Pedagogical premises of the use of tablets in the teaching process

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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

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