Educational Technology Use and Design for Improved Learning Opportunities

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Sonst. Personen	Khosrow-Pour, Mehdi (Hrsg.)
Titel	Educational Technology Use and Design for Improved Learning Opportunities
Quelle	(2014), (359 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4666-6102-8
DOI	10.4018/978-1-4666-6102-8
Schlagwörter	Educational Technology; Technology Uses in Education; Adult Learning; Blended Learning; Distance Education; Electronic Learning; Elementary Secondary Education; Higher Education; Instructional Design; Online Courses; Information Storage; Intelligent Tutoring Systems; Intellectual Disability; Inclusion; Cultural Maintenance; Heritage Education; Computer Mediated Communication; Educational Games; Computer Software; Assistive Technology; Science and Society; Learning Processes; Environmental Influences; Foreign Countries; New Mexico; Spain; Uganda; Yemen + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Adulte education; Adult training; Erwachsenenbildung; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Informationsspeicherung; Intelligentes Tutorsystem; Intellect; Disability; Disabilities; Verstand; Behinderung; Inklusion; Computerkonferenz; Educational game; Lernspiel; Learning process; Lernprozess; Environmental influence; Umwelteinfluss; Ausland; Spanien; Jemen
Abstract	The rise of technology within educational settings has allowed for a substantial shift in the way in which educators teach learners of all ages. In order to implement these new learning tools, school administrators and teachers alike must seek new research outlining the latest innovations in the field. "Educational Technology Use and Design for Improved Learning Opportunities" presents broad coverage of topics pertaining to the development and use of technology both in and out of the classroom. Including research on technology integration in K-12, higher education, and adult learning, this publication is ideal for use by school administrators, academicians, and upper-level students seeking the most up-to-date tools and methodologies surrounding educational technology. Following a preface by the editor, the following chapters are contained in this book: (1) Implementing a Hybrid Cloud Infrastructure to Facilitate ICT in Education: Design and Evaluation (Yannis Siahos, Iasonas Papanagiotou, Alkis Georgopoulos, Fotis Tsamis, and Lefteris Nikoltsios); (2) FUDAOWANG: Implementing Advanced Education Concepts to Improve the Tutorial Intelligence of Intelligent Tutoring Systems (Wei Xu, Ke Zhao, Yatao Li, and Zhenzhen Yi ); (3) Policultura and Moodle: The Development of Different Talents in the Inclusion Perspective--A Case Study (Chiara Laici); (4) Pedagogical-Didactic Training for an Inclusive Didactics: The Precision Teaching for Strengthening of Basic and Integrating Skills in Intellectual Disabilities (Murdaca Anna Maria, Cuzzocrea Francesca, Oliva Patrizia, Larcan Rosalba); (5) New Technologies as Tools for Education to Cultural Heritage in the EU Agendas: Debates and Plans--The Special Case of Archaeology (Enrico Proietti); (6) Computer-Mediated Communication in Primary Education: An Overview and a Research Approach Example (Tharrenos Bratitsis, and Marina Kandroudi); (7) Conceptual Possibilities and Restraints in Educational Games (David Richard Moore and E-Ling Hsiao); (8) Bridging Research and Game Development: A Learning Games Design Model for Multi-Game Projects (Barbara Chamberlin, Jesús Trespalacios, and Rachel Gallagher); (9) Which Perspectives Can Drive the Analysis of Technology-Enhanced Learning Environments? (Rosa Maria Bottino); (10) Bridging the Concepts of Educational Software and Assistive Technology (Stefania Bocconi and Michela Ott); (11) Science, Technology, and Society (STS) Issues: A Survey of Secondary Students in Sana'a, Yemen (Mohammed Yousef Mai, Lilia Halim, Ruhizan Mohammed Yaseen, T. Subahan M. Meerah); (12) Policy Coherence for Development: A Case Study of Uganda's Primary Education Sub-Sector (Bruno Lule Yawe); (13) Virtual World Classrooms: Future Directions for Learning (Susan Martin Meggs, Sharon Kibbe, and Annette Greer); (14) The Extended Body in the Teaching-Learning Process (Stefano Di Tore, Paola Aiello, Pio Alfredo Di Tore, and Maurizio Sibilio); (15) Why Game-Based Learning Did Not Achieve What It Could Achieve: Challenges and Success Factors (Wee Hoe Tan, Sean Neill, and Sue Johnston-Wilder); (16) Adoption of B-Learning at Universities in Spain: The Influence of Environment and Personal Factors (Ramón Tirado-Morueta, J. Ignacio Aguaded-Gomez, and Ángel Hernando-Gómez); and (17) Moodle-Based Validators to Improve Teaching and Learning of Web Development (M. Antón-Rodríguez; M. A. Pérez-Juárez, F. J. Díaz-Pernas, M. Martínez-Zarzuela, and D. González-Ortega). A section about the contributors and an index are included. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01