By Javier Osorio, Jacques Bulchand (auth.), Arthur Tatnall, Toshio Okamoto, Adrie Visscher (eds.)
ISBN-10: 0387693106
ISBN-13: 9780387693101
ISBN-10: 0387693122
ISBN-13: 9780387693125
International Federation for info Processing
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For additional information in regards to the three hundred different books within the IFIP sequence, please stopover at www.springer.com.
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Additional info for Knowledge Management for Educational Innovation: IFIP WG 3.7 7th Conference on Information Technology in Educational Management (ITEM), Hamamatsu, Japan, July 23–26, 2006
Sample text
Correction/change permission of the history data attributes. The learner, who has a teacher role, makes the electronic notebook in his PR at the individual learning mode. Then, the learner opens to public his note from his PR to the GR. In the collaborative learning mode, the learner makes all shared restrictions OFF. When his group members participate in learning at the collaborative learning mode, the lecture is started. In the lecture situation it becomes possible that the learner preserves the shared contents, which the teacher presents in his PR.
A relationship of the two modules and details of support are given in Figure 1. Support to Students (materials composer) Teachers (material composer, adviser) Figure 1. Basic concept of the supporting system A Learning Support Module supports activities that students learn by themselves using an online textbook and online test. The results of the tests and activity reports of self-learning are stored in the database. A Supporting System of Informatics Education for University Freshmen 29 A Collaborative Course Management Module supports teacher activities such as online reviews and online discussion about teaching materials.
263-299. SUPPORTING TEACHERS' PROFESSIONAL DEVELOPMENT THROUGH ICT Reflections on two case studies Leonard R Newton School of Education, The University of Nottingham, UK Abstract: This paper discusses the potential of two information and communications technology tools designed to support the management of school teachers' professional knowledge. Framed by drawing on experience of teacher education in England, the paper is structured around a consideration of what is meant by teachers' professional knowledge and issues in technology-mediated professional development.
Knowledge Management for Educational Innovation: IFIP WG 3.7 7th Conference on Information Technology in Educational Management (ITEM), Hamamatsu, Japan, July 23–26, 2006 by Javier Osorio, Jacques Bulchand (auth.), Arthur Tatnall, Toshio Okamoto, Adrie Visscher (eds.)
by William
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