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Read e-book online Educational Media and Technology Yearbook: Volume 39 PDF

By Michael Orey, Robert Maribe Branch

ISBN-10: 3319141872

ISBN-13: 9783319141879

ISBN-10: 3319141880

ISBN-13: 9783319141886

This publication is an annual e-book getting into its fortieth yr. The sequence represents present development and matters within the box of academic communications and know-how, journals and different periodicals linked to the sector, and the tutorial courses that arrange educational know-how execs. Springer has been the writer for the sequence, in cooperation with the organization for tutorial Communications and expertise, for the prior 4 years.

quantity 39 will characteristic a piece on details experiences, as well as up-to-date information regarding courses and a brand new score of the head educational measure courses within the box of studying, layout, and Technology.

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Read Online or Download Educational Media and Technology Yearbook: Volume 39 PDF

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Extra resources for Educational Media and Technology Yearbook: Volume 39

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Aleven, Myers, Easterday, & Ogan, 2010). Given the radically different contexts of use between such games and those Gee discussed, it is unsurprising that some of his points may be maladapted to serious games as they have traditionally been conceived. For the most part, the existing record of empirical evidence concerning serious games actually tells us little that speaks to the present problem. , 2012). However, a recent meta-analysis reveals some interesting points, albeit somewhat indirectly.

Speak Up 2013 Survey. , & Struminger, R. (2013). S. education technology industry market: PreK-12. Washington, DC: Software & Information Industry Association. , & Rapp, C. (2012). Keeping pace with K-12 online and blended learning: An annual review of policy and practice. Grand Rapids, MI: Evergreen Education Group. pdf. ” In spite of how commonly students ask this question, many science education researchers can easily neglect this point in their own work. As Rudolph (2003) has pointed out, though the question of “ultimate goals” for science education certainly receives scholarly attention, it has not always been integrated into the more prevalent “technical” research.

147). Epistemic aims are essentially subjects’ knowledge-related goals, such as acquiring “true” beliefs, avoiding false beliefs, attaining minimally justified beliefs, or achieving understanding or explanation. Along these lines, many examples cited in the empirical literature of apparent disconnects between learners’ enacted and declared beliefs could be interpreted in terms of the presence/absence or form of epistemic aims. e. being compelled to produce an assignment for an instructor), which may affect how students perceive their goals and thus the appearance of their epistemic beliefs.

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Educational Media and Technology Yearbook: Volume 39 by Michael Orey, Robert Maribe Branch


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