Thematische Bibliographien / Technological learning tools

Inhaltsverzeichnis

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

Auswahl der wissenschaftlichen Literatur zum Thema „Technological learning tools“

Autor: Grafiati
Veröffentlicht am 24. Juni 2021
Zuletzt aktualisiert am 12. Februar 2022

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Zeitschriftenartikel zum Thema "Technological learning tools"

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Dianati, Seb, Mai Nguyen, Phung Dao, Noriko Iwashita und Claudia Vasquez. „Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus“. Journal of University Teaching and Learning Practice 17, Nr. 5 (01.12.2020): 52–66. http://dx.doi.org/10.53761/1.17.5.4.

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Technological tools used in teaching and learning have been reported to influence their satisfaction, engagement and their continued effort in learning (Roach, 2014). The present study, therefore, investigated students’ perceptions of technological use in a flipped classroom at university level through evaluation of three different web-based tools, using the lens of the Technology Acceptance Model (TAM) (Davis, 1989; Venkatesh & Davis, 2000). These tools include a collaborative canvas tool (Padlet), a live polling platform (Kahoot!) and an annotation tool (Cirrus). Results from focus group interviews show that most of the students had positive perceptions of the three technological tools targeted in this study. Nevertheless, using the TAM model that draws on two indexes, namely usefulness and perceived ease of use, the findings revealed students’ mixed perceptions towards the three tools. Particularly, Padlet was perceived to be useful for both independent and colloborative learning, but less easy to use when there was too much content. Kahoot! was considered the most useful and easy to use for revision of learnt concepts. Finally, Cirrus was easy to use, but less useful for creative tasks. The results are discussed in terms of the role of technological tools in flipped learning, and implications for technologically enhanced flipped instruction are suggested.
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Papanikolaou, Kyparisia A., Katerina Makrh, George D. Magoulas, Dionisia Chinou, Athanasios Georgalas und Petros Roussos. „Synthesizing Technological and Pedagogical Knowledge in Learning Design“. International Journal of Digital Literacy and Digital Competence 7, Nr. 1 (Januar 2016): 19–32. http://dx.doi.org/10.4018/ijdldc.2016010102.

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Based on a design rational for constructivist pre-service teacher training on Technology Enhanced Learning (TEL), in this paper the authors consider teachers as designers of innovative digital educational content. Under this lens, the selection of appropriate technologies is considered as a threefold process that concerns the availability of technological tools for implementing a virtual classroom that facilitates communication, collaboration, and administration, the enabling technologies for serving specific learning purposes, and the technologies or tools that support trainees to design effective TEL-based courses. A number of questions emerge as the authors are looking for the most appropriate technologies for cultivating certain competences related to class operation, learning design and student engagement in a constructive manner. As a first step, in this paper, they investigate how trainees combine particular technologies with pedagogical tools to cultivate specific competences i.e. certain types of Technological Pedagogical Content Knowledge. Lastly, factors that trainees perceive as influential when adopting TEL tools in practice are revealed by their study.
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Ben-Zvi, Dani. „Toward Understanding the Role of Technological Tools in Statistical Learning“. Mathematical Thinking and Learning 2, Nr. 1-2 (April 2000): 127–55. http://dx.doi.org/10.1207/s15327833mtl0202_6.

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Zogheib, Bashar, Ahmad Rabaa'i, Salah Zogheib und Ali Elsaheli. „University Student Perceptions of Technology Use in Mathematics Learning“. Journal of Information Technology Education: Research 14 (2015): 417–38. http://dx.doi.org/10.28945/2315.

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Although most universities and educators are relying on implementing various technological tools in the curriculum, acceptance of such tools among students is still not sufficient. The Technology Acceptance Model (TAM) has been widely used by researchers to test user’s acceptance of technology in business, education and other domains. This research study is an attempt that tests the integration of TAM and user satisfaction in the educational field. It particularly investigates students’ acceptance to use MyMathLab, a technological tool, in university math classes in the Middle East. Structural equation modelling with various constructs was used. Findings support the theoretical model showing the great influence of user satisfaction on perceived ease of use and subjective norm on behavioural intention. The findings of this study also demonstrate that self-efficacy, user satisfaction, subjective norms, perceived usefulness, perceived ease of use, and students’ attitude constructs all have a positive impact on students’ behavioural intentions to adopt and use technological tools in a mathematics class room. Findings of this research have greater implications for educators and students worldwide.
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Cowan, Frank L. „Making Sense of Flake Scatters: Lithic Technological Strategies and Mobility“. American Antiquity 64, Nr. 4 (Oktober 1999): 593–607. http://dx.doi.org/10.2307/2694207.

