000			04177nam a22004815i 4500
999			_c97926 _d97926
001			978-3-319-71054-9
003			DE-He213
005			20191024180959.0
007			cr nn 008mamaa
008			180809s2018 gw | s |||| 0|eng d
020			_a9783319710549
024	7		_a10.1007/978-3-319-71054-9 _2doi
040			_cМУБИС
050		4	_aLC8-6691
072		7	_aJNV _2bicssc
072		7	_aEDU039000 _2bisacsh
072		7	_aYPMT _2thema
082	0	4	_a371.33 _223
245	1	0	_aSecond Handbook of Information Technology in Primary and Secondary Education _h[electronic resource] / _cedited by Joke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2018.
300			_a65 illus., 46 illus. in color. eReference. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aSpringer International Handbooks of Education, _x2197-1951
505	0		_aIntroduction -- Section 1 - Working title: Challenges in 21st century curricula -- Section 2 - Working title: Learners and the Learning processes -- Section 3 - Working title: Attitudes, competencies, and dispositions for learning and teaching -- Section 4 - Working Title: Professional learning & development of teachers -- Section 5 - Working Title: The role of leadership -- Section 6 – Working Title: Assessment: issues and opportunities -- Section 7 - Working Title: Flexible and distance learning -- Section 8 – Working Title: Mobile learning -- Section 9 – Working Title: Educational games, simulation, and emerging technologies -- Section 10 - Working Title: Digital equity -- Section 11 - Working Title: Research paradigms -- Section 12 - Working Title: International policies.
520			_aIn this second edition the editors continue their efforts to synthesize research and practice and project future directions in the field of information and communication technology. The proliferation of mobile devices and applications have had major implications on how the nature of teaching and learning should be conceptualised, and what pedagogical practices should be used to support bridging formal and informal learning. The advent of social media also highlights the importance of gaining a deeper understanding of social learning theories and computer-supported collaborative learning theories and practices. The advancement of new technologies to support easy accessibility of educational resources such as OER and to a lesser extent MOOCs have led to the debate on how assessment should be conducted and how technologies could be used to support it. The demand of the knowledge society requires that researchers, policy makers, and educational practitioners be conversant with new research findings in order to understand the impact of ICT in teaching and learning, and how to support learners to use new technologies and applications creatively and effectively. New research paradigms have emerged to meet these challenges. .
650		0	_aEducation.
650	1	4	_aEducational Technology. _0http://scigraph.springernature.com/things/product-market-codes/O21000
650	2	4	_aComputers and Education. _0http://scigraph.springernature.com/things/product-market-codes/I24032
650	2	4	_aLearning & Instruction. _0http://scigraph.springernature.com/things/product-market-codes/O22000
700	1		_aVoogt, Joke. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt
700	1		_aKnezek, Gerald. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt
700	1		_aChristensen, Rhonda. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt
700	1		_aLai, Kwok-Wing. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt
710	2		_aSpringerLink (Online service)
776	0	8	_iPrinted edition: _z9783319710532
830		0	_aSpringer International Handbooks of Education, _x2197-1951
856	4	0	_uhttps://doi.org/10.1007/978-3-319-71054-9 _yElectronic version-Цахим хувилбар
942			_2ddc _cEBOOK