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Books on the topic 'Integration of learning technologies'

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Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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1

Keengwe, Jared. Promoting active learning through the integration of mobile and ubiquitous technologies. Hershey, PA: Information Science Reference, 2014.

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2

Tsukasa, Hirashima, Hoppe, Ulrich, 1954 Sept. 15-, and Young Shelley Shwu-Ching, eds. Supporting learning flow through integrative technologies. Amsterdam: IOS Press, 2007.

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3

X, Wang Victor C., ed. Integrating adult learning and technologies for effective education: Strategic approaches. Hershey, Pa: Information Science Reference, 2010.

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4

Kitsantas, Anastasia. Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Charlotte, NC: Information Age Pub., 2009.

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5

Kitsantas, Anastasia. Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Charlotte, NC: Information Age Pub., 2009.

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6

Kitsantas, Anastasia. Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Charlotte, NC: Information Age Pub., 2009.

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7

Nada, Dabbagh, ed. Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Charlotte, NC: Information Age Pub., 2009.

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8

L, Berge Zane, ed. Sustaining distance training: Integrating learning technologies into the fabric of the enterprise. San Francisco: Jossey-Bass, 2001.

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9

1973-, Lytras Miltiadis D., and Pablos Patricia Ordonez de, eds. Social web evolution: Integrating semantic applications and Web 2.0 technologies. Hershey, PA: Information Science Reference, 2009.

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10

Kondrat'ev, Sergey. Theory and practice of personalized learning. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1098272.

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The monograph presents the psychological theory and organization of personalized learning in general education schools. The concept of integrative subjectivity of a person as a form of reflexive and areflexive self-existence is considered as the psychological basis of personalized learning. The author characterizes the personality and the social individual in the light of the humanitarian Christian paradigm: reveals the phenomenology of integrative subjectivity, its structural organization, levels and forms of development of the individual and the social individual. From the standpoint of the Christian psychology of education, the general psychological and socio-psychological aspects of personalized learning are revealed, the psychological typification of students and teachers is justified, the extraordinary pedagogical interaction as a psychological mechanism of personalized learning is presented, the experimental construction of psychological types of primary school students based on the perception of educational material, as well as the typological features of teachers. Technologies of personalized learning are presented. The monograph reflects the results of many years of theoretical and experimental research of the author. It is of interest to seminarians, students, postgraduates of Orthodox educational institutions, students of Higher theological courses, faculties of advanced training and retraining, as well as philosophers, psychologists, teachers, social workers, and specialists in the field of education.
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11

Duran, Mesut. Learning Technologies. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18111-5.

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12

Auer, Michael E., Andreas Pester, and Dominik May, eds. Learning with Technologies and Technologies in Learning. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04286-7.

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13

Singh, Mrityunjay, Tatsuki Ohji, Rajiv Asthana, and Sanjay Mathur, eds. Ceramic Integration and Joining Technologies. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118056776.

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14

Fedoseev, Viktor, Mihail Rodionov, Gennadiy Shabanov, A. Pasin, and N. P. Puchkov. Mathematics in professional education: fundamentals of the methodology of teaching engineering mathematics. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1859606.

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The monograph discusses the issues of methods of mathematical education of a future engineer. The integration model of the educational process is taken as a basis. According to this model, the mathematics course should be integrated into the engineering education system. At the same time, both the content and the teaching methodology acquire specific features that allow us to consider the subject as a special engineering mathematics. The authors carry out a methodological analysis of the concept of "engineering mathematics", introduce the main integrating structures and on this basis develop learning technologies that meet the specifics of the engineering worldview and methodology of technical sciences. It is addressed to researchers, specialists in the field of theory and methodology of vocational education, as well as teachers, graduate students and students of technical universities.
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15

Technologies for system-on-textile integration. Konstanz: Hartung-Gorre Verlag, 2006.

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16

Becker, Jürgen, Marcelo Johann, and Ricardo Reis, eds. VLSI-SoC: Technologies for Systems Integration. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23120-9.

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17

Anna Stahmer & Associates. Technologies and lifelong learning. Ottawa, Ont: Steering Group on Prosperity, 1992.

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18

Huang, Yueh-Min, Chin-Feng Lai, and Tânia Rocha, eds. Innovative Technologies and Learning. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91540-7.

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19

Huang, Yueh-Min, Shu-Chen Cheng, João Barroso, and Frode Eika Sandnes, eds. Innovative Technologies and Learning. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15273-3.

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20

Dabbagh, Nada, Angela D. Benson, André Denham, Roberto Joseph, Maha Al-Freih, Ghania Zgheib, Helen Fake, and Zhetao Guo. Learning Technologies and Globalization. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22963-8.

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21

Huang, Tien-Chi, Ting-Ting Wu, João Barroso, Frode Eika Sandnes, Paulo Martins, and Yueh-Min Huang, eds. Innovative Technologies and Learning. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63885-6.

