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| Link zu diesem Datensatz | https://d-nb.info/1370106653 |
| Art des Inhalts | Konferenzschrift |
| Titel | New Media Pedagogy: Research Trends, Methodological Challenges, and Successful Implementations : Third International Conference, NMP 2024, Kraków, Poland, November 28–29, 2024, Revised Selected Papers / edited by Łukasz Tomczyk |
| Person(en) | Tomczyk, Łukasz (Herausgeber) |
| Organisation(en) | SpringerLink (Online service) (Sonstige) |
| Ausgabe | 1st ed. 2025 |
| Verlag | Cham : Springer Nature Switzerland, Imprint: Springer |
| Zeitliche Einordnung | Erscheinungsdatum: 2025 |
| Umfang/Format | Online-Ressource, XIII, 356 p. 50 illus., 30 illus. in color. : online resource. |
| Andere Ausgabe(n) |
Printed edition:: ISBN: 978-3-031-95626-3 Printed edition:: ISBN: 978-3-031-95628-7 |
| Inhalt | -- Innovative ICT applications in education. -- Report-Based Interpretation of 2024 Digital Literacy and Skills in China and the EU: Status, Differences, and Future Directions. -- The use of technology by children aged 0-6: a study on educational models, attitudes, and media behaviors of educators and teachers in the context of the "new normal.". -- Brain-Computer Interfaces and Educational Inclusion: The potential of BCI for learners with additional support needs (NAS). -- VR, online, hybrid or traditional training? Cyber threats training preferences and needs from the perspective of Polish and British teachers - a comparative study. -- The Role of Critical Pedagogy in Searching for a New Model of Digital Education in Poland. -- Beyond tools: Navigating Pedagogical Innovation in Postdigital Classrooms. -- Children and Ozobots - The First Contact Reminiscence. -- Developing 21st Century Skills Through Micro:bits in Inclusive Education. -- The cyberbullying perception of lower secondary school pupils. -- Di.Co.EACH. - Digital competence in Early Childhood: educating parents and teachers in conscious, critical and creative uses of digital media. -- Parents’ and preschool educators’ perspectives on digital devices in early childhood. Preliminary findings from the research project PRIN “Di.Co.Each”. -- AI in education. -- Mapping Theoretical Frameworks for Digital Literacy: DigComp 2.2, AI Literacy Competency Framework, AI literacy TPACK, the Machine Learning Education Framework, the UNESCO AI Competency Framework for and teachers and other innovative approaches. -- Challenges for education based on empirical model of GAI in schools – what are the concerns of Polish primary school teachers?. -- ChatGPT as a learning tool for migrant students with disabilities in upper secondary vocational education: An intersectional study. -- Influence of Generative AI on higher education from a business students' perspective: A Delphi study. -- AI in didactics in the light of applications, students’ acceptance and practical recommendations. -- Acceptance of Artificial Intelligence in the Classroom: Transforming Pedagogical Approaches and Student Learning in Morocco. -- A Preliminary Study on Higher Education Students' Usage, and Attitudes Towards AI. -- Artificial intelligence metaphors for students as a fundament for developing AI literacy. -- Ensuring Quality in AI-Generated Multiple-Choice Questions for Higher Education with the QUEST framework. -- Bridging Scientific Research and AI: How Indonesian Teacher Candidates Perceive Emerging Technologies in Education. -- Not All Bodies Are Created Equal: Use of Generative AI in Physical Education. -- Academic Use of Artificial Intelligence Tools by University Students |
| Persistent Identifier |
URN: urn:nbn:de:101:1-2506290405470.417633585269 DOI: 10.1007/978-3-031-95627-0 |
| URL | https://doi.org/10.1007/978-3-031-95627-0 |
| ISBN/Einband/Preis | 978-3-031-95627-0 |
| Sprache(n) | Englisch (eng) |
| Beziehungen | Communications in Computer and Information Science ; 2537 |
| Sachgruppe(n) | 370 Erziehung, Schul- und Bildungswesen |
| Online-Zugriff | Archivobjekt öffnen |
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