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Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing

Overview of attention for book
Cover of 'Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing'

Table of Contents

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    Book Overview
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    Chapter 1 Changing Rationales for Computers in Education: From Liberation to Involvement
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    Chapter 2 Shaping Future Digital Citizens in Aotearoa/New Zealand Schools: Vision and Challenges
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    Chapter 3 Digital Safety and Responsible Use Within a Primary School Ecosystems Community in Aotearoa/New Zealand
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    Chapter 4 Determinants of Mobile Learning in Indigenous/Cultural Contexts: The Phenomenon in Canadian First Nations
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    Chapter 5 Adolescents’ Internet Attitudes: A Study in an Experimental Greek Secondary School
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    Chapter 6 Health-Game Development in University – Lower Secondary School Collaboration
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    Chapter 7 Game-Play: Effects of Online Gamified and Game-Based Learning on Dispositions, Abilities and Behaviours of Primary Learners
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    Chapter 8 For ARGument’s Sake! The Pros and Cons of Alternate Reality Gaming in Higher Education
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    Chapter 9 Large Effect Size Studies of Computers in Schools: Calculus for Kids and Science-ercise
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    Chapter 10 The e-Fran Program: A Nation-Wide Initiative Supporting Research Projects to Foster Learning and Teaching Through Digital Technologies
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    Chapter 11 Mobile Technologies Supporting Professional Learning Communities Within Pre-service Teacher STEM Education
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    Chapter 12 Measuring Mobile Phone Dependence in Spanish and Greek High School Students Using a Short Scale: Validating Both Adaptations
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    Chapter 13 Requirements for Mobile Learning in Vocational Training in the Field of Mechanical Engineering
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    Chapter 14 The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy
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    Chapter 15 Learners’ Experiences in a Multicultural Remote Collaborative Learning Environment: A Case of ICT4D Course
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    Chapter 16 Collaborative Postgraduate Studies in Higher Education: A Case Study of South Africa
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    Chapter 17 Scaling a Model of Teacher Professional Learning – Harnessing MOOCS to Recreate Deep Learning Conversations
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    Chapter 18 Development of Web-Based Learning Scenarios in the Semantic Web – A Connection of Didactical Aspects and Ontological Structures
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    Chapter 19 Development of a Model to Assess the Digitally Mature Schools in Croatia
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    Chapter 20 The “Secure Exam Environment”: E-Testing with Students’ Own Devices
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    Chapter 21 The Acceptance of Motion Detection Devices by the Elderly
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    Chapter 22 The King Island Digital Stories (KIDS) Project: Telling Stories for Tomorrow’s Learning
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    Chapter 23 Gender Difference in Handmade Robotics for Children
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    Chapter 24 Assessment for Blended Learning Scenarios: A Decision Support Tool
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    Chapter 25 Augmented Reality as a Tool for Authentic Learning of Clinical Skills in Early Years of Medical Training
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    Chapter 26 Evaluating Acceptance of a Haptic Learning Resource from Various Perspectives
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    Chapter 27 Modelling e-Learner Comprehension Within a Conversational Intelligent Tutoring System
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    Chapter 28 The Value of Project Management Education for IT Professionals
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    Chapter 29 Learning Analytics for Formative Purposes
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    Chapter 30 Feature Based Sentiment Analysis for Evaluating the Mobile Pedagogical Affordances of Apps
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    Chapter 31 How Interactives Can Change Learnability of Science Concepts for Young Children – Re-positioning Them as Learners ‘Who Can and Did’
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    Chapter 32 An Educational Experience with Online Teaching – Not a Best Practice
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    Chapter 33 Peer Affective Factors in Peer Collaboration: Facebook-Based Collaborative Writing Activity Among Turkish High School EFL Learners
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    Chapter 34 Primary School Students’ Choices in Writing Opinion Essays: Using ICT Combined with Self-Regulated Strategies
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    Chapter 35 Towards a Framework for Developing the Emotional Intelligence of Secondary School Students Through the Use of VLEs
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    Chapter 36 Enhancing Learning in a Virtual Environment: Qualities of Learning in Different Learning Modes
