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The Resource ICT in Education in Global Context : The Best Practices in K-12 Schools

ICT in Education in Global Context : The Best Practices in K-12 Schools

Label
ICT in Education in Global Context : The Best Practices in K-12 Schools
Title
ICT in Education in Global Context
Title remainder
The Best Practices in K-12 Schools
Creator
Contributor
Subject
Language
eng
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Lecture Notes in Educational Technology Ser
ICT in Education in Global Context : The Best Practices in K-12 Schools
Label
ICT in Education in Global Context : The Best Practices in K-12 Schools
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4415588
Publication
Copyright
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Preface -- Contents -- 1 Towards a Critical Understanding to the Best Practices of ICT in K-12 Education in Global Context -- Abstract -- 1.1 Introduction -- 1.2 Literatures on Case Studies and Best Practices of ICT in Education -- 1.3 General International Status and Trends of ICT in Education -- 1.4 Analysis and Evaluation Framework of ICT in Education Based on CIPO Model -- 1.4.1 Analysis and Evaluation on Context of ICT in Education -- 1.4.2 Analysis and Evaluation on Input of ICT in Education -- 1.4.3 Analysis and Evaluation on Promotion Process of the Use of ICT in Education -- 1.4.4 Analysis and Evaluation on Output of ICT in Education -- 1.5 Disscussion and Conclusion -- References -- 2 How Teachers and Students Depict Interactive Whiteboards and Tablet PCs in a 9th Grade Classroom? -- Abstract -- 2.1 Introduction -- 2.2 Study Site -- 2.3 Implementation Process -- 2.4 Materials and Orientation Process -- 2.4.1 Data Collection Tools -- 2.4.2 Data Analysis -- 2.5 Students' and Teachers' Perceived Effectiveness of Using Interactive/Smart Whiteboards and Tablet PCs -- 2.6 Conclusion and Discussion -- Acknowledgments -- References -- 3 A Qualitative Case Study of Tablet Use in a High School in Turkey -- Abstract -- 3.1 Introduction -- 3.2 Methodology -- 3.2.1 Participants -- 3.2.2 Data Collection and Analysis -- 3.3 Findings -- 3.3.1 What Does T̀̀ablet'' Mean? -- 3.3.2 Why Are You Given a T̀̀ablet PC''? -- 3.3.3 What Did You Do with T̀̀ablet PC''? -- 3.3.4 What Was Explained to You About T̀̀ablet PC''? -- 3.3.5 What Do You Want to Say About the Distribution of T̀̀ablet PC'' to You? -- 3.3.6 How Did T̀̀ablet PC'' Affect Your Learning? -- 3.3.7 What Are the Advantages and Disadvantages of T̀̀ablet PC''? -- 3.3.8 Did You Have Any Problems When Using T̀̀ablet PCs''? -- 3.3.9 How Problems Have Been Solved? -- 3.4 Conclusion and Discussions
  • References -- 4 Teaching and Learning Effectiveness Enhancement Project T̀̀LEEP'' -- Abstract -- 4.1 Case Overview -- 4.1.1 Objectives -- 4.1.2 Target Groups -- 4.1.3 Executive Summary -- 4.1.4 Government Policy for ICT in Education -- 4.1.5 Purpose -- 4.1.6 Expected Outcome -- 4.2 Initiative Description -- 4.2.1 Features and Innovation -- 4.2.1.1 Introduction -- 4.2.1.2 State-of-the-Art -- 4.2.1.3 Research Methodology and Approach -- 4.2.2 Overall Objectives and Milestones -- 4.3 Implementation Plan -- 4.3.1 How to Implementation Effectively? -- 4.3.1.1 Exploiting Science, Knowledge, and Research and Development -- 4.3.1.2 Exploiting Science, Knowledge, and Research and Development -- 4.3.1.3 Modular Reorganization -- 4.3.1.4 Networking and Sharing Knowledge -- 4.3.2 Who Are the Participators? (Including