This edited book presents the most recent theory, research and practice on information and technology literacy as it relates to the education of young children.
This book promotes the experimental mathematics approach in the context of secondary mathematics curriculum by exploring mathematical models depending on parameters that were typically considered advanced in the pre-digital education era.
Although a few books are available on the use of computers in the school office, this book is the first one addressing the topic of computer-assisted school information systems (SISs) for an international audience, based on both practical and scientific international collaborative research.
Researchers and educational software developers have talked about building authoring tools for intelligent tutoring systems (ITSs), adaptive and knowled- based instructional systems, and other forms of advanced-technology learning environments (ATLEs) ever since these forms of educational software were introduced in the 1970s.
Almost thirty years ago a friend involved in the education profession told me that in his estimation much more was "e;caught"e; by students outside of classrooms than was "e;taught"e; within those hallowed walls.
Like previous volumes in the "e;Educational Innovation in Economics and Business"e; series, this one is genuinely international in terms of its coverage.
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning (CSCL) environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn.
Designing for Learning in Networked Learning Environments is of interest to researchers and students, designers, educators, and industrial trainers across various disciplines including education, cognitive, social and educational psychology, didactics, computer science, linguistics and semiotics, speech communication, anthropology, sociology and design.
We are pleased to present the ESERA 2001 Conference book, which is based on contributions submitted and presented to the Third International Conference "e;Science Education Research in the Knowledge Based Society"e; that was organised by the Department of Primary Education of the Aristotle University of Thessaloniki and held in Thessaloniki from August 21 to August 26, 2001.
This volume presents a "e;photograph"e; of the state of the art in Science Education Research in Europe as it has emerged from the first ESERA Conference held in Rome in September 1997.
This book takes up the debate about matching vocational education with the labour market and shows progress in terms of theoretical models, tools (transformation and matching processes), and learning environments.
Many business corporations are faced with the challenge of bringing together quite different types of knowledge in design processes: knowledge of different disciplines in the natural and engineering sciences, knowledge of markets and market trends, knowledge of political and juridical affairs.
This book presents comprehensive results from case studies of five innovations in science education that have much to offer toward understanding current reforms in this field.
This volume results from a meeting that was held in Barcelona, Spain, April 1993, under the auspices of the DELTA programme of the European Commission.
Research on teacher thinking, beliefs and knowledge in higher education Increasingly serious attention is being paid to the quality of learning and teaching in higher education.
Focusing on geoscience, this book applies a uniquely cross-disciplinary perspective to its examination of the relationship between scientific research and teaching at universities.
From energy and water resources to natural disasters, and from changing climatic patterns to the evolution of the Earth's deep interior, geoscience research affects people's lives in many ways and on many levels.
This volume provides essential guidance for transforming mathematics learning in schools through the use of innovative technology, pedagogy, and curriculum.
Presenting cutting-edge studies from various countries into the theoretical and practical issues surrounding the literacy acquisition of at-risk children, this volume focuses specifically on the utility of technology in supporting and advancing literacy among the relevant populations.
This edited volume of papers from the twenty first International Conference on Chemical Education attests to our rapidly changing understanding of the chemistry itself as well as to the potentially enormous material changes in how it might be taught in the future.
This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics.
In contemporary society, science constitutes a significant part of human life in that it impacts on how people experience and understand the world and themselves.
Rapid-and seemingly accelerating-changes in the economies of developed nations are having a proportional effect on the skill sets required of workers in many new jobs.
This first book in the series will describe the Net Generation as visual learners who thrive when surrounded with new technologies and whose needs can be met with the technological innovations.
This, the first publication to collate a broad international perspective on the pedagogical value of GIS technology in classrooms, offers an unprecedented range of expert views on the subject.
In this book we respond to a higher education environment that is on the verge of profound changes by imagining an evolving and agile problem-based learning ecology for learning.
This book focuses on developing an understanding of the complex interplay of forces acting on individual universities and higher education systems to enable leaders and practitioners to take purposeful and strategic action.
This edited volume of papers from the twenty first International Conference on Chemical Education attests to our rapidly changing understanding of the chemistry itself as well as to the potentially enormous material changes in how it might be taught in the future.
