Titlebook: Emergent Practices and Material Conditions in Learning and Teaching with Technologies; Teresa Cerratto Pargman,Isa Jahnke Book 2019 Spring

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Minikin

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

itinerary

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

geriatrician

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

漫不經(jīng)心

漫不經(jīng)心

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

殺人

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

OMIT

Androgen

Emergent Practices and Material Conditions in Learning and Teaching with Technologies