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  • Conference On Digital Ecosystems and Technologies (Pp. 350-354)

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    Yaya Batrisya
    11 vizualizări1 pagină
    BrainPOP is an online learning environment that uses animation videos and tools to enhance educational content for students. Research shows that BrainPOP has the potential to improve student understanding and increase their motivation to learn through its animated approach. The document provides references for further research on how information and communication technologies (ICT) can impact education.

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    Introduction Cth

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    BrainPOP is an online learning environment that uses animation videos and tools to enhance educational content for students. Research shows that BrainPOP has the potential to improve student understanding and increase their motivation to learn through its animated approach. The document provides references for further research on how information and communication technologies (ICT) can impact education.

    Drepturi de autor:

    © All Rights Reserved
    Descărcați ca DOCX, PDF, TXT sau citiți online pe Scribd
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    11 vizualizări1 pagină

    Conference On Digital Ecosystems and Technologies (Pp. 350-354)

    Încărcat de

    Yaya Batrisya
    BrainPOP is an online learning environment that uses animation videos and tools to enhance educational content for students. Research shows that BrainPOP has the potential to improve student understanding and increase their motivation to learn through its animated approach. The document provides references for further research on how information and communication technologies (ICT) can impact education.

    Drepturi de autor:

    © All Rights Reserved
    Descărcați ca DOCX, PDF, TXT sau citiți online pe Scribd
    Indicator pentru conținut neadecvat
    din 1

    INTRODUCTION

    BrainPOP is an animation-based on-line learning environment that includes a variety of


    animation videos and accessory tools for teachers and learners. The educational-scientific
    rationale behind BrainPOP has a high potential to enhance students understanding and
    learning motivation.
    .

    BIBLIOGRAFI

    Beginning in 2006-2007, dozens (yigal, 2009)Balocco, R., Ciappini, A., & Rangone, A. (2013).
    ICT Governance: A Reference Framework. Information Systems Management, 30(2), 150
    167. http://doi.org/10.1080/10580530.2013.773808
    Chin, K. L., & Chang, E. (2011). A sustainable ICT education ontology. In IEEE International
    Conference on Digital Ecosystems and Technologies (pp. 350354).
    http://doi.org/10.1109/DEST.2011.5936612
    Cieslikowski, D., & Halewood, N. (2009). Key trends in ict development. Extending Reach and
    , 125131. Retrieved from http://books.google.com/books?
    hl=en&lr=&id=_5DL8RXJUbgC&oi=fnd&pg=PA125&dq=Key+Trends+in+ICT+Develop
    ment&ots=KB3b-sUL2M&sig=1regEGtS-Hyn8d3muEMndypo0Lc
    Reynolds, D., Treharne, D., & Tripp, H. (2003). ICT - The hopes and the reality. British Journal
    of Educational Technology, 34(2), 151167. http://doi.org/10.1111/1467-8535.00317
    Trucano, M. (2005). Knowledge Maps: ICT in Education. ICT and Education Series. Retrieved
    from http://www.infodev.org/en/Publication.8.html
    Voogt, J., & Pelgrum, H. (2005). ICT and curriculum change. Human Technology, 1,
    157175

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