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AbstractRecent theoretical developments in the organization of lithic technology provide powerful tools for learning about prehistoric settlement systems and the roles of sites within settlement systems. Strong relationships between mobility and the designs and production methods of stone tools provide a means for testing hypotheses about the functional and organizational roles of sites; this is especially important for learning about "plow zone lithic scatters" and other small, poorly preserved sites. Subsistence-settlement models for three periods of western New York prehistory imply different roles for small sites in the interior of the region. These hypotheses are tested by the analysis of dominant tool-production methods. Strong differences in stone tool assemblages indicate major differences in site roles, but greater analytical detail and discriminatory power are obtained from the analysis of tool-production methods from flakes.
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Hudson, Rick A., Dionne I. Cross, Mi Yeon Lee und Lauren Rapacki. „Learning to tinker“. Teaching Children Mathematics 18, Nr. 8 (April 2012): 508–13. http://dx.doi.org/10.5951/teacchilmath.18.8.0508.

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Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K-grade 6 classrooms. Technological tools such as TinkerPlots support elementary school students in constructing statistical meaning and making data-based decisions.
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Neto, José Genilson Romão, und Maria Erilúcia Cruz Macêdo. „Hybrid Teaching: Teaching-Learning Process by Technological Tools, Challenges and Possibilities“. International Journal of Advanced Engineering Research and Science 7, Nr. 12 (2020): 108–16. http://dx.doi.org/10.22161/ijaers.712.15.

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Huff, Marie, und Sherry Edwards. „Using Technological Tools to Enhance Learning in Social Work Diversity Courses“. Journal of Technology in Human Services 18, Nr. 1 (16.08.2001): 51–64. http://dx.doi.org/10.1300/j017v18n01_05.

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Valanides, Nicos. „TECHNOLOGICAL TOOLS: FROM TECHNICAL AFFORDANCES TO EDUCATIONAL AFFORDANCES“. Problems of Education in the 21st Century 76, Nr. 2 (15.04.2018): 116–20. http://dx.doi.org/10.33225/pec/18.76.116.

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Modern technology is transforming in an accelerating rate our physical, economic, cultural and educational environments. The new generation of learners, both adults and students of all ages, is surrounded by a multitude of technological tools, and these tools (computers, robots, software, internet etc.) are used ubiquitously not only in learning environments, but in daily life as well. Today’s children are furthermore characterized as “digital natives” and are clearly distinguished from their teachers and adults who constitute the generation of “digital immigrants” (Prensky, 2001). Visual programming languages, specifically designed for young learners, provide additional programming tools that are integrated in robotics education as well, while additional advances provide support to the idea of following the STEM (Science, Technology and Engineering and Mathematics) approach.
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Quezada, Ramiro, Luis Rivera, Rosa Delgadillo und Byron Hidalgo Cajo. „Technological Aspects for Pleasant Learning: A Review of the Literature“. Informatics 8, Nr. 2 (08.04.2021): 25. http://dx.doi.org/10.3390/informatics8020025.

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The teaching–learning process, at each educational level, is often an open problem for educators and researchers related to the stated topic. Researchers combine emerging technologies to formulate learning tools in order to understand the abstract contents of the subjects; however, the problem still persists. A technological learning tool would be effective when projected into an educational model that looks at motivation, usability, engagement, and technological acceptability. Some of these aspects could be attributed through the use of augmented reality and games. The aim of this work is to analyze, in the literature, the trends of learning models based on computer technologies for an effective and enjoyable learning activity. The analysis of the literature in that context—emphasizing acceptability, categories, entertainment, educational models—shows that it is still not well explored.
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Dissertationen zum Thema "Technological learning tools"

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Aljundi, Liam. „Moving Mathematics : Exploring constructivist tools to enhance mathematics learning“. Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42981.

