Titlebook: International Handbook of Information Technology in Primary and Secondary Education; Joke Voogt,Gerald Knezek Book 2008 Springer-Verlag US

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Driving Forces for ICT in Learningf learning process, this chapter discusses four driving forces for the use of ICT in learning: the teacher, the learner, the learning content and the learning materials. A learning process is seen as the result of both structural conditions (of content and materials) and individual characteristics (

独行者

IT and Curriculum Processes: Dilemmas and Challengesing such change. However, evidence shows that the intentions of policy makers do not always match with the use of IT in educational practice. In addition students’ attainments in an IT-supported curriculum often do not reflect the expectations of IT for teaching and learning. This chapter discusses

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Innovative Pedagogical Practices Using Technology: The Curriculum Perspectiveraditional in its structure and implementation. Attempts to assimilate ICT into schools’ curricula are frequently supported by policymakers. However, significant change in content, teaching and learning processes and assessment methods can actually be detected mainly in focal innovative initiatives

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Information Technology Tools for Curriculum Developmentpport a myriad of task types, including the complex process of curriculum development. This chapter begins by briefly introducing two concepts that are bound together in the notion of computer supported curriculum development: the complexity of curriculum development tasks and the possibilities to s

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ICT Supporting the Learning Process: The Premise, Reality, and Promiseurther enhance a student-cantered learning process in schools has become a key concern in educational research. This chapter provides a general overview of how ICT has been used to support learning, within the context of the changing conceptions of learning. A range of promising and effective applic

Dorsal-Kyphosis

Interactive Learning Environments: Review of an Old Construct with a New Critical Twisthe understanding of the learning and teaching process. It traces the origin and some of the design assumptions that underpin this concept and illustrates how interactive learning environments are broadly defined in the literature. Indeed, the concept of interactivity can incorporate a raft of pedago