Mobile Technologies in Educational Organizations. Advances in Educational Technologies and Instructional Design (AETID) Book Series

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Sonst. Personen	Baruch, Alona Forkosh (Hrsg.); Tal, Hagit Meishar (Hrsg.)
Titel	Mobile Technologies in Educational Organizations. Advances in Educational Technologies and Instructional Design (AETID) Book Series
Quelle	(2019), (383 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.4018/978-1-5225-8106-2
Schlagwörter	Technology Uses in Education; Electronic Learning; Best Practices; Workplace Learning; Ethics; Informal Education; Computer Simulation; Distance Education; Foreign Countries; Active Learning; Higher Education; Technology Integration; Handheld Devices; Preservice Teachers; Computer Oriented Programs; Computer Mediated Communication; Computer Assisted Instruction; Second Language Learning; Immigrants; Assistive Technology; Intellectual Disability; Writing Instruction; Learning Disabilities; English (Second Language); Middle School Students; Remedial Instruction; Brazil; United Kingdom; China + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ethik; Informelle Bildung; Nichtformale Bildung; Computergrafik; Computersimulation; Distance study; Distance learning; Fernunterricht; Ausland; Aktives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Computerprogramm; Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Intellect; Disability; Disabilities; Verstand; Behinderung; Schreibunterricht; Learning handicap; Lernbehinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Förderkurs; Brasilien; Großbritannien
Abstract	The use of mobile technology for learning in organizations and the workplace is spreading widely with the development of infrastructure and devices that allow ubiquitous learning and training. Since learning, teaching, and training in a mobile-saturated environment is a developing field, implications for a combined overview of these topics may be beneficial both for research and practice in the broader view of a user's lifespan. "Mobile Technologies in Educational Organizations" is a collection of innovative research on the methods and applications of mobile technologies in learning and training and explores best practices of mobile learning in organizations and the workplace. While highlighting topics including ethics, informal education, and virtual reality, this book is ideally designed for teachers, administrators, principals, higher education professionals, instructional designers, curriculum developers, managers, researchers, and students. This book contains the following chapters: (1) Social Innovation in Public Schools: A Case Study on the Remote Experimentation Laboratory of the Federal University of Santa Catarina (Isabela Silva, Karmel Nardi Silva, Karen Schmidt Lotthammer, Simone Bilessimo, and Juarez Bento Silva); (2) Enhance Active Learning in Higher Education by Using Mobile Learning (Noa Ragonis and Osnat Dagan); (3) Preparing Preservice Teachers to Use Mobile Technologies (Carolyne Nekesa Obonyo); (4) Mobile Technologies for Making Meaning in Education: Using Augmented Reality to Connect Learning (Teresa L. Coffman and Mary Beth Klinger); (5) Strategies for Developing Mobile Location-Based Learning Activities by Teachers (Hagit Meishar Tal); (6) Students as Co-Creators of a Mobile App to Enhance Learning and Teaching in HE (Julie Prescott, Pippa Iliff, Daniel J. T. Edmondson, and Duncan Cross); (7) The Role of a WhatsApp Group of a Professional Learning Community of Chemistry Teachers in the Development of Their Knowledge (Ron Blonder and Ruth Waldman); (8) Culture and Context Impact on Mobile Tech Application in Organizational Learning: Case Study of UK Higher Education Institution and Chinese State-Owned Enterprise (Yun Chen and Yunpu Zhang); (9) Contextualized MALL in Target and Non-Target Countries: Mobile Activity Evaluation (Anat Cohen and Orit Ezra); (10) The Use of Mobile Technologies by Immigrant Adolescents in Coping With the New Language and With Their Formal Studies (Gila Cohen Zilka); (11) Time for a Change: Designing a Mobile Application to Assist People With Intellectual Disabilities (Rotem Israel Fishelson); (12) Design and Development of a Mobile Writing Application for Students With Dysgraphia (Sinan Hopcan, Saniye Tugba Tokel, Necdet Karasu, and Çigil Aykut); (13) Using Tablet Applications as Assistive Tools in Teaching English as a Foreign Language (Tami Seifert and Veronika Zimon); (14) Real-Time Mobile Assessment of Learning: Insights From an Experiment With Middle School Students From Remedial, Mainstream, and Excellence Tracks (Ina Blau); and (15) Leveraging Mobile Technologies to Support Active Learning for All Students: Smartphones to Support Learning (Jennifer L. Gallup, Beverly B. Ray, and Cory A. Bennett). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01