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Empowering teaching for digital equity and agency : IFIP TC 3 Open Conference on Computers in Education, OCCE 2020, Mumbai, India, January 6-8, 2020, Proceedings / / Torsten Brinda; Don Passey; Therese Keane
| Empowering teaching for digital equity and agency : IFIP TC 3 Open Conference on Computers in Education, OCCE 2020, Mumbai, India, January 6-8, 2020, Proceedings / / Torsten Brinda; Don Passey; Therese Keane |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2020] |
| Descrizione fisica | 1 online resource (X, 145 p. 33 illus., 17 illus. in color.) |
| Disciplina | 371.334 |
| Collana | IFIP Advances in Information and Communication Technology |
| Soggetto topico | Education - Data processing |
| ISBN | 3-030-59847-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Computing Education -- Approaches to Artificial Intelligence as a Subject in School Education -- ICT-Rich Programming Projects -- Mapping Computational Thinking and Programming Skills Using Technacy Theory -- Learners’ and Teachers’ Perspectives -- E-Exams: The Impact of Technology Problems on Student Experience -- Stereotypes of Secondary School Students Towards People in Computer Science -- Using Classroom Practice as “an Object to Think with” to Develop Pre-Service Teachers’ Understandings of Computational Thinking -- An Early Exploration of Gender Imbalance in Computing -- Teacher Professional Development -- Use of Community of Practice for In-service Government Teachers in Professional Development -- Universal Design for Learning in the Indian Classroom: Supporting Struggling Learners -- The Agency of Teachers in the 21st Century – Design and Certification of Vocational E-learning -- The Industry Perspective -- IT Curricula versus Labour Market Requirements in the Area of Cloud Computing in Austria -- Meaningfulness as a Driving Force for Women in ICT – What Motivates Women in Software Industry? -- Further Aspects -- Whoever Reads the T&Cs Anyway? -- Course Space: The Observatory of Course Selection for Interdisciplinary Departments -- Text Data Analysis on Answers Written in Japanese to Free Text Questions Obtained at Astronomical Lectures. |
| Record Nr. | UNISA-996465371603316 |
| Cham, Switzerland : , : Springer, , [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Empowering Teaching for Digital Equity and Agency : IFIP TC 3 Open Conference on Computers in Education, OCCE 2020, Mumbai, India, January 6–8, 2020, Proceedings / / edited by Torsten Brinda, Don Passey, Therese Keane
| Empowering Teaching for Digital Equity and Agency : IFIP TC 3 Open Conference on Computers in Education, OCCE 2020, Mumbai, India, January 6–8, 2020, Proceedings / / edited by Torsten Brinda, Don Passey, Therese Keane |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 |
| Descrizione fisica | 1 online resource (X, 145 p. 33 illus., 17 illus. in color.) |
| Disciplina | 371.334 |
| Collana | IFIP Advances in Information and Communication Technology |
| Soggetto topico |
Education - Data processing
Social sciences - Data processing Application software Artificial intelligence Coding theory Information theory Computers and Education Computer Application in Social and Behavioral Sciences Computer and Information Systems Applications Artificial Intelligence Coding and Information Theory |
| ISBN | 3-030-59847-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Computing Education -- Approaches to Artificial Intelligence as a Subject in School Education -- ICT-Rich Programming Projects -- Mapping Computational Thinking and Programming Skills Using Technacy Theory -- Learners’ and Teachers’ Perspectives -- E-Exams: The Impact of Technology Problems on Student Experience -- Stereotypes of Secondary School Students Towards People in Computer Science -- Using Classroom Practice as “an Object to Think with” to Develop Pre-Service Teachers’ Understandings of Computational Thinking -- An Early Exploration of Gender Imbalance in Computing -- Teacher Professional Development -- Use of Community of Practice for In-service Government Teachers in Professional Development -- Universal Design for Learning in the Indian Classroom: Supporting Struggling Learners -- The Agency of Teachers in the 21st Century – Design and Certification of Vocational E-learning -- The Industry Perspective -- IT Curricula versus Labour Market Requirements in the Area of Cloud Computing in Austria -- Meaningfulness as a Driving Force for Women in ICT – What Motivates Women in Software Industry? -- Further Aspects -- Whoever Reads the T&Cs Anyway? -- Course Space: The Observatory of Course Selection for Interdisciplinary Departments -- Text Data Analysis on Answers Written in Japanese to Free Text Questions Obtained at Astronomical Lectures. |
