標(biāo)題: Titlebook: Emergent Practices and Material Conditions in Learning and Teaching with Technologies; Teresa Cerratto Pargman,Isa Jahnke Book 2019 Spring [打印本頁(yè)] 作者: DIGN 時(shí)間: 2025-3-21 17:30
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書(shū)目名稱Emergent Practices and Material Conditions in Learning and Teaching with Technologies影響因子(影響力)學(xué)科排名
書(shū)目名稱Emergent Practices and Material Conditions in Learning and Teaching with Technologies網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱Emergent Practices and Material Conditions in Learning and Teaching with Technologies網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
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書(shū)目名稱Emergent Practices and Material Conditions in Learning and Teaching with Technologies讀者反饋
書(shū)目名稱Emergent Practices and Material Conditions in Learning and Teaching with Technologies讀者反饋學(xué)科排名
作者: aphasia 時(shí)間: 2025-3-21 22:12 作者: Minikin 時(shí)間: 2025-3-22 01:25
https://doi.org/10.1007/978-3-662-08860-9n teachers’ strategies for constructing a teaching design that attempts to fulfill each student’s individual needs. The findings also make clear that teachers are struggling for providing a customized education for all. In addition, the findings contribute to knowledge about how principals’ strategi作者: itinerary 時(shí)間: 2025-3-22 06:46
https://doi.org/10.1007/978-3-540-36961-5antamount to the teachers’ excitement, hope, and their expectation that the appearance of tablets at school will work “wonders.” The teachers perceived tablets as a magic wand about to cause radical changes to teaching and learning practices. However, nothing like that happened. Our video ethnograph作者: geriatrician 時(shí)間: 2025-3-22 11:33
https://doi.org/10.1007/978-3-662-08861-6ditions provided an explorative design space for students’ collaborative learning, and many hypotheses were raised during the hands-on activity with materials and representations. Furthermore, we suggest an emergent practice based on our findings, in which teachers, and not only students, need maker作者: 漫不經(jīng)心 時(shí)間: 2025-3-22 14:35 作者: 漫不經(jīng)心 時(shí)間: 2025-3-22 19:24
https://doi.org/10.1007/978-3-7091-2287-7roader design-based research project, that illustrate how the intended design of AR-supported learning is transformed by the interactions between the components of the triadic system. The chapter concludes with a discussion of design principles that consider aspects of materiality during learning wi作者: 殺人 時(shí)間: 2025-3-23 01:05
uropean and International Views” and the workshop “Emergent Practices and Material Conditions?in Tablet-mediated Collaborative Learning and Teaching” both of which have been held at the Computer-Supported Colla978-3-030-10764-2作者: OMIT 時(shí)間: 2025-3-23 04:47 作者: Androgen 時(shí)間: 2025-3-23 08:18
Emergent Practices and Material Conditions in Learning and Teaching with Technologies作者: 協(xié)議 時(shí)間: 2025-3-23 11:02
Emergent Practices and Material Conditions in Learning and Teaching with Technologies978-3-030-10764-2作者: FIS 時(shí)間: 2025-3-23 16:01
Book 2019ng and Learning Practices in Schools with?Tablet-MediatedCollaborative Learning: Nordic, European and International Views” and the workshop “Emergent Practices and Material Conditions?in Tablet-mediated Collaborative Learning and Teaching” both of which have been held at the Computer-Supported Colla作者: Palate 時(shí)間: 2025-3-23 18:01 作者: Host142 時(shí)間: 2025-3-24 02:16
Unpacking Emergent Teaching Practices with Digital Technology technologies in the classroom. Such a practice is characterized as effective, evidence-based, and liberated from time and space communication. The implications of these findings are discussed in relation to, the emergence of the teachers’ practice of experimenting with the digital materials, and th作者: Neutral-Spine 時(shí)間: 2025-3-24 05:27 作者: 牛的細(xì)微差別 時(shí)間: 2025-3-24 09:34 作者: Glaci冰 時(shí)間: 2025-3-24 12:17
Material Conditions of Collaborative Knowledge Construction: The Case of Monoplantditions provided an explorative design space for students’ collaborative learning, and many hypotheses were raised during the hands-on activity with materials and representations. Furthermore, we suggest an emergent practice based on our findings, in which teachers, and not only students, need maker作者: Intractable 時(shí)間: 2025-3-24 16:03
Orchestrating Learning as an?Emergent Practice in the?Use of Location-Based Games with Mobile Deviceeachers to orchestrate learning in middle school settings? Data were gathered by semi-structured group interviews and video recordings with 20 students and two teachers. Moreover, documents such as lesson plans were included in the dataset. In the study, it was found that students and teachers parti作者: 單純 時(shí)間: 2025-3-24 20:07
The Impact of Materiality on the?Design of Mobile, Augmented Reality Learning Environments in Non-foroader design-based research project, that illustrate how the intended design of AR-supported learning is transformed by the interactions between the components of the triadic system. The chapter concludes with a discussion of design principles that consider aspects of materiality during learning wi作者: comely 時(shí)間: 2025-3-25 01:19
https://doi.org/10.1007/978-3-7091-6723-6 of practices in schools, museums, field trips, and the home. In particular, we paid attention to the material conditions of such practices via, for instance, the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; t作者: recession 時(shí)間: 2025-3-25 06:19 作者: 格言 時(shí)間: 2025-3-25 08:44
