Thematische Bibliographien / Digital tools in teaching

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Digital tools in teaching“

Autor: Grafiati
Veröffentlicht am 24. Juni 2021
Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "Digital tools in teaching"

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Mishra, Karen E., und Aneil K. Mishra. „Innovations in Teaching Advertising: Teaching Digital on a Shoestring Budget“. Journal of Advertising Education 24, Nr. 1 (22.04.2020): 8–20. http://dx.doi.org/10.1177/1098048220913342.

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The field of advertising is becoming increasingly integrated with public relations and social media ( Kim, 2012 ). As a result, many employers expect new graduates to understand how to navigate this from both an integrated and digital perspective in their new careers. The challenge is that some advertising courses may be taught from a theoretical perspective and without the digital tools that new graduates will need to know how to use. The Tool Kit Friday innovation is designed to help students learn how to use new digital tools, and to create client projects with those tools while also learning advertising strategy.
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Yordming, Raksamon. „Teachers’ Perspective towards Digital Teaching Tools in Thai EFL Classrooms“. International Journal of Languages, Literature and Linguistics 3, Nr. 2 (Juni 2017): 45–48. http://dx.doi.org/10.18178/ijlll.2017.3.2.108.

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AKHMETBEKOVA, G. S., und I. B. FAKHRUDENOVA. „DIGITAL TEACHING TOOLS IN PEDAGOGICAL ACTIVITIES“. Bulletin of Academy of Pedagogical Scienses of Kazakhstan, Nr. 2 (2021): 107–12. http://dx.doi.org/10.51883/20704046_2021_2_107.

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Napal, María, Ana María Mendióroz-Lacambra und Alicia Peñalva. „Sustainability Teaching Tools in the Digital Age“. Sustainability 12, Nr. 8 (21.04.2020): 3366. http://dx.doi.org/10.3390/su12083366.

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The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of “competence”). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.
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Williams, Mary, Patti Lockhart und Cathie Martin. „Digital teaching tools and global learning communities“. F1000Research 4 (05.03.2015): 59. http://dx.doi.org/10.12688/f1000research.6150.1.

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In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal, The Plant Cell (published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing.
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Williams, Mary, Patti Lockhart und Cathie Martin. „Digital teaching tools and global learning communities“. F1000Research 4 (20.07.2015): 59. http://dx.doi.org/10.12688/f1000research.6150.2.

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In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal,The Plant Cell(published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing.
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Nikitina, Natalia, und Olga Lakiychuk. „Use of digital tools in English teaching“. Human Studies. Series of Pedagogy, Nr. 44 (2021): 151–57. http://dx.doi.org/10.24919/2413-2039.12/44.24.

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Sawiji, Bekti. „POWERFUL TOOLS FOR TEACHING AND LEARNING: DIGITAL STORYTELLING“. ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, Nr. 2 (09.11.2016): 8. http://dx.doi.org/10.29407/jetar.v1i2.477.

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Digital storytelling is the telling of stories using computer-based tools to tell stories. It combines the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing. In the field of education, teachers and their students, from early childhood classrooms through graduate school, are using digital storytelling in many different content areas and across a wide range of grade levels. The purpose of this article is to explain the way how the digital storytelling can be created. There are five steps in creating digital storytelling in this workshop. 1. Determine Topic and Write a Script, 2. Collect Digital Resources, 3. Select Content and Develop a Storyboard, 4. Import, Record, Finalize, and 5. Share, Teach, Improve. It is expected that after having completed reading this article, the readers can create their own digital storytelling for educational use. Key Words: Digital Storytelling, Computer Based Tools
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Aşık, Asuman. „Digital Storytelling and Its Tools for Language Teaching“. International Journal of Computer-Assisted Language Learning and Teaching 6, Nr. 1 (Januar 2016): 55–68. http://dx.doi.org/10.4018/ijcallt.2016010104.

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This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.
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Abramovich, Sergei, und Yakov Yu Nikitin. „Teaching Classic Probability Problems with Modern Digital Tools“. Computers in the Schools 34, Nr. 4 (02.10.2017): 318–36. http://dx.doi.org/10.1080/07380569.2017.1384687.

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Dissertationen zum Thema "Digital tools in teaching"

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Moberg, Helén. „Digital tools in mathematics teaching“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30487.