| Record Nr. | UNINA-9910427666603321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching coding in K-12 schools : research and application / / edited by Therese Keane and Andrew E. Fluck
| Teaching coding in K-12 schools : research and application / / edited by Therese Keane and Andrew E. Fluck |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (420 pages) |
| Disciplina | 215 |
| Soggetto topico | Computer science |
| ISBN | 3-031-21970-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction – The need for programming and computational thinking from Early Childhood Education through to Secondary schooling. -- Section One. Early childhood education -- 2. Children (aged 3-5) learning mathematics through programming, thinking and doing, or just doing? -- 3. Teaching Coding in Kindergarten: Supporting Students’ Activity with Robot Coding Toys -- 4. Programming environments for the development of computational thinking in preschool education: a systematic literature review -- Section Two. Elementary/Primary school -- 5. Developing Computational Fluency via Multimedia Stories -- 6. Scaffolding engagement with educational technologies to develop computational thinking in Year 1 girls -- 7. Enhancing Computational Thinking through App Design in Primary Schools -- 8. Program, learn and play: a course of extracurricular activities in Scratch programming for students in grades 3–6 -- 9. Integrating programming in other subjects at primary level – tool, glue or ideation -- 10. Introducing Programming Concepts through the Bebras Tasks in the Primary Education -- 11. Supporting primary students with disabilities and neurological differences in developing digital thinking skills through an inclusive game making club -- 12. Game Making and Coding Fluency in a Pri-mary Computing Context -- Section Three. Secondary/High school -- 13. The problem with programming: An overview. -- 14. Expanding teacher capacity and student engagement in digital literacies in the primary classroom: an informal explorative reflection -- 15. Why and how to teach physical computing: Research and practice in computer science education at secondary schools -- 16. Coding Across the Curriculum: Challenges for non-specialist teachers -- 17. Teaching High School Students Artificial Intelligence by Programming Chatbots -- 18. Teaching Coding and Computational Thinking with Model Train Robotics: Social Factors That Motivate Students to Learn Programming -- 19. Initial steps in teaching Python at lower secondary school using the platform Codeboard.io -- 20. Creating Mobile Applications with App Inventor Adopting Computational Action -- 21. Learning Computational Thinking in Second-ary School (Year 8) in Germany in International Comparison – Results from ICILS 2018 -- 22. Computational Thinking in pre-vocational education: A focus on coding unplugged -- 23. A Case of Girls Building Robots or Robots Building the Girls? -- 24. Applying hybrid programming in high schools: An empirical study analyzing teachers’ opinions -- 25. Hybrid VR programming – Extending the Notional Machine for C++ -- 26. Cognitive Influences on Learning Programming -- 27. Where next for coding in schools?.-. |
| Record Nr. | UNINA-9910674347803321 |
| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Technological Innovations in Education : Applications in Education and Teaching / / edited by Susanne Garvis, Therese Keane
| Technological Innovations in Education : Applications in Education and Teaching / / edited by Susanne Garvis, Therese Keane |
| Autore | Garvis Susanne |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (129 pages) |
| Disciplina | 371.33 |
| Altri autori (Persone) | KeaneTherese |
| Soggetto topico |
Educational technology
