Titlebook: Contemporary Technologies in Education; Maximizing Student E Olusola O. Adesope,A. G. Rud Book 2019 The Editor(s) (if applicable) and The A

Flexible

书目名称Contemporary Technologies in Education影响因子(影响力)




书目名称Contemporary Technologies in Education影响因子(影响力)学科排名




书目名称Contemporary Technologies in Education网络公开度




书目名称Contemporary Technologies in Education网络公开度学科排名




书目名称Contemporary Technologies in Education被引频次




书目名称Contemporary Technologies in Education被引频次学科排名




书目名称Contemporary Technologies in Education年度引用




书目名称Contemporary Technologies in Education年度引用学科排名




书目名称Contemporary Technologies in Education读者反馈




书目名称Contemporary Technologies in Education读者反馈学科排名

议程

learning.Explores challenges in moving from discussing pedaThis edited volume provides a critical discussion of theoretical, methodological, and practical developments of contemporary forms of educational technologies. Specifically, the book discusses the use of contemporary technologies such as th

灰心丧气

Participation and Political Values,a tendency to make bad investments in our technology initiatives and suggest there are more important questions to be asking; rather than how we use technology, we should place emphasis on what we need from technology. I present three distinctive examples that represent innovative and pedagogically coherent uses of technology.

纠缠,缠绕

Philosophy and the Cambridge Apostlesally and then explains how the two can be combined into what we have called a project-based learning progression and how this may be beneficial to teaching and learning at the K-12 level. This chapter concludes by describing that there may be evidence to suggest that a learning progression occurs through project-based learning paradigms.

LATHE

Book 2019nologies. Specifically, the book discusses the use of contemporary technologies such as the Flipped Classroom (FC), Massive Open Online Course (MOOC), Social Media, Serious Educational Games (SEG), Wikis, innovative learning software tools, and learning analytic approach for making sense of big data

Barter

Barter

Project-Based Learning Progressions: Identifying the Nodes of Learning in a Project-Based Environmeally and then explains how the two can be combined into what we have called a project-based learning progression and how this may be beneficial to teaching and learning at the K-12 level. This chapter concludes by describing that there may be evidence to suggest that a learning progression occurs through project-based learning paradigms.

藐视

强制性

思考才皱眉