Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2017, Cilt: 7 Sayı: 3, 293 - 314, 31.12.2017

Öz

Kaynakça

  • Ahmed, W. (2015). Third generation of the Web: libraries, librarians and Web 3.0. Library Hi Tech News, 32 (4), 6-8.
  • Allison, M., & Kendrick, L. M. (2015). Toward Education 3.0: Pedagogical Affordances and Implications of Social Software and the Semantic Web. New Directions for Teaching and Learning, 2015 (144), 109-119.
  • Anthamatten, P. (2010). Spatial Thinking Concepts in Early Grade-Level Geography Standards. Journal of Geography, 109 (5), 169-180.
  • Aviv, R., Erlich Z., Ravid, G., & Geva, A. (2003). Network analysis of knowledge construction in asynchronous learning networks. Journal of Asynchronous Learning Networks, 7 (3), 1-23.
  • Aydin, F. (2011). Secondary school students’ opinions about Geography course: A qualitative study. Archives of Applied Science Research, 3 (1) p. 297-305.
  • Baker, T. R., et al. (2015). A Research Agenda for Geospatial Technologies and Learning. Journal of Geography, 114 (3), 118-130.
  • Barak, M. (2016). Science teacher education in the twenty-first century: a pedagogical framework for technology-integrated social constructivism.Research in Science Education, 1-21.
  • Barth, M., & Michelsen, G. (2013). Learning for change: an educational contribution to sustainability science. Sustainability science, 8 (1), 103-119.
  • Benavot, A., et al. (2015). Education for All 2000–2015: Review and Perspectives 1. Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik (ZEP) 2, 10-15.
  • Biddulph, M., Lambert, D., & Balderstone, D. (2015). Learning to Teach Geography in the Secondary School: A Companion to School Experience. UK: Routledge.
  • Birbili, M. (2011). Action plan for developing curriculum and training teachers in the new school. Retrieved from http://repository.edulll.gr/edulll/retrieve/5653/1528.pdf.
  • Blank, L. M., Almquist, H., Estrada, J., & Crews, J. (2016). Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum. Journal of Science Education and Technology, 25 (1), 77-90.
  • Bodzin, A. M., Anastasio, D., & Kulo, V. (2014). Designing Google Earth activities for learning Earth and environmental science. In Makinster, J., Trautmann, N., Barnett, M. (Eds) Teaching Science and Investigating Environmental Issues with Geospatial Technology (pp. 213-232). Netherlands: Springer.
  • Brown, B. J., & LeVasseur, M. L. (1981). Geographic Perspective. Perspectives of global education: A sourcebook for classroom teachers, 33-39.
  • Campbell, T., Wang, S. K., Hsu, H. Y., Duffy, A. M., & Wolf, P. G. (2010). Learning with web tools, simulations, and other technologies in science classrooms.Journal of Science Education and Technology, 19 (5), 505-511.
  • Castek, J., Beach, R., Cotanch, H., & Scott, J. (2014). Examining middle-school students’ uses of Diigo annotations to engage in collaborative argumentative writing. Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, pp.20. USA: IGI GLOBAL.
  • Cohen, L., Manion, L., & Morrison, K. (2012). Research methods in education. Professional Development in Education (6th ed., Vol. 38). New York: Routledge.
  • Conclusions of the Council. (2013). Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council of 21 November 2008 on preparing young people for the 21st century: an agenda for European cooperation on schools, Official Journal of the European Union (2008/C 319/08).
  • De Laat, M. (2002). Network and content analysis in an online community discourse. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community. International Society of the Learning Sciences, pp. 625-626.
  • De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46(1), 6-28.
  • Demirci, A. (2015). The Effectiveness of Geospatial Practices in Education. In Solari, M. O., Demirci, A., van der Schee, J.A. (Eds.) Geospatial Technologies and Geography Education in a Changing World (pp. 141-153). Japan: Springer.
  • Diigo. (2013). Retrieved from http://www.diigo.com.
  • Edelson, D. C., Shavelson, R. J., & Wertheim, J. A. (2013). A road map for 21st Century geography education: Assessment. National Geographic Society. Washington, DC: NGS.
  • Efran, J. S., McNamee, S., Warren, B., & Raskin, J. D. (2014). Personal construct psychology, radical constructivism, and social constructionism: A dialogue. Journal of Constructivist Psychology, 27 (1), 1-13.
  • Eurostat. (2016a). Households having access to the internet at home. Retrieved from http://ec.europa.eu/eurostat/data/database?node_code=isoc_pibi_hiac
  • Eurostat.(2016b). Individuals-frequency of internet use. Retrieved from http://ec.europa.eu /eurostat/data/database?node_code=isoc_ci_ifp_fu .