Teachers—Training of Teaching Digital Education and Educational Technology Teaching and Teacher Education Pedagogy Tecnologia educativa Internet en l'ensenyament |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-9927-85-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | The role of virtual reality professional experiences in initial teacher education -- VR Simulations to Develop Teaching Practice with Pre-service Teachers -- Pre-service teachers’ perceptions of establishing professional connections on Instagram -- Web-based International Learning in a Finnish Teacher Education Program: Building Students’ International Competence -- A way forward for preschool teacher education and technology -- A literature review of educational robotics and early childhood education -- Incorporating Technologies-Based Thinking Skills in Initial Teacher Education -- Analysis of Entrepreneurial Education in Secondary Schools: Teaching the next generation of innovators. |
| Record Nr. | UNINA-9910734872703321 |
Garvis Susanne
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Towards a Collaborative Society Through Creative Learning : IFIP World Conference on Computers in Education, WCCE 2022, Hiroshima, Japan, August 20-24, 2022, Revised Selected Papers / / Therese Keane [and three others], editors
| Towards a Collaborative Society Through Creative Learning : IFIP World Conference on Computers in Education, WCCE 2022, Hiroshima, Japan, August 20-24, 2022, Revised Selected Papers / / Therese Keane [and three others], editors |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (xix, 699 pages) : illustrations (some color) |
| Disciplina | 371.334 |
| Collana | IFIP Advances in Information and Communication Technology Series |
| Soggetto topico |
Computer-assisted instruction
Education Data processing Educational technology |
| ISBN | 3-031-43393-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Digital Education -- National Policies and Plans for Digital Competence -- Organization -- Contents -- Digital Education in Schools -- Digital Education in the Post-Covid Era: Challenges and Opportunities to Explore -- 1 Introduction -- 2 Digital (Mobile) Learning from a Pedagogical Perspective -- 3 Challenges and Opportunities to Explore in the Post-Covid Era -- 3.1 Digital Education Integrated in the Educational System -- 3.2 Opportunities to Engage in More Flexible and Mobile Forms of Teaching and Learning -- 3.3 National Policies Reconsideration - Digital Mobile Technology Utilization -- 3.4 Improvement of Institutional/School Infrastructure - Creation of Educational Resources -- 3.5 Enhancement of Students' and Teachers' Digital Technology Skills -- 4 Recommendations - Suggestions -- 4.1 Digital Learning should be Integral to Good Teaching: Pedagogy is Essential -- 4.2 Support for Teachers and Students -- 4.3 Sufficient Cooperation among Stakeholders and Teachers -- 4.4 Ensure Funding and Digitalization - Transformation of Education -- 4.5 Hybrid/Blended Education in the Post-Covid Era -- 5 Future Research -- References -- A Study of Measurement of Mentoring Activities Using Text Mining Technology -- 1 Introduction -- 2 Conventional Method -- 3 Proposed Method -- 3.1 Text Mining -- 3.2 IBM Watson Discovery -- 4 Tokyo P-TECH -- 5 Analysis and Result -- 5.1 Data -- 5.2 Analysis Result -- 6 Conclusion -- References -- Development Plan and Trial of Japanese Language e-Learning System Focusing on Content and Language Integrated Learning (CLIL) Suitable for Digital Education -- 1 Introduction -- 1.1 Current Status of Japanese Language Education -- 1.2 Literature Review -- 2 Methods -- 2.1 Teaching Materials on Moodle -- 2.2 Text-to-Speech and Speech-to-Text -- 2.3 Content and Language Integrated Learning.
3 Trial for Japanese Learners -- 3.1 The Target Learner -- 3.2 Implementation Details -- 3.3 Intonation Adjustment -- 3.4 The Results -- 4 Discussion and Conclusions -- References -- STEM Programs at Primary School: Teachers Views and Concerns About Teaching "Digital Technologies" -- 1 Introduction -- 1.1 Teachers' Attitudes Towards Integrating Digital Technologies Learning Areas into STEM Subjects -- 1.2 Research Context and Research Question -- 2 Methodology -- 2.1 Establishing Validity and Reliability of the Questionnaire -- 3 Findings From the Pilot Study -- 4 Conclusion -- References -- Fostering Students' Resilience. Analyses Towards Factors of Individual Resilience in the Computer and Information Literacy Domain -- 1 Introduction and Theoretical Framework -- 1.1 Introduction -- 1.2 Theoretical Framework -- 1.3 Research Findings towards the Phenomenon of Resilience in the CIL Domain -- 1.4 Research Questions -- 2 Data Sources, Methods, and Statistical Techniques -- 2.1 Data Source: Representative Samples from the ICILS 2018 Database -- 2.2 Identifying Resilient Students -- 2.3 Statistical Techniques Explaining the Probability of being Resilient in the CIL Domain: Logistic Regression -- 2.4 Instruments and Materials -- 3 Results, Summary, and Conclusion -- 3.1 Results Towards the Proportion of Resilient Students in the CIL Domain (Research Question 1) -- 3.2 Results Towards Determinants of Students' Resilience in the CIL Domain (Research Question 2) -- 4 Summary and Conclusion -- References -- A Workshop of a Digital Kamishibai System for Children and Analysis of Children's Works -- 1 Introduction -- 2 A Digital Kamishibai Workshop for Children -- 2.1 Overview of the Workshop -- 2.2 Questionnaire for Children -- 2.3 Participants at the Workshop -- 2.4 Questionnaire for Parents -- 3 Review of Kamishibai Works -- 4 Discussion. 