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Thematische Bibliographien / Technological learning tools / Bücher

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Bücher zum Thema „Technological learning tools“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 12. Februar 2022

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1

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

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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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

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10

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

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11

Build Your Own Garage: Blueprints and Tools to Unleash Your Company's Hidden Creativity. Free Press, 2001.

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12

Kapp, Karl M. Gadgets, Games and Gizmos for Learning: Tools and Techniques for Transferring Know-How from Boomers to Gamers. Center for Creative Leadership, 2007.

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13

Bauer, William I. Music Learning Today. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197503706.001.0001.

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Grounded in a research-based, conceptual model called Technological Pedagogical and Content Knowledge (TPACK), the essential premise of Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music is that music educators and their students can benefit through use of technology as a tool to support learning in the three musical processes—creating, performing, and responding to music. Insights on how technology can be used to advantage in both traditional and emerging learning environments are provided, and research-based pedagogical approaches that align technologies with specific curricular outcomes are described. Importantly, the book advocates that the decision on whether or not to utilize technology for learning, and the specific technology that might be best suited for a particular learning context, should begin with a consideration of curricular outcomes (music subject matter). This is in sharp contrast to most other books on music technology that are technocentric, organized around specific software applications and hardware. The book also recognizes that knowing how to effectively use the technological tools to maximize learning (pedagogy) is a crucial aspect of the teaching-learning process. Drawing on the research and promising practices literature in music education and related fields, pedagogical approaches that are aligned with curricular outcomes and specific technologies are suggested. It is not a “how to” book per se, but rather a text informed by the latest research, theories of learning, and documented best practices, with the goal of helping teachers develop the ability to understand the dynamics of effectively using technology for music learning.

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14

Enhancing Learning Through Technology In Lifelong Learning Fresh Ideas Innovative Strategies 25 Creative Tools For Using Technology In Your Practice. Open University Press, 2013.

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15

London, Manuel, Hrsg. The Oxford Handbook of Lifelong Learning. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780195390483.001.0001.

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The Oxford Handbook of Lifelong Learning is a comprehensive and interdisciplinary examination of the theory and practice of lifelong learning, encompassing perspectives from human resources development, adult learning, psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. Individual chapters address the most relevant topics on the subject, including: continuous learning as it relates to technological, economic, and organizational changes; developmental theories and research, models of lifelong learning, and the neurological bases for learning across the lifespan; examples of learning programs, tools, and technologies, with a focus on corporate programs and business education; international perspectives on lifelong learning and learning across cultures; and assessment of learning needs and outcomes.

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16

Kapp, Karl M. Gadgets, Games and Gizmos for Learning: Tools and Techniques for Transferring Know-How from Boomers to Gamers (Pfeiffer Essential Resources for Training and HR Professionals). Pfeiffer, 2007.

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17

Kurup, Viji. Quality in Medical Education. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199366149.003.0012.

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Staying current with latest developments in the field of patient care is now universally considered to be a standard of care. The same standards have not been adopted in medical education, however, and many educational techniques used to train physicians are now outdated. This chapter reviews the evidence in medical education with respect to quality of three critical elements: the teacher, the process, and the learner. Students and faculty have different perceptions regarding the characteristics of effective teachers. Modern teaching methods no longer stress lecture-based sessions, but include techniques such as interactive learning and blended learning. Simulation is also an effective tool for learning technical skills, and for crisis and team training. When technological tools are used, they should be designed to enhance the learning experience. A number of studies show that learner engagement is the key factor in the learning process.

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18

Benmayor, Rina. Case Study: Engaging Interpretation Through Digital Technologies. Herausgegeben von Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0033.

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This article focuses on the dynamics of interpreting oral history through digital technologies. From today's vantage point, my “high-tech” strategies are quaint and rather obsolete. Faculty have more sophisticated electronic tools at our disposal for oral history instruction, including digital transcription programs, multimedia programs that integrate voice, image, and word, and learning management systems where we can post course materials, communicate with students, organize group communication and so on. In addition to advances in teaching technologies, today's students come with higher degrees of technological literacy than a decade ago. They are equipped with computers, iPods, and cell phones, and many know how to use digital audio and video recorders. Where once we had to teach how to use specialized software programs, faculty now take for granted that students know how to make slide presentations. Some are already familiar with sound or video editing processes, and a few may even have multimedia production experience.

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19

Jackson, Steven F. Teaching with Technology: Active Learning in International Studies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.317.

