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Ifenthaler Dirk Gibson David Prasse Doreen Shimada Atsushi Yamada Masanori 《Educational technology research and development : ETR & D》2021,69(4):2131-2150
Educational technology research and development - This paper is based on (a) a literature review focussing on the impact of learning analytics on supporting learning and teaching, (b) a Delphi... 相似文献
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The PPVT-R and McCarthy Scales of Children's Abilities were compared in a counterbalanced design for 35 preschool children identified previously as being “at risk.” Nonsignificant differences were found between Forms L and M of the PPVT-R and the McCarthy GCI. Correlations between the PPVT-R and the McCarthy GCI and Scale scores all were significant and in the moderate range of .41 to .69. Alternate form reliability of the PPVT-R was .87. 相似文献
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Decades of research have shown that technological change in schools depends on multiple interrelated factors. Structural equation models explaining the interplay of factors often suffer from high complexity and low coherence. To reduce complexity, a more robust structural equation model was built with data from a survey of 349 Swiss primary school teachers. It confirms that educational technology integration is dependent on individual teachers' readiness, which is in turn influenced by school readiness. Teacher readiness to integrate educational technology is based on perceived skills and beliefs. Facets of school readiness include educational technology resources in classrooms, perceived importance of technology integration, goal clarity, head teacher support, as well as formal and informal exchange among teachers. 相似文献
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Comparisons of the revised PPVT (PPVT-R) and the WISC-R were made with 67 EMR students. Significant differences were found between the PPVT-R mean standard scores and Verbal, Performance, and Full Scale IQs. The PPVT-R did not correlate significantly with the WISC-R scales or subtests, suggesting the tests are measuring different abilities. 相似文献
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