Theoretical and Factual Meaning in Assisted Instruction

Technology determines new borders for knowledge domain while education reflects more complex activities. A solution in this context is to integrate technology in the educational system, extending it as e-Education.E-Education is a dynamic system and a conceptdeveloped on three kinds of infrastructure which are likely to emerge: technological infrastructure, conceptual infrastructure of the type ofthe study programmes, and cognitive infrastructure of all participants involved in the teaching-learning activities. The purpose of this paper is to provide a meaningful framework for contextual learning, developed on the idea that a personal computer can deliver many skills to a student, but only academic environment can connect those skills to a modern community where they belong. This approach is developed on the much known principle which sustain that the educational system becomes the engine of the learning society.Scientific Research in E-Education, Assisted Instruction, E-Classroom, Didactic Knowledge, Concepts Map Approach

Strokovne kompetence bodocih uciteljev za implementacijo prepoznavanja vrst v soli - studija primera iz Nemcije

This study investigates how well prepared student teachers are to implement species identification in school. Data were collected with the help of a questionnaire and a PowerPoint presentation in which local plant and animal species were presented. Participants (n = 357) correctly identified, on average, 23% of the plants and 44% of the animals. They identified plants mainly by flower characteristics and leaves, and animals mainly by shape and colour. Family and school were key sources of participants’ knowledge of species. The self-estimated competence of participants to identify species was positively correlated with their taxonomic knowledge and the amount of time they had spent on species identification during their own schooldays. The number of correctly identified plant and animal species increased with interest in identifying species and participation in species identification courses. Participants considered learner-centred education and experience-based learning, and the use of living organisms to be most important when identifying species in school. (DIPF/Orig.

Report of Meeting Researches in Didactics of Mathematics and Computer Sciences January 24 - 26, 2014 Eger, Hungary

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Ground-breaking fresh ideas: introduction to the special issue for young researchers

The IJTEL young researcher special issue on ‘Ground-breaking fresh ideas in technology enhanced learning’ is a bit different than other journal special issues. The main idea of IJTEL’s editor in chief Ambjörn Naeve was to have a platform where PhD students and early post-docs can present their visions for TEL. Freed from the empirical limitations of a dissertation, it should allow young researchers to take a step back and bring fresh ideas to the field. This concept was picked up by an enthusiastic group of guest editors consisting of PhD students and young postdocs at JTEL Summer School 2010. But not only is the theme something different, we also tried to innovate in the process: the programme committee included experienced reviewers as well as novel reviewers to get different perspectives on the submitted papers. Furthermore, we provided an ideas clinic, where potential authors could present their ideas and seek feedback and collaboration. An abstract submission prior to the full paper submission completed the effort to provide as much feedback and guidance as possible. The whole process was overseen by managing editor Fridolin Wild to guarantee the high quality standards of both IJTEL and Inderscience.info:eu-repo/semantics/publishedVersio

Didactics of ICT in secondary education: Conceptual issues and practical perspectives

While there is a huge research literature on the field of ICT (Information and Communication Technology) as a tool in teaching and learning, there is much less research on the area of ICT as a subject or similar designations such as school informatics. As a result, there is a lack of theoretical grounding of the didactics of ICT and associated teaching and learning processes. One of the main reasons for the lack of theoretical underpinnings of the didactics of ICT is that there have been in the past and there persist even now strong disagreements and confusion about the nature of ICT as a school subject. While the content of the subject has been clearly defined in the school curriculum, the didactics of ICT is still unclear. This paper suggests ways forward in formulating a framework for conceptualizing the didactics of ICT. The framework draws on research in learning paradigms, epistemology, general didactics, conceptual, and curricular issues of ICT. The article also reports on implementations and evaluations of the framework that were carried out by trainee teachers in secondary schools

GIS w polskiej edukacji wyższej – dyskusja

Norvay Grants FSS/2014/HEI/W/0114/U/001