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The challenges faced by mathematics education reflect the more immense difficulties of the schooling system as a whole. This thesis investigates such challenges in the light of an ethical learning foundation and aims for a transformation through the use of technologies as learning tools.  Interaction design methods are used to craft constructivist learning kits that aim to move mathematics students from passive receivers of knowledge to active learners. The proposed tools modify new technologies by adapting them to teachers’ and learners’ needs to be best suited for mathematics classroom adoption. Additionally, social, political, and economic issues that may hinder the adoption of constructivist learning are presented and critically discussed.  Finally, this thesis paves the way for future designers who aim to design mathematics educational kits by providing a design framework based on the learning theory and the design process presented in this thesis.
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Mann, Anne-Marie. „Child-centred technologies as learning tools within the primary classroom : exploring the role of tablets and the potential of digital pens in schools“. Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/11012.

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This thesis provides insights into how technology can be and is used as child-centric learning tools within primary school classrooms. The conducted studies look closely at how tablet technology is integrated into the modern classroom, and considers how existing digital writing technologies could support handwriting-based learning exercises in future. This is achieved by conducting three in-the-wild studies, using different approaches, with a total of seventy-four children in school classrooms. In the first study, focus is placed on how tablets integrate into and with existing classroom practices, documenting when and how children use tablets in class. Relevant and complementary to this, the use of traditional writing tools is questioned and two further studies explore the potential and suitability of digital pens to support children's handwriting-based learning. One looks in detail at how children's handwriting is effected by different existing digital pen technologies. The other study, conducted through a creative, participatory design session, asks children to provide their opinions regarding desirable features for digital writing technology. The findings from this research classify and exemplify the role of tablets in the classroom, and explore potential design directions of digital writing tools which could be used by children in the future. This work may be useful and of interest to others who conduct research with children within the fields of Human Computer Interaction, Child Computer Interaction or education.
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Chuquilin, Castro Victor Roger, Vilela Xiomara Mercy Cubillas, Medina Angela Geraldine Granados, Ore Raisa Stefany Jaque und Huaman Christian Nicolas Sihua. „Kusqa“. Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656903.

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El objetivo de nuestra idea de negocio se apoya en satisfacer las necesidades que existen actualmente en el rubro de la educación en nuestro país ya que, por la coyuntura presente causada por la pandemia del COVID-19, varios centros educativos se vieron en la necesidad de permanecer cerrados y enfocar en promover una educación de forma virtual. El sistema de educación se ha adaptado de manera abrupta y ha manifestado que tanto los alumnos como el profesorado no están capacitados para recibir y adoptar educación a distancia de calidad respectivamente. Por esta razón, se busca que mediante los cursos que ofrece Kusqa, se pueda entender de forma sencilla la importancia que tienen las herramientas digitales en la educación hoy en día y el aprendizaje de estas para poder desarrollar conocimientos y destrezas en este ámbito. Por otra parte, los indicadores financieros que presenta el alcance del proyecto apuntan a que Kusqa es rentable en el tiempo, ya que el Valor Actual Neto (VAN) es de S/.168,562, por lo que el negocio es viable y generará un rendimiento. También, la Tasa Interna de Retorno (TIR) que nos ofrece esta inversión es de un 65%. Por último, el tiempo de recupero de la inversión (PRD) es de 2.45 años (3 años aproximadamente).
The objective of our business idea is based on satisfying the needs that currently exist in the field of education in our country since, due to the current situation caused by the COVID-19 pandemic, several educational centers needed stay closed and focus on promoting an education virtually. The education system has adapted abruptly and has shown that both students and teachers are not trained to receive and adopt quality distance education, respectively. For this reason, it is sought that through the courses offered by Kusqa, it is possible to understand in a straightforward way the importance of digital tools in education today and the learning of them to develop knowledge and skills in this area. On the other hand, the financial indicators presented by the scope of the project indicate that Kusqa is profitable over time since the Net Present Value (NPV) is S /.168,562, so the business is viable and will generate a return. Also, the Internal Rate of Return (IRR) offered by this investment is 65%. Finally, the payback time (PRD) is 2.45 years (3 years).
Trabajo de investigación
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Ferreira, Cleiton Pons. „As ferramentas do pensamento como estratégia de aprendizagem para o estímulo e desenvolvimento da criatividade com alunos do ensino técnico e tecnológico“. reponame:Repositório Institucional da FURG, 2015. http://repositorio.furg.br/handle/1/5014.