5 Conclusion and Future Works -- References -- ELSI (Ethical, Legal, and Social Issues) Education on Digital Technologies: In the Field of Elementary and Secondary Education -- 1 Introduction -- 1.1 Research Background -- 1.2 Purpose and Significance of This Study -- 2 What is ELSI? -- 2.1 Origin and Overview of ELSI -- 2.2 Relationship Between Ethics, Law, and Society -- 2.3 RRI: Responsible Research and Innovation -- 2.4 Recent Trends in ELSI: Examples from the Field of Artificial Intelligence -- 2.5 Necessity of Public Participation in ELSI -- 3 ELSI Education in Elementary and Secondary Education -- 3.1 Definition of ELSI Education -- 3.2 Introduction of ELSI Education -- 3.3 Why ELSI Education Is Needed? -- 3.4 Ethics, Morality, and Digital Citizenship -- 4 Perspectives on Promoting ELSI Education -- 4.1 Directions for ELSI Education on Digital Technologies -- 4.2 Preparation for Teachers to Implement ELSI Education -- 4.3 Example of ELSI Education in Practice -- 5 Conclusion -- References -- EdTech as an Empowering Tool: Designing Digital Learning Environments to Extend the Action Space for Learning and Foster Digital Agency -- 1 Introduction -- 2 Methodology -- 3 Towards an Action Space for Learning -- 3.1 What is Action Space for Learning? -- 4 Empirical Context -- 4.1 The DOER Microworld - Lego Modelled Distributed Decentralised Open Educational Resources -- 4.2 EdTech as an Empowering Tool - Extending the Action Space for Learning and Fostering Digital Agency -- 5 Research Findings -- 6 Conclusion -- References -- Educational Support to Develop Socially Disadvantaged Young People's Digital Skills and Competencies: The Contribution of Collaborative Relationships Toward Young People's Empowerment -- 1 Introduction -- 2 Relevant Literature -- 3 Methodologies -- 4 Findings. 4.1 Role Identity Adding Meaning to Programming as Social Participation -- 4.2 Active Group Contributions and Resulting Learning as Drivers of Digital Literacy and Competency Acquisition -- 4.3 Programming as a Proactive Learning Experience Through Trial-and-Error Attempts Without Sufficient Information or Knowledge -- 4.4 Active Involvement with Programming as the People's Cultural Identity -- 5 Discussion -- 6 Conclusion and Limitations -- References -- Development and Evaluation of a Field Environment Digest System for Agricultural Education -- 1 Introduction -- 2 Related Work -- 3 Field Environment Digest System -- 3.1 Chart-Based Visualization of Field Sensing Information -- 3.2 Table Digest -- 3.3 List Digest -- 3.4 Collecting Operation Logs -- 4 Experiment -- 4.1 Experimental Setting -- 4.2 Experimental Results -- 5 Conclusion -- References -- Predictive Evaluation of Artificial Intelligence Functionalities of Software: A Study of Apps for Children's Learning of English Pronunciation -- 1 Introduction -- 2 Literature Review -- 2.1 What Is Predictive Evaluation? -- 2.2 A Social Constructivist Approach to Predictive Evaluation of Software -- 3 Predictive Evaluation of the AI Functionalities of English Learning Apps for ESL Pronunciation -- 3.1 Selection of AI-Powered English Learning Apps for Pronunciation -- 3.2 AI Functionalities for English Pronunciation -- 4 Conclusion -- References -- Computing in Schools -- Curriculum Development and Practice of Application Creation Incorporating AI Functions -- Learning During After-School Hours -- 1 Introduction -- 1.1 Background -- 1.2 Current Status and Issues of Education on AI -- 1.3 Purpose and Significance of this Study -- 2 Method -- 2.1 Overview of Research Methods: Development of Teaching Materials, Practice, Pedagogical Methods and Evaluation -- 2.2 Overview of the Developed Curriculum. 