Teaching and digital technologies: big issues and critical questions

被引:0
|
作者
Dunn, Lee [1 ]
机构
[1] Univ Glasgow, Univ Teacher Educ Studies & Technol, Glasgow G12 8QQ, Lanark, Scotland
来源
CURRICULUM JOURNAL | 2016年 / 27卷 / 04期
关键词
D O I
10.1080/09585176.2016.1180026
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
引用
收藏
页码:560 / 561
页数:2
相关论文
共 50 条
  • [22] RAND studies critical issues and technologies in mining
    Peterson, DJ
    LaTourrette, T
    Bartis, JT
    MINING ENGINEERING, 2001, 53 (03) : 24 - 30
  • [23] Scientific issues and critical technologies in planetary defense
    Cheng, Qinkun
    Zhang, Wei
    CHINESE JOURNAL OF AERONAUTICS, 2024, 37 (11) : 24 - 65
  • [24] Technologies of memory: Key issues and critical perspectives
    Van House, Nancy
    Churchill, Elizabeth F.
    MEMORY STUDIES, 2008, 1 (03) : 295 - 310
  • [25] Scientific issues and critical technologies in planetary defense
    Qinkun CHENG
    Wei ZHANG
    Chinese Journal of Aeronautics, 2024, 37 (11) : 24 - 65
  • [26] Small Fish, Big Questions: Inquiry Kits for Teaching Evolution
    Kane, Emily A.
    Broder, E. Dale
    Warnock, Andrew C.
    Butler, Courtney M.
    Judish, A. Lynne
    Angeloni, Lisa M.
    Ghalambor, Cameron K.
    AMERICAN BIOLOGY TEACHER, 2018, 80 (02): : 124 - 131
  • [27] Progress with Science and Religion Issues: Critical Questions and Suggestions
    Reich, Karl Helmut
    THEOLOGY AND SCIENCE, 2009, 7 (03) : 225 - 244
  • [28] DIGITAL CULTURE AND DIGITAL TECHNOLOGIES IN ART TEACHING IN THE MARANHENSE TERRITORY
    Costa, William Cordeiro
    Sousa, Richard Perassi Luiz de
    ETD EDUCACAO TEMATICA DIGITAL, 2024, 26
  • [29] The Role of Digital Technologies in Numeracy Teaching and Learning
    Geiger, Vince
    Goos, Merrilyn
    Dole, Shelley
    INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, 2015, 13 (05) : 1115 - 1137
  • [30] The Role of Digital Technologies in Numeracy Teaching and Learning
    Vince Geiger
    Merrilyn Goos
    Shelley Dole
    International Journal of Science and Mathematics Education, 2015, 13 : 1115 - 1137