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22

Rønningsbakk, Lisbet, Ting-Ting Wu, Frode Eika Sandnes, and Yueh-Min Huang, eds. Innovative Technologies and Learning. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35343-8.

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23

Zaphiris, Panayiotis, and Andri Ioannou, eds. Learning and Collaboration Technologies. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20609-7.

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24

Zaphiris, Panayiotis, and Andri Ioannou, eds. Learning and Collaboration Technologies. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39483-1.

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25

Wu, Ting-Ting, Yueh-Min Huang, Rustam Shadiev, Lin Lin, and Andreja Istenič Starčič, eds. Innovative Technologies and Learning. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99737-7.

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26

Pang, Chaoyi, Yunjun Gao, Guanliang Chen, Elvira Popescu, Lu Chen, Tianyong Hao, Bailing Zhang, Silvia Margarita Baldiris Navarro, and Qing Li, eds. Learning Technologies and Systems. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66906-5.

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27

Zaphiris, Panayiotis, and Andri Ioannou, eds. Learning and Collaboration Technologies. Designing Learning Experiences. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21814-0.

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28

Zaphiris, Panayiotis, and Andri Ioannou, eds. Learning and Collaboration Technologies. Novel Learning Ecosystems. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58509-3.

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29

Zaphiris, Panayiotis, and Andri Ioannou, eds. Learning and Collaboration Technologies. Learning and Teaching. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91152-6.

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30

Recesso, Arthur. Integrating technology into teaching: The technology and learning continuum. Boston, MA: Houghton Mifflin, 2007.

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31

Recesso, Arthur. Integrating technology into teaching: The technology and learning continuum. Boston, MA: Houghton Mifflin, 2007.

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32

Recesso, Arthur. Integrating technology into teaching: The technology and learning continuum. Boston, MA: Houghton Mifflin, 2007.

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33

Maloy, Robert W. Transforming learning with new technologies. Boston: Pearson/Allyn and Bacon, 2011.

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34

New technologies in language learning. Oxford: Pergamon Press, 1986.

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35

Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments. Taylor & Francis Group, 2014.

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36

Lee, Victor R. Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments. Taylor & Francis Group, 2014.

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37

Lee, Victor R. Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments. Taylor & Francis Group, 2014.

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38

Lee, Victor R. Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments. Taylor & Francis Group, 2014.

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39

Lee, Victor R. Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments. Taylor & Francis Group, 2016.

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40

Lee, Victor R. Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments. Taylor & Francis Group, 2014.

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41

Limbu, Marohang, and Binod Gurung. Integration of Cloud Technologies in Digitally Networked Classrooms and Learning Communities. IGI Global, 2016.

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42

Dabbagh, Nada, Rose M. Marra, and Jane L. Howland. Meaningful Online Learning: Integrating Strategies, Activities, and Learning Technologies for Effective Designs. Taylor & Francis Group, 2018.

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43

Dabbagh, Nada, Rose M. Marra, and Jane L. Howland. Meaningful Online Learning: Integrating Strategies, Activities, and Learning Technologies for Effective Designs. Taylor & Francis Group, 2018.

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44

Dabbagh, Nada, Rose M. Marra, and Jane L. Howland. Meaningful Online Learning: Integrating Strategies, Activities, and Learning Technologies for Effective Designs. Taylor & Francis Group, 2018.

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45

Dabbagh, Nada, and Anastasia Kitsantas. Learning to Learn with Integrative Learning Technologies: A Practical Guide for Academic Success. Information Age Publishing, Incorporated, 2013.

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46

Technology, Teaching and Learning: Issues in the Integration of Technology. Detselig Enterprises Ltd., 2001.

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47

Berge, Zane L. Sustaining Distance Training: Integrating Learning Technologies into the Fabric of the Enterprise. Wiley & Sons, Incorporated, John, 2007.

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48

Berge, Zane L. Sustaining Distance Training: Integrating Learning Technologies into the Fabric of the Enterprise. Jossey-Bass, 2000.

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49

Berge, Zane L. Sustaining Distance Training: Integrating Learning Technologies into the Fabric of the Enterprise. Wiley & Sons, Incorporated, John, 2004.

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50

Strømmen-Bakhtiar, Abbas, Roger Helde, and Elisabeth Suzen, eds. Supplemental Instruction. Volume 1: Digital Technologies. Waxmann Verlag GmbH, 2021. http://dx.doi.org/10.31244/9783830993247.

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Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students' performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book is about the role, use and place of digital technologies in supplemental Instruction, which includes why we need Supplemental Instruction, teacher’s integration of technology experience with lecture capture and more. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. This book is the first of a trilogy on Supplemental Instruction, where the themes for the other books are " Student Learning Processes" and “Organization and Leadership”. The editors of the trilogy are Abbas Strømmen-Bakhtiar, Roger Helde and Elisabeth Suzen, all three Associate Professors at Nord University, Norway.
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