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Syftet med min studie var att undersöka om problemlösning i matematik gick att förena med användandet av digitala hjälpmedel/program ur ett elev- och lärarperspektiv. Mina frågeställningar rörde hur digitala program som verktyg påverkade matematikundervisningen och hur elever och lärare såg på att arbeta på detta sätt.Det har visat sig i olika rapporter och bland forskare att skolan i Sverige generellt är dålig på att använda digitala verktyg i matematikundervisningen. I skolans styrdokument står det tydligt att moderna verktyg ska användas i undervisningen. Vidare visar rapporter på att matematikundervisningen fortfarande tenderar att vara tyst räkning. Forskare menar att om man använder sig av digitala verktyg leder detta till samspel. Jag ville undersöka kombinationen digitala verktyg och att använda sig av problemlösning i matematiken.Metoden jag har använt är att läsa böcker, tidningar, artiklar, avhandlingar och även på webben. Mitt underlag bygger på observationer i en andraklass vid fyra tillfällen, intervjuer med fyra elever och läraren i klassen. Klassen arbetade med digitala program där de löste problemlösningsuppgifter i matematik.Resultatet visade att digitala program i undervisningen gav eleverna möjligheter till att samspela, samtala, reflektera och att använda sig av matematiska begrepp. Slutsatsen är att digitala verktyg är ett av flera verktyg som bidrar till att eleverna samspelar, samtalar med varandra, reflekterar och använder ett matematiskt språk. Digitala verktyg ger eleverna ett lustfyllt verktyg till att lösa uppgifter av problemlösande karaktär i matematik som också finns i deras vardag. Dock ser jag att lärarens betydelse är stor och att det är viktigt hur undervisningen är upplagd.
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Granados, Martinez Alejandro. „Haptics-based simulation tools for teaching and learning digital rectal examinations“. Thesis, Imperial College London, 2015. http://hdl.handle.net/10044/1/61896.

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Anorectal and prostate abnormalities are commonly diagnosed via Digital Rectal Examinations (DRE). DRE is challenging to learn as opportunities for practice are limited, it is hard to standardise, there is a lack of feedback and ineffective assessment since visual cues are minimal, and there is vague information as to what constitutes adequate performance. Traditionally, trainees learn initially on plastic benchtop models and on patients later on. However, models are reported to have severe limitations and awareness of ethical issues has curtailed training opportunities. In order to overcome these limitations, a quantitative approach to better understand DREs via a visualization and analysis framework based on position and pressure sensors is presented, together with a series of progressive haptics-enabled learning tools for knowledge acquisition, procedural skills rehearsal and confidence development that aim to fill the existing gap in traditional teaching methods. These tools allow a trainee to literally see-through whilst practicing on benchtop models, visualise anatomical variability of MRI-scanned healthy volunteers, playback of expert performance, execute a series of Cognitive Task Analysis-based steps, rehearse procedural skills via haptics and deformation modelling of patient-specific anatomy, provide formative and summative feedback, and build up communication skills on a hybrid simulator. Experimental studies to validate the visualisation and analysis framework on both benchtop models and real subjects, and to quantify performance of experts from different specialties are presented. Results of evaluation studies with experts to validate the feedback tool and the haptics-based simulator are discussed, and a pre-evaluation study related to the learning tools with medical students is presented. The proposed quantitative analysis has the potential for enhancing the understanding of DRE, and thus to improve learning. The presented body of knowledge, together with the input from the various clinical specialties that routinely perform DRE, relevant educational theory and innovative technology design, constitute an important contribution that may help overcome limitations of current DRE training methods.
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Garms-Cray, Grietje. „Vollkommen digital, digital und vollkommen? – Das digitale Lehrwerk im didaktischen Kontext : Digitale Werkzeuge und das digitale Lehrwerk im Fremdsprachenunterricht an schwedischen Schulen im deutschschwedischen Vergleich – eine Literaturstudie“. Thesis, Högskolan Dalarna, Tyska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30496.

