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Effective blended learning practices 普通类
The structure of the book, which is in four parts, helps weave the narrative seamlessly in and out of the classroom. Part A examines digital texts in school and outside, focussing on informal learning and the social construction of knowledge and arguing the case for critical digital literacy. Part B looks at instances of changing literacy practices in the classroom in the context of Web 2.0, and considers issues arising out of this. Part C deals with changing literacies and changing pedagogies and stresses the need for teacher education to respond to these challenges at both preservice and post-qualifying level. There is a strong case here for a parallel pedagogy that enables teachers to work across both old and new literacy practices.
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Instructional design theories 普通类
This absorbing book argues its case persuasively and should be an invaluable resource for its target audience of teachers, teacher educators, researchers and local authority professionals. I cannot help wishing, however, that the narrative had indicated more specifically that, though digital technologies require and support learning understood as a social activity, this understanding is not a discovery of our digital age, but has been advocated by Dewey and other prophetic voices since at latest the start of the 20th century. This minor reservation apart, I highly recommend this book. It actually gives me sound reason to hope that, with the integration of digital literacies in the curriculum, those prophetic voices will finally be heard and their message will fully be incorporated into classroom practice.
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Blogs wikis podcasts & more 普通类
This absorbing book argues its case persuasively and should be an invaluable resource for its target audience of teachers, teacher educators, researchers and local authority professionals. I cannot help wishing, however, that the narrative had indicated more specifically that, though digital technologies require and support learning understood as a social activity, this understanding is not a discovery of our digital age, but has been advocated by Dewey and other prophetic voices since at latest the start of the 20th century. This minor reservation apart, I highly recommend this book. It actually gives me sound reason to hope that, with the integration of digital literacies in the curriculum, those prophetic voices will finally be heard and their message will fully be incorporated into classroom practice.
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Building digital libraries 普通类
The book sits firmly in the context of the shift from the “i” to the “c” of ict (information and communications technology) that has been enabled by the developments in user-friendly software shown by the explosion of social networking sites and the engagement of young people inWeb 2.0 practices. It offers for consideration the premise that, if communication is central to the learning process, thenWeb 2.0 applications could offer exciting possibilities. The authors then explore these possibilities. They begin with a definition of Web 2.0; they identify its key characteristics, evaluate the educational potential of significant Web 2.0 practices and provide the theoretical underpinning for this work. While making a strong case for the incorporation of Web 2.0 in education, they also make clear that they do not consider it as the panacea for all educational evils.
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Designing technology 普通类
PictoPal is the name of a technology-supported intervention designed to foster the development of emergent reading and writing skills in four and five year old children. Following the theoretical underpinnings and a brief description of PictoPal, this article describes how children worked with the technology; how the intervention elicited their engagement with literacy concepts both on the computer and off; and effects on early literacy learning. Observation results indicate that children are able to work independently with the program after a few instruction sessions. Observation data yield insight in the nature of adult guidance and the way the results of computer activities were implemented in off-computer classroom activities, as well as areas where this could be improved. Comparison of the four pre–post test experiments used to assess learning effects, suggest that the on-computer activities in PictoPal can yield a statistically significant learning effect, but only when integration with off-computer activities is present.
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Examining gender differences 普通类
Abstract An interactive classroom communication system (ICCS) involves the use of remote devices that permit all students in a class to respond to multiple choice questions displayed on a LCD projector. After responses are clicked in, the results are instantly aggregated and displayed in chart form. The purpose of this study was to examine gender differences in attitudes toward ICCSs for 659 secondary school students. The initial results suggested that male students had significantly more positive attitudes than female students with respect to student involvement, assessment, and perceived learning. However, a number of these differences disappeared when computer comfort level and type of use were added as covariates. Male students still perceived that ICCSs improved the overall learning process more than female students regardless of computer comfort level or type of use.
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Multimedia application 普通类
This study reports research findings on the use of animated cartoons in a multimedia application meant to evaluate their effectiveness in supporting teaching and learning in science. The researchers have developed a cartoon-style multimedia application whereas animated cartoons where designed from scratch using appropriate programs. The study was carried out in various elementary schools of Athens, Greece, and 179 pupils aged 10–11 years participated in it. The research results provide evidence that the use of animated cartoons significantly increases the young students’ knowledge and understanding of specific science concepts, which are normally difficult to comprehend and often cause misconceptions to them.
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Authoring diagram-based CBA with CourseMarker 普通类
The CourseMarker system has been used to assess free-response computer based assessment (CBA) exercises since 1998. The aim of the studies reported here was to evaluate the feasibility and usefulness of developing and deploying diagram-based exercises using DATsys, an authoring environment for diagram-based CBA, together with CourseMarker. Postgraduate students constructed diagram-based exercises in four domains. The process of constructing the exercises was captured as an indicator of feasibility. The exercises were then used to assess two cohorts of undergraduate students. Instruments including system submission logs and student questionnaires were used to assess usefulness. Findings indicate that there is considerable potential for the assessment of free-response domains such as diagrams. Such an approach can help students as part of an iterative process of learning by allowing repeated submission of coursework, which may be most appropriate within a formative assessment context. The exercises are popular with students and demonstrate a gradual, though decelerating, increase in marks over subsequent submissions. The techniques are reliable, but further development allowing for alternative model solutions and assessment of the aesthetic appearance of diagrams would increase validity. Our techniques and findings are novel for CBA, and have implications for the increasingly important research area of formative assessment.
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Factors influencing the performance 普通类
There has been an increasing interest in employing decision-theoretic framework for learner modeling and provision of pedagogical support in Intelligent Tutoring Systems (ITSs). Much of the existing learner modeling research work focuses on identifying appropriate learner properties. Little attention, however, has been given to leverage Dynamic Decision Network (DDN) as a dynamic learner model to reason and intervene across time. Employing a DDN-based learner model in a scientific inquiry learning environment, however, remains at infant stage because there are factors contributed to the performance the learner model. Three factors have been identified to influence the matching accuracy of INQPRO’s learner model. These factors are the structure of DDN model, the variable instantiation approach, and the weights assignment method for two consecutive Decision Networks (DNs). In this research work, a two-phase empirical study involving 107 learners and six domain experts was conducted to determine the optimal conditions for the INQPRO’s dynamic learner model. The empirical results suggested each time-slice of the INQPRO’s DDN should consist of a DN, and that DN should correspond to the Graphical User Interface (GUI) accessed. In light of evidence, observable variables should be instantiated to their observed states; leaving the remaining observable nodes uninstantiated. The empirical results also indicated that varying weights between two consecutive DNs could optimize the matching accuracy of INQPRO’s dynamic learner model.
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The toolbox for local 普通类
Digital plagiarism is a problem for educators all over the world. There are many software tools on the market for uncovering digital plagiarism. Most of them can work only with text submissions. In this paper, we present a new architecture for a plagiarism detection tool that can work with many different kinds of digital submissions, from plain or formatted texts to audio podcasts. The open architecture is based on converting the digital submission into text form for processing by a plagiarism detection algorithm. To process non-text submissions, the system is extended with the appropriate converter. Such an open architecture makes the anti-plagiarism toolbox universal and easily adaptable for processing virtually any kind of digital submissions. This paper describes a software prototype based on the proposed architecture and presents the results of its implementation on a large archive of student papers.