Kooperativer Bibliotheksverbund

UID:

Format: XIV, 244 p. 37 illus., 32 illus. in color. , online resource.

Edition: 1st ed. 2024.

ISBN: 9783031607134

Series Statement: Integrated Science, 23

Content: This book explores integrated education and learning, with a focus on new approaches such as artificial intelligence and ChatGPT. It provides insight into educational techniques that promote critical thinking and enhance learning skills. It covers various mechanisms that influence this link, including meta-cognitive capacity, memory, cognitive style, conceptual approaches, digitization, teaching approaches, echoing, and questioning. This discussion spans all levels, from early childhood to higher education. Additionally, it provides pedagogical tips on creating a learning environment that encourages pupils' creativity and critical thinking, both online and in the classroom. It demonstrates how an integrated approach to education can create high-quality minds and promote modern values to meet current and future challenges. Undergraduate and postgraduate students, early childhood teachers and educators, as well as academic faculty can benefit from its contents as it presents valuable perspectives, both practical and theoretical, that enrich the current STEM, robotics, and mobile apps education agenda.

Note: Storybooks as a Scaffolding Tool in Teacher Child Interaction -- A Critical Retelling of the Implementing of Telepresence Robots to Enhance Learners -- An Integrated Approach to Mathematical Knowledge in Early Childhood Education -- Epilogue.

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031607127

Additional Edition: Printed edition: ISBN 9783031607141

Additional Edition: Printed edition: ISBN 9783031607158

Language: English

DOI: 10.1007/978-3-031-60713-4

URL: https://doi.org/10.1007/978-3-031-60713-4

UID:

Format: 1 online resource (252 pages)

Edition: 1st ed.

