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Teachers’ Professional Development on Media and Intercultural Education. Results from some participatory research in Europe

Council of 18 December 2006 on Key Competences for Lifelong Learning (2006/962/EC) (Official Journal of the European Union. 30.12.2006). Hill, I. (2006). Student types, school types and their combined influence on the development of intercultural understanding. Journal of Research in International Education , 5 (1), 5-33. Hobbs, R. (2010). Digital and Media Literacy: A Plan of Action . Knight Commission on the Information Needs of Communities in a Democracy. Aspen Institute: Washington DC. Kavanagh, J., Campbell, F., Harden, A., & Thomas, J. (2012

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Unpacking the Potential of 360degree Video to Support Pre-Service Teacher Development

., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education , 24 (2), 417-436. Brophy, J. E. (2004). Using video in teacher education . Amsterdam: Elsevier. van Es, E. A. (2012). Examining the Development of a Teacher Learning Community: The Case of a Video Club. Teaching and Teacher Education: An International Journal of Research and Studies , 28 (2), 182-192. van Es, E. A. & Sherin, M. G. (2002). Learning to notice: scaffolding new teachers

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Innovations in the continuing professional development of foreign language teachers: from blended learning to visual-based learning, choices of emotional and instructional designs

Working Group. In Review of national curricula and assessing digital competence for students and teachers: Findings from 7 countries. European Schoolnet Brüssels. Parigi L, Di Stasio M., Mangione M.G., Pettenati M.C., Formiconi A., Guasti L, Russo C, Federici G., Faggioli M (2015). Bridging formal and informal learning in teachers professional development: experiences and innovative environments. In Falcinelli, F., Minerva, T., & Rivoltella, P. C. (Eds.), Apertura e flessibilità nell’istruzione superiore: oltre l’E-Learning? Proceedings of the X Convegno

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Was it worth the effort? An exploratory study on the usefulness and acceptance of video annotation for in-service teachers training in VET sector

development: A literature review. Educational Research Review, 16 , 41-67. Hattie, J., & Timperley, H. (2007). The Power of feedback. Review of Educational Research, 77 (1), 81-112. Kember, D., McKay, J., Sinclair, K., & Wong, F. (2008). A four-category scheme for coding and assessing the level of reflection in written work. Assessment & Evaluation in Higher Education, 33 (4), 369–379. Pérez-Torregros, A.B., Díaz-Martín, C., & Ibáñez-Cubillas, P. (2017). The use of video annotation tools in teacher training. Procedia: Social and Behavioral Sciences

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Opportunities and challenges of e-portfolios in teacher education. Lessons learnt

). Portfolios for learning, assessment and professional development in higher education. Assessment & Evaluation in Higher Education , 31 (3), 267–286. https://doi.org/10.1080/02602930500352816 Koch-Priewe, B. (2013). Das Portfolio in der LehrerInnenbildung – Verbreitung, Zielsetzungen, Empirie, theoretische Fundierungen. In B. Koch-Priewe, T. Leonhard, A. Pineker, & J. C. Störtländer (Eds.), Portfolio in der LehrerInnenbildung. Konzepte und empirische Befunde. (pp. 41–73). Bad Heilbrunn: Klinkhardt. Kuckartz, U. (2018). Qualitative Inhaltsanalyse: Methoden

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Eye-tracking glasses for improving teacher education: the e-Teach project

Abstract

This paper is about “Improvement of teaching techniques by eye tracking in technology enhanced classrooms” (e-Teach), an innovative project funded by the Erasmus Plus Programme (KA2 - Strategic Partnership in the field of School Education). The project aims to study teachers’ eye movements in real teaching situation using eye-tracking glasses and compares the teachers’ use of digital technologies between novices and experts teaching the same school subject. The purpose of this study was to provide indicators of skill gaps between novices and experts which can be addressed appropriately with highly targeted teacher education. The first part of the paper reviews recent developments in conceptual frameworks for digital competence and in digital competence descriptors. The second part describes the project status, the methods and its phases. In conclusion, the paper gives a brief overview of initial findings of ongoing research, focusing largely on the Italian experience, and development tasks for the next project phases. The initial findings suggest that teachers valued the benefits of using digital technologies in classrooms and recognized the necessity of professional development. They also provided specific insights for the purpose of developing an online course for teacher education in four languages: English, Turkish, Italian and Lithuanian.

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From Big Data to Learning Analytics for a personalized learning experience

, 15(2), 43-52. Ferguson, R. (2014). Learning Analytics: fattori trainanti, sviluppi e sfide. TD tecnologie didattiche , 22(3), 138-147. Fulantelli, G., & Taibi, D. (2015). Editoriale. TD Tecnologie Didattiche , 22 (3), 130-131. Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational studies in Mathematics , 49 (2), 193-223. Gorunescu, F. (2011). Data Mining: Concepts, models and techniques (Vol. 12). Springer Science

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Diacrises and mixed emotions in the relationship between music and art cinema: teacher learning and training through multimodal experiences

Brain Research. 14, 31-40. Metz, C. (1964). Cinéma: langue o language? Comunicazioni, 4 (1), 52-90. Moon, J. (2012) Esperienza, riflessione, apprendimento. Roma: Carocci. Morin, E. (2001). I sette saperi necessari all’educazione del futuro. Milano: Cortina. Plutchik R. (1980), Emotion: A Psychoevolutionary Synthesis. New York: Harper & Row. Read, H. E. (1958). Education through art. Oxford, (UK): Pantheon. Rogoff, B. & Lave, J. (Ed.) (1984) Everyday cognition: Its development in social context. Harvard: Harvard University Press

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How to create meaningful learning experiences in an online environment: components from coding student reflections

References Akyol, Z., & Garrison, R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive, and teaching presence. Journal of Asynchronous Learning Networks , 12(3-4), 3-22. Retrieved from http://olj.onlinelearningconsortium.org/index.php/jaln Akyol, Z., & Garrison, D. R. (2014). The development of a community of inquiry over time in an online course: understanding the progression and integration of social, cognitive and teaching presence. Journal of

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Preservice teacher disengagement with computer-based learning environments

environments: Foundations, assumptions, and implications for automated design. In R. Tennyson, A.E. Barron (Ed.), Automating Instructional Design: Computer-Based Development and Delivery Tools (pp. 101-129). New York: Springer-Verlag. Hershkovitz, A., Baker, R. S.J.d., Gobert, J., Wixon, M., Sao Pedro, M. (2013). Discovery with Models: A Case Study on Carelessness in Computer-based Science Inquiry. American Behavioral Scientist, 57 (10), 1480-1499. Hill, J., & Land, S. (1998). Open-ended learning environments: A theoretical framework and model for design. In M

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