Research on E-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives

Creativity and ICT: Theoretical Approaches and Perspectives in School Education. Exploring the Potential of Computer-Based Concept Mapping Under Self- and Collaborative Mode Within Emerging Learning Environments. Integrating Free and Open-Source Software in the Classroom: Imprinting Trainee Teachers’ Attitudes. The Use of ICT and the Realistic Mathematics Education for Understanding Simple and Advanced Stereometry Shapes Among University Students. Integration of Technologies in Higher Education: Teachers’ Needs and Expectations at UTAD

Research on E-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives

Tassos Anastasios

Springer

2018

Abstract

Information and communication technologies (ICTs) have their unique characteris-tics and thus afford specific actions. ICTs have certain affordances, defined by Michaels as “goal-directed ... actions permitted an animal by environmental objects, events, places, surfaces, people, and so forth.” Affordances “exist independent of being perceived” and “are specified by information and may be perceived” (2003). The affordances of ICTs are their characteristics to record, store, and process data and information. In general, the affordances of ICTs are their potentialities, i.e., (1) to represent information in multimodal, dynamic, and interactive ways and (2) to support synchronous or asynchronous communication. These affordances get spe-cific forms in various ICTs configurations. Thus, the affordances of mobile devices include ubiquity and pervasiveness, geolocation, sensing, and finger control. The affordances of multiuser virtual environments (MUVEs) are multisensory intuitive and real-time interaction, immersion, presence, autonomy, natural semantics for the representation of objects and facts inside the virtual environments and worlds, users’ representation through avatars, first-person user point of view, first-order experiences, size in space and time, transduction, and reification (Mantziou, Papachristos, & Mikropoulos, 2018).

Contents:

• The Feasibility and Interest of Monitoring the Cognitive and Affective States of Groups of Co-learners in Real Time as They Learn
• An Ensemble- Based Semi – Supervised Approach for Predicting Students’ Performance
• How do Transformational Principals View ICT as a Means for Promoting Educational Innovations?
• Addressing Creativity in the Collaborative Design of Digital Books for Environmental and Math Education
• Creativity and ICT: Theoretical Approaches and Perspectives in School Education
• Exploring the Potential of Computer – Based Concept Mapping Under Self and Collaborative Mode Within Emerging Learning Environments
• Integrating Free and Open – Source Software in the Classroom: Imprinting Trainee Teachers’ Attitudes

Citation

Tassos Anastasios. Research on E-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives. Springer, 2018.

Collection

Ngành THẠC SĨ NGÔN NGỮ ANH

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