Pedagogical premises of the use of tablets in the teaching process

dc.contributor.author	Siemieniecki, Bronisław
dc.contributor.author	Majewska, Kamila
dc.date.accessioned	2016-02-18T10:51:32Z
dc.date.available	2016-02-18T10:51:32Z
dc.date.issued	2015
dc.identifier.citation	The New Educational Review vol. 42 (4), 2015, pp. 65-76.
dc.identifier.other	10.15804/tner.2015.42.4.05
dc.identifier.uri	http://repozytorium.umk.pl/handle/item/3043
dc.description.abstract	The article is a summary of one part of the research conducted in the Department of Didactics and Media in Education, regarding the use of tablets in the teaching process. The paper provides an overview of the frequency of use, as well as ways of using the tools by students of the humanities. It presents the relationship between the presence of tablets in the teaching process and the cognitive-constructivist nature of acting. The presented study was carried out among 396 students of the humanities. The study used diagnostic survey methods, as well as the pedagogical crossover experiment.
dc.language.iso	eng
dc.publisher	Wydawnictwo Adam Marszałek
dc.rights	Attribution-NoDerivs 3.0 Poland
dc.rights	info:eu-repo/semantics/openAccess
dc.rights.uri	http://creativecommons.org/licenses/by-nd/3.0/pl/
dc.subject	tablets
dc.subject	constructivism
dc.subject	cognitivism
dc.subject	higher education
dc.title	Pedagogical premises of the use of tablets in the teaching process
dc.type	info:eu-repo/semantics/article