  • Eurostat.(2016c). Individuals - internet use. Retrieved from http://ec.europa.eu/eurostat /data/database?node_code=isoc_ci_ifp_iu .
  • Eurostat.(2016d). Internet use and activities. Retrieved from http://ec.europa.eu/eurostat/ data/database?node_code=isoc_bde15cua.
  • Exarchou, E. & Klonari, Aik. (2012). Using a social bookmarking system to enhance environmental and geographical learning of secondary students. A pre-study review. In
  • Kynigos, C., Clayson, E. J. & Yiannoutsou, N. (eds), Constructionism 2012: Theory, Practice and Impact (p. 671). Athens: Vivliosynergatiki S.A.
  • Exarchou, E. & Klonari, Aik. (2013). A pre-study on the use of web 2.0 social networking technologies in geographical and environmental learning for sustainability of Greek secondary students. In e-Proceedings of 13h International Conference on Environmental Science and Technology (CEST 2013), 256. Athens.
  • Exarchou, E. & Klonari, Aik. (2014). Analyzing Sociocultural Constructivist Interactions of Students during Geographical and Environmental Research Project in the social Web 2.0. A Case Study of Greek High School Students. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 19 (2), 55-61.
  • Exarchou, E., Klonari, Aik. & Lambrinos, N. (2015). Using a Social Web 2.0 Tool in Geography and Environmental Research Project: A Content Analysis of Greek High School Students’ Learning Exchanges. Review of International Geographical Education Online (RIGEO), 5 (1), 42-55.
  • Favier, T. T., & Van der Schee, J. A. (2014). The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking. Computers & Education, 76, 225-236.
  • Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.
  • Galguera, M. P. (2015). UNESCO (2015). Education for all 2000-2015: Achievements and Challenges. EFA Global Monitoring Report 2015: Paris, France. Publication by the United Nations Educational Scientific and Cultural Organization. Journal of Supranational Policies of Education (JOSPOE), 3, 328-330.
  • GoogleEarth. (2013). Google Earth, Retrieved from https://www.google.com/earth/.
  • Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17 (4), 395- 429.
  • Gupta, A. (2013). Incorporating Teacher Candidates’ Prior Beliefs and Funds of Knowledge in Theories of Child Development. In Knowledge, Pedagogy, and Postmulticulturalism (pp. 107-128). Palgrave Macmillan US.
  • Gurses, A., Dogar, C., & Gunes, K. (2015). A New Approach for Learning: Interactive Direct Teaching Based Constructivist Learning (IDTBCL). Procedia-Social and Behavioral Sciences, 197, 2384-2389.
  • Hassen, M. A. (2015). Strategies in the teaching of Geography in higher education preparatory secondary schools of Ethiopia (Doctoral dissertation).
  • Heffron, S., & Downs, R.M. (2013). Geography for life: The national geography standards (2nd ed.). Washington, DC: National Council for Geographic Education.
  • Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform. Waveland Press.
  • Houtsonen, L. (2003). Maximising the use of communication technologies in geographical education. In Gerber, R. (ed.) International Handbook on Geographical Education, 73 (pp. 47-63). Netherlands: Springer.
  • Houtsonen, L., Kankaanrinta, I. K., & Rehunen, A. (2004). Web use in geographical and environmental education: An international survey at the primary and secondary level. GeoJournal, 60 (2), 165-174.
  • JISC. (2014). Developing digital literacies. Retrieved from http://www.jiscinfonet.ac.uk /infokits/digital-literacies/.
  • Kanuka, H., & Anderson, T. (2007). Online social interchange, discord, and knowledge construction. International Journal of E-Learning & Distance Education, 13 (1), 57-74.
  • Kavanagh, A., & O'Rourke, K. C. (2016). Digital Literacy: Why It Matters. Retrieved from http://arrow.dit.ie/cgi/viewcontent.cgi?article=1036andcontext=ltcart.
  • Kerbrat-Orecchioni, C. (1992). Les interactions verbales. Tome II. Paris: Armand Colin (in French).
  • Klonari, Aik. (2015). New Geography Curriculum to the "New School"(21st Century School). In Kotsi K. and Nikolaou G. (Eds), Environment-Geography Education. Honorary Volume for Emeritus Professor Apostolos Katsikis (pp. 241-256). Athens: Pedio, (in Greek).
  • Klonari, Aik., Mandrikas, I., Melista, A., & Tzoura, M. (2014). One year pilot implementation of the New Greek Geography Curriculum in Primary Education. European Journal of Geography, 5 (1), 81 –97.
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  • Lambrinos, N. (2009). On the geography teaching at school. Thessaloniki: Graphima (in Greek). Lee, J. & Bednarz, R. (2009). Effect of GIS Learning on Spatial Thinking. Journal of Geography in Higher Education, 33 (2), 183-198.
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Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece

