Second Handbook of Information Technology in Primary and Secondary Education

In this second edition the editors continue their efforts to synthesize research and practice and project future directions in the field of information and communication technology. The proliferation of mobile devices and applications have had major implications on how the nature of teaching and lea...

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Médium: Elektronický zdroj E-kniha
Jazyk:angličtina
Vydáno: Cham : Springer International Publishing, 2018.
Vydání:1st ed. 2018.
Edice:Springer International Handbooks of Education,
Témata:
Educational technology.
Education-Data processing.
Learning.
Instruction.
ISBN:9783319710549
ISSN:2197-1951
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245 1 0 |a Second Handbook of Information Technology in Primary and Secondary Education   |h [electronic resource] /  |c edited by Joke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai. 
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505 0 |a Introduction -- Section 1 - Working title: Challenges in 21st century curricula -- Section 2 - Working title: Learners and the Learning processes -- Section 3 - Working title: Attitudes, competencies, and dispositions for learning and teaching -- Section 4 - Working Title: Professional learning & development of teachers -- Section 5 - Working Title: The role of leadership -- Section 6 - Working Title: Assessment: issues and opportunities -- Section 7 - Working Title: Flexible and distance learning -- Section 8 - Working Title: Mobile learning -- Section 9 - Working Title: Educational games, simulation, and emerging technologies -- Section 10 - Working Title: Digital equity -- Section 11 - Working Title: Research paradigms -- Section 12 - Working Title: International policies. 
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520 |a In this second edition the editors continue their efforts to synthesize research and practice and project future directions in the field of information and communication technology. The proliferation of mobile devices and applications have had major implications on how the nature of teaching and learning should be conceptualised, and what pedagogical practices should be used to support bridging formal and informal learning. The advent of social media also highlights the importance of gaining a deeper understanding of social learning theories and computer-supported collaborative learning theories and practices. The advancement of new technologies to support easy accessibility of educational resources such as OER and to a lesser extent MOOCs have led to the debate on how assessment should be conducted and how technologies could be used to support it. The demand of the knowledge society requires that researchers, policy makers, and educational practitioners be conversant with new research findings in order to understand the impact of ICT in teaching and learning, and how to support learners to use new technologies and applications creatively and effectively. New research paradigms have emerged to meet these challenges. . 
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