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A política educacional brasileira, a partir da promulgação da Lei de Diretrizes e Bases (LDB), lei 9.394/96,estabelece que a educação profissional não é um mero adestramento para ocupar postos de trabalho determinados. Ela deve promover a transição entre escola e o mundo do trabalho, capacitando jovens e adultos com conhecimentos e habilidades gerais específicas e produtivas, sendo essencial estimular e capacitar estas pessoas para as exigências do dia-a-dia em suas atribuições, em qualquer que seja sua atividade. Em busca desse desenvolvimento pessoal, merece destaque as contribuições da Neurociência, que traz o conceito do sujeito cerebral, possibilitando melhor compreender a anatomia, a fisiologia e o funcionamento do cérebro que aprende. Ao demonstrar que cada cérebro é único na sua singularidade dentro da diversidade de alunos em sala de aula, oportuniza um diálogo com a Educação, contribuindo com novas formas para o desenvolvimento da capacidade do pensamento do aprendiz. Assim, embasado na articulação entre Neurociências e Educação, este trabalho traz as ferramentas de Mapas Mentais e Seis Chapéus do Pensamento como possíveis colaboradores no ensino em sala de aula para a potencialização do comportamento criativo. O estudo através de método misto (qualitativo e quantitativo) envolveu coleta de dados a partir de uma experiência prática em um curso ministrado para 16 alunos do ensino técnico de nível médio e tecnológico de nível superior do Instituto Federal de Educação Ciência e Tecnologia, Campus Rio Grande. Os instrumentos utilizados foram teste de Criatividade de Chaffee (2000), questionários, planilha de análise das produções escritas e planilha de observação do curso. Aplicando as referidas ferramentas no gerenciamento de informações e desenvolvimento de habilidades potencializadoras da criatividade, através dos resultados obtidos, a pesquisa estabelece os possíveis benefícios dos Mapas Mentais e Seis Chapéus do Pensamento para a promoção das competências necessárias dos estudantes que deixam a escola para lidar com a busca de novas ideias e soluções diante das demandas nas empresas em que executarão suas atividades profissionais e traz subsídios que permitam colaborar com novas estratégias efetivas de ensino para auxiliar os docentes em suas ações pedagógicas.
The Brazilian educational policy, since the enactment of the Law of Guidelines and Bases (LDB), Law 9.394 / 96, provides that vocational education is not a mere training to fill certain jobs. It must promote the transition between school and the world of work, enabling young people and adults with specific knowledge and general skills and productive, it is essential to encourage and empower these people to the demands of day-to-day in their tasks in whatever their activity. In pursuit of this personal development, deserves the contributions of Neuroscience, which brings the concept of the cerebral subject, enabling better understand the anatomy, physiology and brain function learning. By demonstrating that every brain is unique in its uniqueness within the diversity of students in the classroom, gives opportunity a dialogue with the Education, contributing new ways to develop the learner's thinking capacity. Thus, based on the relationship between Neuroscience and Education, this work brings to Mind Maps tools and Six Thinking Hats as possible collaborators in teaching in the classroom for the enhancement of creative behavior. The study by mixed method (qualitative and quantitative) involved data collection from a practical experience in a course given to 16 students in technical and technological level of secondary and higher education of Federal Institute of Science and Technology Education, Rio Grande Campus. The instruments used were Chaffee Creativity test (2000), questionnaires, analysis spreadsheet of written productions and travel observation sheet Applying these tools in information management and development of potentiating skills of creativity, based on the obtained results, the research establishes the possible benefits of Mind Maps and Six Thinking Hats to promote the necessary skills of students who leave school to deal with the search for new ideas and solutions in the face of demands in companies that perform their professional activities, and brings subsidies for collaborating with new effective teaching strategies to assist teachers in their educational activities.
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Serrander, Agnes, und Isabelle Larsson. „Digitalisering i bildämnet“. Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39799.

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This study aims to explore how today's digitalization looks in art specific educational research, bylooking at how teaching and teachers act towards digital techniques and tools to developstudents’ knowledge and abilities in arts education. The overview is constructed by a systematicsearch on two different databases. The presentation of the articles is done through three thematicdivisions: (i)The effects of teachers' view on digitalisations’ role in arts education, (ii)Teachers design of digitalarts educationand (iii)Students learning in relation to design of digital arts education. After thethematization of the eight articles a discussion is made in relation to the chosen problem area andtwo related questions “What kind of impact does teachers' attitudes on technology have onteaching?” and “How can different ways of working with technology change how students evolvetheir skills and competence?” have been asked. The results show that there are two main viewson digitalisation’s role in education, the ones that are against it and are for the traditional ways ofthe art subject and the teachers who are for the use of digital tools and can see the knowledgethat students develop
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Hillman, Thomas. „Re:design for Learning: A Study of the Co-construction of a Technological Tool for Mathematical Learning“. Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19991.