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    Chapter 37 Online Teacher Education: Transforming Teachers’ Knowledge for Teaching with Digital Technologies
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    Chapter 38 Understanding the Best Way to Embed ICT in Teacher Education
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    Chapter 39 DIYLab as a Way for Student Teachers to Understand a Learning Process
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    Chapter 40 Innovations in Teaching and Learning Strategies to Improve the Effectiveness of Using Haptic Simulators in Higher Education for Dental Students and Other Health Care Disciplines
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    Chapter 41 Ontology-Based Backward Learning Support System
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    Chapter 42 eExams: Strength in Diversity
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    Chapter 43 Computer Science in the School Curriculum: Issues and Challenges
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    Chapter 44 Basic Digital Education in Austria – One Step Further
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    Chapter 45 Experiential Learning: Beyond the Classroom and Connecting with the Industry
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    Chapter 46 Social Demands in Ubiquitous Computing: Contexts for Tomorrow’s Learning
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    Chapter 47 Information Systems Curriculum in an Australian University: Past Developments and Future Directions
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    Chapter 48 A Survey of the Prior Programming Experience of Undergraduate Computing and Engineering Students in Ireland
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    Chapter 49 Measuring Learners’ Interest in Computing (Education): Development of an Instrument and First Results
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    Chapter 50 Computing Camps for Girls – A First-Time Experience at the University of Limerick
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    Chapter 51 How Can We Make Computing Lessons More Inclusive?
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    Chapter 52 Educational Support on Computing and Informatics as Means of Empowering Disadvantaged Young People in Developed Countries
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    Chapter 53 Smartwalk: Computer Science on the Schoolyard
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    Chapter 54 Informatics Teachers’ Self-efficacy - A Survey Instrument and First Results
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    Chapter 55 Utilizing the Repertory Grid Method to Investigate Learners’ Perceptions of Computer Science Concepts
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    Chapter 56 What Teachers and Students Know About Data Management
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    Chapter 57 Defining Procedures in Early Computing Education
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    Chapter 58 Involving Everyone: Coding and Decoding Languages
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    Chapter 59 Constructive Interaction on Collaborative Programming: Case Study for Grade 6 Students Group
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    Chapter 60 A Software Development Process for Freshman Undergraduate Students
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    Chapter 61 Agile Development in Software Engineering Instruction
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    Chapter 62 A Demonstration of Evidence-Based Action Research Using Information Dashboard in Introductory Programming Education
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    Chapter 63 Understanding the Differences Between Novice and Expert Programmers in Memorizing Source Code
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    Chapter 64 Student Retention: Towards Defining Measures for Improved Quality of Teaching and Learning in the First Year of Computer Science Studies
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    Chapter 65 How to Implement Computing Education for All – Discussion of Alternative Organisational Models
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    Chapter 66 Education in the Digital Networked World
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    Chapter 67 Activation of Computer Science Teachers in Slovenia
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    Chapter 68 Computational Thinking in Primary Schools: Theory and Causal Models
Overall attention for this book and its chapters
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Mentioned by

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1 news outlet
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10 tweeters

Citations

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2 Dimensions

Readers on

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22 Mendeley
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Title
Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing
Published by
Springer, Cham, January 2017
DOI 10.1007/978-3-319-74310-3
ISBNs
978-3-31-974309-7, 978-3-31-974310-3
Editors

Arthur Tatnall, Mary Webb

Twitter Demographics

The data shown below were collected from the profiles of 10 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 22 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 22 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 3 14%
Student > Master 3 14%
Student > Bachelor 3 14%
Lecturer > Senior Lecturer 2 9%
Researcher 2 9%
Other 2 9%
Unknown 7 32%
Readers by discipline Count As %
Computer Science 9 41%
Social Sciences 2 9%
Business, Management and Accounting 1 5%
Sports and Recreations 1 5%
Linguistics 1 5%
Other 1 5%
Unknown 7 32%