Collaborators) -- 4.3.3 How Long Does It Last? -- 4.4 Implementation Process -- 4.4.1 Implementation Process: Focus on Innovative Teaching Strategies -- 4.4.2 Process Management -- 4.5 Outcomes -- 4.6 Conclusion -- 4.6.1 Summary of Benefits -- 4.6.2 Boundary and Limitation of the Initiative -- 4.6.3 Lessons Learned -- 4.6.4 Future Direction/Plan -- Acknowledgements -- References -- 5 Learning Effectiveness Enhancement Project L̀̀EEP'' -- Abstract -- 5.1 Case Overview -- 5.1.1 Objectives -- 5.1.2 Target Groups -- 5.1.3 Executive Summary -- 5.2 Background -- 5.2.1 Government Policy for ICT in Education -- 5.2.2 Purpose -- 5.3 Initiative Description -- 5.3.1 Features and Innovation -- 5.3.2 Mining Learning Styles -- 5.3.3 Mining Examination Characteristics -- 5.4 Outcomes -- 5.4.1 First Project's Results: Students Learning Styles -- 5.4.2 Second Project's Results: Classrooms Observations -- 5.4.3 Third Project's Results: Exams Analysis -- 5.5 Conclusion -- Acknowledgements -- References -- 6 Teaching Effectiveness Enhancement Project T̀̀EEP''
  • Abstract -- 6.1 Case Overview -- 6.1.1 Objectives -- 6.1.2 Target Groups -- 6.1.3 Executive Summary -- 6.2 Background -- 6.2.1 Social Context of Teachers--Inspectors Professional Relationships -- 6.2.2 Purpose -- 6.2.3 Expected Outcome -- 6.3 Initiative Description -- 6.3.1 Features and Innovation -- 6.3.1.1 Uncertain and Noisy Data -- 6.3.1.2 Module Flow Process -- 6.3.1.3 Fuzzy Modeling -- 6.3.1.4 Process Component -- 6.3.1.5 Defuzzification Method -- 6.3.1.6 Hierarchical Structure -- 6.3.2 Overall Objectives and Milestones -- 6.4 Implementation Plan -- 6.4.1 What Is the Implementation Plan and Content? -- 6.4.2 Context of the Study -- 6.4.3 Methodology -- 6.4.4 How to Implementation Effectively? -- 6.4.4.1 Exploiting Science, Knowledge, and Research and Development -- 6.4.4.2 Technological Advance: What Is the Effect Can Teaching and Learning Achieve with the Help of Technology? -- 6.4.4.3 Modular Reorganization -- 6.4.4.4 Networking and Sharing Knowledge -- 6.4.5 Who Are the Participators? -- 6.4.6 How Long Does It Last? -- 6.5 Implementation Process -- 6.5.1 Implementation Process: Focus on Innovative Teaching Strategies -- 6.5.2 Process Management -- 6.6 Outcomes -- 6.7 Conclusion -- Acknowledgements -- References -- 7 Are Teachers Ready for New Digital Learning Spaces: Case Study of an Online Social Networking Site for Secondary Teachers in Trinidad and Tobago -- Abstract -- 7.1 Background -- 7.2 Initiative Description -- 7.3 Implementation Plan -- 7.3.1 Site Design -- 7.3.2 Webpages -- 7.3.3 New Membership and Registration -- 7.3.4 Selection of Content -- 7.3.5 Dealing with Self-Presentation -- 7.3.6 Selection of Tools -- 7.3.7 Site Access and Privacy Concerns -- 7.3.8 Usability and Sociability -- 7.4 Implementation Process -- 7.5 Outcomes -- 7.5.1 Participant Data -- 7.5.2 Teacher Participation on the Site
  • 7.5.2.1 Activity: Lesson Plan File Sharing -- 7.5.2.2 Activity: Blog Posting -- 7.5.2.3 Activity: Online Course Enrollment -- 7.5.2.4 Activity: Forum Discussion -- 7.5.2.5 Activity: Participate in an Online Chat -- 7.5.2.6 Activity: Create a User Profile -- 7.5.2.7 Activity: Add a New Colleague -- 7.5.2.8 Activity: Collaborate on a Wiki -- 7.5.2.9 Activity: Taking Part in an Opinion Poll -- 7.5.2.10 Activity: Media-Sharing -- 7.5.2.11 Activity: Google Doc Collaboration -- 7.5.2.12 Summary of Affordances of Participation in Site Activities via Web 2.0 Tools -- 7.5.3 Differences in Teachers' Participation