Titlebook: Key Competencies in ICT and Informatics: Implications and Issues for Educational Professionals and M; IFIP WG 3.4/3.7 Inte Don Passey,Arthu

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書(shū)目名稱(chēng)Key Competencies in ICT and Informatics: Implications and Issues for Educational Professionals and M影響因子(影響力)




書(shū)目名稱(chēng)Key Competencies in ICT and Informatics: Implications and Issues for Educational Professionals and M影響因子(影響力)學(xué)科排名




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書(shū)目名稱(chēng)Key Competencies in ICT and Informatics: Implications and Issues for Educational Professionals and M網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




書(shū)目名稱(chēng)Key Competencies in ICT and Informatics: Implications and Issues for Educational Professionals and M被引頻次




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書(shū)目名稱(chēng)Key Competencies in ICT and Informatics: Implications and Issues for Educational Professionals and M年度引用




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書(shū)目名稱(chēng)Key Competencies in ICT and Informatics: Implications and Issues for Educational Professionals and M讀者反饋




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2否定

Gene408

A Working Model for Teacher Training in Computing through the Literacy from Scratch Projectject called “Literacy from Scratch”. This centres on the cross-curricular production of animated narratives, together with the pupils’ own art work, for Sprites and Backgrounds. The project has successfully engaged pupils in computer coding from the ages of 5 through to 14 in the UK, and to 16 in Italy.

Ossification

kindred

hemoglobin

TAG

Learning Styles of Students at the Department of Computer Science – University of Potsdamsults of using the Index of Learning Styles (ILS) questionnaire developed by Felder and Soloman, which is a 44-item questionnaire for identifying the learning styles according to Felder-Silverman learning style model FSLSM.

注視

Digital Skills and Motivation in Young People in Transition relevant theories of motivation are explored together with an assessment of how they might, together, provide a more productive basis for the development of the role of Digital Technology in assisting the making of effective transitions.

圓木可阻礙

Digital Skills for Employment an individual to succeed in finding, evaluating and creating information for further and higher education, training and employment. This paper examines the need for these skills, some European initiatives and the frameworks which define the skills.

GRUEL

Conference proceedings 2014l papers were carefully reviewed and selected from numerous submissions. They are organized in the following topical sections: key competencies for educating ICT professionals; key competencies, learning and life transitions; key competencies and school management; and education stakeholders and key competencies.