3 Educational Practices and Student Responses -- 3.1 Practice: Overview, Production, Examples of Work -- 3.2 Results of the Survey -- 4 Conclusion -- References -- Assessing Engagement of Students with Intellectual Disabilities in Educational Robotics Activities -- 1 Introduction -- 2 Engagement and Its Measurement -- 3 Tools Developed to Measure Engagement -- 3.1 Observation Grid -- 3.2 Verbal Expressions -- 3.3 The Questionnaire -- 4 Case Study -- 4.1 The Educational Activity with Creative Robotics -- 4.2 The Participants -- 4.3 The Method -- 5 Results -- 5.1 Questionnaire and Interview -- 5.2 Observation Grid -- 5.3 Verbal Expressions -- 6 Discussion -- 7 Limits and Conclusions -- References -- Arguing for a Quantum Computing Curriculum: Lessons from Australian Schools -- 1 Introduction -- 1.1 Technological Innovations -- 1.2 Educational Transformations -- 2 Australian Case Study -- 2.1 Background -- 2.2 Australian Computer Society Survey of Schools -- 3 Time from Innovation to Educational Implementation -- 4 Future Innovations and Transformations -- 4.1 Arguing for a Quantum Computing Curriculum -- 4.2 Other Teaching Approaches -- 4.3 The Role of Informatics Frameworks -- 5 Future Moves -- 6 Conclusion -- References -- Characterization of Knowledge Transactions in Design-Based Research Workshops -- 1 Introduction -- 2 Theoretical Framework: Knowledge Sharing Process in Design-Based Research -- 2.1 Boundary Objects to Share Knowledge -- 2.2 Knowledge Transactions -- 3 Case Study of the PLAY Project -- 4 Analyses -- 4.1 The Learning Game Geome as a Boundary Object -- 4.2 Verbatim Analyses -- 4.3 Towards Multilateral and Explicit Translation Processes -- 5 Conclusion -- References -- Developing Gender-Neutral Programming Materials: A Case Study of Children in Lower Grades of Primary School -- 1 Introduction; 1.1 Programming and Gender in Primary Schools. |
| Record Nr. | UNINA-9910746974903321 |
| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Towards a Collaborative Society Through Creative Learning : IFIP World Conference on Computers in Education, WCCE 2022, Hiroshima, Japan, August 20-24, 2022, Revised Selected Papers / / Therese Keane [and three others], editors
| Towards a Collaborative Society Through Creative Learning : IFIP World Conference on Computers in Education, WCCE 2022, Hiroshima, Japan, August 20-24, 2022, Revised Selected Papers / / Therese Keane [and three others], editors |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (xix, 699 pages) : illustrations (some color) |
| Disciplina | 371.334 |
| Collana | IFIP Advances in Information and Communication Technology Series |
| Soggetto topico |
Computer-assisted instruction
Education Data processing Educational technology |
| ISBN | 3-031-43393-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Digital Education -- National Policies and Plans for Digital Competence -- Organization -- Contents -- Digital Education in Schools -- Digital Education in the Post-Covid Era: Challenges and Opportunities to Explore -- 1 Introduction -- 2 Digital (Mobile) Learning from a Pedagogical Perspective -- 3 Challenges and Opportunities to Explore in the Post-Covid Era -- 3.1 Digital Education Integrated in the Educational System -- 3.2 Opportunities to Engage in More Flexible and Mobile Forms of Teaching and Learning -- 3.3 National Policies Reconsideration - Digital Mobile Technology Utilization -- 3.4 Improvement of Institutional/School Infrastructure - Creation of Educational Resources -- 3.5 Enhancement of Students' and Teachers' Digital Technology Skills -- 4 Recommendations - Suggestions -- 4.1 Digital Learning should be Integral to Good Teaching: Pedagogy is Essential -- 4.2 Support for Teachers and Students -- 4.3 Sufficient Cooperation among Stakeholders and Teachers -- 4.4 Ensure Funding and Digitalization - Transformation of Education -- 4.5 Hybrid/Blended Education in the Post-Covid Era -- 5 Future Research -- References -- A Study of Measurement of Mentoring Activities Using Text Mining Technology -- 1 Introduction -- 2 Conventional Method -- 3 Proposed Method -- 3.1 Text Mining -- 3.2 IBM Watson Discovery -- 4 Tokyo P-TECH -- 5 Analysis and Result -- 5.1 Data -- 5.2 Analysis Result -- 6 Conclusion -- References -- Development Plan and Trial of Japanese Language e-Learning System Focusing on Content and Language Integrated Learning (CLIL) Suitable for Digital Education -- 1 Introduction -- 1.1 Current Status of Japanese Language Education -- 1.2 Literature Review -- 2 Methods -- 2.1 Teaching Materials on Moodle -- 2.2 Text-to-Speech and Speech-to-Text -- 2.3 Content and Language Integrated Learning.