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This dissertation examines the development and use of an educational technology with the aim of enriching our understanding of the relationships among technology, teachers, students and mathematical activity. Drawing inspiration from the premise articulated in the genetic analysis research of Vygotsky (1978, 1986) that to understand a learning situation we must study it in situ and, in addition, investigate its history, I propose that examining the development of an educational technology can help us to better understand how and why it comes to be used the ways it does in classrooms. Starting with the development of a technology, I follow it into mathematics classrooms and examine the ways teachers and students work with it. For this investigation, I draw on a growing body of research in the field of Science and Technology Studies that examines the development and use of technology and the relationships between humans and their tools (Akrich, 1992; Bijker, 1997; Latour, 2007; Suchman, 2006). This research offers approaches to understanding the complex non-linear nature of the interactions between a technology’s development and the ways it is used. In addition, I draw on the sociocultural approach of Activity-Theory (Vygotsky, 1978; Leont’ev, 1978) to help me conceptualize learning as tool-mediated activity. I present the findings of this study in three journal articles that show that the development of educational technology is not necessarily a linear process, that teachers and students find innovative ways to shape the tools they use, and that their innovations may become formalized as part of new versions of a technology. The findings also illustrate that the introduction of new educational technology has wide-ranging meditational effects on the human and material relationships within classroom networks of activity and that the development and use of technologies designed for mathematical learning reflexively mediate and are mediated by mathematical activity.
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Hart, Francine. „An Elementary Teacher’s Feelings of Self-Efficacy, Needs, and Pedagogical Strategies When Learning to Use the Interactive Whiteboard to Teach Science“. Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31218.

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Studies have shown elementary teachers may not be well prepared to use technology in their classrooms. This study examines one elementary teacher’s feelings of technology self-efficacy (TSE), needs and pedagogical strategies when using the interactive whiteboard (IWB) to teach elementary science. It employed a single case study design, where the researcher and participant worked together during supportive professional development (PD) sessions. Data sources are twelve PD sessions, the Computer Technology Integration Survey (adapted for IWB use in the classroom), and two interviews, three in-class observations of IWB science lessons, and three lesson debriefs. Descriptive and thematic analysis show the participant’s TSE was positively influenced by the PD. Five factors were determined to influence TSE: the participant’s level of interest, attitude, experience with technology, student assistance, and familiarity with the setting. Teacher, contextual and IWB- level needs were explained. Pedagogical strategies for technology use based on interactive IWB features are also discussed. Findings could contribute to current trends in teacher PD, continuing education, and preservice teaching programs related to science teaching. / Plusieurs enseignants ne sont pas bien préparés pour utiliser la technologie en classe. En particulier, le tableau blanc interactif (TBI) n’est pas utilisé de façon optimale par les enseignants lorsqu’ils enseignent les sciences et la technologie à l’élémentaire. Cette thèse présente l’étude de cas unique d’une enseignante de l’élémentaire ayant cheminé dans un processus de développement professionnel (DP) pour l’aider à intégrer le TBI en sciences et technologie. Douze sessions de DP, un questionnaire sur l’efficacité avec le TBI (CTIS adapté), deux entrevues, trois sessions d’observation en classe et trois discussions sur les leçons constituent les sources de données. La participante est devenue plus confiante pour utiliser le TBI suite au DP. Elle a rehaussé son sentiment d’autoefficacité et accru son intérêt et sa connaissance du TBI. Elle a acquis des compétences techniques et une connaissance des contenus d’enseignement adaptés au TBI, bien que plusieurs besoins perdurent. Certaines stratégies pédagogiques avec le TBI expérimentées en classe par l’enseignante sont discutées. Cette thèse peut contribuer à fournir des pistes pour aider les enseignants au primaire à mieux intégrer le TBI en sciences et technologie, que ce soit lors de leur formation initiale à l’enseignement ou en cours d’emploi.
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Coull, Natalie J. „SNOOPIE : development of a learning support tool for novice programmers within a conceptual framework“. Thesis, St Andrews, 2008. http://hdl.handle.net/10023/522.

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Viola, Mariana Condesso Lopes França. „As novas tecnologias no 1º ciclo do ensino básico : educação para o séc. Xxi“. Master's thesis, 2018. http://hdl.handle.net/10400.12/6855.