on the SNS -- 7.5.3.1 Exploring Reasons for Roles Played -- By Teachers -- By MOE Officials -- Summary of Reasons for Roles Played -- 7.6 Conclusion -- References -- 8 Information Communication Technologies in Education for Developing Countries -- Abstract -- 8.1 Contextualization -- 8.2 Objectives of National Education -- 8.3 General Structure of the National Education System -- 8.3.1 Formal Education -- 8.3.1.1 Pre-school Education -- 8.3.1.2 Primary Education -- 8.3.1.3 Secondary Education -- 8.3.1.4 Higher Education -- 8.3.1.5 Special Education -- 8.3.2 Non-formal Education -- 8.3.2.1 School Buildings and Facilities with Education Tools and Equipment -- Educational Tools and Supplies -- Duties of the Ministry -- Fulfilling the Duties -- 8.3.2.2 Education System -- TRNC (Northern Part of Cyprus) Education System -- Turkish Republic of Northern Cyprus Secondary School Information---Communication Technologies Application -- Reflection of Educational Technologies on Classes -- 8.4 Innovative Attempts of ICT Competence and Communication -- 8.5 Conclusion -- References -- 9 An Italian Pilot Experience in Game Making for Learning -- Abstract -- 9.1 Case Overview -- 9.2 Background -- 9.2.1 Overview of ICT in Italy's Schools
  • 9.2.2 Assumptions and Objectives -- 9.2.3 Initiative Description -- 9.2.4 The Digital Game Making Platform -- 9.2.5 Learning and Innovation -- 9.2.6 Intervention Plan -- 9.2.6.1 Preliminary Session (for Teachers) -- 9.2.6.2 Class Session 1 -- 9.2.6.3 Class Session 2 -- 9.2.6.4 Class Session 3 -- 9.2.6.5 Post Class Debriefing Session -- 9.2.6.6 Intervention Implementation -- 9.3 Outcomes -- 9.3.1 Benefits for Pilot Participant Groups -- 9.3.2 Benefits for Stakeholders -- 9.4 Conclusions -- 9.5 Acknowledgements/Disclaimer -- References -- 10 Frog Virtual Learning Environment for Malaysian Schools: Exploring Teachers' Experience -- Abstract -- 10.1 Case Overview -- 10.2 Background -- 10.3 Initiative Description -- 10.4 Implementation Plan -- 10.5 Implementation Process -- 10.6 Outcome -- 10.7 Conclusion -- References -- 11 Building a Smart Classroom---A Case Study of Spreading Inquiry-Based Nature Science Courses for Elementary School in Taiwan -- Abstract -- 11.1 Case Overview -- 11.1.1 Social-economic -- 11.1.2 Government Policy for ICT in Education -- 11.1.3 Purpose (The Reason to Implement the Initiative) -- 11.1.4 Expected Outcome -- 11.1.5 Baseline Study (Teacher Background, Student Background, Facilities Background) -- 11.2 Background -- 11.2.1 Features and Innovation -- 11.2.2 Overall Objectives and Milestones -- 11.2.3 Funding -- 11.2.3.1 Initiative Description -- 11.3 Implementation Plan -- 11.3.1 Implementation Process: Focus on Innovative Teaching Strategies -- 11.3.2 Process Management -- 11.3.3 Change Management -- 11.4 Implementation Process -- 11.4.1 Deliverables and Achievements (Description) -- 11.4.2 Benefits for the Stakeholders -- 11.4.3 Outcomes -- 11.5 Conclusion -- References -- 12 How to Improve K12 Teachers' ICT Competence in Finland: The Joensuu Region Case -- Abstract -- 12.1 Background -- 12.1.1 Global Trends
  • 12.1.2 ICT Teaching in Finland
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1 online resource (303 pages)
Form of item
online
Isbn
9789811003738
Media category
computer
Media MARC source
rdamedia
Media type code
c
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unknown sound
Specific material designation
remote

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