https://doi.org/10.1007/978-3-662-52976-8h sought to contribute to the discourse on the digitalization of schools from the perspective of teachers’ everyday practice. The analysis was grounded in the scrutiny of 11 semi-structured interviews and field notes stemming from ethnographic observations carried out in classrooms, breaks, and teac作者: CEDE 時(shí)間: 2025-3-25 15:31
https://doi.org/10.1007/978-3-642-00428-5 by ICTs in the images of school classes presented in the articles of the written press. Sociomaterial and Multimodal perspective categories are recovered to understand the regularities and the differences in the meanings that these images construct even in different countries. This study contribute作者: 上漲 時(shí)間: 2025-3-25 17:53 作者: 訓(xùn)誡 時(shí)間: 2025-3-25 23:58
https://doi.org/10.1007/978-3-662-08860-9’s teaching designs in tablet-based one-to-one computing initiatives in Sweden. Further, the aim was to explore teachers’ motives and practical implementation for teaching and learning in the one-to-one computing classroom. Data were collected through semi-structured interviews with 26 teachers alon作者: 銼屑 時(shí)間: 2025-3-26 01:23 作者: 冥界三河 時(shí)間: 2025-3-26 05:28 作者: scrape 時(shí)間: 2025-3-26 10:53 作者: 大罵 時(shí)間: 2025-3-26 15:12 作者: FLOAT 時(shí)間: 2025-3-26 20:18 作者: headlong 時(shí)間: 2025-3-26 22:08
Klaus-Peter Schulitz,Hans-Otto Dustmann multimodally mediated world we are living in. Employing a Design-Based Research (DBR) approach, this chapter describes the design, implementation and evaluation of a museum–school partnership that unfolded in 13?weeks for the design of a student-generated virtual museum to support STEM curriculum f作者: 從屬 時(shí)間: 2025-3-27 02:13 作者: 欺騙世家 時(shí)間: 2025-3-27 07:05 作者: 喚醒 時(shí)間: 2025-3-27 11:32 作者: epidermis 時(shí)間: 2025-3-27 14:10 作者: 種子 時(shí)間: 2025-3-27 21:04 作者: 漫步 時(shí)間: 2025-3-27 22:01
https://doi.org/10.1007/978-3-030-10764-2Tablets; Collaborative teaching; Tablet mediated collaborative learning; Digital Didactical Design; Tabl作者: 通情達(dá)理 時(shí)間: 2025-3-28 03:01 作者: 思鄉(xiāng)病 時(shí)間: 2025-3-28 10:17 作者: Cytology 時(shí)間: 2025-3-28 13:53
https://doi.org/10.1007/978-3-642-58881-5ical environment have the potential to enact change in children’s additional language learning through listening, seeing, speaking, moving, and showing in virtual interaction with a grandparent as adult conversational partner.作者: 加花粗鄙人 時(shí)間: 2025-3-28 17:38 作者: FLASK 時(shí)間: 2025-3-28 20:54 作者: 不安 時(shí)間: 2025-3-28 23:06
Book 2019particular, the authors pay attention to the material conditions of such practices via the exploration of media discourses on information and communication technologies?in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of?CrossAc作者: negotiable 時(shí)間: 2025-3-29 04:45 作者: Observe 時(shí)間: 2025-3-29 09:56 作者: allude 時(shí)間: 2025-3-29 13:48 作者: NADIR 時(shí)間: 2025-3-29 19:22
Klaus-Peter Schulitz,Hans-Otto Dustmannat the museum–school partnership unfolded as an emergent multiliteracy practice. Students engaged in the learning process as active designers and multimodal learners; in such a process, they enacted repertoires of digital literacy that reflected critical thinking competencies and higher order thinking.作者: seroma 時(shí)間: 2025-3-29 20:33 作者: 太空 時(shí)間: 2025-3-30 02:30 作者: iodides 時(shí)間: 2025-3-30 06:50
Conditions for Teaching with Mobile Technology in the School Classroomrtance of pedagogical reflection and design. The challenges were technical problems, student use of the laptop, and time for and access to professional development. Teachers focused on helping students see the laptop as a school tool as well as taking on a new tool in the classroom, that is, the mobile phone.作者: Gratuitous 時(shí)間: 2025-3-30 08:53
WhatsApp with Science? Emergent CrossActionSpaces for Communication and Collaboration Practices in ase of the unfolding social practices of science learning. I discuss how the agency developed in this CrossActionSpace is transcendant and creates the conditions for all participants to develop identities that are resonant with imaginations and realizations of academic advancement.作者: lacrimal-gland 時(shí)間: 2025-3-30 13:48
Emergent Digital Multiliteracy Practices at the Core of a Museum–School Partnershipat the museum–school partnership unfolded as an emergent multiliteracy practice. Students engaged in the learning process as active designers and multimodal learners; in such a process, they enacted repertoires of digital literacy that reflected critical thinking competencies and higher order thinking.作者: GRE 時(shí)間: 2025-3-30 17:52
Implications for Deep Learning: Unpacking the Practice of Teaching and Learning , Technologies shown in this chapter through the implications that it brings for the work of teachers, practitioners, schools, and researchers. Moreover, by using the approach of crossactionspaces, I provide an alternative view to the concept of teachers as workplace learners—the Teacher’s Zone of Proximal Development (T-ZPD).作者: CHYME 時(shí)間: 2025-3-30 22:55
Introduction to Emergent Practices and Material Conditions in Learning and Teaching with Technologie of practices in schools, museums, field trips, and the home. In particular, we paid attention to the material conditions of such practices via, for instance, the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; t
