| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910911293603321 |
|
|
Autore |
Kohnke Lucas |
|
|
Titolo |
Optimizing Digital Competence through Microlearning : Flexible Approaches to Teacher Professional Development / / by Lucas Kohnke |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2024 |
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
|
|
Edizione |
[1st ed. 2024.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (80 pages) |
|
|
|
|
|
|
Collana |
|
SpringerBriefs in Education, , 2211-193X |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Teachers - Training of |
Educational technology |
Education - Data processing |
Teaching and Teacher Education |
Digital Education and Educational Technology |
Computers and Education |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di contenuto |
|
Chapter 1. Teacher Professional Development -- Chapter 2. Developing Digital competence in Teacher Professional Development -- Chapter 3. Microlearning for Teacher Professional Development -- Chapter 4. Technology Acceptance Model / Technological, Pedagogical, and Content Knowledge (TPACK) model -- Chapter 5. Designing Teacher Professional Development activities -- Chapter 6. Virtual Reality and Augmented Reality in Teacher Professional Development -- Chapter 7. Using Chatbots for Teacher Professional Development -- Chapter 8. AI-enhanced for Teacher Professional Development -- Chapter 9. The Future of Teacher Professional Development Through Microlearning. |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
This book examines teacher professional development (TPD) models to integrate microlearning into TPD training and serves as a concise but comprehensive introduction to the field. This book covers critical teacher professional development and microlearning aspects, including artificial intelligence, virtual reality, augmented reality, and mixed modalities. It is an important starting point for teachers, teacher-trainers, academics, and researchers interested in the principles and |
|
|
|
|
|
|
|
|
|
|
practices in teacher professional development through microlearning. |
|
|
|
|
|
| |