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Dissertação de Mestrado apresentada no ISPA - Instituto Universitário para obtenção do grau de Mestre em Educação Pré-Escolar E 1º Ciclo Do Ensino Básico
O presente relatório foi realizado no âmbito da Prática do Ensino Supervisionada, no âmbito do Curso de Mestrado em Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico na Escola Superior de Educadores de Infância Maria Ulrich e do Instituto Universitário de Ciências Psicológicas, Sociais e da Vida. Nele se visa apresentar uma descrição e análise do contexto observado, durante a prática pedagógica com uma turma de 3º ano, numa instituição privada, certificada pela Microsoft, no concelho de Oeiras. O tema “As Novas Tecnologias no 1º Ciclo do Ensino Básico: Educação para o Séc. XXI ” resulta de eu ter realizado a minha prática supervisionada numa Instituição onde a tecnologia estava presente no quotidiano dos alunos, como ferramenta nas suas aprendizagens. O objetivo deste relatório é entender de que forma é que a tecnologia pode ser um auxílio nas aprendizagens dos alunos, assim como no trabalho realizado pelos professores. Desta forma foram criadas questões orientadoras para a realização deste relatório. Para esta investigação optei pela metodologia qualitativa e foram utilizadas técnicas de recolha de dados, recorrendo a instrumentos como a observação participante, questionários a professores da própria Instituição e a professores do Ensino Público e notas de campo de observações realizadas durante a prática supervisionada. Com a realização deste relatório pretende-se refletir sobre a utilização das novas tecnologias no contexto de 1º ciclo do Ensino Básico e da sua influência na sociedade, assim como que tipo de ferramentas são utilizadas em sala de aula e de que forma estas auxiliam os alunos nas suas aprendizagens.
ABSTRACT:This report was carried out within the framework of the Supervised Teaching Practice, within the framework of the Masters Course in Pre-school Education and teaching of the 1st Cycle of Basic Education in the Higher School of Childhood Educators Maria Ulrich and the University Institute of Psychological, Social Sciences and Life. It is intended to present a description and analysis of the observed context, during the pedagogical practice with a 3rd grade class, in a private institution, certified by Microsoft, in the municipality of Oeiras. The theme "Technologies in the first cycle of Basic Education: Education for the century. XXI, "results from my having carried out my supervised practice in an institution where technology was present in the students' everyday life, as a tool in their learning. The purpose of this report is to understand how technology can be an aid in student learning as well as in the work done by teachers. In this way, guiding questions were created for this report. For this research, I opted for qualitative methodology and used data collection techniques, using instruments such as participant observation, questionnaires to teachers of the Institution itself and teachers of Public Teaching and field notes of observations made during supervised practice. This report intends to reflect on the use of new technologies in the context of 1st cycle of Basic Education and its influence on society, as well as what kind of tools are used in the classroom and how they help students in their learning.
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Shikulo, Lukas. „Evaluation of student support services at the Namibia University of Science and Technology Centre for Open and Lifelong Learning“. Thesis, 2018. http://hdl.handle.net/10500/25026.

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Quality and effective student support service (SSS) is a critical demand in the ever-changing landscape of distance education. It is common knowledge that distance education students need continuous support during their studies in order to cope with academic demands while attending to other key activities. This study set out to evaluate the implementation of SSS at the Namibia University of Science and Technology Centre for Open and Lifelong Learning (NUST COLL) at different regional centres across Namibia. The objectives of the study were to: identify problems and challenges experienced with the current implementation of SSS, determine the needs of the distance students and propose recommendations for the improvement of SSS at the regional centres. In an attempt to realise the objectives of the study, the study incorporated both quantitative and qualitative research design to collect data, by making use of questionnaires, open-ended questions and interviews. The participants included 8 regional coordinators (RC) who were purposively selected and 109 distance students who were selected through stratified and convenience sampling techniques from seven COLL regional centres. It was evident from the findings that most students opted for distance education as it allows them to work and study. Furthermore, many students have been studying for many years without getting any qualification. While NUST was providing different SSS, the findings brought to light some challenges such as the shortage of technological tools, understaffed regional centres, and unavailability of support services on weekends and public holidays and lack of collaboration between marker-tutors, lecturers and regional face-to-face tutors. It is proposed that the current model of SSS should be redesigned to respond to challenges facing distance education students at the regional centres. A model for implementation of SSS was developed to pave the way for effective implementation geared towards reducing the dropout rates and increase success rates. Key terms: Implementation of student support services, technological tools, model for implementation, regional coordinators, academic demands, increase success rates, regional centres, distance education, regional centres, and dropout rates.
Educational Leadership and Management
D. Ed. (Education Management)
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Bücher zum Thema "Technological learning tools"

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Teacher education programs and online learning tools: Innovations in teacher preparation. Hershey PA: Information Science Reference, 2013.

