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This open access book focuses on making the transition from in-person, classroom education to other feasible alternative modes and methodologies to deliver education at all levels. The book presents and analyzes research questions to explore in this arena, including pedagogical issues relating to technological and infrastructure challenges, teacher professional development, issues of disparity, access and equity, and impact of government policies on education. It also provides unique opportunities and vehicles for generating scholarship that helps explain the varied educational needs, perspectives and solutions that arise during an emergency and the different roles educational institutions and educators may play during this time. Developed from a highly successful Presidential Session at the annual meeting of the Association for Educational Communications and Technology (AECT), this edited volume presents AECT and its membership as the premier organization focusing on the provision of educational communications and technology leadership. In addition, it functions as a contemporary document of this global crisis as well as a rich resource for possible future emergency scenarios in the educational arena.
Innovacions educatives --- Innovació docent --- Innovació educativa --- Innovació pedagògica --- Innovacions docents --- Innovacions pedagògiques --- Didàctica --- Reforma de l'educació --- Educació no-formal --- Pedagogia experimental --- COVID-19 --- Pedagogical issues --- Technological and infrastructure challenges --- AECT 2020 virtual convention --- Teacher professional development
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This is an open access book. Education is an effort to educate people, through education the quality of human life becomes better, and it is captured and realized by all Muhammadiyah universities in Indonesia, especially from the Faculty of Teacher Training and Education Science. The problem that occurs is the need for a lot of innovation related to the implementation of learning in the classroom so that the learning process becomes more enjoyable. Thus, students will be more eager to learn and their academic achievement will be better, which of course has implications for the quality of education which is also better. Therefore, the Association of Muhammadiyah Higher Education Teaching Institutions (ALPTK-PTM) in collaboration with Universitas Muhammadiyah Sorong (UNAMIN) dan Universitas Pendidikan Muhammadiyah Sorong (UNIMUDA) as the local committee initiated the holding of The 7th Progressive and Fun Education International Conference (The 7th Profunedu) which was held on 8-9 September 2022. The conference invited eight invited speakers from international speakers and Indonesian speakers. In addition, the conference was also attended by 115 participants and presenters with 107 papers listed. The 7th Profunedu this time collaborated with the Atlantis Press in the paper publication process. From 107 papers listed, 30 papers were selected to be published by Atlantis Press as publishing partners in this conference.
Education --- Educational innovations --- Educational workshops --- Workshops in education --- Innovacions educatives --- Innovació docent --- Innovació educativa --- Innovació pedagògica --- Innovacions docents --- Innovacions pedagògiques --- Didàctica --- Reforma de l'educació --- Educació no-formal --- Pedagogia experimental
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This book brings together authors from United States, South Africa, United Kingdom, China, Canada, and Australia to provide insights and case studies from across a range of contexts to explore the interplay between the notions of rurality, innovation and education.
Educational innovations. --- Education, Rural. --- Rural education --- Rural schools --- Education --- Innovations, Educational --- Technological change in education --- Educational planning --- Educational change --- Educational technology --- Innovations --- Technological innovations --- Experimental methods --- Escoles rurals --- Innovacions educatives --- Innovació docent --- Innovació educativa --- Innovació pedagògica --- Innovacions docents --- Innovacions pedagògiques --- Didàctica --- Reforma de l'educació --- Educació no-formal --- Pedagogia experimental --- Ensenyament rural --- Escoles --- Escoles petites --- Ensenyament multigrau
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This open access book examines the implications of the COVID-19 Pandemic for education systems and argues that major education reforms will be necessary, particularly in the Global South, to address the learning loss caused by the pandemic. To inform those reforms, knowledge about the implementation reforms in the Global South is necessary, and such knowledge is seriously lacking as the existing literature on the implementation of educational change focused principally in reforms in countries in the Global North. This book contributes to address this gap by examining five major education reforms in India, Egypt, Taiwan, Vietnam, and Senegal, and by presenting two novel approaches to climate change education using a bottoms up strategy of reform. The chapters examine the implementation process drawing on a theoretical model of educational change by Reimers (published in Educating Students to Improve the World by Springer in 2020). The book concludes discussing the implementation of such reforms as an evolutionary and learning process, characterized by four dimensions: the goals of the reform, the drivers of the reform, the reform strategy, and the mindsets about educational change which undergird the implementation strategy.