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The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education courseware, internet access to statistical databases, Geographic Information Systems (GIS), cellphone and personal digital assistant applications, and classroom response systems (CRS). There has been a modest and somewhat sporadic literature on teaching with technology in international studies, much of which follows the development of new technologies, such as personal computers, the World Wide Web, and courseware development. The three major themes in the scholarship on technology in teaching and learning in international studies include technology-based enthusiasm/experimentation, comparative studies, and skepticism. However, some of the challenges to scholarship in teaching and learning with technology: the use of technology has become so pervasive, accepted, and easy that few teacher-scholars bother to write in scholarly journals about the act; weak structure of incentives for studying the use of technology in teaching and learning; and technological instability and discontinuity. Nevertheless, there are some technologies and trends that may appear in the future international relations course. These include podcasting, Real Simple Syndication (RSS) Feeds, Twittering, and Wikipeda and Google Books.

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20

Huss, Oksana, und Oleksandra Keudel. Open budget: Learning from the Open School Platform in Donetsk oblast, Ukraine. Bononia University Press, 2021. http://dx.doi.org/10.30682/oblospd01.

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The case study developed as part of IIEP‐UNESCO Research Project ‘Open Government: Learning From Experience’ analyses how an open government approach is being applied in Ukraine to resolve the critical issue of non‐transparent school financing through parents’ donations that undermines trust among key educational stakeholders. Developed in 2016, the Open School Platform (OS) is an online tool that allows parents to visualise the school’s budget, needs and expenditures in an easy‐ to‐read format. The study shows that OS has contributed to: improved trust among key stakeholders, improved communication and collaboration between school personnel and local public authorities, and more effective planning. But it also confirms that the use of ICT can lead to inequalities in poor rural communities having low levels of Internet access or computer literacy. It concludes on the importance of open government for shifting to a new paradigm of cooperation and partnership. And it recommends providing access to information in line with the Open Data Charter; ensuring a legal framework for citizen participation; using handy and accessible technological solutions; and following a ‘learning‐by‐doing’ approach to build up social capital for constructive interaction with authorities.

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21

Karapapa, Stavroula. Defences to Copyright Infringement. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198795636.001.0001.

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Defences to copyright infringement have gained increased significance over the past twenty years. The fourth industrial revolution emerged with the development of innovative copy-reliant services and business models, transforming the way in which copyright works can be used, from digital learning methods to mass digitization initiatives, media monitoring services, image transformation tools, and content mining technologies. The lawfulness of such innovative services and business methods, which arguably have the potential to enhance public welfare, is dubious and challenges copyright law. EU copyright contains specifically enumerated, narrowly drafted, and strictly interpreted defensive rules, often taking the form of the so-called exceptions and limitations to copyright. Because the fourth industrial revolution promises innovation and business growth—stated objectives of EU copyright—it invites an examination of defensive rules as a whole. The book adopts a holistic approach in its exploration of the limits of permissibility under EU copyright, including legislatively mentioned exceptions and limitations, doctrinal principles, and rules external to copyright, with a view to unveiling possible gaps and overlaps, offering a novel classification of defensive rules, and evaluating the adaptability of the law towards technological change. Discussing recent legislative developments, such as the provisions of the Digital Single Market Directive, Court of Justice of the European Union case law, and insights from national laws and cases, the book tells the story of copyright from the perspective of copyright defences, offering positivist and normative insights into law and doctrine and arguing towards a principle-based understanding of the scope of defences that could inform future law and policy making.

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22

Davies, Sally, und Jonathan Pearson-Stuttard. Whose Health Is It, Anyway? Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198863458.001.0001.

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This book outlines why health, individually and collectively, is the greatest untapped opportunity for prosperity and happiness in the 21st century and introduces the concept of total health as a tool for valuing health. The most significant flaw in health systems today is a failure to value health but instead to count the costs of ill health, and the authors examine why this should be so from a range of perspectives. The costs of ill health are explored not only as an increasing portion of government spend, but also in relation to wider society, where entrenched inequalities result in the clustering of poor health, low educational attainment, and poor job prospects. The ways in which our health and the drivers of health have evolved are described, and their roles in preventing individuals from living well, learning, and working, are identified. The healthcare system is also examined, and revealed to be an illness service with little resilience, importing illness rather than exporting health, and failing to leverage the digital and technological innovations harnessed by other industries. The authors call for health to be valued, rather than ill health costed, and describe a 21st-century healthcare system that expands the NHS from an illness service to a true, total health service. COVID-19 has shown how vulnerable societies, economies, and daily lives are to ill health. This book demonstrates that, by valuing the pivotal role of health, societies could look to a happier and more prosperous future.

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