Web-Based Professional Development Model to Enhance Teaching of Strategies for Online Academic Research in Middle School

Terrazas-Arellanes, Fatima E.; Strycker, Lisa A.; Waldén, Emily

doi:10.1080/15391523.2018.1564637

Cited by 3 publications

(1 citation statement)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Il Multi-media Model e il Telelearning Model, infatti, si sono caratterizzati per un utilizzo "pesante" delle tecnologie della comunicazione, quali l'audio e il video conferenza e il broadcasting. L'accesso alle informazioni via web ha segnato il passaggio al Flexible Learning Model e con l'automazione dei sistemi di risposta tipici della Computer-Mediated Communication si diviene all'Intelligent Flexible Learning Model (Terrazas-Arellanes et al, 2019). L'evoluzione tuttora in atto dei sistemi di FaD -tra i più recenti l'Inquiry-Based Science Education (IBSE) -e di mediazione didattica digitale anche di corsi originariamente concepiti come non FaD, come ad esempio il Content and Language Integrated Learning (CLIL), si ispira a tali ultime forme che variano in funzione del contributo richiesto alle tecnologie nel sostenere insegnamento e apprendimento.…”

Section: Introduzioneunclassified

Il contributo del paradigma tecnologico-digitale alla formazione degli insegnanti specializzati per il sostegno. Esiti di un’indagine esplorativa

Bocci

Guerini

Isidori

et al. 2022

View full text Add to dashboard Cite

Although, as the today huge literature available reports, the technological paradigm has always been inherent to the processes of knowledge transmission’s construction and despite the fact that distance learning experiences have been present for over fifty years (from the first models of Distance Learning Training to the current advanced typology of e-learning experiences), only following the use of the so-called Distance Learning due to the restrictions caused by the Covid Pandemic, the question seems to have emerged from the maze of the experts, opening a public debate. Far from falling into the mesh of sterile contrasts that have unfortunately pervaded this discussion, the authors of this paper, like many colleagues, have treasured what was and is happening to experiment innovative solutions also in the context of paths intended teachers’ training (specifically involved into specialization for educational support activities for students with disabilities) and verify, through an exploratory survey, the impact that the organization and implementation of these courses, through the distance and according to the principles of the technological-digital paradigm, it also had on the teaching practice carried out in the classroom by the teacher-trainees and on the learning-performance of the students involved.

show abstract

Section: Introduzioneunclassified

Il contributo del paradigma tecnologico-digitale alla formazione degli insegnanti specializzati per il sostegno. Esiti di un’indagine esplorativa

Bocci

Guerini

Isidori

et al. 2022

View full text Add to dashboard Cite

show abstract

Who Is behind this? Preparing high school students to evaluate online content

McGrew

Byrne

2020

Journal of Research on Technology in Education

View full text Add to dashboard Cite

Evaluation of Online Teaching Platforms Based on AHP in the Context of COVID-19

Cao¹,

Li²,

Zhu³

et al. 2020

JSS

View full text Add to dashboard Cite

Different online teaching platforms are adopted in schools at all levels under the background of COVID-19 in China. In order to systematically analyze the factors that affect the selection of online teaching platforms, this paper establishes an online teaching platform evaluation system. Then, five main factors are identified after reviewing a series of factors that has significant influences on selection of online teaching platforms in terms of course entitled "Thirdparty Logistics Management". A hierarchical structure model for online teaching platform selection is established based on Analytic Hierarchy Process. In particular, in terms of each layer, the weights of the indicators are calculated and checked so as to obtain the total ranking, thus finding the ultimately best scheme. Results indicated that the order of importance concerning evaluation indicators of online teaching platforms was as follows: internet stability, teaching performance, operational convenience, course resources and interactive effect. Additionally, WeChat Work was identified as the best platform for teachers and students.

show abstract

Web-Based Professional Development Model to Enhance Teaching of Strategies for Online Academic Research in Middle School

Cited by 3 publications

References 33 publications

Il contributo del paradigma tecnologico-digitale alla formazione degli insegnanti specializzati per il sostegno. Esiti di un’indagine esplorativa

Il contributo del paradigma tecnologico-digitale alla formazione degli insegnanti specializzati per il sostegno. Esiti di un’indagine esplorativa

Who Is behind this? Preparing high school students to evaluate online content

Evaluation of Online Teaching Platforms Based on AHP in the Context of COVID-19

Contact Info

Product

Resources

About