Готові списки джерел за темами / Internet in education

Добірка наукової літератури з теми "Internet in education"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 3 березня 2023

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Статті в журналах з теми "Internet in education"

1

Driscoll, Geoffrey L. "Internet postgraduate education." Medical Journal of Australia 172, no. 5 (March 2000): 247–48. http://dx.doi.org/10.5694/j.1326-5377.2000.tb123933.x.

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2

Kurtz, Barry L., Dee Parks, and Eric Nicholson. "Effective internet education." ACM SIGCSE Bulletin 34, no. 1 (March 2002): 312–16. http://dx.doi.org/10.1145/563517.563462.

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3

Wilson, Thomas P., and Norman Hord. "Internet-Based Education." Topics in Clinical Nutrition 15, no. 3 (June 2000): 35–43. http://dx.doi.org/10.1097/00008486-200015030-00006.

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4

Vastag, B. "Internet Bioterrorism Education." JAMA: The Journal of the American Medical Association 287, no. 19 (May 15, 2002): 2494—a—2494. http://dx.doi.org/10.1001/jama.287.19.2494-a.

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Vastag, Brian. "Internet Bioterrorism Education." JAMA 287, no. 19 (May 15, 2002): 2494. http://dx.doi.org/10.1001/jama.287.19.2494-jha20005-2-1.

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6

Bondarenko, Yulia, Solomiya Ohinok, Artur Kisiołek, and Oleh Karyy. "Interest in universities based on search queries on the Internet." Innovative Marketing 17, no. 3 (September 28, 2021): 179–90. http://dx.doi.org/10.21511/im.17(3).2021.15.

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The improvement of global Internet access and the COVID-19 pandemic, which necessitated mass testing of online teaching methods, have forwarded the competition between higher education institutions from the regional level and the struggle for the rich student into the competition for students in all countries. The paper aims to determine the influence of the rating of higher education institutions on the interest of Internet users by conducting a comparative analysis of the popularity of the official names of higher education institutions in search queries in Ukraine and Poland. To do this, a comparative analysis of the change in the interest in leading higher education institutions in Ukraine and Poland in search queries in the Google search engine is carried out. The analysis is performed using the Google Trends web application. As a result, it is found that a high position of the university in the national ranking does not guarantee more search queries about it on the Internet by both national Internet users and users from the neighboring country. In general, Internet users continue to be most interested in universities located in their region at the time of the search.
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Dos Santos, Brian L., and Andrew L. Wright. "Internet-supported management education." Information Services & Use 21, no. 2 (April 1, 2001): 53–64. http://dx.doi.org/10.3233/isu-2001-21202.

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Gallegos, Bee, Charles E. Kratz, and Victoria J. Spain. "Internet resources for education." College & Research Libraries News 56, no. 3 (March 1, 1995): 153–59. http://dx.doi.org/10.5860/crln.56.3.153.

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Bove, Alfred A. "Internet-Based Medical Education." Perspectives in Biology and Medicine 51, no. 1 (2007): 61–70. http://dx.doi.org/10.1353/pbm.2008.0013.

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Diwan, Parag, and Vinod Dumblekar. "Internet-Based Distance Education." Paradigm 4, no. 1 (January 2000): 51–62. http://dx.doi.org/10.1177/0971890720000106.

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Дисертації з теми "Internet in education"

1

Crawford, Cynthia E. "The Internet Master Program : internet education for adults and facilitating volunteer community education /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842523.

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Wang, Liang. "Internet-mediated intercultural English language education in China's higher education institutions." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530497.

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Kouki, Rafa. "Telelearning via the Internet." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq26338.pdf.

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Wong, Yuet-yau Raymond. "Use of internet facilities for higher education in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19872100.

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Thomas, Matthew. "Environmental education on-line : an evaluation of internet use in environmental education /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ENV/09envt459.pdf.

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Kissane, Barry. "Models for harnessing the Internet in mathematics education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80384.

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In recent years, the Internet has increasingly been used to provide significant resources for student to learn mathematics and to learn about mathematics, as well as significant resources for teachers to support these. Effective access to and use of these has been hampered in practice by limited facilities in schools and the limited experience of many mathematics teachers with the Internet for mathematical purposes. This paper offers models for understanding the effective use of Internet resources, based on typologies of resources for learning and teaching mathematics. Six categories of Internet resources for mathematics student use are identified: (i) Interactive resources; (ii) Reading interesting materials; (iii) Reference information; (iv) Communication; (v) Problem solving; and (vi) Webquests. Similarly, five categories of Internet resources for mathematics teacher use are identified: (i) Lesson preparation; (ii) Official advice and support; (iii) Professional engagement; (iv) Commercial activity and support; and (v) Local school web sites. The paper recognises that web resources can be used in a range of ways, including supporting both teaching and learning. The prospects for sound use of the Internet are briefly described in terms of these models of use.
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Whelan, Mark D. "Graduate education student beliefs related to Internet usage." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0010/MQ52674.pdf.

