Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

ICT has profound implications for education, both because ICT can facilitate new forms of learning and because it has become important for young people to master ICT in preparation for adult life. But how extensive is access to ICT in schools and informal settings and how is it used by students? Drawing on data from the OECD’s Programme for International Student Assessment (PISA), Are Students Ready for a Technology-Rich World? What PISA Studies Tell Us, examines whether access to computers for students is equitable across countries and student groups; how students use ICT and what their attitudes are towards ICT; the relationship between students’ access to and use of ICT and their performance in PISA 2003; and the implications for educational policy.

Science and Technology --- Education --- Computer-assisted instruction --- Educational technology --- Social Sciences --- Theory & Practice of Education --- Computer-assisted instruction. --- Educational technology. --- Instructional technology --- Technology in education --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Teaching --- Data processing --- Technology --- Educational innovations --- Instructional systems --- Programmed instruction --- Telematics --- Aids and devices

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Educational technology --- Computer-assisted instruction --- Educational Technology --- Learning & Instruction --- Computer-assisted instruction. --- Educational technology. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Education --- Programmed instruction --- Telematics --- Aids and devices --- Data processing --- educational technology --- learning & instruction --- Computer. Automation

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

What is virtual reality and how do we conceptualize, create, use, and inquire into learning settings that capture the possibilities of virtual life? The International Handbook of Virtual Learning Environments was developed to explore Virtual Learning Environments (VLE’s), and their relationships with digital, in real life and virtual worlds. Three issues are explored and used as organizers for The Handbook. First, a distinction is made between virtual learning and learning virtually. Second, since the focus is on learning, an educational framework is developed as a means of bringing coherence to the available literature. Third, learning is defined broadly as a process of knowledge creation for transforming experience to reflect different facets of "the curriculum of life". To reflect these issues The Handbook is divided into four sections: Foundations of Virtual Learning Environments; Schooling, Professional Learning and Knowledge Management; Out-of-School Learning Environments; and Challenges for Virtual Learning Environments. A variety of chapters representing different academic and professional fields are included. These chapters cover topics ranging from philosophical perspectives, historical, sociological, political and educational analyses, case studies from practical and research settings, as well as several provocative ‘’classics’ originally published in other settings.

Computer-assisted instruction. --- Internet in education. --- Internet (Computer network) in education --- Education --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Teaching --- Educational technology --- Programmed instruction --- Telematics --- Data processing --- Sociology of education --- Education. --- Information technology. --- Educational Technology. --- Computers and Education. --- Learning & Instruction. --- IT in Business. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- IT (Information technology) --- Technology --- Information superhighway --- Knowledge management --- Educational technology. --- Education—Data processing. --- Learning. --- Instruction. --- Business—Data processing. --- Learning process --- Comprehension --- Instructional technology --- Technology in education --- Educational innovations --- Instructional systems --- Aids and devices

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Over the years the use of computers for research has become increasingly important in Biblical Studies. However, a combination of computational linguistics with diachronic text-critical and text-historical approaches has hardly ever taken place. Quite often, there is mutual misunderstanding between computational linguistics and more traditional approaches in the field of linguistics and textual analysis. For example, in computer-assisted research of modern text corpora it is common to treat the text as an unequivocal and unidimensional sequence of characters. In Biblical Studies, however, either text is considered an abstraction, the result of a scholarly reconstruction based on the extant textual witnesses. Here a fundamental difference in approach reveals itself. The present volume tries to overcome the misunderstanding between the various disciplines and to establish how a fruitful interaction of information technology, linguistics and textual criticism, can contribute to the analysis of ancient texts. It addresses questions concerning the confrontation between synchronic and diachronic approaches, the role of linguistic analysis in the interpretation of texts, and the interaction of linguistic theory and the analysis of linguistic data. The first section of this volume contains the papers presented at the CALAP seminar 2003. In the second section different aspects of the interdisciplinary analysis are applied to a selected passage from the Peshitta of Kings.

Corpora (Linguistics) --- Criticism, Textual --- Bible. --- Versions --- Peshitta --- 221.014*2 --- 221.014*2 Oud Testament: geschiedenis van grondtekst en oude vertalingen --- Oud Testament: geschiedenis van grondtekst en oude vertalingen --- Corpus-based analysis (Linguistics) --- Corpus linguistics --- Linguistic analysis (Linguistics) --- Antico Testamento --- Hebrew Bible --- Hebrew Scriptures --- Kitve-ḳodesh --- Miḳra --- Old Testament --- Palaia Diathēkē --- Pentateuch, Prophets, and Hagiographa --- Sean-Tiomna --- Stary Testament --- Tanakh --- Tawrāt --- Torah, Neviʼim, Ketuvim --- Torah, Neviʼim u-Khetuvim --- Velho Testamento --- Hebrew language --- Computer-assisted instruction. --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Teaching --- Education --- Educational technology --- Programmed instruction --- Telematics --- Jewish language --- Jews --- Semitic languages, Northwest --- Data processing --- Data processing. --- Languages --- Computer-assisted instruction --- Palaia Diathēk --- Epic poetry, Greek Criticism, Textual --- Corpora (Linguistics) - Congresses. --- Criticism, Textual - Congresses.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Quality and standardisation in e-learning have become crucial success factors for organisations in learning, education and training: E-Learning has changed from an ‘early adopter’ stage to an integrated part of learning scenarios leading to major changes in educational organisations towards quality orientation. For building a knowledge society, it is critically important to thoroughly understand quality and standards in e-learning. The handbook provides a cross-national perspective on these issues and draws a clear picture of the situation in quality development and standardisation. It covers topics of a rather foundational nature in quality and standardisation research as well as descriptions of quality approaches, instruments, standards, experiences and best practices. The Handbook is directed to learners, professionals, researchers and policy makers – people creating the next generation of learning.

Web-based instruction --- Internet in education. --- Computer-assisted instruction. --- Online instruction, Web-based --- Online teaching --- Web-based online instruction --- Computer-assisted instruction --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Teaching --- Education --- Educational technology --- Programmed instruction --- Telematics --- Internet (Computer network) in education --- Data processing --- Business mathematics. --- Information technology. --- Education. --- Business Mathematics. --- IT in Business. --- Educational Technology. --- Computers and Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- IT (Information technology) --- Technology --- Information superhighway --- Knowledge management --- Arithmetic, Commercial --- Business --- Business arithmetic --- Business math --- Commercial arithmetic --- Finance --- Mathematics --- Business—Data processing. --- Educational technology. --- Education—Data processing. --- Instructional technology --- Technology in education --- Educational innovations --- Instructional systems --- Aids and devices --- Data processing. --- 371 --- 371 Onderwijs. Schoolwezen --- Onderwijs. Schoolwezen --- Standards --- Computer uses in education --- Computers in education --- Educational computing --- Microcomputer uses in education --- Microcomputers in education --- Electronic data processing --- Courses, Online --- Online courses --- Online education --- Distance education