Auswahl der wissenschaftlichen Literatur zum Thema „Digitized Educational Relationship“
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Zeitschriftenartikel zum Thema "Digitized Educational Relationship"
Giorgi, Pamela, Elena Mazzini und Patrizia Garista. „The wounded school. Framing race pedagogies through INDIRE digital collections“. Rivista di Storia dell’Educazione 7, Nr. 1 (09.07.2020): 115–27. http://dx.doi.org/10.36253/rse-9398.
Der volle Inhalt der QuelleMavrelos, Manos, und Thanasis Daradoumis. „Exploring Multiple Intelligence Theory Prospects as a Vehicle for Discovering the Relationship of Neuroeducation with Imaginative/Waldorf Pedagogy: A Systematic Literature Review“. Education Sciences 10, Nr. 11 (17.11.2020): 334. http://dx.doi.org/10.3390/educsci10110334.
Der volle Inhalt der QuelleMustafa1, Hassan M. H., Mohamed I. A. Ibrahim2 und Hany S. Ramzy3. „ANALOGIC NON-PROPERLY PREPARED TEACHERS VERSUS NOISY CONTAMINATED OPTICAL CHARACTER RECOGNITION REGARDING STUDENTS’ ACADEMIC PERFORMANCE, ADOPTING ARTIFICIAL NEURAL NETWORKS’ MODELING“. International Journal Of Multidisciplinary Research And Studies 05, Nr. 04 (08.05.2022): 01–14. http://dx.doi.org/10.33826/ijmras/v05i04.1.
Der volle Inhalt der QuelleYang, Liuxiuzi. „A Study of Novel Education and Classicization of Ancient Chinese Novels in the Age of Fusion Media“. Mobile Information Systems 2021 (12.11.2021): 1–8. http://dx.doi.org/10.1155/2021/1776243.
Der volle Inhalt der QuelleNiță, Valentin, und Ioana Guțu. „The Role of Leadership and Digital Transformation in Higher Education Students’ Work Engagement“. International Journal of Environmental Research and Public Health 20, Nr. 6 (14.03.2023): 5124. http://dx.doi.org/10.3390/ijerph20065124.
Der volle Inhalt der QuelleDEĞER, Ferhat. „Quality of Life of Children in Orphanages: A Study in Bamako, Mali“. Turkish Academic Research Review - Türk Akademik Araştırmalar Dergisi [TARR] 8, Nr. 3 (04.07.2023): 1061–72. http://dx.doi.org/10.30622/tarr.1288558.
Der volle Inhalt der QuelleVOINEA, Mihaela. „RESHAPING TEACHER-STUDENT RELATIONS IN THE DIGITISED SOCIETY“. Journal of Pedagogy - Revista de Pedagogie LXXI, Nr. 2 (31.12.2023): 161–73. http://dx.doi.org/10.26755/revped/2023.2/161.
Der volle Inhalt der QuelleTchokothe, Rémi Armand. „Archiving Collective Memories and (Dis)Owning“. Afrika Focus 32, Nr. 1 (27.02.2019): 171–81. http://dx.doi.org/10.1163/2031356x-03201012.
Der volle Inhalt der QuelleHogue, Gabriela, Molly Phillips und Marc Cubeta. „A Model for Creating Connections and Building Collections-Based Curricula for Pre-College Educators“. Biodiversity Information Science and Standards 2 (04.07.2018): e27037. http://dx.doi.org/10.3897/biss.2.27037.
Der volle Inhalt der QuelleÖZYURT SERİM, Anıl Burcu, und Asiye BİLGİLİ. „Digitized Higher Education: Digital Transformation in Education from a Bibliometric Perspective“. Journal of International Scientific Researches 8, Nr. 3 (27.10.2023): 531–49. http://dx.doi.org/10.23834/isrjournal.1359200.
Der volle Inhalt der QuelleDissertationen zum Thema "Digitized Educational Relationship"
Bortolotti, Rosa Maria. „Jeunesses populaires en ligne : la relation éducative à l’épreuve des paniques numériques. Le cas de la Prévention Spécialisée“. Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1220.
Der volle Inhalt der QuelleIn an increasingly digitalized society where digital tools and social networks are widely used by popular youth, “moral panics” find a new field of application. Naivety, dangerousness, screen addiction, technological illiteracy, search for buzz through filmed fights, provocation, obesity: as many repressed representations which are being reactivated. This thesis questions the relationship between digital technology and young people in situations of social vulnerability and the socio-educational professionals who accompany them. Carried out in a sensitive territory in Île de France*, through an ethnographic approach (physical and virtual), this thesis is the result of three years of field work (2019-2022) carried out with around thirty professionals in the field of Specialized Prevention and around sixty young people, aged 12 to 23, accompanied by street educators. We analyse the representations of these professionals on the digital practices of young people, in particular regarding digital social networks, and confront them with the digital uses of the former. Firstly, we note the prevalence, in the sector, of negative vision of the digital practices of young people, relating to a phenomenon that we describe as “digital panic”. Secondly, we question this “digital panic” by retracing the digital lives of young people. We underline that “popular online youth” use digital social networks to flourish, develop a cultural practice and above all maintain friendships, even if their digital practices are part of situated social relationships. Finally, we explore the different digital practices of a certain number of professionals who, rejecting “digital panic”, are investing in the juvenile digital world. The new digital sociabilities are experienced here as a “digital test” which invites them to update their guidance methods and to develop what we call a “digitalized educational relationship”. This thesis aims to demonstrate that traditionally pessimistic discourses towards working-class youth, which are rooted in a concern towards any new cultural practice, reflect on the methods of educational support for their digital practices
Buchteile zum Thema "Digitized Educational Relationship"
Yu, Poshan, Yao Lu, Emanuela Hanes und Haiyue Gu. „Digitized Education“. In Technology Training for Educators From Past to Present, 1–35. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4083-4.ch001.
Der volle Inhalt der QuelleMalešević, Adam. „Digitization of Traditional Higher Education Touchpoints“. In E-service Digital Innovation [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.105926.
Der volle Inhalt der QuelleWallace, Brandon C. S., und Yolanda Abel. „Utilizing Specially Designed, Instructional Evidence-Based Practices and Family Engagement“. In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 510–23. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch028.
Der volle Inhalt der QuelleWallace, Brandon C. S., und Yolanda Abel. „Utilizing Specially Designed, Instructional Evidence-Based Practices and Family Engagement“. In Advances in Early Childhood and K-12 Education, 24–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5770-9.ch002.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Digitized Educational Relationship"
Aminu Sanda, Mohammed. „Students Quality Assessment of the Interactivenesses of Virtual Teaching and Learning Platforms“. In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002155.
Der volle Inhalt der QuellePurdoiu, Letitia. „LIBRARY 2.0 - A PRODUCT OF WEB 2.0 ENVIRONMENT IN ORDER TO SUPPORT E-LEARNING PROCESSES“. In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-175.
Der volle Inhalt der QuelleBozan, Karoly, und Pratim Datta. „User Satisfaction and the Availability of Health Information“. In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2234.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Digitized Educational Relationship"
Rivadeneira, Alex. Attached once, attached forever: The persistent effects of concertaje in Ecuador. Banco de México, April 2024. http://dx.doi.org/10.36095/banxico/di.2024.01.
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