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Digital knowledge maps are 'at a glance' visual representations
that enable enriching, imaginative and transformative ways for
teaching and learning, with the potential to enhance positive
educational outcomes. The use of such maps has generated much
attention and interest among tertiary education practitioners and
researchers over the last few years as higher education
institutions around the world begin to invest heavily into new
technologies designed to provide online spaces within which to
build resources and conduct activities. The key elements of this
edited volume will comprise original and innovative contributions
to existing scholarship in this field, with examples of pedagogical
possibilities as they are currently practiced across a range of
contexts. It will contain chapters that address, theory, research
and practical issues related to the use of digital knowledge maps
in all aspects of tertiary education and draws predominantly on
international perspectives with a diverse group of invited
contributors. Reports on empirical studies as well as
theoretical/conceptual chapters that engage deeply with pertinent
questions and issues raised from a pedagogical, social, cultural,
philosophical, and/or ethical standpoint are included. Systematic
literature reviews dealing with digital knowledge mapping in
education are also an integral part of the volume.
Digital knowledge maps are 'at a glance' visual representations
that enable enriching, imaginative and transformative ways for
teaching and learning, with the potential to enhance positive
educational outcomes. The use of such maps has generated much
attention and interest among tertiary education practitioners and
researchers over the last few years as higher education
institutions around the world begin to invest heavily into new
technologies designed to provide online spaces within which to
build resources and conduct activities. The key elements of this
edited volume will comprise original and innovative contributions
to existing scholarship in this field, with examples of pedagogical
possibilities as they are currently practiced across a range of
contexts. It will contain chapters that address, theory, research
and practical issues related to the use of digital knowledge maps
in all aspects of tertiary education and draws predominantly on
international perspectives with a diverse group of invited
contributors. Reports on empirical studies as well as
theoretical/conceptual chapters that engage deeply with pertinent
questions and issues raised from a pedagogical, social, cultural,
philosophical, and/or ethical standpoint are included. Systematic
literature reviews dealing with digital knowledge mapping in
education are also an integral part of the volume.
Cyber bullying is a growing concern for practitioners, policy
makers, educators and parents as Information and Communication
Technologies (ICT) are becoming a pervasive part of young people's
lives, especially in the developed world where such new
technologies are more widespread. This is a concern for the
psychological, educational and physical well-being of victims,
bystanders and also the bullies. In response, most educational
institutions, governments and numerous non-governmental
organisations have initiated prevention and intervention efforts.
At the core of these activities is the engagement of young people
in digital and interactive experiences in a safe, supportive and
enjoyable way and the protection from risks in these environments.
This book examines the opportunities and challenges that arise when
online environments are used for teaching and learning. Chapters
include the notion of digital citizenships, the legal risks in
electronic interactions, government and local educational
institutions' policies, parental responsibilities, the willingness
of bystanders to intervene in cyber bullying incidents, bullying
interactions between real-world and online-world environments and
the development of anti-bullying programs and approaches.
Professional Development (PD) is vital to add further skills and
knowledge in order to keep up with a constantly changing society.
Information and Communication Technologies (ICT) make new demands
on teachers with the evolving of novel teaching and learning tools,
changed curriculum requirements and pedagogical approaches, as well
as the challenge to engage students and satisfy parental
expectations. Governments, educational policy makers, business and
industry leaders have been promoting the view that ICT is a crucial
element of schooling. The effective use of technology in the
classroom cannot be achieved without the collaboration of teachers,
who need PD to familiarize themselves with it. This book therefore
examines both traditional and online modes of PD, with a focus on
enablers or constrains in the acquisition of new skills. These
factors were elicited from data gathered of German language
teachers, making the book especially relevant to professionals in
the field of education and linguistics.
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