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This paper is a literature review exploring previous research on digital learning at school and the competence required both of teachers and pupils. Furthermore, it aims to point out advantages and disadvantages of digital tools in teaching at school by focusing on foreign language teaching. Previous studies indicate that using digital tools in school help to individualize teaching in order to consider the pupils’ individual needs in learning. Recent studies document as well that the teachers’ well-conceived teaching designs are important for target-aimed learning success. According to referred literature should teaching with help of media not replace the teacher in class but rather accompany it. There is however not much research related to digital multimedia schoolbooks which aim to cover all content in a subject. This paper presents two digital schoolbooks for German at Swedish schools in reference to underlying didactic parameters and in comparison, to digital tools. The paper refers both German and Swedish perspectives on digital learning. Finally, the paper deals with the question how far school providers are prepared to implement digital learning at school in order to fulfil their own ambitions.
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Rountree, Janet, und n/a. „A framework for virtual artifacts : digital images as teaching tools in Classical art“. University of Otago. Department of Information Science, 2005. http://adt.otago.ac.nz./public/adt-NZDU20060809.112225.

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This thesis explores the problem of how to present digital images of ancient artifacts in a manner that supports the task of visual analysis. The real object presents the "truth": exact scale, colour, and fine details. An original work of art provides the viewer with the opportunity to react directly with the object, is closest to the impact intended by the artist, and provides a tangible physical link with the past. Digital images limit and alter the experience of a work of art (1) with regard to the amount of data available (resolution), and (2) through the interpretation of the object by the producers of the digital copy (mediation). A new framework is developed to improve the understanding and presentation of virtual artifacts. This Fidelity-Mediation framework provides a continuum for considering the effects of design strategies on media used in teaching Classical arch�ology. Two small-scale experiments and follow-up interviews were undertaken to assess the usefulness of the Fidelity-Mediation framework as a descriptive model. During the experiments, quantitative analysis could detect no statistical difference in the effectiveness of different types of presentation (real object, VR object, and still digital images). This is a surprising result as it might be expected that there is nothing like seeing the real thing. Digital images provide less visual integrity. However, the digitised artifacts make up for the loss of excitement and authenticity by providing the advantage of mediated focus. Digitised artifacts thus turn out to be useful, effective study tools in the analysis of Classical art. Findings from this research are expected to generalise only to learning situations which support task orientation--situations conducive to developing personal skills and mastery--in contrast to performance orientation where the goal is to display performance relative to others. The distinction between task orientation and performance orientation is discussed in Chapter Eight of this thesis.
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Cheng, Shao-Chia. „Teachers’ perceptions on the use of digital tools in English teaching and learning“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27448.

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Redhaa, Azal, und Jathal Asmael. „Use of digital tools in mother tongue language teaching From the mother tongue teacher's perspective“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30486.

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Abstract Syftet med studien är att undersöka hur modersmålslärarna använder sig utav digitala verktyg i undervisningen, samt att ta reda på fördelarna och nackdelarna med användning av digitala verktyg som läromedel i modersmålsundervisningen. Studien bygger på en kvalitativ undersökning, där sex modersmålslärare intervjuades och sex lektionsobservationer genomfördes. Resultaten analyserades med hjälp av ett analysverktyg. Analysverktyget heter SAMRmodellen, som handlar om hur informations- och kommunikationsteknik (IKT) används i lärandet. Resultaten visade att alla modersmålsläraren är positiva till att använda olika former av digitala verktyg. Det underlättar deras arbete samt främjar elevernas modersmål. Respondenterna har tillgång till digitala verktyg som kan lånas ut till elever och de får regelbundet kompetensutveckling om hur de kan undervisa digitalt. Det som framkommit i vår studie är att lärarna arbetar utifrån olika nivåer enligt SAMRmodellen, och att modersmålslärare jobbar med digitala verktyg för tre olika syfte: att söka information, att kommunicera och att presentera. Fördelarna med användningen av digitala verktyg var många. Digitala verktyg ökar elevernas intresse och motivation, erbjuder stora möjligheter för att variera undervisningen. Det underlättar uppföljning av elevernas arbete för att ge eleverna feedback och respons, vilket hjälper dem att utveckla sina arbeten. Digitala verktyg främjar elevernas lärande av sina modersmål. Nackdelarna var inte så många jämfört med fördelarna. De negativa upplevelserna var framför allt elever som gör annat vid datorerna under lektionen, vilket tar både tid och fokus från undervisningen. Vad gäller informationssökning så har en del elever inte tålamod att vara källkritiska. Nyckelord: digitala verktyg, IKT, modersmål, SAMR-modell.
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Malmstedt, Josefin. „Digitala verktyg i matematikundervisningen : En kvalitativ studie om lågstadielärares tillgång till, och uppfattning om, digitala verktyg“. Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62823.