ISBN: 9783031607134

Series Statement: Integrated Science Series ; v.23

Note: Intro -- Preface -- Contents -- 1 Storybooks as a Scaffolding Tool in Teacher-Child Interaction: The Mediating Role of Vocabulary and Receptive Language in the Investigation of the Relationship Between Teacher Attitude and Children's Language Skills -- 1 Introduction -- 2 Literature Review -- 2.1 Theoretical Underpinnings -- 2.2 Storybooks as Scaffolding Tools in Teacher-Child Interaction -- 2.3 Language Skills -- 3 Models and Hypotheses -- 4 Method -- 4.1 Participants and Procedure -- 4.2 Data Collection Tools -- 4.3 Data Analysis -- 5 Findings -- 6 Conclusion, Discussion and Suggestions -- References -- 2 An International Community of Practice Through ScratchJr: The Coding as Another Language Curriculum Around the World -- 1 Introduction -- 2 Background -- 2.1 The PTD Framework -- 2.2 Coding as Another Language (CAL) Curriculum -- 2.3 Professional Development: TeachCAL -- 3 The ScratchJr-CAL Experience: From a SIG to an International Community of Practice -- 3.1 Partners -- 3.2 Partners' Engagement -- 3.3 Partners' Experience -- 4 Results and Discussion -- 4.1 Motivations -- 4.2 Impact and Contributions -- 4.3 Formation of Community -- 5 Implications and Conclusions -- References -- 3 Enhancing Picture Book Reading Experiences: Empowering Children Through Participatory Technology Solutions in Early Years -- 1 Introduction -- 1.1 Expanding on Digital Libraries -- 1.2 Integration of Technology in Picture Books -- 2 Exploring Technology for Enhancing Children's Book Reading Experiences -- 2.1 Expanding the Scope -- 3 The Multimedia Learning Theory: An Informative Framework for Understanding Picture Book Challenges -- 3.1 Processing Picture Books -- 3.2 Assumptions Underlying the Multimedia Learning Theory -- 3.3 Addressing Picture Book Challenges -- 4 Minimizing Extraneous Overload -- 4.1 Extraneous Overload Due to the Format of Navigation. , 4.2 Testing Functionalities -- 5 Managing Essential Processing -- 5.1 Strategies to Facilitate the Selection of Essential Information -- 5.2 Supporting Essential Processing in "Unathi and the Dirty, Smelly Beast" -- 5.3 The Risks of Simultaneous Visual and Auditory Enhancements -- 5.4 Benefits of Technology Compared to Adult Support -- 6 Fostering Meaning-Making -- 6.1 An Example of Superficial Integrative Processing in Picture Books -- 6.2 Strategies to Promote Effortful Integration -- 6.3 Self-Explanation in "Unathi and the Dirty, Smelly Beast" -- 6.4 Embodiment as a Highly Effective Stimulus for Integrative Processing -- 7 Embracing Digital Books in Family Settings -- 7.1 Tailoring Multimedia Enhanced Versions of Individual Books -- 7.2 Promoting Platform Utilization: Addressing Future Needs -- References -- 4 Interventions, and Programs to Support Girls Studying Information Technology in Senior Secondary School -- 1 Introduction -- 2 Women in IT-A Global Problem -- 3 Women in IT-A Complex Problem -- 3.1 The Role of Schools -- 3.2 Interventions -- 3.3 The Social Context of IT -- 4 Research Design -- 4.1 Data Collection -- 4.2 Participants -- 4.3 Analysis -- 5 Findings -- 5.1 Interventions -- 5.2 School as an Influence -- 5.3 Computing at Year 12 in Australia -- 5.4 Societal Influences -- 6 Discussion -- 7 Conclusions, Further Research and Limitations -- 8 Limitations -- 9 Further Research -- References -- 5 Student Competencies Development and Transformation in Technology Integration: A Review from the Perspective of Innovative Teachers -- 1 Introduction -- 2 Conceptual Framework -- 2.1 ISTE Student Standards -- 2.2 Effective Technology Integration and Barriers -- 3 Method -- 3.1 Participants -- 3.2 Data Collection Process -- 3.3 Interview Questions -- 3.4 Data Analysis -- 4 Results -- 5 Discussion -- 6 Conclusions -- References. , 6 Exploring the Potential of Smart Mobile Devices for the Long-Term Promotion of Transdisciplinary, Interdisciplinary, and Transversal Scientific Competences in STEM Education -- 1 Introduction -- 2 Theoretical Framework -- 2.1 The Concept of Competences and Learning Skills -- 2.2 Using Practical Activities to Promote the Development of Competences in STEM Education -- 2.3 Fostering Effective Subject Integration: Exploring Smart Mobile Devices as a Catalyst -- 2.4 Unlocking the Educational Potential of Smart Mobile Devices -- 3 Methodology -- 4 Findings -- 4.1 Opinions About Positive Added Value of Smartphones and Tablets -- 4.2 Promoting Smartphone and Tablet Integrative Role in STEM: Building on Mayer's Key Competences -- 5 Discussion and Conclusion -- References -- 7 A Critical Retelling of the Implementing of Telepresence Robots to Enhance Learners' Collaboration: Through a Posthumanist New Materialist and Intersectionalist Lens -- 1 Introduction -- 1.1 Critically Retelling Three Case Studies -- 2 Possibilities for Knowing Differently: A Retelling? -- 3 (CASE 1) Keeping Distance with a Telepresence Robot: Lessons from Literatures -- 4 (CASE 2) Understanding Inclusive Hybrid Learning Environment -- 5 (CASE 3) The Potential of Telepresence in Libraries -- 6 Discussion and Conclusions -- 7 Limitations and Suggestions -- References -- 8 The Impact of Artificial Intelligence on Learners and Teachers: A Mathematics Education Perspective -- 1 Introduction -- 2 Research Landscape -- 3 The Theoretical Framework-Effective e-Learning -- 4 AI Tools, Creativity and Critical Thinking in Mathematics Education -- 5 Discussions -- 5.1 Functional Access-Natural Language Processing -- 5.2 Skills and Practices-Personalised Learning -- 5.3 Creative Appropriation-Generalisation -- 6 Prominent Issues, Challenges and Future Directions -- 6.1 Academic Integrity. , 6.2 Digital Inclusion -- 6.3 Mathematical Capabilities -- 6.4 Public Attitudes -- 7 Conclusion -- References -- 9 Creating Mobile Applications with Artificial Intelligence Adopting Computational Action -- 1 Introduction -- 2 Developing Creativity Through the Development of Intelligent Apps -- 3 Course "Create Your Own Intelligent App" -- 4 Findings from an Application -- 4.1 Definition of the Case Study -- 4.2 Execution of the Case Study -- 4.3 Analysis and Interpretation of the Results -- 4.4 Threats to Validity -- 5 Discussion and Conclusion -- References -- 10 Optimizing Learning Outcomes of Educational Applications Enhanced with Multimedia and Interactive Features: A Review -- 1 Introduction -- 2 Multimedia Learning -- 2.1 The Theory of Multimedia Learning -- 2.2 Multimedia Elements -- 2.3 Cognitive Aspects -- 2.4 Future Applications -- 3 Learning Through Activity-Interactive Features -- 4 Minding Individual Differences (in the Classroom) -- 5 Practical Advice -- 6 Conclusion -- References -- 11 Scientific Thinking and Subject-Specific Learning in Primary Schools -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Subject-Specific Learning in Sachunterricht -- 2.2 Scientific Thinking in Sachunterricht -- 2.3 Research Questions -- 3 Method -- 4 Results -- 4.1 Analysis of the Scene -- 4.2 Interpretation -- 5 Discussion -- 6 Didactic Implications -- 7 Conclusion -- References -- 12 Making a Case for Artificial Intelligence Literacy Skills for School-Age Children -- 1 Introduction -- 2 What is AI? -- 3 The Case to Be Made for K-12 AI Literacy Education -- 4 Following the [Developmental] Science: Theoretical Positioning and Research Outcomes Pertinent to AI-Literacy Curricular Designs -- 5 What Does AI Literacy Entail? -- 6 A K-12 Program Where All Children Learn to Code -- 7 AI-Literacy to Promote Accurate Knowledge & -- Myth Debunking. , 8 AI-Literacy that Emphasizes Understanding, Ethics and Responsible Use -- 9 Comparing AI-Literacy Approaches -- 10 Developmental Considerations for K-12 AI-Literacy Curricula -- 11 Conclusion -- References -- 13 An Integrated (vs a Fragmented) Approach to Mathematical Knowledge in Early Childhood Education -- 1 Introduction -- 2 Integration as an Approach to Blurring Boundaries -- 3 Epistemology and Methodology for Investigating an Integrated Approach to Mathematical Knowledge -- 3.1 Research Method: Design-Based Research (DbR) -- 3.2 The Continuous Professional Development (CPD) Programme -- 3.3 Investigating an Integrated (vs a Fragmented) Approach -- 4 A Fragmented Approach to Mathematical Knowledge: How Does It Look like? -- 5 An Integrated Approach to Mathematical Knowledge: What Does It Look like? -- 6 Discussion -- References -- Epilogue: Inclusive Education: Fostering Equity and Diversity in Modern Schools -- Introduction -- References -- Author Index -- Subject Index.

