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Competencies in Teaching, Learning and Educational Leadership in the Digital Age : Papers from CELDA 2014. デジタル時代における教授・学習・教育的リーダーシップの能力
・ISBN 978-3-319-30293-5 hard EUR 99.99
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| 著者・編者 | Spector, J. Michael / Ifenthaler, D. / Isaias, P. et al. (eds.), |
|---|---|
| 出版社 | (Springer, GW) |
| 出版年月 | 2016 |
| ページ数 | 395 pp. |
| 言語 | ENG |
| ニュース番号 | ＜633-2256 633-P4559＞ |
解説
This book makes a contribution to a global conversation about the competencies, challenges, and changes being introduced as a result of digital technologies. This volume consists of four parts, with the first being elaborated from each of the featured panelists at CELDA (Cognition and Exploratory Learning in the Digital Age) 2014.
Part One is an introduction to the global conversation about competencies and challenges for 21st-century teachers and learners. Part Two discusses the changes in learning and instructional paradigms. Part Three is a discussion of assessments and analytics for teachers and decision makers. Lastly, Part Four analyzes the changing tools and learning environments teachers and learners must face.
Each of the four parts has six chapters. In addition, the book opens with a paper by the keynote speaker aimed at the broad considerations to take into account with regard to instructional design and learning in the digital age. The volume closes with a reflective piece on the progress towards systemic and sustainable improvements in educational systems in the early part of the 21st century.
Part One is an introduction to the global conversation about competencies and challenges for 21st-century teachers and learners. Part Two discusses the changes in learning and instructional paradigms. Part Three is a discussion of assessments and analytics for teachers and decision makers. Lastly, Part Four analyzes the changing tools and learning environments teachers and learners must face.
Each of the four parts has six chapters. In addition, the book opens with a paper by the keynote speaker aimed at the broad considerations to take into account with regard to instructional design and learning in the digital age. The volume closes with a reflective piece on the progress towards systemic and sustainable improvements in educational systems in the early part of the 21st century.