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Key Competencies in the Knowledge Society

IFIP TC 3 International Conference, KCKS 2010, Held as Part of WCC 2010, Brisbane, Australia, September 20-23, 2010, Proceedings

  • Conference proceedings
  • © 2010

Overview

Editors:
  1. Nicholas Reynolds

    1. Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Australia

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  2. Márta Turcsányi-Szabó

    1. Faculty of Informatics, Informatics Methodology Group, Eötvös Loránd University, Budapest, Hungary

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Part of the book series: IFIP Advances in Information and Communication Technology (IFIPAICT, volume 324)

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Conference proceedings info: KCKS 2010.

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Table of contents (44 papers)

  1. Front Matter

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  2. Use of ICT to Assist Students with Learning Difficulties: An Actor-Network Analysis

    • Tas Adam, Arthur Tatnall
    Pages 1-11

  3. Use of Graph2Go in M-Learning: A View from the Pedagogical Model

    • Silvia Batista, Patricia Behar, Liliana Passerino
    Pages 12-22

  4. ICT in Teacher Education: Developing Key Competencies in Face-to-Face and Distance Learning

    • Ana A. Carvalho
    Pages 23-34

  5. Recommendation of Learning Objects Applying Collaborative Filtering and Competencies

    • Sílvio César Cazella, Eliseo Berni Reategui, Patrícia Behar
    Pages 35-43

  6. Teaching Practice from the Perspective of ICT Student Teachers at the Faculty of Education, Charles University in Prague

    • Miroslava Černochová
    Pages 44-55

  7. Intentions to Pursue a Career in Information Systems and Technology: An Empirical Study of South African Students

    • Jason F. Cohen, Poonam Parsotam
    Pages 56-66

  8. From Context to Competencies

    • Ira Diethelm, Christina Dörge
    Pages 67-77

  9. Competencies and Skills: Filling Old Skins with New Wine

    • Christina Dörge
    Pages 78-89

  10. Coping with Complex Real-World Problems: Strategies for Developing the Competency of Transdisciplinary Collaboration

    • Gitta Domik, Gerhard Fischer
    Pages 90-101

  11. Getting Granular on Twitter: Tweets from a Conference and Their Limited Usefulness for Non-participants

    • Martin Ebner, Herbert Mühlburger, Sandra Schaffert, Mandy Schiefner, Wolfgang Reinhardt, Steve Wheeler
    Pages 102-113

  12. Beyond Pedagogical Content Knowledge: The Importance of TPACK for Informing Preservice Teacher Education in Australia

    • Glenn Finger, Romina Jamieson-Proctor, Peter Albion
    Pages 114-125

  13. eExaminations Development and Acceptance

    • Andrew E. Fluck
    Pages 126-135

  14. Grundtvig Partnership Case Study 2009-2011 LifeLong Learning for Active Citizenship and Capacity Building LLLab

    • Anna Grabowska
    Pages 136-143

  15. A Theoretical Framework to Foster Digital Literacy: The Case of Digital Learning Resources

    • Said Hadjerrouit
    Pages 144-154

  16. Conditions for Successful Learning of Programming Skills

    • Jaana Holvikivi
    Pages 155-164

  17. Assessment of Knowledge and Competencies in 3D Virtual Worlds: A Proposal

    • María Blanca Ibáñez, Raquel M. Crespo, Carlos Delgado Kloos
    Pages 165-176

  18. IP3 – Progress towards a Global ICT Profession

    • Roger G. Johnson
    Pages 177-186

  19. A Teacher’s Perspective of Interacting with Long-Term Absent Students through Digital Communications Technologies

    • Anthony Jones, Karina Wilkie
    Pages 187-192

  20. University as an Environment for Shaping Key Teachers’ Competence for Knowledge Society

    • Barbara Kedzierska
    Pages 193-199
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  1. Key Competencies in the Knowledge Society

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About this book

This book constitutes the refereed proceedings of the IFIP TC 3 International Conference, KCKS 2010, held as a part of the 21th World Computer Congress, WCC 2010, in Brisbane, Australia, in September 2010.

The 43 revised full papers presented were carefully reviewed and selected from numerous submissions. The range of issues cover many aspects of ICT in relation to competencies in the knowledge society; they present theory, research, applications and practical experiences on topics including but not limited to developing creativity, digital solidarity, e-management in education, informatics and programming knowledge technologies, lifelong learning, policy development, teacher(s) in a knowledge society, e-inclusion, AGORA: the IFIP initiative on lifelong learning, collective intelligence, digital literacy, educating ict professionals, formal and informal learning, innovations of assessment, networking and collaboration, problem solving teacher learning & creativity as well as teaching & learning 2.0.

Editors and Affiliations

  • Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Australia

    Nicholas Reynolds

  • Faculty of Informatics, Informatics Methodology Group, Eötvös Loránd University, Budapest, Hungary

    Márta Turcsányi-Szabó

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