programs.作者: 安心地散步 時間: 2025-3-25 14:43 作者: Obstreperous 時間: 2025-3-25 17:49 作者: frenzy 時間: 2025-3-25 22:04 作者: 飲料 時間: 2025-3-26 03:34 作者: 表兩個 時間: 2025-3-26 06:28
The Editor(s) (if applicable) and The Author(s) 2019作者: 嫌惡 時間: 2025-3-26 09:16 作者: 千篇一律 時間: 2025-3-26 15:40
https://doi.org/10.1007/978-1-349-17924-4ical content knowledge (PCK) to talking about technological pedagogical content knowledge (TPACK). TPACK is the knowledge of how to use technology to improve pedagogy, to facilitate learning of content, and to build on student technological literacies as content. Therefore, TPACK subsumes PCK, addin作者: 沉積物 時間: 2025-3-26 17:32 作者: 有發(fā)明天才 時間: 2025-3-26 22:24
Spoken English and written English,ging and motivating. Considering the potential for increasing engagement and motivation among students, this understanding should pique the interest of all educators. We can now easily create scenarios in which students are compelled to co-construct the community and context in which they learn. Thi作者: Haphazard 時間: 2025-3-27 03:19
,Dialects and Standard English — the past,r integrating such signals into digital games for learning has not been explored in similar depth. An experimental study was conducted with sixty-nine middle schoolers to assess the efficacy of using a signaling approach to direct learners’ attention to key conceptual elements within a multi-represe作者: rheumatism 時間: 2025-3-27 07:59 作者: separate 時間: 2025-3-27 10:43
Jane Marcus (Associate Professor of English)overview of what makes learning analytics a unique and especially promising technology to improve teaching and learning. . used in learning analytics relate to the process of learning, can come from a variety of sources (in both virtual and physical learning environments), and are characterized by t作者: lymphedema 時間: 2025-3-27 16:53
Memoirs, Apostle Papers and Other Essaysems of searching for, analyzing, mining and organizing unfamiliar content. Findings from randomized controlled trials (RCTs), the “gold standard” for research, are recommended to meet these needs but RCTs poorly serve this purpose. A state-of-the-art learning technology, nStudy, is proposed to suppo作者: 多樣 時間: 2025-3-27 18:49 作者: 防止 時間: 2025-3-27 22:45
Memoirs, Apostle Papers and Other Essayst MOOCs in the abstract, I examine actual MOOCs that point to future developments. I locate three areas where MOOCs can make positive contributions: return on investment, new revenue streams, and revolutionary new course and credential formats. The first two contribute to university students, facult作者: interference 時間: 2025-3-28 05:40 作者: Silent-Ischemia 時間: 2025-3-28 07:41 作者: 過份好問 時間: 2025-3-28 11:44
Improving Science Education Through Developing Technological Pedagogical Content Knowledge in Teachical content knowledge (PCK) to talking about technological pedagogical content knowledge (TPACK). TPACK is the knowledge of how to use technology to improve pedagogy, to facilitate learning of content, and to build on student technological literacies as content. Therefore, TPACK subsumes PCK, addin作者: 協(xié)奏曲 時間: 2025-3-28 14:36
Toward Understanding the Practice and Potential of Educational Technologies on Our Campuses: Shouldd many have engaged such opportunities. However, there is a reason to engage skepticism when we consider the role of technology in our institutions. I argue that technology cannot be both the . of the learning environment and the . for catalyzing change in higher education. Furthermore, I highlight 作者: Aggressive 時間: 2025-3-28 20:38
Promoting Engagement Through Participatory Social Practices in Next Generation Social Media Contextging and motivating. Considering the potential for increasing engagement and motivation among students, this understanding should pique the interest of all educators. We can now easily create scenarios in which students are compelled to co-construct the community and context in which they learn. Thi作者: metropolitan 時間: 2025-3-29 01:06
Signaling in Disciplinarily-Integrated Games: Challenges in Integrating Proven Cognitive Scaffolds r integrating such signals into digital games for learning has not been explored in similar depth. An experimental study was conducted with sixty-nine middle schoolers to assess the efficacy of using a signaling approach to direct learners’ attention to key conceptual elements within a multi-represe作者: tariff 時間: 2025-3-29 04:37
Cognitive Tools for Scaffolding Argumentation,econd, it is an instructional strategy for advancing understanding in history, mathematics, science, and many other subjects (“argue to learn”). In this chapter we inquire how educational technologies can advance these interdependent and mutually supportive roles of argumentation. Our focus is on co作者: 值得 時間: 2025-3-29 10:26 作者: 脖子 時間: 2025-3-29 12:21 作者: ESPY 時間: 2025-3-29 17:59
Project-Based Learning Progressions: Identifying the Nodes of Learning in a Project-Based Environments at age levels that range from the elementary-school level to undergraduate college students in STEM career fields. The use of learning progressions as methods of both assessment and instruction is also examined. The chapter describes both learning progressions and project-based learning individu
