-
基础教育
- 教材：
-
- 全部
- 中国地图出版社
- 人教版
- 人教版2012
- 人教版2013版
- 人教版PEP（3年级）
- 人教版义务
- 人教版新课标
- 人教版新起点（1年级）
- 人教版（Go for it）
- 人教版（三年级起点）
- 人教版（三年级起点）2012-2013
- 人教版（版本不明）
- 人教社2016年新编教材
- 冀教版
- 冀教版（三年级起点）
- 北京版
- 北师大版
- 北师大版(2016)
- 北师大版（1年级）
- 北师大版（3年级）
- 北师版2013
- 华东师大版
- 外研社版
- 外研社（三年级起点）
- 外研社（广西专用）
- 广州新版（三年级起点）
- 广州版
- 开心学英语
- 教育科学（3年级起点）
- 教育科学（广州版）
- 新华东师大版
- 新起点英语
- 朗文英语
- 河北版
- 湘少版（3年级起点）
- 牛津上海版
- 牛津上海版（深圳新版）
- 牛津英语
- 粤教版
- 苏教版
- 语文S版
- 语文版
- 首师大版
- 香港现代版
- 齐齐学英语
- 高等教育
- 职业教育
-
Does SMS text messaging help 普通类
The effect of Twitter on college student engagement and grades
-
Texting, textism use and literacy abilities 普通类
The effect of Twitter on college student engagement and grades
-
Finnish and English children's message language 普通类
The effect of Twitter on college student engagement and grades
-
The effect of text messaging on children's reading 普通类
The effect of Twitter on college student engagement and grades
-
Children's text messaging 普通类
The effect of Twitter on college student engagement and grades
-
‘txtN is ez f u no h2 rd’ 普通类
The effect of Twitter on college student engagement and grades
-
Mobile technology and literacy 普通类
The effect of Twitter on college student engagement and grades
-
Impactoneducationaleffectiveness 普通类
Theaimofthisstudywastoassessthelearningeffectivenessandmotivationalappealofacomputer gameforlearningcomputermemoryconcepts,whichwasdesignedaccordingtothecurricularobjectives andthesubjectmatteroftheGreekhighschoolComputerScience(CS)curriculum,ascomparedtoasim- ilarapplication,encompassingidenticallearningobjectivesandcontentbutlackingthegamingaspect. Thestudyalsoinvestigatedpotentialgenderdifferencesinthegame’slearningeffectivenessandmotiva- tionalappeal.Thesamplewas88students,whowererandomlyassignedtotwogroups,oneofwhich usedthegamingapplication(GroupA, N =47)andtheotheronethenon-gamingone(GroupB, N =41).AComputerMemoryKnowledgeTest(CMKT)wasusedasthepretestandposttest.Students werealsoobservedduringtheinterventions.Furthermore,aftertheinterventions,students’viewson theapplicationtheyhadusedwereelicitedthroughafeedbackquestionnaire.Dataanalysesshowedthat thegamingapproachwasbothmoreeffectiveinpromotingstudents’knowledgeofcomputermemory conceptsandmoremotivationalthanthenon-gamingapproach.Despiteboys’greaterinvolvementwith, likingofandexperienceincomputergaming,andtheirgreaterinitialcomputermemoryknowledge,the learninggainsthatboysandgirlsachievedthroughtheuseofthegamedidnotdiffersignificantly,and thegamewasfoundtobeequallymotivationalforboysandgirls.Theresultssuggestthatwithinhigh schoolCS,educationalcomputergamescanbeexploitedaseffectiveandmotivationallearningenviron- ments,regardlessofstudents’gender.
-
Mentor modeling: the internalization of modeled 普通类
Mentor modeling: the internalization of modeled professional thinking in an epistemic game (pages 173–189) Padraig Nash and David Williamson Shaffer —— Journal of Computer Assisted Learning Volume 27, Issue 2, Pages 103-189, April 2011 —— Players of epistemic games – computer games that simulate professional practica – have been shown to develop epistemic frames: a profession's particular way of seeing and solving problems. This study examined the interactions between players and mentors in one epistemic game, Urban Science. Using a new method called epistemic network analysis, we explored how players develop epistemic frames through playing the game. Our results show that players imitate and internalize the professional way of thinking that the mentors model, suggesting that mentors can effectively model epistemic frames, and that epistemic network analysis is a useful way to chart the development of learning through mentoring relationships.
-
Predicting ICT integration into classroom 普通类
Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables (pages 160–172) Guoyuan Sang, Martin Valcke, Johan van Braak, Jo Tondeur and Chang Zhu —— Journal of Computer Assisted Learning Volume 27, Issue 2, Pages 103-189, April 2011 —— Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise ‘teachers’ constructivist teaching beliefs’, ‘teacher attitudes towards computers in education’, ‘teachers’ computer motivation’, ‘teacher perception of ICT-related policy’. A survey was set up, involving 820 Chinese primary school teachers. Path modeling was used to explore the direct and indirect effects of the teacher-related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT-related school policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher-related variables and ICT integration in the classroom is partly in line with findings in non-Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration.