Literatura científica selecionada sobre o tema "Digitized Educational Relationship"
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Artigos de revistas sobre o assunto "Digitized Educational Relationship"
Giorgi, Pamela, Elena Mazzini e Patrizia Garista. "The wounded school. Framing race pedagogies through INDIRE digital collections". Rivista di Storia dell’Educazione 7, n.º 1 (9 de julho de 2020): 115–27. http://dx.doi.org/10.36253/rse-9398.
Texto completo da fonteMavrelos, Manos, e 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, n.º 11 (17 de novembro de 2020): 334. http://dx.doi.org/10.3390/educsci10110334.
Texto completo da fonteMustafa1, Hassan M. H., Mohamed I. A. Ibrahim2 e 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, n.º 04 (8 de maio de 2022): 01–14. http://dx.doi.org/10.33826/ijmras/v05i04.1.
Texto completo da fonteYang, Liuxiuzi. "A Study of Novel Education and Classicization of Ancient Chinese Novels in the Age of Fusion Media". Mobile Information Systems 2021 (12 de novembro de 2021): 1–8. http://dx.doi.org/10.1155/2021/1776243.
Texto completo da fonteNiță, Valentin, e Ioana Guțu. "The Role of Leadership and Digital Transformation in Higher Education Students’ Work Engagement". International Journal of Environmental Research and Public Health 20, n.º 6 (14 de março de 2023): 5124. http://dx.doi.org/10.3390/ijerph20065124.
Texto completo da fonteDEĞER, Ferhat. "Quality of Life of Children in Orphanages: A Study in Bamako, Mali". Turkish Academic Research Review - Türk Akademik Araştırmalar Dergisi [TARR] 8, n.º 3 (4 de julho de 2023): 1061–72. http://dx.doi.org/10.30622/tarr.1288558.
Texto completo da fonteVOINEA, Mihaela. "RESHAPING TEACHER-STUDENT RELATIONS IN THE DIGITISED SOCIETY". Journal of Pedagogy - Revista de Pedagogie LXXI, n.º 2 (31 de dezembro de 2023): 161–73. http://dx.doi.org/10.26755/revped/2023.2/161.
Texto completo da fonteTchokothe, Rémi Armand. "Archiving Collective Memories and (Dis)Owning". Afrika Focus 32, n.º 1 (27 de fevereiro de 2019): 171–81. http://dx.doi.org/10.1163/2031356x-03201012.
Texto completo da fonteHogue, Gabriela, Molly Phillips e Marc Cubeta. "A Model for Creating Connections and Building Collections-Based Curricula for Pre-College Educators". Biodiversity Information Science and Standards 2 (4 de julho de 2018): e27037. http://dx.doi.org/10.3897/biss.2.27037.
Texto completo da fonteÖZYURT SERİM, Anıl Burcu, e Asiye BİLGİLİ. "Digitized Higher Education: Digital Transformation in Education from a Bibliometric Perspective". Journal of International Scientific Researches 8, n.º 3 (27 de outubro de 2023): 531–49. http://dx.doi.org/10.23834/isrjournal.1359200.
Texto completo da fonteTeses / dissertações sobre o assunto "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.
Texto completo da fonteIn 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
Capítulos de livros sobre o assunto "Digitized Educational Relationship"
Yu, Poshan, Yao Lu, Emanuela Hanes e 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.
Texto completo da fonteMalešević, Adam. "Digitization of Traditional Higher Education Touchpoints". In E-service Digital Innovation [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.105926.
Texto completo da fonteWallace, Brandon C. S., e 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.
Texto completo da fonteWallace, Brandon C. S., e 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.
Texto completo da fonteTrabalhos de conferências sobre o assunto "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.
Texto completo da fontePurdoiu, 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.
Texto completo da fonteBozan, Karoly, e 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.
Texto completo da fonteRelatórios de organizações sobre o assunto "Digitized Educational Relationship"
Rivadeneira, Alex. Attached once, attached forever: The persistent effects of concertaje in Ecuador. Banco de México, abril de 2024. http://dx.doi.org/10.36095/banxico/di.2024.01.
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