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Digital technology is to be found in many places today, especially in school. The purpose of this study was to examine the use of digital tools in the teaching of mathematics by lower secondary teachers. The method of the study was a qualitative method in which eight teachers from tree different schools were interviewed. The material collected from the interviews was analyzed on the basis of a content analysis, where the results were divided into two main categories and then into subcategories. The two main categories that emerged were "Digital tools in teaching" and "Teachers´ perception of digital tools". The earlier research indicated that the teachers´skills had great influence in how they choose to use the digital tools. Research also showed that digital tools, if used for the right purpose, could affect student motivation and mathematical understanding in a positive way. The result of the study shows that all the teachers that participated see digital tools as something positive even though they themselves think that they should have had more digital skills. They however see a profit with digital tools and believe that students become more committed when they use them. They also think that digital tools are important in order to make a difference in their teaching. What emerges from the result is that digital tools in teaching have a good effect on students´ motivation but that teachers´ digital skills need to be improved. The government´s decision to clarify the curriculum in terms of digital competence also places higher demands on teachers.
Digital teknik finns i dagens läge på många ställen, inte minst i skolan. Syftet med den här studien var att undersöka lågstadielärares användning av digitala verktyg i matematikundervisningen. Studien genomfördes med en kvalitativ metod där åtta lärare i från tre olika skolor intervjuades. Det material som samlades in från intervjuerna analyserades utifrån en innehållsanalys där resultatet delades in i två olika huvudkategorier och sedan i underkategorier. De två huvudkategorierna som uppstod var "Digitala verktyg i undervisningen" och "Lärarnas uppfattning om digitala verktyg". Den tidigare forskning som togs fram antydde att lärarens kompetens påverkar mycket hur de väljer att använda de digitala verktygen. Forskningen visade också att digitala verktyg, om de används i rätt syfte, kan ge en positiv effekt på elevers studiemotivation och matematiska förståelse. I resultatet framkom att alla lärare ser digitala verktyg som något positivt trots att de själva anser att de borde fått mer kompetensutveckling i ämnet. De ser en vinst med digitala verktyg och anser att eleverna blir mer engagerade när de får använda dem. De menar också att digitala verktyg är viktiga för att få till en variation i sin undervisning. Det som framkommer utifrån resultatet är att digitala verktyg i undervisningen har en god effekt på elevers motivation men att lärarnas kompetens inom området måste förbättras.  Regeringens beslut om att förtydliga läroplanen vad gäller digital kompetens ställer också högre krav på lärare.
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Doko, Kujtesa. „Emergency remote teaching and its challenges in the initial stages of Covid-19“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45647.

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This study investigates teachers and students challenges in online classes during Covid-19.  Also, the effectiveness of using technology devices in online English classrooms. There are frequent opportunities for students to be actively engaged in the classroom whereas in the online classroom these differences respond a little diversely. In addition, challenges for teachers arose since students should be motivated and involved in the lessons. However, online education has revolutionized the education industry. Learning a foreign language through a computer has been an important issue only for people that have had an interest in this field, but nowadays digital tools are very important and much related to teaching and learning in the global educational process. Due to the COVID-19 pandemic lockdown, all schools and other educational institutions realized that technology is the tool that they should use since everything was different than it used to be. Previous experimental researches in this field have been positively impacted by the use of technology. In this paper, I present the analysis of different research studies which are focused on switching to distance learning during the initial stage of Covid-19. This study investigates the challenges that teachers encounter in their teaching during the initial stages of Covid-19. I conclude with a discussion of the implications of the studies which include the possible challenges that teachers and students encounter during online classes. Therefore, I also investigate the most effective digital tools in 2L learning and the participants’ attitudes towards learning.
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Kuehne, Teresa A. „Science Teacher Perceptions Toward Digital Simulations and Virtual Labs as Digital Tools in the 7-12th Science Classroom“. Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596202329122156.

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Ivanov, Nikola. „Participatory Design Approach to Teaching and Learning of School Mathematics“. Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22365.

