Information and Communication Technologies in Education: The School of the Future. IFIP TC3/WG3.1 International Conference on The Bookmark of the School of the Future April 9-14, 2000, Viña del Mar, Chile

Overview

This volume examines the many aspects of the integration of ICT into the school of the future. It describes the experiences of different countries in developing models of schools of the future with ICT at the foundation. It provides insights into the essential conditions for developing future new learning environments supported by ICT. It includes perspectives from both developed and developing countries as they prepare for future educational systems of the Information Age.

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Overview

This volume examines the many aspects of the integration of ICT into the school of the future. It describes the experiences of different countries in developing models of schools of the future with ICT at the foundation. It provides insights into the essential conditions for developing future new learning environments supported by ICT. It includes perspectives from both developed and developing countries as they prepare for future educational systems of the Information Age.

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Editorial Reviews

From the Publisher
"I enjoyed this book and will be recommending it for our library"
(Computers & Education, 31 (2001)
From the Publisher
"I enjoyed this book and will be recommending it for our library"
(Computers & Education, 31 (2001)
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Product Details

Table of Contents

Message from the Conference Chairmen. Chile 2000 Committees. Chile 2000 Sponsors. Introduction; P. Hogenbirk, H. Taylor. Section 1: Perspectives for Education in Latin America. Current status and perspectives for education in Latin America; A.L. Machado. Section 2: The Internet in the School Environment. The school of the future: the WWW and learning processes in new learning environments; B. Collis. Section 3: School Culture. Dissemination of information and communications technology and change in school culture; H. Azinian. Internet in the classroom: Teachers as custodians? K.-W. Lai. The Esloo design for the digital elementary and secondary education; J. Westbroek. Section 4: Teacher Development. Teacher development in ICT: Vision and implementation; I. Nikolova. How teachers and teacher training are changing; V. Midoro. Didactics, ICT and the teacher of the future; B. Cornu, C. Danon. Section 5: Change and Impact on Learning. A taxonomy of ICT mediated future thinking skills; D. Passig. New literacies for connected learning in global classrooms; T. Downes, K. Zammit. Identifying educational core competencies for the Information Age; J.R. Isaac. Section 6: Distance and Online Learning. Students teach students; K.D. Graf, K. Yokochi. Developing home-school links: Implications for learners, learning, and learning support; D. Passey. Edunetmatics - Education assisted by a world telematic net; A. Saldaño, M. Reyes. European Schoolnet - Bringing the world into the classroom; J. Hylén. Institutional perspectives for online learning: Policy and return-on-investment; J. Moonen. Section 7:Cultural and Historical Perspectives. Exquisite complexity &endash; Rethinking the learning process and the learning environment in the Information Age; G. Marshall. Networked technologies and other stories: New paradigms for learning; A. Kassam. Values and competencies in the school of the future; H. Maturana, E. Cabezon. Section 8: National Examples. The impact of modelling in informatics education on collaborative learning with school Intranets; S.E. Schubert. Designing digital learning environments; P.A. Jansen, et al. Assisting or creating the future?; L. de Cruz Fagundes. Section 9: Future Perspectives. Building the evidence base for macro-systemic change; J. Ridgway. Section 10: Focus Group Recommendations. Overview of the focus group recommendations; H. Azinian, R. Morel. Index of Contributors.
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