Download Key Competencies in the Knowledge Society: IFIP TC 3 by Nicolas Reynolds, Márta Turcsányi-Szabó PDF

By Nicolas Reynolds, Márta Turcsányi-Szabó

This booklet constitutes the refereed lawsuits of the IFIP TC three foreign convention, KCKS 2010, held as part of the 21th global computing device Congress, WCC 2010, in Brisbane, Australia, in September 2010. The forty three revised complete papers offered have been rigorously reviewed and chosen from a variety of submissions. the diversity of concerns conceal many elements of ICT in terms of abilities within the wisdom society; they current thought, learn, functions and functional studies on themes together with yet now not constrained to constructing creativity, electronic harmony, e-management in schooling, informatics and programming wisdom applied sciences, lifelong studying, coverage improvement, teacher(s) in a data society, e-inclusion, AGORA: the IFIP initiative on lifelong studying, collective intelligence, electronic literacy, teaching ict execs, formal and casual studying, thoughts of evaluate, networking and collaboration, challenge fixing instructor studying & creativity in addition to educating & studying 2.0.

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This initiative of training teachers first and updating the system after is much better than the other way around. Finally, one last comment to synthesize everything: “The ICT course unit was ICT in Teacher Education: Developing Key Competencies 33 the most useful unit for my personal and professional development during this course. As you can understand, during the face to face week, many of us were not able to explain much about podcasts, blogs, WebQuest, Treasure Hunt, concept maps, web tools etc.

ICT and Education Course Structure Course duration Face to face week [May 2008] Course structure -Participants characterization -Introduction to ICT -Introduction to Blackboard facilities -Create a blog and post comments to their colleagues -Create a podcast (audio) -New literacies. 7 weeks online LMS: Blackboard [March-April 2009] Each week: -A new topic was introduced -2 chat sessions (1 hour each) -Forum (1 or 2 threads) Not all of the Maldivian teachers had Internet access at home therefore; they had to go to school at night if they wished to participate in the chat sessions.

5 Pilot Study: Analysis of Results In general, the students actively participated in proposed activities. Questions to the teacher – the process mediator – and exchanges with classmates showed their interest in what was being studied. There were no comments or actions that showed difficulties in using the application, and understanding of the issue was achieved. To ensure a deeper qualitative analysis of the experiment, a seven-item questionnaire was organized, with six semi-open questions (including request of comments) and one open question.

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