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The thesis explores the possibilites of involving users – students and teachers – into the design process for an interactive textbook for assisting the teaching and learning of mathematics at a secondary school level. Involvement of students and teachers is executed with participatory design methodology for the purpose of infrastructuring between different actors – developers, designers, students and teachers, in order to suggest and emphasize novel, in terms of the market, ways for ideating, creating and evaluating concepts in the field of digital learning. The design process is executed with the aim of producing a re-design proposal for an existing interactive textbook – namely Exponent 1b by Gleerups Utbildning AB - a renowned Swedish publisher of learning materials. The proposal is part of the ideation phase of Gleerups’ project and the design process is adressed accordingly.The initial sections introduce a theoretical framework for looking at interactive learning environments and present examples of such environments and their functionalities. Significant focus is dedicated to the preliminary analysis of the current state of Exponent 1b and the follow-up participatory analysis and re-design process. The author’s proposals for improvements in the core functionalities and the interactions are based on the initial research of the theoretical framework, presented examples of integrated learning environments examples and services, and predominantly on the outcomes from the participatory analysis and design process. At the end of the thesis the author summarizes the outcomes concerning involvement of students, teachers, designers and developers, and inclusion of digital tools to facilitate learning and variety in teaching.
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Bücher zum Thema "Digital tools in teaching"

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Teaching writing using blogs, wikis, and other digital tools. Norwood, MA: Christopher-Gordon Publishers, 2009.

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Digital tools for teaching: 30 e-tools for collaborating, creating, and publishing across the curriculum. Gainesville, FL: Maupin House Pub., 2011.

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Maureen, Morriss, und Hartnell-Young Elizabeth, Hrsg. Digital portfolios: Powerful tools for promoting professional growth and reflection. 2. Aufl. Thousand Oaks, CA: Corwin Press, 2007.

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Writing term papers with cool new digital tools. New York: Rosen Central, 2014.

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Berger, Pam. Choosing Web 2.0 tools for learning and teaching in a digital world. Santa Barbara, Calif: Libraries Unlimited, 2010.

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Berger, Pam. Choosing Web 2.0 tools for learning and teaching in a digital world. Santa Barbara, Calif: Libraries Unlimited, 2010.

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Berger, Pam. Choosing Web 2.0 tools for learning and teaching in a digital world. Santa Barbara, Calif: Libraries Unlimited, 2010.

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Teaching and learning with digital photography: Tips and tools for early childhood classrooms. Thousand Oaks, CA: Corwin Press, 2009.

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Teaching in the digital age: Smart tools for age 3 to grade 3. St. Paul, MN: Redleaf Press, 2012.

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Teaching, learning, and the net generation: Concepts and tools for reaching digital learners. Hershey PA: Information Science Reference, 2012.

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Buchteile zum Thema "Digital tools in teaching"

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Beach, Richard, Deborah Appleman, Bob Fecho und Rob Simon. „Use of Multimodal/Digital Tools for Responding to and Creating Multimodal/Digital Texts“. In Teaching Literature to Adolescents, 94–123. 4th edition. | New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429347337-7.

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Crymble, Adam, und Maria José Afanador-Llach. „Digital History: The Globally Unequal Promise of Digital Tools for History: UK and Colombia’s Case Study“. In Teaching History for the Contemporary World, 85–98. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0247-4_7.

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Karkuzhali, S., und S. Senthilkumar. „Digital Transformation Using ICT Tools for Blended Teaching and Learning“. In The Evolution of Business in the Cyber Age, 53–72. Includes bibliographical references and index.: Apple Academic Press, 2020. http://dx.doi.org/10.1201/9780429276484-3.

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Greefrath, Gilbert, und Hans-Stefan Siller. „Modelling and Simulation with the Help of Digital Tools“. In International Perspectives on the Teaching and Learning of Mathematical Modelling, 529–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62968-1_44.

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Greefrath, Gilbert, und Michael Rieß. „Reality Based Test Tasks with Digital Tools at Lower Secondary“. In International Perspectives on the Teaching and Learning of Mathematical Modelling, 445–56. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6540-5_38.

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Morais, Carla, Luciano Moreira, Mónica Baptista und Iva Martins. „Digital Tools Entering the Scene in STEM Activities for Physics Teaching“. In Communications in Computer and Information Science, 124–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73988-1_9.