Yıl 2017, Cilt: 7 Sayı: 3, 293 - 314, 31.12.2017

Öz

This study focused on the analysis of Grade-12 (Senior) students' sociocultural constructivist
interactions using Web 2.0 applications during a geographical research process. In the study
methodology context, a transdisciplinary case study (TdCS) with ethnographic and research action data
was designed, implemented and analyzed in real teaching conditions for this study. The goal of the
research process was students to integrate into authentic activities that that relate to their experiences
and create a learning community, developing cognitive geographic knowledge. The study reveals a need
to: a) design and implement transdisciplinary actions to create more learning incentives, exchange ideas
and collaborate, for the geographical science issues study, b) shape new ways of interacting and operating social structures in the context of geographical research process, c) promote the skills that
students need in real life, as participatory interaction, interpersonal communication, spatial thinking
and high cognitive functions (cooperation, crisis, feedback and empathy, among others), and d) use
Web applications in learning practice, shaping new methods of processing, sharing and exploiting
information and produced products from the students' study.

Kaynakça

  • Ahmed, W. (2015). Third generation of the Web: libraries, librarians and Web 3.0. Library Hi Tech News, 32 (4), 6-8.
  • Allison, M., & Kendrick, L. M. (2015). Toward Education 3.0: Pedagogical Affordances and Implications of Social Software and the Semantic Web. New Directions for Teaching and Learning, 2015 (144), 109-119.
  • Anthamatten, P. (2010). Spatial Thinking Concepts in Early Grade-Level Geography Standards. Journal of Geography, 109 (5), 169-180.
  • Aviv, R., Erlich Z., Ravid, G., & Geva, A. (2003). Network analysis of knowledge construction in asynchronous learning networks. Journal of Asynchronous Learning Networks, 7 (3), 1-23.
  • Aydin, F. (2011). Secondary school students’ opinions about Geography course: A qualitative study. Archives of Applied Science Research, 3 (1) p. 297-305.
  • Baker, T. R., et al. (2015). A Research Agenda for Geospatial Technologies and Learning. Journal of Geography, 114 (3), 118-130.
  • Barak, M. (2016). Science teacher education in the twenty-first century: a pedagogical framework for technology-integrated social constructivism.Research in Science Education, 1-21.
  • Barth, M., & Michelsen, G. (2013). Learning for change: an educational contribution to sustainability science. Sustainability science, 8 (1), 103-119.
  • Benavot, A., et al. (2015). Education for All 2000–2015: Review and Perspectives 1. Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik (ZEP) 2, 10-15.
  • Biddulph, M., Lambert, D., & Balderstone, D. (2015). Learning to Teach Geography in the Secondary School: A Companion to School Experience. UK: Routledge.
  • Birbili, M. (2011). Action plan for developing curriculum and training teachers in the new school. Retrieved from http://repository.edulll.gr/edulll/retrieve/5653/1528.pdf.
  • Blank, L. M., Almquist, H., Estrada, J., & Crews, J. (2016). Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum. Journal of Science Education and Technology, 25 (1), 77-90.
  • Bodzin, A. M., Anastasio, D., & Kulo, V. (2014). Designing Google Earth activities for learning Earth and environmental science. In Makinster, J., Trautmann, N., Barnett, M. (Eds) Teaching Science and Investigating Environmental Issues with Geospatial Technology (pp. 213-232). Netherlands: Springer.
  • Brown, B. J., & LeVasseur, M. L. (1981). Geographic Perspective. Perspectives of global education: A sourcebook for classroom teachers, 33-39.
  • Campbell, T., Wang, S. K., Hsu, H. Y., Duffy, A. M., & Wolf, P. G. (2010). Learning with web tools, simulations, and other technologies in science classrooms.Journal of Science Education and Technology, 19 (5), 505-511.
  • Castek, J., Beach, R., Cotanch, H., & Scott, J. (2014). Examining middle-school students’ uses of Diigo annotations to engage in collaborative argumentative writing. Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, pp.20. USA: IGI GLOBAL.
  • Cohen, L., Manion, L., & Morrison, K. (2012). Research methods in education. Professional Development in Education (6th ed., Vol. 38). New York: Routledge.
