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Technology and Innovation in Learning, Teaching and Education - Second International Conference, TECH-EDU 2020, Vila Real, Portugal, December 2-4, 2020, Proceedings (Paperback, 1st ed. 2021)
Arsenio Reis, Joao Barroso, J. Bernardino Lopes, Tassos Mikropoulos, Chih-Wen Fan
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R3,037
Discovery Miles 30 370
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Ships in 10 - 15 working days
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This book constitutes the thoroughly refereed post-conference
proceedings of the Second International Conference on Technology
and Innovation in Learning, Teaching and Education, TECH-EDU 2020,
held in Vila Real, Portugal, in December 2020. Due to the COVID-19
pandemic the conference was held in a fully virtual format. The 27
revised full papers along with 15 short papers presented were
carefully reviewed and selected from 79 submissions.The papers are
organized in topical sections on digital resources as epistemic
tools to improve STEM learning; digital technologies to foster
critical thinking and monitor self and co-regulation of e-learning;
Covid-19 pandemic, changes in educational ecosystem and remote
teaching; transforming teaching and learning through technology;
educational proposals using technology to foster learning
competences.
While already validated by the scientific community, multimodal
narratives have the potential for a broader application, especially
for improved teaching practices from a professional or a
theoretical point of view. Applying multimodal narratives within
professional development courses creates a focus on the teaching
practices rather than the content itself. Multimodal Narratives in
Research and Teaching Practices provides educator and researcher
perspectives on the use of multimodal narratives as a tool to
reflect and improve teaching practices. Covering such topics as
professional development, online learning, and teacher education,
this publication is designed for educators, academicians,
administrators, and researchers.
While already validated by the scientific community, multimodal
narratives have the potential for a broader application, especially
for improved teaching practices from a professional or a
theoretical point of view. Applying multimodal narratives within
professional development courses creates a focus on the teaching
practices rather than the content itself. Multimodal Narratives in
Research and Teaching Practices provides educator and researcher
perspectives on the use of multimodal narratives as a tool to
reflect and improve teaching practices. Covering such topics as
professional development, online learning, and teacher education,
this publication is designed for educators, academicians,
administrators, and researchers.
This book is written with two main audiences in mind: science
education researchers and science teachers (or other educational
professionals in technology and engineering). The authors think
that this format is also ideal to disseminate more widely among
professionals in science and technology education the research
contributions and guidelines most relevant for their practice. This
book is the result of a collective work of research in science and
technology education developed by the authors team, composed of 13
researchers from three different countries (Portugal, Brazil and
Angola) for over nearly 20 years. The research, developed in a
scholarly context, has focused on science teaching practices,
including inside the classroom and on how to become more effective
in promoting students learning quality. The authors looked at
science teaching practices in different contexts: general education
(from K-12 to higher education), initial teacher training and
teacher professional development. With this book, the authors aim
to further disseminate their research, which is already published
for a scholarly audience (mainly through several peer-reviewed
journal and conference papers), by compiling the main research
results in a concise and perhaps more accessible format. However,
each chapter presents new aspects of the research already developed
or puts it in the perspective of current research knowledge. The
book is organised into four parts: Part I -- Contributions of
Research to Planning Science Teaching; Part II -- Contributions of
Research to Science Teaching Practices; Part III -- Contributions
of Long-Term Research to Improving Science Teaching Practices; Part
IV -- Contributions of Research to Professional Development. Part I
focuses on a dimension of teaching practices that is central to
their quality and effectiveness as well as their design and
planning. That is where it all begins. Although it is the subject
of research attention, it tends to be reduced to its operational
aspects in the daily practice of teachers. Part II presents several
specific research contributions that result from the study of
science teaching practices in the context of the classroom. There
are aspects of teaching practices that hardly change or change
slowly. It takes long-term research to study them. Part III
highlights these lesser-known aspects of teaching practices and the
very processes that take place to increase the quality of teaching
practices in a progressive and consistent way. Another aspect that
needs to be ensured in order to improve teaching practices is
giving attention to professional development, with the emphasis on
increasing the quality of teaching practices. Part IV presents
contributions from our research in this context.
The authors in this book propose a model for the effective teaching
of science and technology that aims to articulate theory and
practice. The model draws attention to the central aspects of
teaching, namely tasks for students and teacher mediation of
students learning, and how to articulate both. It can be useful to
help teachers in their decisions in planning and executing their
teaching, according to their students' specific characteristics and
the intended learning outcomes.
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