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Distance education. --- Open learning. --- Continuing education. --- Educational technology. --- Enseignement à distance --- Education ouverte --- Education permanente --- Technologie éducative --- Continuing education --- Distance education --- Educational technology --- Open learning --- #PBIB:2002.2 --- Flexible learning --- Flexistudy --- Self-supported study --- Learning --- Adult education --- Independent study --- Self-culture --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Distance learning --- Education --- Telecommunication in education --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Aids and devices

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Computer assisted instruction --- Computer-assisted instruction --- Internet in education --- Educational technology --- Social aspects. --- History. --- #PBIB:2001.3 --- Instructional technology --- Technology in education --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Teaching --- Internet (Computer network) in education --- Social aspects --- History --- Data processing --- Technology --- Educational innovations --- Instructional systems --- Education --- Programmed instruction --- Telematics --- Aids and devices --- Computer-assisted instruction - Social aspects. --- Internet in education - Social aspects. --- Educational technology - History.

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This volume includes articles based on papers presented at the Second International Conference of the European Science Education Research Association (E.S.E.R.A.) held in Kiel, August 31 to September 4, 1999. About 300 colleagues, virtually from around the world - with a particular European focus - participated. Some 200 papers were presented. Three pages synopses of these papers were published in Proceedings of the conference (edited by Michael Komorek, Helga Behrendt, Helmut Dahncke, Reinders Duit, Wolfgang Gräber and Angela Kross). They are available from the IPN homepage: http://www.ipn.uni-kiel.de. The participants were asked to submit contributions to the present volume. It contains the invited plenary lectures and a selection of the submitted contributions based on reviews by an international board and the editors. The volume mirrors main lines of research in science education in Europe and around the world. The invited lectures provide overviews of the growth of science education research from the past to the present, including views of future developments. Major emphasis of empirical research still seems to be students' conceptions and conceptual change. About half of the contributions fall into that category. In addition, most of the remaining contributions deal with various cognitive issues of teaching and learning science. It was surprising for us that the number of studies on affective issues and gender differences was much smaller than expected.

Science --- Study and teaching --- Research --- Science - Study and teaching - Research - Europe -. --- Science_xStudy and teaching. --- Education. --- Science. --- Chemistry. --- Educational technology. --- Science education. --- Teaching. --- Learning & Instruction. --- Science, general. --- Science Education. --- Teaching and Teacher Education. --- Educational Technology. --- Chemistry/Food Science, general. --- Science, Humanities and Social Sciences, multidisciplinary. --- Study and teaching. --- Learning. --- Instruction. --- Physical sciences --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Pedagogical content knowledge --- Training --- Science education --- Scientific education --- Learning process --- Comprehension --- Aids and devices --- Natural science --- Natural sciences --- Science of science --- Sciences

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Computer-assisted instruction --- Educational technology --- Information technology --- Internet in education --- #PBIB:2001.3 --- Internet (Computer network) in education --- Education --- IT (Information technology) --- Technology --- Telematics --- Information superhighway --- Knowledge management --- Instructional technology --- Technology in education --- Educational innovations --- Instructional systems --- Teaching --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Programmed instruction --- Aids and devices --- Data processing --- Educational sciences

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Information and Communication Technologies (ICT) have already had a significant impact on education in many countries around the world. As the "Information Revolution" has an impact on world society, education is seen as a priority for the developed as well as the developing countries. It is an opportune moment to reflect on current practice and consider how schools can retain what is best, while changing to meet the needs and demands of the new world. This volume examines the many aspects of the integration of ICT into the school of the future. It describes the experiences of different countries in developing models of schools of the future with ICT at the foundation. It provides insights into the essential conditions for developing future new learning environments supported by ICT. It includes perspectives from both developed and developing countries as they prepare for future educational systems of the Information Age. The main themes presented in this book are: Experiences from a variety of national initiatives, policies, and strategies; ICT tools for teaching and learning; Distance and online learning; Preparation of teachers for new ICT-rich learning environments; Change and impact on learning of ICT; The influence of ICT on school culture and organisation; Cultural and historical perspectives; Future perspectives for the use of ICT in schools. This volume contains the selected proceedings of the International Conference on The Bookmark of the School of the Future, which was sponsored by the International Federation for Information Processing (IFIP) and held in April 2000 in Viña del Mar, Chile. Contributions from experts around the world make this volume an essential addition for professionals in the field of education, government, informatics and development.

Computer-assisted instruction --- Educational technology --- Information technology --- 720 Onderwijs --- ICT --- IT (Information technology) --- Technology --- Telematics --- Information superhighway --- Knowledge management --- Instructional technology --- Technology in education --- Educational innovations --- Instructional systems --- Teaching --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Education --- Programmed instruction --- Aids and devices --- Data processing --- Education. --- Educational technology. --- User interfaces (Computer systems). --- Computers. --- Education, general. --- Educational Technology. --- User Interfaces and Human Computer Interaction. --- The Computing Profession. --- Automatic computers --- Automatic data processors --- Computer hardware --- Computing machines (Computers) --- Electronic brains --- Electronic calculating-machines --- Electronic computers --- Hardware, Computer --- Computer systems --- Cybernetics --- Machine theory --- Calculators --- Cyberspace --- Interfaces, User (Computer systems) --- Human-machine systems --- Human-computer interaction --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training