  • Conclusions of the Council. (2013). Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council of 21 November 2008 on preparing young people for the 21st century: an agenda for European cooperation on schools, Official Journal of the European Union (2008/C 319/08).
  • De Laat, M. (2002). Network and content analysis in an online community discourse. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community. International Society of the Learning Sciences, pp. 625-626.
  • De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46(1), 6-28.
  • Demirci, A. (2015). The Effectiveness of Geospatial Practices in Education. In Solari, M. O., Demirci, A., van der Schee, J.A. (Eds.) Geospatial Technologies and Geography Education in a Changing World (pp. 141-153). Japan: Springer.
  • Diigo. (2013). Retrieved from http://www.diigo.com.
  • Edelson, D. C., Shavelson, R. J., & Wertheim, J. A. (2013). A road map for 21st Century geography education: Assessment. National Geographic Society. Washington, DC: NGS.
  • Efran, J. S., McNamee, S., Warren, B., & Raskin, J. D. (2014). Personal construct psychology, radical constructivism, and social constructionism: A dialogue. Journal of Constructivist Psychology, 27 (1), 1-13.
  • Eurostat. (2016a). Households having access to the internet at home. Retrieved from http://ec.europa.eu/eurostat/data/database?node_code=isoc_pibi_hiac
  • Eurostat.(2016b). Individuals-frequency of internet use. Retrieved from http://ec.europa.eu /eurostat/data/database?node_code=isoc_ci_ifp_fu .
  • Eurostat.(2016c). Individuals - internet use. Retrieved from http://ec.europa.eu/eurostat /data/database?node_code=isoc_ci_ifp_iu .
  • Eurostat.(2016d). Internet use and activities. Retrieved from http://ec.europa.eu/eurostat/ data/database?node_code=isoc_bde15cua.
  • Exarchou, E. & Klonari, Aik. (2012). Using a social bookmarking system to enhance environmental and geographical learning of secondary students. A pre-study review. In
  • Kynigos, C., Clayson, E. J. & Yiannoutsou, N. (eds), Constructionism 2012: Theory, Practice and Impact (p. 671). Athens: Vivliosynergatiki S.A.
  • Exarchou, E. & Klonari, Aik. (2013). A pre-study on the use of web 2.0 social networking technologies in geographical and environmental learning for sustainability of Greek secondary students. In e-Proceedings of 13h International Conference on Environmental Science and Technology (CEST 2013), 256. Athens.
  • Exarchou, E. & Klonari, Aik. (2014). Analyzing Sociocultural Constructivist Interactions of Students during Geographical and Environmental Research Project in the social Web 2.0. A Case Study of Greek High School Students. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 19 (2), 55-61.
  • Exarchou, E., Klonari, Aik. & Lambrinos, N. (2015). Using a Social Web 2.0 Tool in Geography and Environmental Research Project: A Content Analysis of Greek High School Students’ Learning Exchanges. Review of International Geographical Education Online (RIGEO), 5 (1), 42-55.
  • Favier, T. T., & Van der Schee, J. A. (2014). The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking. Computers & Education, 76, 225-236.
  • Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.
  • Galguera, M. P. (2015). UNESCO (2015). Education for all 2000-2015: Achievements and Challenges. EFA Global Monitoring Report 2015: Paris, France. Publication by the United Nations Educational Scientific and Cultural Organization. Journal of Supranational Policies of Education (JOSPOE), 3, 328-330.
  • GoogleEarth. (2013). Google Earth, Retrieved from https://www.google.com/earth/.
  • Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17 (4), 395- 429.
  • Gupta, A. (2013). Incorporating Teacher Candidates’ Prior Beliefs and Funds of Knowledge in Theories of Child Development. In Knowledge, Pedagogy, and Postmulticulturalism (pp. 107-128). Palgrave Macmillan US.
  • Gurses, A., Dogar, C., & Gunes, K. (2015). A New Approach for Learning: Interactive Direct Teaching Based Constructivist Learning (IDTBCL). Procedia-Social and Behavioral Sciences, 197, 2384-2389.
  • Hassen, M. A. (2015). Strategies in the teaching of Geography in higher education preparatory secondary schools of Ethiopia (Doctoral dissertation).
  • Heffron, S., & Downs, R.M. (2013). Geography for life: The national geography standards (2nd ed.). Washington, DC: National Council for Geographic Education.
  • Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform. Waveland Press.
  • Houtsonen, L. (2003). Maximising the use of communication technologies in geographical education. In Gerber, R. (ed.) International Handbook on Geographical Education, 73 (pp. 47-63). Netherlands: Springer.
  • Houtsonen, L., Kankaanrinta, I. K., & Rehunen, A. (2004). Web use in geographical and environmental education: An international survey at the primary and secondary level. GeoJournal, 60 (2), 165-174.
  • JISC. (2014). Developing digital literacies. Retrieved from http://www.jiscinfonet.ac.uk /infokits/digital-literacies/.
  • Kanuka, H., & Anderson, T. (2007). Online social interchange, discord, and knowledge construction. International Journal of E-Learning & Distance Education, 13 (1), 57-74.
  • Kavanagh, A., & O'Rourke, K. C. (2016). Digital Literacy: Why It Matters. Retrieved from http://arrow.dit.ie/cgi/viewcontent.cgi?article=1036andcontext=ltcart.
  • Kerbrat-Orecchioni, C. (1992). Les interactions verbales. Tome II. Paris: Armand Colin (in French).
  • Klonari, Aik. (2015). New Geography Curriculum to the "New School"(21st Century School). In Kotsi K. and Nikolaou G. (Eds), Environment-Geography Education. Honorary Volume for Emeritus Professor Apostolos Katsikis (pp. 241-256). Athens: Pedio, (in Greek).
  • Klonari, Aik., Mandrikas, I., Melista, A., & Tzoura, M. (2014). One year pilot implementation of the New Greek Geography Curriculum in Primary Education. European Journal of Geography, 5 (1), 81 –97.
  • Klonari, Aik. & Mandrikas, Α. (2014). Experiential In-service Teachers’ Training for the Pilot of the New Geography Curriculum in Greece: A Different Experience with Tangible Results. Review of International Geographical Education Online (RIGEO), 4 (2), 138-154.
  • Kreps, D., & Kimppa, K. (2015). Theorising Web 3.0: ICTs in a changing society. Information Technology & People, 28 (4), 726-741.
  • Lang, Q. C. (2010). Analysing high school students' participation and interaction in an asynchronous online project-based learning environment. Australasian Journal of Educational Technology, 26 (3), 327-340.
  • Lambrinos, N. (2009). On the geography teaching at school. Thessaloniki: Graphima (in Greek). Lee, J. & Bednarz, R. (2009). Effect of GIS Learning on Spatial Thinking. Journal of Geography in Higher Education, 33 (2), 183-198.
  • Lockyer, L., & Patterson, J. (2008). Integrating social networking technologies in education: a case study of a formal learning environment. In P. Diaz, Kinshuk, I. Aedo and E. Mora (Eds.), IEEE International Conference on Advanced Learning Technologies (pp. 529- 533). Spain: Santander, Retreved from http://citeseerx.ist.psu.edu/ viewdoc/download?doi=10.1.1.453.3201andrep=rep1andtype=pdf.
  • Lucas, M., Gunawardena, C., & Moreira, A. (2014). Assessing social construction of knowledge online: A critique of the interaction analysis model. Computers in Human Behavior, 30, 574-582.
  • Luckin, R., Clark, W., Graber, R., Logan, K., Mee, A., & Oliver, M. (2009). Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 11–16‐year‐old students. Learning, Media and Technology, 34(2), 87-104.
  • Mandrikas, Ach. & Klonari, Aik. (2013). Travelling with New Geography Curriculum: A different training experience. In Proceedings of the 1st National Conference of School Directors on: Modern Teaching Approaches, pp. 23-24. Corinth: Panhellenic Association of School Directors (in Greek).
  • Mann, K., & MacLeod, A. (2015). 6 Constructivism: learning theories and approaches to research. Researching Medical Education, 49-66.
  • Mayes, T., & de Freitas, S. (2013). Technology-enhanced learning. Beetham, H. & Sharpe, 17- 30. NetMiner. (2015), URL: http://www.netminer.com/images/NetMiner4_E.pdf [Accessed 12 June 2016].
  • New Compulsory Education Curriculum. (2011). URL: http://digitalschool.minedu.gov.gr/. [Accessed 1 October 2016] (in Greek).
  • New Geography Curriculum. (2011). URL: http://digitalschool.minedu.gov.gr/. [Accessed 1 October 2016] (in Greek).
  • New Geography Studies Programs for the New School “School of the 21st Century”. (2011). URL: http://digitalschool.minedu.gov.gr/. [Accessed 12 June 2016]. (in Greek).
  • Olsen, W. K. (2003). Methodological triangulation and realist research: an Indian exemplar. In New, C. and Carter, B. (eds), Realism and Empirical Research, Chapter 6. London: Routledge Taylor & Francis.