Reforma de l'educació --- Innovacions educatives --- Innovació docent --- Innovació educativa --- Innovació pedagògica --- Innovacions docents --- Innovacions pedagògiques --- Didàctica --- Educació no-formal --- Pedagogia experimental --- Canvi educatiu --- Reforma de l'ensenyament --- Reforma educativa --- Programes de millora de l'eficàcia escolar --- Open Access --- education reform for a post Pandemic --- COVID-19 and Education --- Implementation of Educational Change --- Twenty-First skills --- Large Scale-Reform --- Education Policy
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Educational innovations. --- Educational change. --- Innovacions educatives --- Reforma de l'educació --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Education --- Innovations, Educational --- Technological change in education --- Educational change --- Educational technology --- Innovació docent --- Innovació educativa --- Innovació pedagògica --- Innovacions docents --- Innovacions pedagògiques --- Didàctica --- Educació no-formal --- Pedagogia experimental --- Canvi educatiu --- Reforma de l'ensenyament --- Reforma educativa --- Programes de millora de l'eficàcia escolar --- Innovations --- Technological innovations --- Experimental methods
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Educational innovations. --- Education --- Innovations, Educational --- Technological change in education --- Educational planning --- Educational change --- Educational technology --- Innovations --- Technological innovations --- Experimental methods --- Innovacions educatives --- Adolescents --- Txèquia --- Joves --- Adolescents maltractats --- Noies adolescents --- Nois adolescents --- Migrants adolescents --- Infants --- Psicoteràpia dels adolescents --- Psiquiatria de l'adolescència --- Innovació docent --- Innovació educativa --- Innovació pedagògica --- Innovacions docents --- Innovacions pedagògiques --- Didàctica --- Reforma de l'educació --- Educació no-formal --- Pedagogia experimental --- Bohèmia-Moràvia --- Česká Republika --- Czech Republic --- Czechia --- República Txeca --- Txeca (República) --- Europa central --- Praga (Txèquia) --- Txecoslovàquia
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Tecnologia educativa --- Innovacions educatives --- Innovació docent --- Innovació educativa --- Innovació pedagògica --- Innovacions docents --- Innovacions pedagògiques --- Didàctica --- Reforma de l'educació --- Educació no-formal --- Pedagogia experimental --- Noves tecnologies de l'educació --- Pedagogia tecnològica --- Tecnologia de la informació en educació --- Tecnologia de l'educació --- Tecnologia didàctica --- Tecnologies de la informació i la comunicació en educació --- Telemàtica en educació --- Telemàtica en l'ensenyament --- TICE --- TIC en educació --- Sistema educatiu --- Aprenentatge electrònic --- Ensenyament assistit per ordinador --- Ensenyament audiovisual --- Ensenyament programat --- Interactivitat (Educació) --- Objectes d'aprenentatge --- Alfabetització informacional --- Disseny d'aprenentatge --- Laboratoris d'aprenentatge --- Material didàctic --- Mètodes educatius --- Concentrated study. --- Educational technology --- Research. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Immersion technique (Education) --- Intensive programs in education --- Total immersion technique (Education) --- Education --- Project method in teaching --- Study skills --- Aids and devices --- Experimental methods
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Education --- Educational innovations --- Innovations, Educational --- Technological change in education --- Educational planning --- Educational change --- Educational technology --- Innovations --- Technological innovations --- Experimental methods --- Innovacions educatives --- Xina --- Innovació docent --- Innovació educativa --- Innovació pedagògica --- Innovacions docents --- Innovacions pedagògiques --- Didàctica --- Reforma de l'educació --- Educació no-formal --- Pedagogia experimental --- Cathay --- China --- República de la Xina (1912-1949) --- República Popular de la Xina --- República Popular Xina --- Zhonghua Renmin Gongheguo --- Xina (República : 1912-1949) --- Àsia oriental --- Brahmaputra (Àsia : Curs d'aigua) --- Canton (Xina) --- Guangdong (Xina) --- Hainan (Xina : Sheng) --- Henan (Xina : Sheng) --- Hong Kong (Xina) --- Macau (Xina : Regió administrativa especial) --- Iang-Tsé (Xina : Curs d'aigua) --- Manxúria (Xina : Regió) --- Mongòlia Interior (Xina : Zizhiqu) --- Pequín (Xina) --- Sichuan (Xina : Sheng) --- Tibet (Xina) --- Xinjiang (Xina : Regió) --- Xangai (Xina) --- Yunnan (Xina : Sheng)
