000			05497cam a2200409Mi 4500
001			ocn853271404
003			OCoLC
005			20240726104835.0
008			130321s2000 mau o 000 0 eng
040			_aAU@ _beng _epn _erda _cAU@ _dOCLCO _dGW5XE _dCOO _dUA@ _dOCLCQ _dUAB _dVT2 _dBUF _dOCLCF _dOCLCQ _dTKN _dLEAUB _dOCLCQ _dOCLCO _dOCLCQ _dNT
020			_a9780387354996 _q((electronic)l(electronic)ctronic)
050	0	4	_aL1-991 _b.C666 2000
049			_aMAIN
100	1		_aWatson, Deryn M. _e1
245	1	0	_aCommunications and Networking in Education : _bLearning in a Networked Society / _cedited by Deryn M. Watson, Toni Downes.
260			_aBoston, MA : _bSpringer US, _c(c)2000.
300			_a1 online resource (xiv, 331 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aIFIP - The International Federation for Information Processing, _v35
504			_a2
520	0		_aIn most schools the dominant supporting technology has been either the stand-alone personal computer or a modest local network. The situation is changing rapidly as a rising number of schools provide access to the Internet for their staff and pupils, opening avenues for communication and networking hitherto not possible. This book reflects on this change. It aims to further the vision of how these new technologies could improve and transform aspects of education. Yet in parallel it asks serious questions about the realities of an interface between the social, cultural and pedagogical contexts of education and the actual affordances that these new information and communication technologies offer. The chapters in this book provide a heady mix of foresight and practical reporting, of planning for the future but at the same time respecting the problems education already has with current technologies. The richness of the points presented here stems in part from the range of experience of the international authors - from academics and administrators, to teachers and curriculum designers. This mix ensures that the central questions on communications and networking in education are considered not simply from a variety of personal perspectives, but also from different cultural and environmental experiences. And yet interest also lies in the commonality of reporting and discussion based on activity in the field. All the contributions draw heavily on research and experience in devising and running projects and experimental activities in a range of schools and teacher-training institutions and environments. The opinions expressed are thus grounded in knowledge gained from work embedded in the reality of today's educational settings. This must be the only sound base upon which to consider the issues of the future. This book is essential reading for all professionals involved in all aspects of information and communication technologies in education. Teachers, lecturers, researchers, students and administrators will find it invaluable.
505	0	0	_a1: The Global context -- _tCommunications in an era of networks -- _tThe future of technology and education: Where are we heading? -- _tTechnology in transforming education -- _t2: Networked learning in action -- _tInteractive distance learning between Japan and Germany -- _tCreativity, visual literacy and information and communications technology -- _tCollaborative teacher training through telematics -- _tApproaching pedagogical networking through teacher education -- _tLurking, anonymity and participation in computer conferencing -- _tComputer-mediated communication in adult education -- _tProjects in networked learning: European experiences -- _t3: Models and issues in networked learning -- _tA model for the study and design of teaching situations with ICT -- _tModelling online education -- _tOnline university degree programmes -- _tThe teacher as a mediator in a networked society -- _tSocial interactions and the construction of knowledge in computer-mediated environments -- _tICT as a tool for learning to learn -- _tExtending the role of glossaries in a virtual learning environment -- _tVirtual environments in educational networks -- _tIssues and discussions around networked learning -- _t4: Cognition and learning -- _tCognitive development in ICT contexts -- _tUsing ICT to support constructive learning -- _tComputer-based communication in the classroom -- _tMathematical website constructions for prospective elementary school teachers -- _t5: National and system-wide programmes -- _tInformation and communication technologies in Finnish education -- _tPreparing teachers for the connected learning community -- _tSupporting pedagogical change through teacher development -- _tSchools as partners in creating a learning city -- _t6: Reflections on research in ICT and learning -- _tInformation and communication technology in education: Desires, promises, and obstacles.
530			_a2 _ub
650		0	_aEducation.
650		0	_aComputer communication networks.
650		0	_aMultimedia systems.
650		0	_aComputer science.
655		1	_aElectronic Books.
700	1		_aDownes, Toni.
856	4	0	_zClick to access digital title | log in using your CIU ID number and my.ciu.edu password. _uhttpss://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2895302&site=eds-live&custid=s3260518
942			_cOB _D _eEB _hL- _m2000 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c80147 _d80147
902			_a1 _bCynthia Snell _c1 _dCynthia Snell