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Müller, Wolfgang, Ido Iurgel, Nuno Otero und Ute Massler. „Teaching English as a Second Language Utilizing Authoring Tools for Interactive Digital Storytelling“. In Interactive Storytelling, 222–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16638-9_28.

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McLaren, Anne E., und Mat Bettinson. „Digital Tools for Chinese Character Acquisition and Their Impact on Student Motivation“. In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, 235–51. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-772-7_13.

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Clark-Wilson, Alison. „Tensions in the Design of Mathematical Technological Environments: Tools and Tasks for the Teaching of Linear Functions“. In Digital Technologies in Designing Mathematics Education Tasks, 329–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43423-0_16.

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López-Pedroza, Ilse Alicia, und Francisco de Asís López-Fuentes. „Teaching of TCP Fundamental Operations Using a Digital Tool“. In Computer Science and Health Engineering in Health Services, 231–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69839-3_16.

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Konferenzberichte zum Thema "Digital tools in teaching"

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Fojcik, Marcin, Martyna K. Fojcik, Lars Kyte, Bjarte Pollen und Jan Ove Rogde Mjånes. „TEACHING IN DIGITAL SURROUNDINGS – STUDENTS OPINION ON DIGITAL TOOLS AND DIGITAL LECTURES“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end059.

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In today’s world, education in higher education institutions needs to use digital technologies to reach students without them being in the same room as the teacher. The “classical lecture”, with a teacher talking and writing on a blackboard interacting with students, has been in many ways exchanged with different digital or hybrid solutions. On one hand, it allows teachers to challenge their practices and try new ways of engaging students to learn, but on the other hand, it can be challenging to master different digital solutions in a way that ensures a clear message for the students. When the whole world went into lockdown, the education at all levels needed to emergency transform learning in classrooms to learning through digital platforms. New structures had to be made, new routines, and new approaches. For some subjects it was not enough to move from sitting in a lecture room to sitting in front of a computer, it was necessary to develop solutions for presenting different programs or motivating students to be active, even if they were without a camera or microphone. Some teachers needed a blackboard to write and draw on while they talk, others needed to change between different programs to show different representations or purposes. In some cases, the digital lectures were synchronous, with teachers and students meeting at the same time to discuss a topic both in small and big groups, other times the digital lectures were asynchronous to give the students more time to prepare themselves and to activate their learning by giving them a responsibility to study individually (self-study). After few months of trying different solutions, the teachers from Western Norway University of Applied Sciences (HVL) and Volda University College (HVO) have investigated the student’s views on the different solutions they have experienced. The students were asked to answer an anonymous questionnaire of their opinion, views, and experiences with different digital solutions. The results were categorized and analyzed to select some tools or approaches that most of the students found either better or worse for their learning.
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van Langeveld, Mark Christensen, und Robert Kessler. „Digital visualization tools improve teaching 3D character modeling“. In the 41st ACM technical symposium. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734293.

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Bard, Delphine, Tina-Henriette Kristiansen und Eva Frühwald Hansson. „Teaching acoustics at architect students using digital tools“. In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4799494.

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Navarro, Denis, Oscar Lucia, Luis A. Barragan, Isidro Urriza und Jose I. Artigas. „Teaching digital electronics courses using high-level synthesis tools“. In 2013 7th IEEE International Conference on e-Learning in Industrial Electronics (ICELIE). IEEE, 2013. http://dx.doi.org/10.1109/icelie.2013.6701269.

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Mezak, J., und P. Pejic Papak. „Project Based Teaching with Digital Tools in Primary Education“. In 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO). IEEE, 2020. http://dx.doi.org/10.23919/mipro48935.2020.9245078.

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Remizantseva, Kateryna, und Timur Ablyazov. „Generation Z and Digital Tools in Teaching Foreign Languages“. In Proceedings of the International Conference on Digital Technologies in Logistics and Infrastructure (ICDTLI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icdtli-19.2019.60.

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Turazzi Luciano, Patrícia, Carla Cristina Secchi und Carlos Eduardo Verzola Vaz. „Animation and Prototyping as Tools for Teaching Project in Architecture“. In XXII CONGRESSO INTERNACIONAL DA SOCIEDADE IBEROAMERICANA DE GRÁFICA DIGITAL. São Paulo: Editora Blucher, 2018. http://dx.doi.org/10.5151/sigradi2018-1617.