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This book questions the consensus that contemporary formal schooling is of clear cut and undoubted benefit to pupils. During lockdowns caused by the global COVID-19 pandemic, governments and various other actors have been trying to get children and young people back into school as quickly as possible. While there are any numerous beneficial aspects of schooling, the book asks whether accepted models and practices of schools should change in a post-COVID world. By critically examining the everyday nature of 'normal' schooling, the book demonstrates that many aspects of schooling are not necessarily beneficial to pupils, and can be directly harmful: in doing so, the author imagines a future of schooling that could better support and benefit its students. Clive Harber is Emeritus Professor of International Education at the University of Birmingham, UK. His research interests include education for peace and democracy on the one hand, and education for violence and authoritarianism on the other.
Educational systems. Teaching systems --- Teaching --- Educational sciences --- scholen --- alternatief onderwijs --- lesgeven --- Educational innovations. --- Educational change. --- COVID-19 Pandemic, 2020 --- -Educational innovations. --- -Epidemics --- Educational planning --- Educational innovations --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Education --- Educational change --- Educational technology --- Innovations, Educational --- Technological change in education --- Experimental methods --- Innovations --- Technological innovations --- -Innovacions educatives --- Reforma de l'educació --- Pandèmia de COVID-19, 2020 --- -Epidèmia de COVID-19, 2020 --- -COVID-19 (Pandèmia), 2020 --- -Epidèmies --- COVID-19 --- Canvi educatiu --- Reforma de l'ensenyament --- Reforma educativa --- Innovacions educatives --- Programes de millora de l'eficàcia escolar --- Innovació docent --- Innovació educativa --- Innovació pedagògica --- Innovacions docents --- Innovacions pedagògiques --- Didàctica --- Educació no-formal --- Pedagogia experimental --- Epidemics --- Schools. --- Alternative Education. --- Inclusive education. --- Teaching. --- School and Schooling. --- Inclusive Education. --- Pedagogy. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education --- Nontraditional education --- Alternative schools --- Public institutions
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This book brings together international research on school teachers’, and university lecturers’ uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers’ digital skills, knowledge and classroom practices. Via app: download the SN More Media app for free, scan a link with play button and access the videos directly on your smartphone or tablet. Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers’ professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes. Professor Ornella Robutti works in the Mathematics department “G. Peano” at the University of Torino. Her fields of research are students’ cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers’ work as individuals and in communities, when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students’ and teachers’ identities; boundary objects and boundary crossing between communities. Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.
Stærðfræðikennsla --- Kennsluaðferðir --- Tölvur í skólastarfi --- Mathematics—Study and teaching. --- Teachers—Training of. --- Educational technology. --- Mathematics Education. --- Teaching and Teacher Education. --- Digital Education and Educational Technology. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Aids and devices --- Professors de matemàtica --- Formació del professorat --- Innovacions educatives --- Innovació docent --- Innovació educativa --- Innovació pedagògica --- Innovacions docents --- Innovacions pedagògiques --- Didàctica --- Reforma de l'educació --- Educació no-formal --- Pedagogia experimental --- Formació d'educadors --- Formació dels mestres --- Perfeccionament del professorat --- Formació --- Escoles normals --- Observació (Mètode d'ensenyament) --- Pràctiques pedagògiques --- Professors --- Educational innovations. --- Mathematics teachers --- Training of. --- Mathematics --- Education --- Innovations, Educational --- Technological change in education --- Educational planning --- Educational change --- Educational technology --- Teacher training --- Innovations --- Technological innovations --- Experimental methods --- Teachers --- Study and teaching . --- Teacher education --- Teachers, Training of
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