3 Trial for Japanese Learners -- 3.1 The Target Learner -- 3.2 Implementation Details -- 3.3 Intonation Adjustment -- 3.4 The Results -- 4 Discussion and Conclusions -- References -- STEM Programs at Primary School: Teachers Views and Concerns About Teaching "Digital Technologies" -- 1 Introduction -- 1.1 Teachers' Attitudes Towards Integrating Digital Technologies Learning Areas into STEM Subjects -- 1.2 Research Context and Research Question -- 2 Methodology -- 2.1 Establishing Validity and Reliability of the Questionnaire -- 3 Findings From the Pilot Study -- 4 Conclusion -- References -- Fostering Students' Resilience. Analyses Towards Factors of Individual Resilience in the Computer and Information Literacy Domain -- 1 Introduction and Theoretical Framework -- 1.1 Introduction -- 1.2 Theoretical Framework -- 1.3 Research Findings towards the Phenomenon of Resilience in the CIL Domain -- 1.4 Research Questions -- 2 Data Sources, Methods, and Statistical Techniques -- 2.1 Data Source: Representative Samples from the ICILS 2018 Database -- 2.2 Identifying Resilient Students -- 2.3 Statistical Techniques Explaining the Probability of being Resilient in the CIL Domain: Logistic Regression -- 2.4 Instruments and Materials -- 3 Results, Summary, and Conclusion -- 3.1 Results Towards the Proportion of Resilient Students in the CIL Domain (Research Question 1) -- 3.2 Results Towards Determinants of Students' Resilience in the CIL Domain (Research Question 2) -- 4 Summary and Conclusion -- References -- A Workshop of a Digital Kamishibai System for Children and Analysis of Children's Works -- 1 Introduction -- 2 A Digital Kamishibai Workshop for Children -- 2.1 Overview of the Workshop -- 2.2 Questionnaire for Children -- 2.3 Participants at the Workshop -- 2.4 Questionnaire for Parents -- 3 Review of Kamishibai Works -- 4 Discussion. 5 Conclusion and Future Works -- References -- ELSI (Ethical, Legal, and Social Issues) Education on Digital Technologies: In the Field of Elementary and Secondary Education -- 1 Introduction -- 1.1 Research Background -- 1.2 Purpose and Significance of This Study -- 2 What is ELSI? -- 2.1 Origin and Overview of ELSI -- 2.2 Relationship Between Ethics, Law, and Society -- 2.3 RRI: Responsible Research and Innovation -- 2.4 Recent Trends in ELSI: Examples from the Field of Artificial Intelligence -- 2.5 Necessity of Public Participation in ELSI -- 3 ELSI Education in Elementary and Secondary Education -- 3.1 Definition of ELSI Education -- 3.2 Introduction of ELSI Education -- 3.3 Why ELSI Education Is Needed? -- 3.4 Ethics, Morality, and Digital Citizenship -- 4 Perspectives on Promoting ELSI Education -- 4.1 Directions for ELSI Education on Digital Technologies -- 4.2 Preparation for Teachers to Implement ELSI Education -- 4.3 Example of ELSI Education in Practice -- 5 Conclusion -- References -- EdTech as an Empowering Tool: Designing Digital Learning Environments to Extend the Action Space for Learning and Foster Digital Agency -- 1 Introduction -- 2 Methodology -- 3 Towards an Action Space for Learning -- 3.1 What is Action Space for Learning? -- 4 Empirical Context -- 4.1 The DOER Microworld - Lego Modelled Distributed Decentralised Open Educational Resources -- 4.2 EdTech as an Empowering Tool - Extending the Action Space for Learning and Fostering Digital Agency -- 5 Research Findings -- 6 Conclusion -- References -- Educational Support to Develop Socially Disadvantaged Young People's Digital Skills and Competencies: The Contribution of Collaborative Relationships Toward Young People's Empowerment -- 1 Introduction -- 2 Relevant Literature -- 3 Methodologies -- 4 Findings. 