Additional Edition: Print version: Papadakis, Stamatios Education, Development and Intervention Cham : Springer,c2024 ISBN 9783031607127

Language: English

UID:

Format: 1 online resource (252 pages)

Edition: 1st ed. 2024.

ISBN: 9783031607134

Series Statement: Integrated Science, 23

Content: This book explores integrated education and learning, with a focus on new approaches such as artificial intelligence and ChatGPT. It provides insight into educational techniques that promote critical thinking and enhance learning skills. It covers various mechanisms that influence this link, including meta-cognitive capacity, memory, cognitive style, conceptual approaches, digitization, teaching approaches, echoing, and questioning. This discussion spans all levels, from early childhood to higher education. Additionally, it provides pedagogical tips on creating a learning environment that encourages pupils' creativity and critical thinking, both online and in the classroom. It demonstrates how an integrated approach to education can create high-quality minds and promote modern values to meet current and future challenges. Undergraduate and postgraduate students, early childhood teachers and educators, as well as academic faculty can benefit from its contents as it presents valuable perspectives, both practical and theoretical, that enrich the current STEM, robotics, and mobile apps education agenda.

Note: Storybooks as a Scaffolding Tool in Teacher Child Interaction -- A Critical Retelling of the Implementing of Telepresence Robots to Enhance Learners -- An Integrated Approach to Mathematical Knowledge in Early Childhood Education -- Epilogue.

Additional Edition: Print version: Papadakis, Stamatios Education, Development and Intervention Cham : Springer,c2024 ISBN 9783031607127

Language: English

DOI: 10.1007/978-3-031-60713-4