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De, la Rosa-Carrillo Ernesto Leon. "On the language of Internet Memes." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703692.

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Internet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions.

For the purpose of this research the language of Internet Memes is understood as visual, succinct and capable of inviting active engagement by users who encounter digital content online that exhibits said characteristics. Internet Memes were explored through an Arts-Based Educational Research framework by first identifying the conventions that shape them and then interrogating these conventions during two distinct research phases. In the first phase the researcher, as a doctoral student in art and visual culture education, engaged class readings and assignments by generating digital content that not only responded to the academic topics at hand but did so through forms associated with Internet Memes like Image Macros and Animated GIFs. In the second phase the researcher became a meme literacy facilitator as learners in three different age-groups were led in the reading, writing and remixing of memes during a month-long summer art camp where they were also exposed to other art-making processes such as illustration, acting and sculpture. Each group of learners engaged age-appropriate meme types: 1) the youngest group, 6 and 7 year-olds, wrote Emoji Stories and Separated at Birth memes; 2) the middle group, 8-10 year-olds, worked with Image Macros and Perception memes, 3) while the oldest group, 11-13 year-olds, generated Image Macros and Animated GIFs.

The digital content emerging from both research phases was collected as data and analyzed through a hybrid of Memetics, Actor-Network Theory, Object Oriented Ontology, Remix Theory and Glitch Studies as the researcher shifted shapes yet again and became a Research Jockey sampling freely from each field of study. A case is made for Internet Memes to be understood as an actor-network where meme collectives, individual cybernauts, software and source material are all actants interrelating and making each other enact collective agencies through shared authorships. Additionally specific educational contexts are identified where the language of Internet Memes can serve to incorporate technology, storytelling, visual thinking and remix practices into art and visual culture education.

Finally, the document reporting on the research expands on the hermeneutics of Internet Memes and the phenomenological experiences they elicit that are otherwise absent from traditional scholarly prose. Chapter by chapter the dissertation was crafted as a journey from the academic to the whimsical, from the lecture hall to the image board (where Internet Memes were born), from the written word to the remixed image as a visual language that is equal parts form and content that emerges and culminates in a concluding chapter composed almost entirely of popular Internet Meme types.

An online component can be found at http://memeducation.org/

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Borg, Anders. "Internet i SO-undervisningen." Thesis, Linköping University, Department of Educational Science (IUV), 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-509.

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Föreliggande undersökning innehåller en intervjustudie med sex lärare som handlar om Internet i SO-undervisningen. De intervjuade lärarna består av två kategorier lärare, dels är det lärare som använder Internet i sin SO-undervisning dels är detlärare som valt att inte använda Internet i sin SO-undervisning. Studien belyser vilka argument som ligger bakom varför eller varför inte lärare väljer att använda Internet i sin undervisning. Den beskriver vilka som är styrkorna respektive svagheterna med att använda Internet i SO-undervisningen. Den belyser även hur lärare använder Internet i SO-undervisningen. Slutligen belyser studien Internets betydelse för internationalisering av undervisningen.

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Kwek, Erich. "The identification of the perceptions of internet using teachers in grades 4 through 8 regarding internet use in schools /." La Verne, Calif. : University of La Verne, 1999. http://0-wwwlib.umi.com.garfield.ulv.edu:80/dissertations/fullcit/9937810.

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Книги з теми "Internet in education"

1

Goolsbee, Austan. Education and the internet. Chicago, Ill: American Bar Foundation, 2000.

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2

ERIC Clearinghouse for Social Studies/Social Science Education., ed. Global education: Internet resources. Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education, Indiana University, 1998.

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3

Ellsworth, Jill H. Education on the Internet. Indianapolis, Ind: Sams Pub., 1994.

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4

Cohen, Karen C., ed. Internet Links for Science Education. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5909-2.

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Cruz, Bárbara. Elementary education on the internet. Upper Saddle River, NJ: Pearson Merrill Prentice Hall, 2005.

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6

Mailer, Nicholas. The UK education Internet primer. 2nd ed. Birmingham: Questions Publishing, 1996.

