ERIC Number: ED594181
Record Type: Non-Journal
Publication Date: 2018
Learning Strategies and Constructionism in Modern Education Settings. Advances in Educational Technologies and Instructional Design (AETID) Book Series
Daniela, Linda, Ed.; Lytras, Miltiadis, Ed.
Educational strategies have evolved over the years due to research breakthroughs and the application of technology. By using the latest learning innovations, curriculum and instructional design can be enhanced and strengthened. Also, as learners move away from traditional scholarly media and toward technology-based education, students gain an advantage in learning about their world and how to interact with modern society. "Learning Strategies and Constructionism in Modern Education Settings" is a critical scholarly resource that enhances the competencies of educational professionals by providing practical advice on providing an innovative educational process to promote the cognitive growth of individuals, regardless of special needs or obstacles. The book features coverage on a variety of topics including integration approaches of digital media in the teaching/learning process, the role of parents for developing digital literacy in their young children, and the effectiveness of using technology tools to teach mathematics. As a publication focused on education advancements through technology, the book serves as a useful resource for academicians, educators, school administrators, and individuals seeking current research on education technologies. This book contains the following chapters: (1) SMART Pedagogy: (Re)Defining Pedagogy (Linda Daniela and Miltiadis D. Lytras); (2) Integration Approaches of Digital Media in the Teaching/Learning Process (Zanda Rubene); (3) A Social Constructionist Model for Human-Machine Ecosystems (Neus Lorenzo Galés and Ray Gallon); (4) Positive Interdependence in Blended Learning Environments: Is It Worth Collaborating? (Calixto Gutiérrez-Braojos, Jesús Montejo-Gámez, Ana E. Marín Jiménez, and Asunción Martínez Martínez); (5) A Continuous Assessment Strategy Using Fuzzy Logic (Abraham Varghese, Jincy S. George, and Joseph George); (6) Pedagogy of Inclusion: A Quest for Inclusive Teaching and Learning Through the Theory of Constructionism (Maluleka Khazamula Jan); (7) The Role of Parents for Developing Digital Literacy of 0-5 Year Olds (Linda Daniela and Arta Rudolfa); (8) Digital Technologies in Kindergarten: Paths of Kindergarten Teachers and Potentialities for Children (Rita Brito and Patrícia Dias); (9) Comparing the Effectiveness of Using Tablet Computers for Teaching Addition and Subtraction (Nicholas Zaranis); (10) Gamification in Service Learning: An Innovative Experience (Laura Varela-Candamio, Joaquín Enríquez-Díaz, and Marcos Rouco-Couzo); (11) Toward New Method for Adaptive Learning (Souhaib Aammou, Youssef Jdidou, and Kaoutar El Bakkari); (12) Learning Models and Strategies and the Constructionism in Modern Education Settings: With Applications in Modern Learning of Biology (Mariana Iancu); (13) The Assessment of Students' Competencies and Constructionism with Examples in Biological and Natural Sciences (Mariana Iancu); and (14) Learning by Working: Examining Examples of Good Practice in Organizing Work Placements in Vocational Education (Anita Lice). A section about the contributors and an index are included.
Descriptors: Constructivism (Learning), Teaching Methods, Learning Strategies, Educational Technology, Technology Uses in Education, Parent Role, Electronic Publishing, Young Children, Mathematics Instruction, Technology Integration, Man Machine Systems, Blended Learning, Evaluation Methods, Inclusion, Kindergarten, Preschool Teachers, Preschool Children, Telecommunications, Handheld Devices, Addition, Subtraction, Educational Games, Service Learning, Biology, Biological Sciences, Natural Sciences, Competence, Vocational Education, Experiential Learning
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Publication Type: Books; Collected Works - General
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education
Audience: Administrators; Students; Teachers
Authoring Institution: N/A