標(biāo)題: Titlebook: Digital Technologies for School Collaboration; Anastasia Gouseti Book 2014 Anastasia Gouseti 2014 Digital technologies.school collaboratio [打印本頁(yè)] 作者: 嬉戲 時(shí)間: 2025-3-21 19:45
書(shū)目名稱Digital Technologies for School Collaboration影響因子(影響力)
書(shū)目名稱Digital Technologies for School Collaboration影響因子(影響力)學(xué)科排名
書(shū)目名稱Digital Technologies for School Collaboration網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱Digital Technologies for School Collaboration網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱Digital Technologies for School Collaboration被引頻次
書(shū)目名稱Digital Technologies for School Collaboration被引頻次學(xué)科排名
書(shū)目名稱Digital Technologies for School Collaboration年度引用
書(shū)目名稱Digital Technologies for School Collaboration年度引用學(xué)科排名
書(shū)目名稱Digital Technologies for School Collaboration讀者反饋
書(shū)目名稱Digital Technologies for School Collaboration讀者反饋學(xué)科排名
作者: 矛盾 時(shí)間: 2025-3-21 22:14 作者: construct 時(shí)間: 2025-3-22 02:57 作者: 代理人 時(shí)間: 2025-3-22 08:22 作者: 反饋 時(shí)間: 2025-3-22 10:15 作者: FOLD 時(shí)間: 2025-3-22 15:21
,Conclusions and Suggestions for Improving School Collaboration—Where Now?,beyond the enthusiasm as well as skepticism that surround the educational potential of social media, a range of issues can be identified that are associated with the use of digital technologies for school collaboration. For instance, it emerged that the particular contexts and conditions within whic作者: FOLD 時(shí)間: 2025-3-22 21:07 作者: 基因組 時(shí)間: 2025-3-22 23:21
Sample Functions of the Gaussian Processe studies of two collaborative projects initiated by schools in the United Kingdom and partnered with schools in Greece and Germany, respectively, this chapter presents a broad picture of the actual practices and challenges in a range of diverse secondary education classrooms.作者: 煩人 時(shí)間: 2025-3-23 02:17
Book 2014past decade. This book sheds new light on this topical but ever so complex issue. Drawing on a wealth of theoretical and empirical work, it presents the various models of available school twinning programs and explores the cultural, political, and economic factors that surround the recent enthusiasm作者: Coronary-Spasm 時(shí)間: 2025-3-23 07:37 作者: Hiatus 時(shí)間: 2025-3-23 12:00
Jianqing Fan,Ya’acov Ritov,C. F. Jeff Wu-based interaction.” Within educational communities the use of digital technologies in the classroom has been largely received with enthusiasm as it is seen to present educators with numerous opportunities for teaching, learning, and collaborating.作者: hallow 時(shí)間: 2025-3-23 17:21
R. M. Dudley,Jacob Feldman,L. Le Camprojects. It then goes on to describe the participants’ initial expectations, the range of inhibitors they faced during their collaborative journeys, and the actors and factors that shaped their participation.作者: 逗留 時(shí)間: 2025-3-23 20:28
Sample Functions of the Gaussian Processa range of digital tools created similar opportunities for the participants, the actual student and teacher engagement with the technologies and their participation in the collaborative projects shared similarities but also differed to some extent.作者: RLS898 時(shí)間: 2025-3-23 22:27 作者: osteoclasts 時(shí)間: 2025-3-24 04:33 作者: 凌辱 時(shí)間: 2025-3-24 06:48
Collaborative Experiences in Practice: Case Studies from Greece,projects. It then goes on to describe the participants’ initial expectations, the range of inhibitors they faced during their collaborative journeys, and the actors and factors that shaped their participation.作者: capsule 時(shí)間: 2025-3-24 12:59
,Conclusions and Suggestions for Improving School Collaboration—Where Now?,a range of digital tools created similar opportunities for the participants, the actual student and teacher engagement with the technologies and their participation in the collaborative projects shared similarities but also differed to some extent.作者: 脆弱么 時(shí)間: 2025-3-24 15:22 作者: 偽造者 時(shí)間: 2025-3-24 22:07 作者: 輕而薄 時(shí)間: 2025-3-25 00:14 作者: 殺死 時(shí)間: 2025-3-25 03:57 作者: 昏睡中 時(shí)間: 2025-3-25 08:57
The Bigger Picture: Understanding Web-Based School Collaboration,e collaborative aims and flexible nature of the eTwinning initiative. This chapter will go on to bring together, summarize, and compare the findings from all four case studies—exploring how digital technologies were appropriated in practice and presenting the types of school norms and modes that did作者: overture 時(shí)間: 2025-3-25 12:24 作者: Vo2-Max 時(shí)間: 2025-3-25 16:41
https://doi.org/10.1057/9781137372857Digital technologies; school collaboration; educational technologies; education; school; work作者: Arthropathy 時(shí)間: 2025-3-25 20:07 作者: 背書(shū) 時(shí)間: 2025-3-26 02:30 作者: 延期 時(shí)間: 2025-3-26 07:48
On the Volume of Sets Having Constant Width?oreover, the growth of social media in the 2000s has been a catalyst in the transformation of the ways in which web-based collaboration is perceived. In the context of education, in recent years, a number of educators as well as policy makers and governmental bodies appear to have embraced the poten作者: 情感 時(shí)間: 2025-3-26 09:21
Jianqing Fan,Ya’acov Ritov,C. F. Jeff Wuged, which can be said to differ substantially from the forms and the initial concept of the World Wide Web as it emerged into mainstream technology use in the 1990s. These new digital technologies appear to be especially connective and social in nature. As Flaythornthwaite and Andrews argue (2011, 作者: Mendicant 時(shí)間: 2025-3-26 13:46 作者: 高深莫測(cè) 時(shí)間: 2025-3-26 20:46 作者: Gentry 時(shí)間: 2025-3-26 23:59
R. M. Dudley,Jacob Feldman,L. Le Camgagement with the eTwinning initiative and revealing how a range of overlapping and interrelated factors can determine educational collaboration. In this chapter, a comparative approach to data analysis is taken that allows us to compare the data collected from the four diverse cases in terms of the作者: 補(bǔ)角 時(shí)間: 2025-3-27 01:36 作者: 衰弱的心 時(shí)間: 2025-3-27 06:55 作者: 危險(xiǎn) 時(shí)間: 2025-3-27 09:28 作者: GOAT 時(shí)間: 2025-3-27 16:08
R. Shashidharwith whom I have worked for almost 40 years. First, we worked together at the University of Oregon Diagnostic Radiology Department led by Charles Dotter and, then, during the past 24 years in the Dotter Interventional Institute where he succeeded me as the Institute Director. I also want to thank Fr作者: OTTER 時(shí)間: 2025-3-27 19:15
Thomas Etzemüllerit, n?mlich die Informationsübertragungskapazit?t, welche in erster Linie eine Eigenschaft des Mikroskopes ist und darüber hinaus nur von statistischen Mittelwerten der Objekteigenschaften abh?ngt. Als Eingangs- und Ausgangssignalfunktion haben wir die Fourier-Transformierten des Objekt- und des Bil作者: 妨礙議事 時(shí)間: 2025-3-28 01:43 作者: Semblance 時(shí)間: 2025-3-28 05:42 作者: 漫不經(jīng)心 時(shí)間: 2025-3-28 08:35 作者: Introduction 時(shí)間: 2025-3-28 10:26