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Wang, Victor C. X. Handbook of research on technologies for improving the 21st century workforce: Tools for lifelong learning. Hershey, PA: Information Science Reference, 2013.

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Brooks-Young, Susan. Eaching with the tools kids really use: Learning with web and mobile technologies. Thousand Oaks, Calif: Corwin Press, 2010.

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Brooks-Young, Susan. Teaching with the tools kids really use: Learning with web and mobile technologies. Thousand Oaks, Calif: Corwin Press, 2010.

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Brooks-Young, Susan. Teaching with the tools kids really use: Learning with Web and mobile technologies. Thousand Oaks, Calif: Corwin, 2010.

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Brooks-Young, Susan. Teaching with the tools kids really use: Learning with Web and mobile technologies. Thousand Oaks, Calif: Corwin, 2010.

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Renwick, Matt. 5 myths about classroom technology: How do we integrate digital tools to truly enhance learning? Alexandria, VA: ASCD, 2015.

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Gadgets, games, and gizmos for learning: Tools and techniques for transferring know-how from boomers to gamers. San Francisco, CA: John Wiley, 2007.

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Teaching with the tools kids really use: Learning with Web and mobile technologies. Thousand Oaks, Calif: Corwin, 2010.

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Krantz, Steven G. How to teach mathematics. Providence, Rhode Island: American Mathematical Society, 2015.

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Buchteile zum Thema "Technological learning tools"

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Lenne, Dominique, Marie-Hélène Abel und Philippe Trigano. „Technological Tools to Support Self-Regulated Learning“. In Self-Regulated Learning in Technology Enhanced Learning Environments, 123–32. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-654-0_7.

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Popescu, G. „E-learning Tools in Naval Engineering“. In Technological Developments in Education and Automation, 535–38. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_97.

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Cavalli-Sforza, Violetta, und Alan Lesgold. „Intelligent Learning by Doing Tools for Technical and Dialectical Knowledge“. In Organizational Learning and Technological Change, 225–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79550-3_13.

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Nikolova, Sonya, Jordan Boyd-Graber und Christiane Fellbaum. „Collecting Semantic Similarity Ratings to Connect Concepts in Assistive Communication Tools“. In Modeling, Learning, and Processing of Text Technological Data Structures, 81–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22613-7_5.

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Lee, Joanne, Ariel Ho und Eileen Wood. „Harnessing Early Spatial Learning Using Technological and Traditional Tools at Home“. In Creativity and Technology in Mathematics Education, 279–302. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72381-5_11.

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Karasavvidis, Ilias. „Wikibooks as Tools for Promoting Constructivist Learning in Higher Education: Findings from a Case Study“. In Technological Developments in Networking, Education and Automation, 133–38. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9151-2_23.

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Ligia, Jácome-Amores, Amaluisa Rendón Paulina Magaly, Sánchez Sánchez Richard Patricio und Sánchez Sánchez Paulina Elizabeth. „Assistive Technological Tools to Strengthen Interaction, Communication and Learning in Children with Different Abilities“. In Advances in Intelligent Systems and Computing, 340–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40690-5_34.

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DEMİRDAĞ, Barış. „Some Technological Tools on Chemistry Learning“. In Technology-Based Learning for Chemistry in The Fourth Industrial Revolution: Integration Inquiry and Internet, 29–44. Pegem Akademi Yayıncılık, 2019. http://dx.doi.org/10.14527/9786052414965.03.

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Galanis, Nikolas, Enric Mayol, María José Casany und Marc Alier. „Tools Interoperability for Learning Management Systems“. In Open Source Solutions for Knowledge Management and Technological Ecosystems, 25–49. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0905-9.ch002.

