Page 50 - International Perspectives on Effective Teaching and Learning in Digital Education
P. 50

Pedro Tadeu and Carlos Brigas

                       Szyszka, M., Tomczyk, Ł., & Kochanowicz, A. M. (). Digitalisation of schools
                           from the perspective of teachers’ opinions and experiences: The frequen-
                           cy of ICT use in education, attitudes towards new media, and support
                           from management. Sustainability, 14(14), 8339.
                       Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (). Post-Covid-19 education
                           and education technology ‘solutionism’: A seller’s market. Postdigital
                           Science and Education, 2, 863–878.
                       Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (17).
                           Developing a validated instrument to measure preservice teachers’ ICT
                           competencies: Meeting the demands of the 1st century. British Journal of
                           Educational Technology, 48(), 46–47.
                       Tuomi, I. (18). The impact of artificial intelligence on learning, teaching, and edu-
                           cation: Policies for the future. Publications Office of the European Union.
                       Van Deursen, A. J., & Van Dijk, J. A. (19). The first-level digital divide shifts from
                           inequalities in physical access to inequalities in material access. New
                           Media and Society, 21(), 354–375.
                       Van Dijk, J. A. (6). Digital divide research, achievements and shortcomings.
                           Poetics, 34(4–5), 1–35.
                       Wang, C., Cheng, Z., Yue, X. G., & McAleer, M. (). Risk management of COV-
                           ID-19 by universities in China. Journal of Risk and Financial Management,
                           13(), 36.
                       Weller, M. (1). 25 years of EdTech. Athabasca University Press.
                       Yang, D., Zhou, J., Shi, D., Pan, Q., Wang, D., Chen, X., & Liu, J. (). Research
                           status, hotspots, and evolutionary trends of global digital education via
                           knowledge graph analysis. Sustainability, 14(), 15157.
                       Yu, T., & Bryant, P. (19). What learning means to you: Exploring the intersection
                           between educational and digital lives of university students through
                           digital narratives. In Proceedings of the 36th International Conference on
                           Innovation, Practice and Research in the Use of Educational Technologies in
                           Tertiary Education (pp. 67–63). ASCILITE.
                       Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (19). Systematic re-
                           view of research on artificial intelligence applications in higher education
                           – Where are the educators? International Journal of Educational Technolo-
                           gy in Higher Education, 16(1), 39.


                       Panorama digitalnega izobraževanja v 21. stoletju
                       To poglavje obravnava digitalno izobraževanje v  1. stoletju, kompleksno
                       in dinamično področje, ki se sooča s hitrim tehnološkim napredkom ter šte-
                       vilnimi izzivi. Digitalno izobraževanje analiziramo z različnih vidikov, s čimer
                       želimo poudariti njegov ključni pomen v sodobnem izobraževalnem ekosis-
                       temu. Med najpomembnejšimi prednostmi digitalnega izobraževanja so širše
                       dostopne izobraževalne priložnosti, interaktivno in dinamično učno okolje ter


                  5
   45   46   47   48   49   50   51   52   53   54   55