.4018/978-1-5225-2005-4.ch007 9. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3 rd ed.). Multicultural education series. New York, NY: Teachers College Press. 10. Henderson, M. (2015). The (mis) use of community of practice: Delusion, confusion, and instrumentalism in educationaltechnology research. In S. Bulfin, N. F. Johnson, & C. Bigum (Eds.), Critical perspectives on technology and education (pp. 127–140). New York, NY: Palgrave Macmillan. 11. Lachney, M. (2017). Culturally responsive computing as brokerage: Toward asset building with education
This paper considers the important practicality, scientific and methodological principles in the design of the pre-masters program in National Research Tomsk Polytechnic University (or simply TPU). TPU is a university that mainly provides technical education, particularly education in engineering, science and technology disciplines. The design of the pre-masters program also considers the incorporation of educational technology for its realization for the international students, who received the bachelor’s degrees in other countries in English language and want to study masters programs in Russian language in Russia. According to the results of a comparative analysis that explored the experiences of the international students from English-speaking and Russian-speaking universities in the world within their pre-bachelors and pre-masters programs, this paper explains the differences between these programs and the specific features of the pre-masters programs. Further, this paper reports the analysis results of the implementation, monitoring and outcomes of the pre-masters program in TPU. It also presents some proposals for its further development.
Connect with Me Now? How the Presence of Mobile Communication Technology Influences Face-to-face Conversation Quality”. Journal of Social and Personal Relationships 30(3): 237-246. Available: http://journals.sagepub.com/doi/pdf/10.1177/0265407512453827 Stošić, L. 2015. “The Importance of EducationalTechnology in Teaching”. International Journal of Cognitive Research in Science, Engineering and Education 3(1): 111-114. ISSN 2334-8496. Available: http://www.ijcrsee.com/index.php/IJCRSEE/article/view/73. Thaiposri, P. and Wannapiroon, P. 2015. “Enhancing Students
., Moore, J. L., & Klimczak, A. K. (2004). Content analysis of online discussion forums: A comparative analysis of protocols EducationalTechnology Research and Development, 52(2), 23-40. Mayer, R. E. (2001). Principles of multimedia design. In Multimedia learning (pp. 183-194). Cambridge, New York: Cambridge University Press. Mayer, R. E. (2004). Should There Be a Three-Strikes Rule Against Pure Discovery Learning?: The Case for Guided Methods of Instruction. American Psychologist, 59(1), 14-19. Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E
Codes of Ethics and Codes of Conduct for Using ICT in Education
Codes of conduct and codes of ethics are a way of ensuring that positive impact in the community prevails. Tertiary education environments that have standardised ICT management show higher quality of performance if compared to those that have not yet standardised it. Moreover, characteristic of these environments is their strong willingness for change. University is a place of scientific communication and, thus, ICT and especially the Internet represent the entry point into a new developmental phase to which the best universities are strongly dedicated. In this way, ethics returns to the core of the mission undertaken by higher education institutions. Many countries around the world are adopting National Educational Technology Standards (NETS) that have been developed and are continuously updated within the ISTE Association and at the same time represent a code of conduct for students, faculty teachers, administrators and all others involved in high-quality study. Those standards must be supported by codes of ethics as they depend on the compliance with the relevant moral values.
. (2012). Screen-Capture Instructional Technology: a Cognitive Tool for Designing a Blended Multimedia Curriculum. Journal of Educational Computing Research , 46(3), 207–228. Traphagan, T., Kucsera, J. V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. EducationalTechnology Research & Development , 58 (1), 19–37. Walker, L. (2010). Quantifying the benefits of narrated screen capture videos. In Steel. C.H., Keppell. M.J., Gerbic. P. & Housego. S. (Eds.) Curriculum, technology & transformation for an unknown future ( pp.1031
The study illustrates the design, prototyping and production stages of an educational software aimed at promoting the development of social skills in autistic pupils attending the Italian primary school. The educational design of the proposed activities within the software was created on the basis of the theory of simplexity, while the design of the forms of interaction of the activities was constructed on the basis of the tasks proposed in the educational programme for autistic individuals by Patricia Howlin. The research project aims to achieve two objectives: creating an educational freeware software designed to foster the development of social skills in autistic pupils attending Italian primary schools; assessing if and to what extent the introduction of a technological variable can determine changes in terms of teaching effectiveness in Howlin’s programme.
The school can therefore accommodate television screens and computers but provided they are confined to specific practices, limited, criticized, to allow time and space for a transmission of knowledge, know-how and skills which require a group, microcosm of humanity, and an authority, carrying values and ends. The screen must lose all its fantastic power, its omnipresence, to remain a complementary and partial tool in a school world, a space and a time proper, intended to instruct and educate the pupil or the student, to lead him towards a citizenship that is not confused with a consumer or with a player on screens.
of learning and development , Englewood Cliffs, New Jersey: New Jersey-Hall, 1984.  R. Felder and L. Silverman, “Learning and Teaching Styles in Engineering Education”, Engineering Education , vol. 78, pp. 674–684, 1988.  C. Soles and L. Moller, “Myers Briggs Type Preferences in Distance Learning Education,” International Journal of EducationalTechnology , vol. 2, pp. 180–187, 2001.  P. Honey and A. Mumford, Manual of Learning Styles . London: Peter Honey Publications, 1982.  V. I. Toktarova, “Adaptive System of Mathematical Training of the
References Aubusson, P., Schuck, S., & Burden, K. (2009). Mobile learning for teacher professional learning: Benefits, obstacles, and issues. ALT-J, Research in Learning Technology, 17 (3), 233-247. Baran, E. (2014). A Review of Research on Mobile Learning in Teacher Education. EducationalTechnology & Society, 17 (4), 17-32. Bates, C. C., & Martin, A. (2013). Using mobile technology to support literacy coaching practices. Journal of Digital Learning in Teacher Education, 30 (2), 60-66. Broda, M., Schmidt, A. & Wereley, M. (2011). Moses was on to something: A