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E-learning has experienced an extraordinary growth over the last years. We have reached a point in time when most learning institutions have adopted an LMS as an integral element of their teaching and learning infrastructure. In parallel, the number of educational tools available for learning is increasing and keeps evolving. This variety means that it is not always easy or possible to add these educational tools into LMSs to enhance the learning process. It would, however, be in everyone´s interest for these tools to interact with the LMSs. To solve the problem of interoperability between LMS and learning tools, several interoperability standards define ways so that LMSs can interface with external learning tools in order to make them accessible from within the learning platform in an intuitive and concise way. This chapter is focused on the service-oriented approach to interoperability and specifically on the IMS LTI standard and the TSUGI hosting environment that aims to simplify the integration of external learning tools.
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McGlynn-Stewart, Monica, Tiffany MacKay, Brooke Gouweleeuw, Lisa Hobman, Nicola Maguire, Emma Mogyorodi und Vicki Ni. „Toys or Tools?“ In Empowering Learners With Mobile Open-Access Learning Initiatives, 74–96. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2122-8.ch006.

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This research study examined 27 educators' experiences and comfort levels using open-ended tablet applications to support young children's oral and visual literacy learning. The open-ended applications used positioned students as the producers and creators of the literacy content. While the educators did experience some structural, technological, and pedagogical challenges using the applications, they reported many teaching and learning benefits. They found that using the applications empowered them with additional tools to support children in creating, documenting, and reflecting on their learning. Students were also empowered through being able to represent and archive their experiences in multiple modes and in their own voice. Through viewing the slideshows, parents were able to share in their children's school lives.
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Konferenzberichte zum Thema "Technological learning tools"

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Lakshmi, D. Vijaya, und M. Sri Lakshmi. „Integrated Technological Tools for Effective Blended Learning“. In 2020 IEEE Bombay Section Signature Conference (IBSSC). IEEE, 2020. http://dx.doi.org/10.1109/ibssc51096.2020.9332223.

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García-Riaza, Blanca, und Ana Iglesias-Rodríguez. „Mobile devices as learning tools“. In TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3012430.3012586.

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Queiros, Leandro Marques, Yves H. S. M. S. Bouckaert, Izautino V. P. de Oliveira, Francisco Kelsen de Oliveira, Fernando Moreira und Alex Sandro Gomes. „The Adoption of Learning Experience Design Tools in Classroom Planning Activity“. In TEEM'19: Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3362789.3362792.

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Queiroz-Neto, Jose P., Diego C. Sales, Hayanne S. Pinheiro und Benjamin O. Neto. „Using modern pedagogical tools to improve learning in technological contents“. In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344383.

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Cesar, Jauregui-Saavedra, Ramos-Gallardo Elar, Trinidad-Echevarria Jhonathan, Tupia-Astoray Anthony, Velarde-Rios Gary und Andrade-Arenas Laberiano. „Analysis of the use of technological tools in the e-learning process“. In 2020 IEEE ANDESCON. IEEE, 2020. http://dx.doi.org/10.1109/andescon50619.2020.9272110.

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Palomera-Garcia, Rogelio. „Another perspective for linear equations, matrices and the technological tools in learning“. In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344349.

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Berns, Anke, Salvador Reyes Sánchez und Iván Ruiz Rube. „Virtual reality authoring tools for teachers to create novel and immersive learning scenarios“. In TEEM'20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3434780.3436668.

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Manciaracina, Andrea Giuseppe. „ENGAGING STUDENTS IN ACTIVE LEARNING ACTIVITIES. THE ROLE OF TECHNOLOGICAL COMMUNICATION TOOLS IN AN ACTIVE LEARNING ENVIRONMENT“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1345.

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Ros, Salvador, Juan Carlos Lázaro, Antonio Robles-Gómez, Agustín C. Caminero, Llanos Tobarra und Rafael Pastor. „Analyzing Content Structure and Moodle Milestone to Classify Student Learning Behavior in a Basic Desktop Tools Course“. In TEEM 2017: 5th International Conference Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3144826.3145392.

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Danieli, Alessandro, David Giovanni Danieli, Giovanni Raudino und Rosanna Tuzza. „"Voce Viva ScriviFacile" and "ScriviFacile MathAlgebra": Technological Tools and New Opportunities for Teaching“. In 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2012. http://dx.doi.org/10.1109/icalt.2012.88.

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Berichte der Organisationen zum Thema "Technological learning tools"

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Ehsanipour, Tina, und Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, Juli 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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Hwang, Ja Young, und Kim HongYoun Hahn. Interactive 3D Garment Simulation: A Technologically Enhanced and Leading Patternmaking Tool with Project-based Learning Methods Virtual Setting. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1529.

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Coulson, Saskia, Melanie Woods, Drew Hemment und Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.

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Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.
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