4.1 Role Identity Adding Meaning to Programming as Social Participation -- 4.2 Active Group Contributions and Resulting Learning as Drivers of Digital Literacy and Competency Acquisition -- 4.3 Programming as a Proactive Learning Experience Through Trial-and-Error Attempts Without Sufficient Information or Knowledge -- 4.4 Active Involvement with Programming as the People's Cultural Identity -- 5 Discussion -- 6 Conclusion and Limitations -- References -- Development and Evaluation of a Field Environment Digest System for Agricultural Education -- 1 Introduction -- 2 Related Work -- 3 Field Environment Digest System -- 3.1 Chart-Based Visualization of Field Sensing Information -- 3.2 Table Digest -- 3.3 List Digest -- 3.4 Collecting Operation Logs -- 4 Experiment -- 4.1 Experimental Setting -- 4.2 Experimental Results -- 5 Conclusion -- References -- Predictive Evaluation of Artificial Intelligence Functionalities of Software: A Study of Apps for Children's Learning of English Pronunciation -- 1 Introduction -- 2 Literature Review -- 2.1 What Is Predictive Evaluation? -- 2.2 A Social Constructivist Approach to Predictive Evaluation of Software -- 3 Predictive Evaluation of the AI Functionalities of English Learning Apps for ESL Pronunciation -- 3.1 Selection of AI-Powered English Learning Apps for Pronunciation -- 3.2 AI Functionalities for English Pronunciation -- 4 Conclusion -- References -- Computing in Schools -- Curriculum Development and Practice of Application Creation Incorporating AI Functions -- Learning During After-School Hours -- 1 Introduction -- 1.1 Background -- 1.2 Current Status and Issues of Education on AI -- 1.3 Purpose and Significance of this Study -- 2 Method -- 2.1 Overview of Research Methods: Development of Teaching Materials, Practice, Pedagogical Methods and Evaluation -- 2.2 Overview of the Developed Curriculum. 3 Educational Practices and Student Responses -- 3.1 Practice: Overview, Production, Examples of Work -- 3.2 Results of the Survey -- 4 Conclusion -- References -- Assessing Engagement of Students with Intellectual Disabilities in Educational Robotics Activities -- 1 Introduction -- 2 Engagement and Its Measurement -- 3 Tools Developed to Measure Engagement -- 3.1 Observation Grid -- 3.2 Verbal Expressions -- 3.3 The Questionnaire -- 4 Case Study -- 4.1 The Educational Activity with Creative Robotics -- 4.2 The Participants -- 4.3 The Method -- 5 Results -- 5.1 Questionnaire and Interview -- 5.2 Observation Grid -- 5.3 Verbal Expressions -- 6 Discussion -- 7 Limits and Conclusions -- References -- Arguing for a Quantum Computing Curriculum: Lessons from Australian Schools -- 1 Introduction -- 1.1 Technological Innovations -- 1.2 Educational Transformations -- 2 Australian Case Study -- 2.1 Background -- 2.2 Australian Computer Society Survey of Schools -- 3 Time from Innovation to Educational Implementation -- 4 Future Innovations and Transformations -- 4.1 Arguing for a Quantum Computing Curriculum -- 4.2 Other Teaching Approaches -- 4.3 The Role of Informatics Frameworks -- 5 Future Moves -- 6 Conclusion -- References -- Characterization of Knowledge Transactions in Design-Based Research Workshops -- 1 Introduction -- 2 Theoretical Framework: Knowledge Sharing Process in Design-Based Research -- 2.1 Boundary Objects to Share Knowledge -- 2.2 Knowledge Transactions -- 3 Case Study of the PLAY Project -- 4 Analyses -- 4.1 The Learning Game Geome as a Boundary Object -- 4.2 Verbatim Analyses -- 4.3 Towards Multilateral and Explicit Translation Processes -- 5 Conclusion -- References -- Developing Gender-Neutral Programming Materials: A Case Study of Children in Lower Grades of Primary School -- 1 Introduction; 1.1 Programming and Gender in Primary Schools. |
| Record Nr. | UNISA-996550550403316 |
| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||