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"Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the 21st century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals - architects, engineers, town planners, programmers - teachers have to work out creative and evidence-based ways of improving what they do. But teaching is not treated as a design profession. Every day, teachers design and test new ways of teaching, using learning technology to help their learners. But their discoveries remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively. Teacher professional development has not embedded in the teacher's everyday role the idea that they could discover something worth communicating to other teachers, or build on each others' ideas. Could the culture change? From this unique perspective on the nature of teaching, Diana Laurillard argues that a 21st century education system needs teachers who work collaboratively to design effective and innovative teaching"-- Provided by publisher.
Audiovisual methods --- School management --- PBIB --- Onderwijstechnology --- Hoger Onderwijs --- Teaching --- Professional learning communities --- Educational technology --- Philosophy --- Professional learning communities. --- Educational technology. --- Philosophy. --- Instructional technology --- Technology in education --- Communities, Professional learning --- Learning communities, Professional --- PLCs (Professional learning communities) --- E-books --- Onderwijskunde --- Onderwijsleerprocessen --- Education --- Technology --- Educational innovations --- Instructional systems --- Aids and devices --- didactiek --- onderwijsvernieuwing
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Technology-enhanced learning is a timely topic, the importance of which is recognized by educational researchers, practitioners, software designers, and policy makers. This volume presents and discusses current trends and issues in technology-enhanced learning from a European research and development perspective. This multifaceted and multidisciplinary topic is considered from four different viewpoints, each of which constitutes a separate section in the book. The sections include general as well as domain-specific principles of learning that have been found to play a significant role in technology-enhanced environments, ways to shape the environment to optimize learners' interactions and learning, and specific technologies used by the environment to empower learners. An additional section discusses the work presented in the preceding sections from a computer science perspective and an implementation perspective. This book comes out of the work in Kaleidoscope: a European Network of Excellence in which over 1,000 people from more than 90 institutes across Europe participate. Kaleidoscope brings together researchers from diverse disciplines and cultures, through their collaboration and sharing of scientific outcomes, they are helping move the field of technology-enhanced learning forward.
Social sciences (general) --- Computer assisted instruction --- Audiovisual methods --- Didactics --- Computer. Automation --- onderwijstechnologie --- TE-learning (technology enhanced learning) --- didactiek --- informatica --- sociale wetenschappen --- computerondersteund onderwijs --- Educational innovations --- Educational technology --- Education --- Technological innovations --- Instructional technology --- Technology in education --- Technology --- Instructional systems --- Teaching --- Innovations, Educational --- Technological change in education --- Educational planning --- Educational change --- Effect of technological innovations on --- Aids and devices --- Innovations --- Experimental methods
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Anglais (langue) --- Language and languages --- Educational technology --- Étude et enseignement --- Vocabulaire --- Problèmes et exercices --- Grammaire --- Computer-assisted instruction. --- Study and teaching --- Social aspects. --- language learning --- technology --- language teachers --- classroom activities --- Vreemdetalenonderwijs --- E-learning --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Social aspects --- Computer-assisted instruction --- Aids and devices --- Étude et enseignement. --- Problèmes et exercices. --- Étude et enseignement --- Problèmes et exercices.
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We praten elke dag over wat er beter kan in onze scholen: lesmethoden, technologie, leertrajecten ... Maar in die discussies vergeten we vaak de leerling zelf. Daar brengt EduNext verandering in. Dit boek biedt inspiratie voor out-of-the-boxdenkers in het moderne onderwijs. Door moeilijk haalbare provocaties te herdenken, door te focussen op de afzonderlijke delen van het transformatieproces, maar ook door inspiratie te halen uit scholen die verder durven te gaan, kunnen we werken aan een échte vernieuwing van onze scholen.Bron : https://www.lannoo.be/nl/edunext-0
Prentenboeken --- Onderwijsvernieuwing --- Onderwijsbeleid --- innovatie --- 450.46 --- onderwijsvernieuwing --- onderwijsbeleid --- didactiek --- onderwijsvernieuwingen --- organisatie --- creativiteit --- 370.02 --- Theoretische onderwijsvernieuwing --- theoretische onderwijsvernieuwing --- Onderwijs --- #SBIB:316.334.1O220 --- #SBIB:316.334.1O225 --- #SBIB:35H305 --- Onderwijsmanagement --- Onderwijs ; België ; organisatie --- Organisatie van het onderwijs: algemeen --- Organisatie van het onderwijs: doelmatigheid, effectiviteit, efficiëntie --- Organisatieleer: organisatieverandering --- School management --- PXL-Central Office 2017 --- PXL-Education 2017 --- onderwijs en maatschappij --- onderwijskunde --- 37.01 --- Educatieve master --- Onderwijs ; theoretische beschouwingen --- Education --- 21st century --- Educational innovations --- Belgium --- Opvoeding --- Pedagogiek --- Statistische gegevens --- Sport --- onderwijsonderzoek
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"Provides a wealth of resources to help teachers integrate the digital board into their classrooms. It provides practical ideas for using regular programs and software, for teachers new to this area, as well as suggestions on how to create specifically-tailored resources for teachers with greater levels of expertise. The clear organisation means that activities are categorised according to skills focus, making them easy to locate."--(p.4) of cover.