  • Olsen, W. (2004). Triangulation in social research: qualitative and quantitative methods can really be mixed. Developments in sociology, 20, 103-118.
  • Olusegun, E. A. (2006). Geography Methods: National Open University of Nigeria. Ahmed Bello Way, Legos.
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  • Pazey, B. L., Schalock, R. L., Schaller, J., & Burkett, J. (2015). Incorporating Quality of Life Concepts Into Educational Reform Creating Real Opportunities for Students With Disabilities in the 21st Century. Journal of Disability Policy Studies, 1044207315604364.
  • Perkins, D. N. (1991). Technology meets constructivism: Do they make a marriage? Educational Technology , May, 18-23.
  • Prell, C. (2012). Social network analysis: History, theory and methodology. Sage.
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  • Rudman, R., & Bruwer, R. (2016). Defining Web 3.0: opportunities and challenges. The Electronic Library, 34 (1).
  • Rutherford, D. J. (2015). Reading the Road Map for 21st Century Geography Education in the United States. Geography, 100 (1), 28-35.
  • Scholz, R.W., Lang, D.J., Wiek, A., Walter, A.I. & Stauffacher, M. (2006). Transdisciplinary case studies as a means of sustainability learning, historical framework and theory. International Journal of Sustainability in Higher Education, 7 (3), 226-51.
  • Scott, J. (2012). Social network analysis. London: SAGE Publications Limited.
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  • Shah, M. (2015). Digital Literacy Education: A Way to Rise above Challenges of 21st Century Education. The Global Journal of English Studies, 1 (1), 243-250.
  • Shin, E. K. (2006). Using geographic information system (GIS) to improve fourth graders' geographic content knowledge and map skills. Journal of Geography, 105 (3), 109-120.
  • Solari, O. M., Demirci, A., & Van der Schee J.A. (2015). Geospatial Technology in Geography Education. In Solari, M. O., Demirci, A., van der Schee, J.A. (Eds.) Geospatial Technologies and Geography Education in a Changing World (pp. 1-7). Japan: Springer.
  • Stauffacher, M. (2010). Beyond neocorporatism? Transdisciplinary case studies as a means for collaborative learning in sustainable development. In: Gross M., Heinrichs H., (eds) Environmental Sociology. European perspectives and interdisciplinary challenges (201– 216). Dordrecht, the Netherlands: Springer.
  • Stauffacher, M. et al. (2006). Learning to research environmental problems from a functional sociocultural constructivism perspective: the transdisciplinary case study approach. International Journal of Sustainability in Higher Education, 7 (3), 252-275.
  • Steiner, D. M. (2014). Learning, constructivist theories of. Value Inquiry Book Series, 276, 319- 320.
  • Taber, K. S. (2015). Constructivism in Education: Interpretations and Criticisms. Handbook of Research on Applied Learning Theory and Design in Modern Education, 116.
  • Taylor, P. C. (2014). Constructivism. In Encyclopedia of Science Education (pp. 1-7). Springer Netherlands.
  • UNESCO. (2014b.) Global Education for All Meeting Final Statement The Muscat Agreement. URL: http://www.uis.unesco.org/Education/Documents/muscat-agreement-2014.pdf. [Accessed 1 October 2016].
  • United Nations. (2015). World Education Forum. 2015. URL: http://unesdoc.unesco.org/images/0023/002332/233245E.pdf. [Accessed 1 October 2016].
  • Vieira, J., & Isaías, P. (2015). Web 3.0 in Web Development. Artificial Intelligence Technologies and the Evolution of Web 3.0, 209.
  • Von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. London: Falmer.
  • Vygotsky, L. (1978). Mind in Society. London: Harvard University Press.
  • Vygotsky, L. S. (1993). The collected works of LS Vygotsky, Volume 2: The fundamentals of defectology (RW Rieber, & AS Carton, Eds., & JE Knox & CB Stevens, Trans.).
  • Vygotsky, L. S. (1997). Problems of the theory and history of psychology. The Collected works of L.S. Vygotsky, Vol. 3. New York & London: Plenum Press.
  • Woo, Y., & Reeves T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and Higher Education, 10 (1), 15-25.
  • Yambi, T. D. A. C. (2016). Perspectives on Learning and Teaching. URL: http://s3.amazonaws.com/academia.edu.documents/41891633 [Verified 12 June 2016].
Toplam 95 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Evi Exarchou Bu kişi benim