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7

Lee, Thomas F. Biotechnology education and the Internet. [Columbus, Ohio]: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1996.

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8

C, Butler John, ed. Distance education and the Internet. Oxford: Elsevier Science Ltd, 1997.

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9

1955-, Walter Richard, ed. Internet for all. London: David Fulton, 2000.

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10

1950-, Hughes Tom, ed. Internet for educators. 2nd ed. Upper Saddle River, N.J: Merrill, 1998.

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Частини книг з теми "Internet in education"

1

Marcelino, Maria José, Cristina Azevedo Gomes, Maria João Silva, Cristina Gouveia, Alexandra Fonseca, Bruno Pestana, and Carlos Brigas. "Schoolsenses@Internet." In Computers and Education, 57–66. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-4914-9_5.

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2

Cohen, Louis, Lawrence Manion, and Keith Morrison. "Internet surveys." In Research Methods in Education, 361–74. Eighth edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-18.

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3

Allen, Jeff W. "Continuing Medical Education." In The Internet for Surgeons, 58–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-88424-5_10.

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Armstrong, Helen L. "Internet Security Management." In Security Education and Critical Infrastructures, 85–94. New York, NY: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35694-5_8.

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Cohen, Louis, Lawrence Manion, and Keith Morrison. "Ethics in Internet research." In Research Methods in Education, 144–52. Eighth edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-8.

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Leander, Kevin M., Cassandra Scharber, and Cynthia Lewis. "Literacy and Internet Technologies." In Literacies and Language Education, 43–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02252-9_5.

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Leander, Kevin M., Cassandra Scharber, and Cynthia Lewis. "Literacy and Internet Technologies." In Literacies and Language Education, 1–17. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02321-2_5-1.

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Sweeny, Robert W. "Post-Internet Art and Pre-Internet Art Education." In Post-Digital, Post-Internet Art and Education, 45–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_3.

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AbstractPost-Internet art represents a challenge to previous artistic concepts that tended to view the utilization of networked digital technologies as either the fulfillment of utopian fantasies of ego destruction, or the dystopian realization of a posthuman nightmare. Post-Internet art oscillates between these two extremes, making use of numerous interrelated networks that are decentralized in nature. Formal schooling is generally centralized, and art education tends to operate in a similar manner within this system, regardless of attempts to substantially change the structure of the field. A comparison of these two different systems might offer art educators opportunities to rethink practices that have been virtually unaffected by decentralization.
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Rousseau, Grégoire, and Nora Sternfeld. "Educating the Commons and Commoning Education: Thinking Radical Education with Radical Technology." In Post-Digital, Post-Internet Art and Education, 117–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_7.

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AbstractAll over the world, education—which could be understood as a universal right and public good—is facing processes of economization and privatization. Technology—which could be understood as a common means of production, collaboratively developed—is taken away from the public and put into corporate hands. This article is designed as a conversation investigating the question of shared and common knowledge from the perspectives of an educator and an engineer, respectively. The dialogue explores necessary convergences in radical practices of commoning, and possible future strategies for education and Open Technology. It asks how new models can challenge the neoliberal agenda and move away from established policies, and how a collective re-appropriation of the means of production could emerge within a post-digital society.
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Moreno de Sousa, João Carlos. "Internet Use for Archaeological Education." In Encyclopedia of Global Archaeology, 5902–12. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-30018-0_2533.

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Тези доповідей конференцій з теми "Internet in education"

1

Hoffman, Kenneth, Michael Karas, and Stephen Brown. "Internet for education." In Critical Review Collection. SPIE, 1994. http://dx.doi.org/10.1117/12.192195.

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2

Kurtz, Barry L., Dee Parks, and Eric Nicholson. "Effective internet education." In the 33rd SIGCSE technical symposium. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/563340.563462.

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Crisan, Alina, and Roxana Enache. "THE ROLE OF INTERNET IN EDUCATION - CHANGE AND TRANSFORMATION." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-211.