vakdidactiek talen --- secundair onderwijs --- whiteboardinteractive --- Digitale schoolborden --- ICT onderwijs --- Audiovisuele media onderwijs --- Computer assisted instruction --- ICT ; onderwijs --- Audiovisuele media ; onderwijs --- PXL-Education 2018 --- basisonderwijs --- didactiek van het Engels --- digitaal schoolbord --- Engelse taalkunde --- Interactive whiteboards --- Teaching --- Educational technology --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Curriculum materials --- Educational media --- Instructional materials --- Teaching materials --- Media programs (Education) --- Computer input-output equipment --- Whiteboards --- Aids and devices
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The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning taking place in the virtual worlds or informal settings. Aligning learning and assessment is at the core of creating a favorable and effective learning environment, one that is learner-centered, knowledge-centered, and assessment-centered. However, how do we know students have learned in games? What do we assess, and how do we assess students' learning outcomes in a game-based learning environment? After a critical literature review, the authors discovered that there is a missing link between game-based learning and game-based assessment, particularly in assessing complex problem solving processes and outcomes in a digital game-based learning environment. This edited volume bridges the gap by providing that missing link. It covers the current state of research, methodology, assessment, and technology of game-based learning. The contributions from international distinguished researchers present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. Included chapters are organized into three major parts: (1) Foundations of game-based assessment, (2) technological and methodological innovations for assessing game-based learning, and (3) realizing assessment in game-based learning. It provides theoretical research, translational resaerch, and guided practice---all in one volume. This book will prove invaluable to anyone who is performing research or working the the field--it provides a springboard from theory to practice, offering a map for anyone hoping to implement game-based assessment into their institution as well as to primary researchers and developers.
Developmental psychology --- Computer assisted instruction --- Audiovisual methods --- onderwijstechnologie --- ontwikkelingspsychologie --- computerondersteund onderwijs --- Educational games --- Educational psychology --- Educational technology --- Educational tests and measurements --- Learning --- Learning process --- Comprehension --- Education --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Psychology --- Instructive games --- Training games --- Games --- Rating of --- Aids and devices --- Simulation methods
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Dit boek wil een constructieve bijdrage leveren aan het maatschappelijk debat over de hervorming van het secundair onderwijs. De auteurs onderzochten - in het kader van een kernproject van School of Education - de implicaties voor de lerarenopleiding en bundelden bevindingen uit literatuur, interviews met experts en gesprekken met lerarenopleiders en schoolleiders. Zo is de leraar van de toekomst meer dan alleen kennisoverdrager, en treedt hij/zij ook op als competentieontwikkelaar, diversiteitsbegeleider, maatschappelijk geëngageerd vakdeskundige en leer- en keuzebegeleider.
Onderwijsvernieuwing --- Lerarenopleiding --- Secundair onderwijs --- Vlaanderen. --- Teacher education. Teacher's profession --- lerarenbegeleiding --- lerarenopleiding --- leraren --- Didactics --- didactiek --- pedagogiek --- Leraren ; opleidingen ; Vlaanderen --- Onderwijsvernieuwing ; Vlaanderen --- 371.13 --- Onderwijs --- Leraren ; opleidingen --- 450.7 --- leraar en zijn beroep --- Leraren ; bijscholingen --- onderwijsvernieuwing --- Lerarenopleidingen --- Leraren : opleiding --- 371.13 Opleiding van onderwijzend personeel. Lerarenvakopleiding --- Opleiding van onderwijzend personeel. Lerarenvakopleiding --- Opleiding en bijscholing --- Teachers --- Vocational qualifications --- Educational innovations --- Belgium --- Teacher training --- Methodology --- PXL-Education 2014 --- onderwijzend personeel --- Vlaanderen --- onderwijsinnovatie --- Onderwijshervorming --- Leraren --- Toekomstvisies --- Methodiek --- Beroepsprofielen --- 451.3 --- competentiegericht onderwijs --- competenties --- leerkracht --- leerkrachtenbegeleiding --- leerkrachtenopleiding --- onderwijs --- studentenbegeleiding --- Leraar --- Toekomstvisie --- Beroepsprofiel --- Directie --- Emigratie --- Pedagogie --- 21e eeuw
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Most would agree that a learning community of practice cultivates social and intellectual development in educational settings but what are the other benefits and what does a learning community actually look like in practice? This book explores such questions as: "Are learning communities essential in education?" "How are they designed and developed?" "What difference do they make in learning?" The book contains contributions of educators who share their research and practice in designing and implementing learning communities in school, university, and professional network settings. It presents their experiences, and the "how to" of these educators who are passionate about building and sustaining learning communities to make a real difference for students, teachers, faculty, and communities. Combining scholarly and practitioner research, the book offers practical information to teachers, school and university administrators, teacher educators, and community educators. "This is an extraordinary collection of theoretically sound and practical ideas for teachers and teacher educators. The authors present fascinating accounts of down-to-earth practices tested in experience. Priceless!" Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University "This book provides a wealth of information on how learning communities function in practice and, more importantly, how they are sustained over time. The chapter authors document a wide array of international programs located in different institutional settings, including cross-institutional and cross-national programs. I recommend this book for both university-based and school or district-based educators who are serious about improving instruction based on locally available data." Renée T. Clift, Professor, University of Illinois at Urbana-Champaign "As the title announces, this wide-ranging collection of chapters shows learning communities actually at work, as their members– in schools, universities, and professional networks – describe what got them started and what keeps them going, despite the wider educational community’s general lack of support. Common to all chapters is a strong awareness of the benefits of learning communities not only for the teachers and researchers who share, critique and improve their own professional activities, but also for the students they teach; indeed, in several cases, the authors’ classrooms also metamorphosed into powerful communities of student coresearchers. Thus, for those who have been involved in a learning community such as those described here, the answer to the question the editors pose, "Are learning communities essential in education?" the answer is an unequivocal "Yes." Hopefully, this book will enable others to see why this is so; it will certainly provide guidance for those who decide to embark on the kinds of journey that are so eloquently and persuasively presented in all the different sections of this book. " Gordon Wells, Professor of Education, University of California, Santa Cruz.
Education. --- Teacher Education. --- Learning & Instruction. --- Teachers --- Education --- Enseignants --- Training of. --- Formation --- Educational innovations. --- Educational sociology. --- Professional learning communities. --- Teachers -- Education (Continuing education). --- Teachers -- Training of. --- Teachers. --- Social Sciences --- Theory & Practice of Education --- Innovations, Educational --- Technological change in education --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Innovations --- Technological innovations --- Teaching. --- Teaching and Teacher Education. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Educational planning --- Educational change --- Educational technology --- Sociology --- Experimental methods --- Aims and objectives
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Online social media have transformed the face of human interaction in the 21st century. Wikis, blogs, online groups and forums, podcasts, virtual worlds, and social tagging are but a few of the applications enabling innovative behaviors that support acquisition, access, manipulation, retrieval, and visualization of information. It is, therefore, no surprise that educational practitioners and theorists have begun to explore how social media can be harnessed to describe and implement new paradigms for communication, learning, and education. The editors’ goal in publishing this book was to identify original research on the application of online social media and related technologies in education as well as emerging applications in Web technologies that could provide and shape future educational platforms. The selected contributions deal with questions such as how social media can truly enrich and enhance learning and teaching experiences in ways not otherwise possible; how learning can be integrated in a distributed and ubiquitous social computing environment; or what theories, paradigms, and models are applicable for the support of social computing in education. Researchers in education or educational software will find interesting and sometimes provocative chapters on paradigms and methodologies, virtual and mobile learning spaces, and assessment and social factors. Practitioners in these fields will benefit from an additional section devoted to case studies and first experience reports.
Computer assisted instruction --- Computer. Automation --- computerondersteund onderwijs --- informatica --- Audiovisual methods --- onderwijstechnologie --- Education. --- Computer science. --- Computers and Education. --- Information Systems Applications (incl. Internet). --- Educational Technology. --- User Interfaces and Human Computer Interaction. --- Informatics --- Science --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education --- Education—Data processing. --- Application software. --- Educational technology. --- User interfaces (Computer systems). --- Interfaces, User (Computer systems) --- Human-machine systems --- Human-computer interaction --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Application computer programs --- Application computer software --- Applications software --- Apps (Computer software) --- Computer software --- Aids and devices --- Social media. --- Computer-assisted instruction.
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Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. The se- re?exivity within chapters with respect to jurisdictional particularities and c- trasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in di?erent times and places. The sections move from a focus on prevailing policy tendencies through increasingly critical and ‘‘outsider’’ perspectives on policy. They address, in turn, the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, ?nally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.
School management --- vergelijkende pedagogiek --- onderwijspolitiek --- leidinggeven --- administratie --- Administration, Organization and Leadership. --- International and Comparative Education. --- Educational Policy and Politics. --- Educational change --- Education and state --- Education --- 371.014 --- 371.014 Onderwijspolitiek --- Onderwijspolitiek --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Handbooks, manuals, etc --- Philosophy --- Government policy --- School management and organization. --- School administration. --- International education . --- Comparative education. --- Educational policy. --- Education and state. --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- History --- Inspection --- Management and organization
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