Type d'article
Etat
Reliure
Particularités
Pays
Evaluation du vendeur
Edité par Springer, 2014
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : booksXpress, Bayonne, NJ, Etats-Unis
Livre
Soft Cover. Etat : new.
Edité par Springer, 2015
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : Lucky's Textbooks, Dallas, TX, Etats-Unis
Livre
Etat : New.
Edité par Springer, 2015
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : GreatBookPrices, Columbia, MD, Etats-Unis
Livre
Etat : New.
Edité par Springer, 2015
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : Ria Christie Collections, Uxbridge, Royaume-Uni
Livre impression à la demande
Etat : New. PRINT ON DEMAND Book; New; Fast Shipping from the UK. No. book.
Edité par Springer 2015-04, 2015
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : Chiron Media, Wallingford, Royaume-Uni
Livre
PF. Etat : New.
Edité par Springer International Publishing Apr 2015, 2015
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Allemagne
Livre impression à la demande
Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Ability to use information and communication technologies (ICT) is an imperative for effective participation in today's digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard The IEA International Computer and Information Literacy Study (ICILS) responded to this question by studying the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create and communicate with others at home, school, the workplace and in society.The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and builds on a series of earlier IEA studies focusing on ICT in education.Data were gathered from almost 60,000 Grade 8 students in more than 3,300 schools from 21 education systems. This information was augmented by data from almost 35,000 teachers in those schools and by contextual data collected from school ICT-coordinators, school principals and the ICILS national research centers.The IEA ICILS team systematically investigated differences among the participating countries in students' CIL outcomes, how participating countries were providing CIL-related education and how confident teachers were in using ICT in their pedagogical practice. The team also explored differences within and across countries with respect to relationships between CIL education outcomes and student characteristics and school contexts.In general, the study findings presented in this international report challenge the notion of young people as 'digital natives' with a self-developed capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs. Findings also indicate that system- and school-level planning needs to focus on increasing teacher expertise in using ICT for pedagogical purposes if such programs are to have the desired effect.The report furthermore presents an empirically derived scale and description of CIL learning that educational stakeholders can reference when deliberating about CIL education and use to monitor change in CIL over time. 308 pp. Englisch.
Edité par Springer International Publishing, 2015
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : AHA-BUCH GmbH, Einbeck, Allemagne
Livre
Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - Ability to use information and communication technologies (ICT) is an imperative for effective participation in today's digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard The IEA International Computer and Information Literacy Study (ICILS) responded to this question by studying the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create and communicate with others at home, school, the workplace and in society.The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and builds on a series of earlier IEA studies focusing on ICT in education.Data were gathered from almost 60,000 Grade 8 students in more than 3,300 schools from 21 education systems. This information was augmented by data from almost 35,000 teachers in those schools and by contextual data collected from school ICT-coordinators, school principals and the ICILS national research centers.The IEA ICILS team systematically investigated differences among the participating countries in students' CIL outcomes, how participating countries were providing CIL-related education and how confident teachers were in using ICT in their pedagogical practice. The team also explored differences within and across countries with respect to relationships between CIL education outcomes and student characteristics and school contexts.In general, the study findings presented in this international report challenge the notion of young people as 'digital natives' with a self-developed capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs. Findings also indicate that system- and school-level planning needs to focus on increasing teacher expertise in using ICT for pedagogical purposes if such programs are to have the desired effect.The report furthermore presents an empirically derived scale and description of CIL learning that educational stakeholders can reference when deliberating about CIL education and use to monitor change in CIL over time.
Edité par Springer Verlag, 2015
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : Revaluation Books, Exeter, Royaume-Uni
Livre
Paperback. Etat : Brand New. 2014 edition. 305 pages. 11.50x8.25x0.75 inches. In Stock.
Edité par Springer International Publishing AG, 2014
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : Kennys Bookshop and Art Galleries Ltd., Galway, GY, Irlande
Livre
Etat : New. Num Pages: 291 pages. BIC Classification: JNKD; JNV. Category: (P) Professional & Vocational. Dimension: 297 x 210 x 20. Weight in Grams: 811. . 2014. Paperback. . . . .
Edité par Springer International Publishing, 2015
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : moluna, Greven, Allemagne
Livre impression à la demande
Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The first international comparative study that investigates the ways in which young people are developing computer and information literacy to support their capacity to participate in the digital ageEstablishes a cross national, empirical foundati.
Edité par Springer International Publishing AG, 2015
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : Kennys Bookstore, Olney, MD, Etats-Unis
Livre
Etat : New. Num Pages: 291 pages. BIC Classification: JNKD; JNV. Category: (P) Professional & Vocational. Dimension: 297 x 210 x 20. Weight in Grams: 811. . 2014. Paperback. . . . . Books ship from the US and Ireland.
Edité par Springer, 2015
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : Mispah books, Redhill, SURRE, Royaume-Uni
Livre
Paperback. Etat : Like New. Like New. book.
Edité par Springer, 2015
ISBN 10 : 3319142216ISBN 13 : 9783319142210
Vendeur : GreatBookPrices, Columbia, MD, Etats-Unis
Livre
Etat : As New. Unread book in perfect condition.