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Modelling the role of teachers in introducing portable technology to the school curriculum

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Modelling the role of teachers in introducing portable technology to the school curriculum. / Rubegni, E.; Landoni, M.

ECCE '13 Proceedings of the 31st European Conference on Cognitive Ergonomics. ACM, 2013. 13.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

Harvard

Rubegni, E & Landoni, M 2013, Modelling the role of teachers in introducing portable technology to the school curriculum. in ECCE '13 Proceedings of the 31st European Conference on Cognitive Ergonomics., 13, ACM. https://doi.org/10.1145/2501907.2501944

APA

Rubegni, E., & Landoni, M. (2013). Modelling the role of teachers in introducing portable technology to the school curriculum. In ECCE '13 Proceedings of the 31st European Conference on Cognitive Ergonomics [13] ACM. https://doi.org/10.1145/2501907.2501944

Vancouver

Rubegni E, Landoni M. Modelling the role of teachers in introducing portable technology to the school curriculum. In ECCE '13 Proceedings of the 31st European Conference on Cognitive Ergonomics. ACM. 2013. 13 https://doi.org/10.1145/2501907.2501944

Author

Rubegni, E. ; Landoni, M. / Modelling the role of teachers in introducing portable technology to the school curriculum. ECCE '13 Proceedings of the 31st European Conference on Cognitive Ergonomics. ACM, 2013.

Bibtex

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title = "Modelling the role of teachers in introducing portable technology to the school curriculum",
abstract = "The wide use of digital technology for educational purposes opens some issues regarding its integration within the school curriculum. In this paper we present a model that illustrates the roles of teachers in transforming digital technology as a resource to develop skills as required in educational curricula. The Teacher Role in Introducing Technology at School - TRiTS - model has been conceived by combining relevant literature and findings from a case study that we have been running in a primary school over the last four years. Our research aims to contribute to the current discussion about how mobile/portable technology can be integrated in formal education. {\textcopyright} 2013 ACM.",
keywords = "digital storytelling, education, interaction design for children, mobile education, Digital storytelling, Digital technologies, Formal education, Interaction design, Mobile educations, Portable technologies, Primary schools, Teacher role, Computer applications, Education, Curricula",
author = "E. Rubegni and M. Landoni",
year = "2013",
doi = "10.1145/2501907.2501944",
language = "English",
isbn = "9781450322515",
booktitle = "ECCE '13 Proceedings of the 31st European Conference on Cognitive Ergonomics",
publisher = "ACM",

}

RIS

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AU - Rubegni, E.

AU - Landoni, M.

PY - 2013

Y1 - 2013

N2 - The wide use of digital technology for educational purposes opens some issues regarding its integration within the school curriculum. In this paper we present a model that illustrates the roles of teachers in transforming digital technology as a resource to develop skills as required in educational curricula. The Teacher Role in Introducing Technology at School - TRiTS - model has been conceived by combining relevant literature and findings from a case study that we have been running in a primary school over the last four years. Our research aims to contribute to the current discussion about how mobile/portable technology can be integrated in formal education. © 2013 ACM.

AB - The wide use of digital technology for educational purposes opens some issues regarding its integration within the school curriculum. In this paper we present a model that illustrates the roles of teachers in transforming digital technology as a resource to develop skills as required in educational curricula. The Teacher Role in Introducing Technology at School - TRiTS - model has been conceived by combining relevant literature and findings from a case study that we have been running in a primary school over the last four years. Our research aims to contribute to the current discussion about how mobile/portable technology can be integrated in formal education. © 2013 ACM.

KW - digital storytelling

KW - education

KW - interaction design for children

KW - mobile education

KW - Digital storytelling

KW - Digital technologies

KW - Formal education

KW - Interaction design

KW - Mobile educations

KW - Portable technologies

KW - Primary schools

KW - Teacher role

KW - Computer applications

KW - Education

KW - Curricula

U2 - 10.1145/2501907.2501944

DO - 10.1145/2501907.2501944

M3 - Conference contribution/Paper

SN - 9781450322515

BT - ECCE '13 Proceedings of the 31st European Conference on Cognitive Ergonomics

PB - ACM

ER -