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Using data from PISA 2006, this book analyzes to what extent investments in technology enhance educational outcomes. One of the most striking findings of this study is that the digital divide in education goes beyond the issue of access to technology. A new second form of digital divide has been identified: the one existing between those who have the right competencies to benefit from computer use, and those who do not. These competencies and skills are closely linked to the economic, cultural and social capital of the student. This finding has important implications for policy and practice. Governments should make an effort to clearly convey the message that computer use matters for the education of young people and do their best to engage teachers and schools in raising the frequency of computer use to a level that becomes relevant. If schools and teachers are really committed to the development of 21st century competencies, such an increase will happen naturally. And only in these circumstances will clear correlations between technology use and educational performance emerge.

Computer users. --- Education --- Educational technology. --- Information technology --- Effect of technological innovations on. --- Social aspects. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Technological innovations --- Users of computers --- Persons --- Computer use wage premiums --- Aids and devices

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We are pleased to present the ESERA 2001 Conference book, which is based on contributions submitted and presented to the Third International Conference "Science Education Research in the Knowledge Based Society" that was organised by the Department of Primary Education of the Aristotle University of Thessaloniki and held in Thessaloniki from August 21 to August 26, 2001. The focus of the Conference was to discuss the scope, methods, outcomes and perspectives of research in science education in the context of the rapidly developing knowledge-based society. Some 450 researchers, teachers, and postgraduate students attended the conference. They came mainly from European countries, with a substantial proportion - some 20- from countries outside Europe. While ESERA conferences reflect research carried out in Europe, they are increasingly becoming international events attracting researchers from all over the world. A total of 220 works were presented in guest lectures, symposia, poster workshops, individual papers and poster sessions that took place during the conference along with alternative activities and informal meetings. All these of the Conference (edited by works are already published in the Proceedings D. Psillos, P. Kariotoglou, V.Tselfes, G.Bisdikian, G.Fassoulopoulos, E. Hatzikraniotis, M.Kallery).

Science --- Study and teaching --- Research. --- Research --- Science education. --- Learning. --- Instruction. --- Educational technology. --- Teaching. --- Science Education. --- Learning & Instruction. --- Educational Technology. --- Teaching and Teacher Education. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Teaching --- Learning process --- Comprehension --- Science education --- Scientific education --- Aids and devices --- Science - Study and teaching - Research

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This is a practical textbook that prepares primary and secondary educational leaders with the skills and knowledge to manage and administer technology in their school settings. The text focuses on helping educational leaders learn about technology standards and data-driven decision making.

Educational technology --- Information technology --- Teachers --- Teacher education --- Teacher training --- Teachers, Training of --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Study and teaching. --- In-service training. --- Training of. --- Aids and devices --- Study and teaching --- In-service training --- Training of --- Educational technology - Study and teaching --- Information technology - Study and teaching --- Teachers - In-service training --- Teachers - Training of

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This volume presents a "photograph" of the state of the art in Science Education Research in Europe as it has emerged from the first ESERA Conference held in Rome in September 1997. The Conference saw the participation of more than 280 researchers from European and some extra European countries distributed as follows U. K. 46 The Netherlands 10 Germany 35 Finland 9 Italy 28 Switzerland 6 Spain 26 Portugal 6 France 18 Israel 5 Sweden Argentina 15 3 Denmark 14 Australia 3 Greece 14 USA 3 Brasil 11 Others 18 Norway TOTAL 11 281 As it can be seen from the table, although the group from U. K. where research in science education has a well established tradition is the most consistent one, quite a large number of researchers has come from Germany and the Scandinavian countries, sign of the increasing attention these countries pay to scientific education at all levels. The presence of researchers from extraeuropean countries has allowed a comparison of experience over a wider basisthan the national one. The themes of research, identified a priori by the organizers as important, were: of the Art in Science Education Research (Biology, - The State Chemistry, Physics and Earth Science) - Science Teaching and Learning - Science, Science Teaching and Society - Teachers' Education and its Cultural Components The Scientific Committee of the Conference decided to publish a selection of the papers presented and we accepted the task of the editing.

Science --- Study and teaching --- Research --- Science education. --- Teaching. --- Learning. --- Instruction. --- Chemistry. --- Educational technology. --- Science Education. --- Teaching and Teacher Education. --- Learning & Instruction. --- Chemistry/Food Science, general. --- Educational Technology. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Physical sciences --- Learning process --- Comprehension --- Education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Pedagogical content knowledge --- Training --- Science education --- Scientific education --- Aids and devices --- Science - Study and teaching - Research - Europe.

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800.515 --- 800.515 Computerondersteunend (taal)onderwijs. Computer Assisted Language Learning --- Computerondersteunend (taal)onderwijs. Computer Assisted Language Learning --- Educational technology --- Languages, Modern --- Foreign languages --- Languages, Foreign --- Languages, Living --- Living languages --- Modern languages --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Computer-assisted instruction --- Study and teaching&delete& --- Audio-visual aids --- Aids and devices --- Study and teaching --- Audio-visual aids. --- Computer-assisted instruction. --- Languages, Modern - Study and teaching - Europe - Audio-visual aids. --- Languages, Modern - Computer-assisted instruction. --- Educational technology - Europe.