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185 普通类
No abstract is available for this article.
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179-183 普通类
Educational applications of Web 2.0: Using blogs to support teaching and learning
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174-178 普通类
Developing evaluative indicators for educational computer games
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169-173 普通类
Issues of inquiry learning in digital learning environments
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Wiki-supported learning and knowledge building 普通类
Wiki-supported learning and knowledge building
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Citations of ETR&D and related journals, 1990–2004 普通类
Scientific communication in the field of educational technology was examined by analyzing references from and citations to articles published in Educational Technology Research and Development.
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164-168 普通类
Cultural differences in the perception of a social-constructivist e-learning environment
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149-163 普通类
This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases.
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135-148 普通类
This paper is one of a pair that re-examines the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. Reanalysis of data gathered for the 2004 evaluation uncovers the complexity of such professional development. The effectiveness of contrasting approaches to ICT-related teacher training was analysed using the national survey of 496 trainees and experts’ reports on 11 of the 47 training providers. multilevel evaluation of professional development was shown to be robust for ICT teacher training, including a significant correlation between the views of experts and those of teachers. The presence of the middle level of ‘organisational support and change’ emerged as a particularly discriminating factor, indicating that higher-quality teacher training supports change in the classroom and in the school. Therefore, we recommend that all five of Guskey's levels be consistently adopted for the evaluation of ICT teacher training, and that research should also adopt a multilevel model. A second paper delves deeper to describe and contrast the highest and lowest-rated approaches to ICT teacher training.
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using to design engage teacher mentors 普通类
The focal point of the course design is a narrative simulation, embedded with standards-based information.