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Correlating the observations and the results of all activities during our research , we find that the Internet represents a challenge socially and it use in education involves an art to transform the power of these resources in the power of learning, a power to develop educational scenarios that optimally integrate Internet into traditional education. Educational potential of the Internet cannot be exploited without effort. There emerges, as a prime necessity, the need to address research in this area - the ways in which Internet can be used to effectively improve education - both enthusiastically and critically. As shown in the analysis of curriculum documents and of conducted lessons, educational potential of the Internet is not only related to the transfer of information and communication but can be extended to form a diverse set of skills and develop attitudes, behaviors and values. Efficiency of new information technologies in education One challenge which educational players must consider is the way in which new information and communication technologies and the Internet in particular are integrated and involved in education. Promoting the use of technology in education requires a holistic approach and concurrent strategies. A challenge to the use of Internet in education both for policy makers and educational actors is the cost issue. We should not expect that the introduction of information and communications technology, particularly the Internet in education to lead to a decrease in costs. Given the tension between large investments in implementing new technologies and the fact that education is facing some financial problems, comprehensive studies regarding the cost effectiveness should be part of the future research agenda in the field of education.
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Raida, Z. "E-Education: Internet Textbooks." In 2005 18th International Conference on Applied Electromagnetics and Communications. IEEE, 2005. http://dx.doi.org/10.1109/icecom.2005.205001.

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DeFranco, Joanna, and Mohamad Kassab. "Internet of Things Education." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2019. http://dx.doi.org/10.24251/hicss.2019.939.

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Bhattarai, Ram Prasad, and Raju Sharma Khatiwada. "Internet education in Nepal." In 2015 Forth International Conference on e-Technologies and Networks for Development (ICeND). IEEE, 2015. http://dx.doi.org/10.1109/icend.2015.7328535.

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Sup Lee, Kang. "Changing statistics education models of mathematics teacher’s education for the internet age." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03307.

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Because statistical concepts are important parts in school mathematics, mathematics teachers have trained by special statistics education models. In this study, we overviewed the current system for statistics education and proposed new statistics education model for school mathematics teachers.
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Wood, R. "Mobile learning and initial teacher education." In INTERNET SOCIETY 2006. Southampton, UK: WIT Press, 2006. http://dx.doi.org/10.2495/is060061.

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Rzeznik, Mariusz, Wojciech Zabierowski, and Andrzej Napieralski. "Music Education in the Internet." In 2006 International Conference - Modern Problems of Radio Engineering, Telecommunications, and Computer Science. IEEE, 2006. http://dx.doi.org/10.1109/tcset.2006.4404702.

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Namiot, Dmitry, Manfred Sneps-Sneppe Ventspils, and Yousef Ibrahim Daradkeh. "On internet of things education." In 2017 20th Conference of Open Innovations Association (FRUCT). IEEE, 2017. http://dx.doi.org/10.23919/fruct.2017.8071327.

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Звіти організацій з теми "Internet in education"

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Taylor, Kathryn L. Internet-Based Education for Prostate Cancer Screening. Fort Belvoir, VA: Defense Technical Information Center, December 2008. http://dx.doi.org/10.21236/ada494434.

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Taylor, Kathryn L. Internet-Based Education for Prostate Cancer Screening. Fort Belvoir, VA: Defense Technical Information Center, December 2006. http://dx.doi.org/10.21236/ada462681.

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Taylor, Kathryn L. Internet-Based Education for Prostate Cancer Screening. Fort Belvoir, VA: Defense Technical Information Center, December 2007. http://dx.doi.org/10.21236/ada481809.

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Bulman, George, and Robert Fairlie. Technology and Education: Computers, Software, and the Internet. Cambridge, MA: National Bureau of Economic Research, May 2016. http://dx.doi.org/10.3386/w22237.

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Taylor, Kathryn. Internet-Based Education for Prostrate Cancer Screening. Addendum. Fort Belvoir, VA: Defense Technical Information Center, December 2010. http://dx.doi.org/10.21236/ada542485.

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Carroll, Richard D., Homer J. Coffman, Robert B. Goss, Daniel O. Joyce, and Teri C. Netter. Internet: Education and Application for the Knowledge Warrior. Fort Belvoir, VA: Defense Technical Information Center, May 1995. http://dx.doi.org/10.21236/ada327998.

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Acemoglu, Daron, David Laibson, and John List. Equalizing Superstars: The Internet and the Democratization of Education. Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19851.

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Gramatova, Konstantina, Stanimir Stoyanov, and Ivan Popchev. VIRTUAL EDUCATION SPACE REALIZATION AS AN INTERNET OF THINGS ECOSYSTEM. Prof. Marin Drinov Publishing House of Bulgarian Academy of Sciences, March 2018. http://dx.doi.org/10.7546/engsci.lv.18.01.

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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Анотація:
Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
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Eastman, Timothy E. Internet and web projects for fusion plasma science and education. Final technical report. Office of Scientific and Technical Information (OSTI), August 1999. http://dx.doi.org/10.2172/1174258.

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