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Prasad, P. W. C., Abeer Alsadoon, Azam Beg und Anthony Chan. „Incorporating simulation tools in the teaching of digital logic design“. In 2014 IEEE International Conference on Control System, Computing and Engineering (ICCSCE). IEEE, 2014. http://dx.doi.org/10.1109/iccsce.2014.7072682.

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Tandiana, Soni T., Fuad Abdullah und U. Komara. „Digital Writing Tools - Teaching Argumentative Essays beyond the Traditional Frontiers“. In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007167003360343.

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Rodriguez, Maria Angeles, Ana Esteso, María Del Mar Eva Alemany und Andrés Boza. „ANALYSIS OF DIGITAL TEACHING TOOLS IN THE NEW EDUCATIONAL PARADIGM“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2000.

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Berichte der Organisationen zum Thema "Digital tools in teaching"

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Crossfield, Don. Tools of American Mathematics Teaching, 1800-2000. Washington, DC: The MAA Mathematical Sciences Digital Library, August 2008. http://dx.doi.org/10.4169/loci002860.

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Sickles, Edward A. A Digital Breast Imaging Teaching File. Fort Belvoir, VA: Defense Technical Information Center, Oktober 1997. http://dx.doi.org/10.21236/ada335824.

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Sohn, MyungHee, Jung Ha-Brookshire, Bimal Balakrishnan, Newton D'Souza, Jana M. Hawley, Jean Parsons und Josephine Stealey. Interdisciplinary Teaching Strategy: Creating Digital/Virtual Student Project Showcases. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-874.

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Mease, Alan. Development of Digital Training Tools for the MHS Teledermatology Project. Fort Belvoir, VA: Defense Technical Information Center, September 2000. http://dx.doi.org/10.21236/ada390496.

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Horvat, Miljana, Marie-Claude Dubois, Mark Snow und Maria Wall. International Survey About Digital Tools Used by Architects for Solar Design. IEA Solar Heating and Cooling Programme, Juli 2011. http://dx.doi.org/10.18777/ieashc-task41-2011-0001.

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Parhi, Keshab K. Design Tools and Architectures for Dedicated Digital Signal Processing (DSP) Processors. Fort Belvoir, VA: Defense Technical Information Center, Juli 1996. http://dx.doi.org/10.21236/ada397589.

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Biesecker, Barbara, Melissa Raspa, Douglas Rupert, Rebecca Moultrie, Robert Furberg und Lauren A. McCormack. Making Clinical Trials More Patient-Centered Using Digital Interactive E-Consent Tools. RTI Press, Oktober 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0063.1910.

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Research participants are required to give their consent to participate in clinical trials and nonexempt government-funded studies. The goal is to facilitate participant understanding of the intent of the research, its voluntary nature, and the potential benefits and harms. Ideally, participants make an informed choice whether to participate; one that is based on having sufficient relevant knowledge and that is consistent with their values and preferences. Achieving this objective can be challenging, and as such, many scholars have declared the consent process flawed or “broken.” Moreover, clinical trials are complex studies, and compelling evidence suggests that current consent processes are inadequate in achieving informed choice. E-consent offers a dynamic, engaging consent delivery mode that can effectively support making informed decisions about whether to participate in a trial.
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Hill, Jr, Kim Randall W., Zbylut Julia M., Gordon Michell R., Ward Andrew S., Vowels Jason N. und Christopher L. Learning the Lessons of Leadership: Case Method Teaching with Interactive Computer-Based Tools and Film-Based Cases. Fort Belvoir, VA: Defense Technical Information Center, März 2008. http://dx.doi.org/10.21236/ada479693.

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Dubois, Marie-Claude, und Miljana Horvat. State-of-the-Art of Digital Tools Used by Architects for Solar Design. IEA Solar Heating and Cooling Programme, September 2010. http://dx.doi.org/10.18777/ieashc-task42-2010-0001.

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Hopfer, Elizabeth Newcomb, Lauren San Diego, Jo'ell Maree, Meeshay Williams Wheeler, Heather Colleran und Devona L. Dixon. Digital Closets � An Engaging Method of Teaching Wardrobe Basics to Adults With Intellectual and Developmental Disabilities. Ames (Iowa): Iowa State University. Library, Januar 2019. http://dx.doi.org/10.31274/itaa.11199.

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