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Criteria for the implementation of learning technologies.
http://hdl.handle.net/10445/5745
http://hdl.handle.net/10445/574565b2f285-0503-4491-b7ba-eed5c025c982
| Item type | 図書 / Book(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2011-03-01 | |||||
| タイトル | ||||||
| タイトル | Criteria for the implementation of learning technologies. | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_2f33 | |||||
| 資源タイプ | book | |||||
| アクセス権 | ||||||
| アクセス権 | metadata only access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_14cb | |||||
| 著者 |
Michael, Vallance
× Michael, Vallance× Vallance, K.× Matsui, M. |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The grand narrative of educational policy statements lack clear guidelines on Information Communica- tions Technology (ICT) integration. A review of current academic literature fails to provide consistent strategies for institutions and practitioners determined to adopt ICT in an informed way. This chapter introduces criteria for the successful implementation of ICT-enabled tasks. It argues that the integra- tion of ICT is best supported by a pedagogy that facilitates experiential learning and a development of academic competencies. The context for demonstrating the importance of the informed use of ICT is a research project entitled, “iPod therefore iWrite,” in which multiple-media content was developed by students in Japan and the United Kingdom. | |||||
| 書誌情報 |
In M. Thomas (Ed.). Handbook of Research on Web 2.0 and Second Language Learning. p. 1-19, 発行日 2009 |
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| ISBN | ||||||
| 関連タイプ | isIdenticalTo | |||||
| 識別子タイプ | ISBN | |||||
| 関連識別子 | 9781605661902 | |||||
| 査読有無 | ||||||
| 値 | あり/yes | |||||
| 研究業績種別 | ||||||
| 値 | 著書/Book | |||||
| 単著共著 | ||||||
| 値 | 共著/joint | |||||
| 出版者 | ||||||
| 出版者 | IGI Global:Hershey,USA. | |||||
