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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...4 5 6 7 8 Hits 141 – 155 of 155 141 Jogando com o narrador: estratégias narrativas na produção de textos em ambientes escolares informatizados Mungioli, Maria Cristina Palma In: ETD - Educação Temática Digital ; 10 ; 1 ; 24-48 (2012) BASE Show details 142 Review: Joachim R. Höflich (2003). Mensch, Computer und Kommunikation. Theoretische Verortungen und empirische Befunde Schmidt, Jan In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 5 ; 2 ; Höflich, Joachim R. ; 2003 ; Mensch, Computer und Kommunikation: theoretische Verortungen und empirische Befunde ; Frankfurt am Main ; P. Lang ; 3-631-39686-4 (2012) BASE Show details 143 Blogging practices in the German-speaking blogosphere Schmidt, Jan In: 07-02 ; Berichte der Forschungsstelle "Neue Kommunikationsmedien" ; 21 (2012) BASE Show details 144 O estar-com o outro no ciberespaço Bicudo, Maria Aparecida Viggiani In: ETD - Educação Temática Digital ; 10 ; 2 ; 140-156 (2012) BASE Show details 145 Intercultural Communication Online: Conversation Analysis and the Investigation of Asynchronous Written Discourse Gibson, Will In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 10 ; 1 ; 18 (2012) BASE Show details 146 Wer nutzt Weblogs für kollaborative Lern- und Wissensprozesse? Ergebnisse der Befragung 'Wie ich blogge?!' 2005 Schmidt, Jan; Mayer, Florian L. In: 06-02 ; Berichte der Forschungsstelle "Neue Kommunikationsmedien" ; 17 (2012) BASE Show details 147 How Did I Get to Princess Margaret? (And How Did I Get Her to the World Wide Web?) Jones, Kip In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 8 ; 3 ; 9 (2012) BASE Show details 148 Las promesas del imaginario Internet: las comunidades virtuales Vayreda i Duran, Agnès In: Athenea Digital: Revista de Pensamiento e Investigacion Social ; 5 ; 57-78 (2012) BASE Show details 149 Estudi etnogràfic d'un grup híbrid on-line/ off-line Tomàs i Justribó, Santiago In: Athenea Digital: Revista de Pensamiento e Investigacion Social ; 5 ; 79-96 (2012) BASE Show details 150 Wie ich blogge?! Erste Ergebnisse der Weblogbefragung 2005 Schmidt, Jan; Wilbers, Martin In: 06-01 ; Berichte der Forschungsstelle "Neue Kommunikationsmedien" ; 27 (2012) BASE Show details 151 Ethnography of Online Role-Playing Games: The Role of Virtual and Real Contest in the Construction of the Field Isabella, Simona In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 8 ; 3 ; 16 (2012) BASE Show details 152 Politische Wiki-Nutzung zwischen Groupware und Text-Event: diskutiert an Fallbeispielen aus dem Umfeld von Bündnis 90/ Die Grünen Westermayer, Till In: kommunikation @ gesellschaft ; 8 ; 21 (2012) BASE Show details 153 Stabilität und Dynamik von Weblog-Praktiken: Ergebnisse der Nachbefragung zur "Wie ich blogge?!"-Umfrage Schmidt, Jan; Paetzolt, Matthias; Wilbers, Martin In: 06-03 ; Berichte der Forschungsstelle "Neue Kommunikationsmedien" ; 50 (2012) BASE Show details 154 Supplementing textbooks with computer-based resources in the primary EFL-classroom Grossmann, Schimon. - : DEU, 2012. : Freiburg im Breisgau, 2012 In: 89 (2012) Abstract: Most reputable educational studies today show that there will never be a direct connection between the use of computers and learning outcomes because learning is mediated through the learning environment and the computer is only one element of that environment. Nevertheless, since most children in Germany have access to a home computer and the internet, the school as an egalitarian institute is obligated to offer pupils a level playing field. Providing some kind of access to computers is, therefore, school's responsibility to the disadvantaged and the underprivileged, irrespective of the reputed pedagogical value of such practice. As with any learning method, the use of computers in the primary English as a Foreign Language (EFL) classroom has to be practiced systematically. Until such use is anchored in the curriculum, it is essential that the teacher makes it a habit for the class to frequent the computer lab at regular intervals. Without frequent use, young learners will practically have to relearn the same computer program every time they use it. Under the tight time constraints prevailing in the EFL primary classroom and the school computer lab, and as most primary EFL teachers are generalists (non-specialists) who teach several subjects, the best possible solution would be to have the same computer program incorporated into other subjects as well, such as German or General Studies (Sachfachunterricht), similarly to content and language integrated learning (CLIL). Teachers should choose computer-assisted activities which reflect and promote pupils’ existing abilities rather than neglect or marginalize them. The suggested activity here is the production of talking books – audio-visual multimedia slideshows and photomontages. It requires pupils to use the listening and speaking skills of a storyteller rather than the reading and writing skills needed for authoring paper storybooks. Pupils whose capacity to express themselves in the foreign language is limited can achieve considerable satisfaction by using pictures to fill lexical and structural gaps. Desktop publishing software and multimedia authoring programs allow young learners of EFL to combine spoken, written, visual and graphic materials to create talking books, thus successfully expressing information and ideas which lie beyond their current level of English competence. The exposure to multi-sensory stimuli during the work with computers gives pupils more physical pegs to associate information with. Evidence suggests that this non-verbal support leads to increased learning and more effective remembering of information. Keyword: authoring tools; children programming; computer-assisted language learning (CALL); digital fluency; English education; foreign language learning; human-computer interfaces; multimedia learning; open source; primary education; technologically-enhanced language learning (TELL); textbooks; visual literacy; Bildung und Erziehung; Bildungswesen Primarbereich; Bundesrepublik Deutschland; CD-ROM; computer aided learning; computerunterstütztes Lernen; Curriculum; Didactics; Didaktik; Education; electronic Media; elektronische Medien; empirical; empirisch; Englischunterricht; English language lessons; Federal Republic of Germany; foreign language teaching; Fremdsprachenunterricht; Grundschule; Interactive; interaktive; Internet; journalism; Journalismus,Verlagswesen; News media; Primar- und Elementarbildung; Primary education (elementary education); Primary Education Sector; primary school; publishing; Publizistische Medien; Software; Teaching; Unterricht URL: http://www.ssoar.info/ssoar/handle/document/5846 http://nbn-resolving.org/urn:nbn:de:0168-ssoar-58466 BASE Hide details 155 Autonomia de aprendizes on-line de inglês Franco, Cláudio Paiva In: ETD - Educação Temática Digital ; 9 ; 2 ; 52-60 (2012) BASE Show details Page: 1...4 5 6 7 8

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