Aikaterini Klonarı

Nikos Lambrınos

Michalis Vaıtıs Bu kişi benim

Yayımlanma Tarihi 31 Aralık 2017
Gönderilme Tarihi 13 Şubat 2017
Kabul Tarihi 12 Ekim 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 7 Sayı: 3

Kaynak Göster

APA Exarchou, E., Klonarı, A., Lambrınos, N., Vaıtıs, M. (2017). Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece. Review of International Geographical Education Online, 7(3), 293-314.
AMA Exarchou E, Klonarı A, Lambrınos N, Vaıtıs M. Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece. Review of International Geographical Education Online. Aralık 2017;7(3):293-314.
Chicago Exarchou, Evi, Aikaterini Klonarı, Nikos Lambrınos, ve Michalis Vaıtıs. “Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece”. Review of International Geographical Education Online 7, sy. 3 (Aralık 2017): 293-314.
EndNote Exarchou E, Klonarı A, Lambrınos N, Vaıtıs M (01 Aralık 2017) Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece. Review of International Geographical Education Online 7 3 293–314.
IEEE E. Exarchou, A. Klonarı, N. Lambrınos, ve M. Vaıtıs, “Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece”, Review of International Geographical Education Online, c. 7, sy. 3, ss. 293–314, 2017.
ISNAD Exarchou, Evi vd. “Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece”. Review of International Geographical Education Online 7/3 (Aralık 2017), 293-314.
JAMA Exarchou E, Klonarı A, Lambrınos N, Vaıtıs M. Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece. Review of International Geographical Education Online. 2017;7:293–314.
MLA Exarchou, Evi vd. “Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece”. Review of International Geographical Education Online, c. 7, sy. 3, 2017, ss. 293-14.
Vancouver Exarchou E, Klonarı A, Lambrınos N, Vaıtıs M. Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece. Review of International Geographical Education Online. 2017;7(3):293-314.