ICT for Curriculum Enhancement
(eBook)

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Published
Intellect Books Ltd, 2004.
Format
eBook
Status
Available Online

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Language
English
ISBN
9781841508962

Syndetics Unbound

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Citations

APA Citation, 7th Edition (style guide)

Moira Monteith., & Moira Monteith|AUTHOR. (2004). ICT for Curriculum Enhancement . Intellect Books Ltd.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

Moira Monteith and Moira Monteith|AUTHOR. 2004. ICT for Curriculum Enhancement. Intellect Books Ltd.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

Moira Monteith and Moira Monteith|AUTHOR. ICT for Curriculum Enhancement Intellect Books Ltd, 2004.

MLA Citation, 9th Edition (style guide)

Moira Monteith, and Moira Monteith|AUTHOR. ICT for Curriculum Enhancement Intellect Books Ltd, 2004.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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Grouped Work ID4ab25097-a253-eae8-60dd-ff78775b3cca-eng
Full titleict for curriculum enhancement
Authormonteith moira
Grouping Categorybook
Last Update2024-03-01 20:04:33PM
Last Indexed2024-04-23 03:06:26AM

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First LoadedAug 20, 2023
Last UsedAug 20, 2023

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    [synopsis] => This book considers the cognitive nature of courses connected with ICT or using ICT as an integral part of the course, including some views on the associated learning and teaching styles. Which factors lead to learning outcomes and are these intended or fortuitous? Factors may include ones specific to particular subject areas and their relationship with ICT, motivation associated with ICT usage, the interest which teachers, pupils and students who enjoy using ICT bring to the learning context. Recent developments in the use of ICT, particularly in an educational context where use of ICT has become one of the learning strategies in the portfolio of options teachers possess, have meant that the pedagogic usage has become more important generally. The focus of this book is on the curricular use of ICT and so course evaluation and design are the main contents of each chapter. In this sense the curriculum becomes the cognitive site of learning. Most other books look at specific pedagogic uses rather than the debate between subject and skill learning. Also, a government research paper indicates that thinking skills may well become the new focus for the next phase of development.
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