This volume constitutes the revised selected papers of 3rd International Conference on New Media Pedagogy, NMP 2024, in Kraków, Poland, during November 28 29, 2024. The 23 full papers included in this book were carefully reviewed and selected from 72 submissions. They were organized in topical sections as follows: Innovative ICT applications in education; AI in education.
This volume constitutes the revised selected papers of 3rd International Conference on New Media Pedagogy, NMP 2024, in Kraków, Poland, during November 28 29, 2024.
The 23 full papers included in this book were carefully reviewed and selected from 72 submissions. They were organized in topical sections as follows: Innovative ICT applications in education; AI in education.
Produktdetails
Produktdetails
Communications in Computer and Information Science 2537
.- Innovative ICT applications in education. .- Report-Based Interpretation of 2024 Digital Literacy and Skills in China and the EU: Status, Differences, and Future Directions. .- The use of technology by children aged 0-6: a study on educational models, attitudes, and media behaviors of educators and teachers in the context of the "new normal.". .- Brain-Computer Interfaces and Educational Inclusion: The potential of BCI for learners with additional support needs (NAS). .- VR, online, hybrid or traditional training? Cyber threats training preferences and needs from the perspective of Polish and British teachers - a comparative study. .- The Role of Critical Pedagogy in Searching for a New Model of Digital Education in Poland. .- Beyond tools: Navigating Pedagogical Innovation in Postdigital Classrooms. .- Children and Ozobots - The First Contact Reminiscence. .- Developing 21st Century Skills Through Micro:bits in Inclusive Education. .- The cyberbullying perception of lower secondary school pupils. .- Di.Co.EACH. - Digital competence in Early Childhood: educating parents and teachers in conscious, critical and creative uses of digital media. .- Parents and preschool educators perspectives on digital devices in early childhood. Preliminary findings from the research project PRIN Di.Co.Each .
.- AI in education. .- Mapping Theoretical Frameworks for Digital Literacy: DigComp 2.2, AI Literacy Competency Framework, AI literacy TPACK, the Machine Learning Education Framework, the UNESCO AI Competency Framework for and teachers and other innovative approaches. .- Challenges for education based on empirical model of GAI in schools what are the concerns of Polish primary school teachers?. .- ChatGPT as a learning tool for migrant students with disabilities in upper secondary vocational education: An intersectional study. .- Influence of Generative AI on higher education from a business students' perspective: A Delphi study. .- AI in didactics in the light of applications, students acceptance and practical recommendations. .- Acceptance of Artificial Intelligence in the Classroom: Transforming Pedagogical Approaches and Student Learning in Morocco. .- A Preliminary Study on Higher Education Students' Usage, and Attitudes Towards AI. .- Artificial intelligence metaphors for students as a fundament for developing AI literacy. .- Ensuring Quality in AI-Generated Multiple-Choice Questions for Higher Education with the QUEST framework. .- Bridging Scientific Research and AI: How Indonesian Teacher Candidates Perceive Emerging Technologies in Education. .- Not All Bodies Are Created Equal: Use of Generative AI in Physical Education. .- Academic Use of Artificial Intelligence Tools by University Students.
.- Innovative ICT applications in education. .- Report-Based Interpretation of 2024 Digital Literacy and Skills in China and the EU: Status, Differences, and Future Directions. .- The use of technology by children aged 0-6: a study on educational models, attitudes, and media behaviors of educators and teachers in the context of the "new normal.". .- Brain-Computer Interfaces and Educational Inclusion: The potential of BCI for learners with additional support needs (NAS). .- VR, online, hybrid or traditional training? Cyber threats training preferences and needs from the perspective of Polish and British teachers - a comparative study. .- The Role of Critical Pedagogy in Searching for a New Model of Digital Education in Poland. .- Beyond tools: Navigating Pedagogical Innovation in Postdigital Classrooms. .- Children and Ozobots - The First Contact Reminiscence. .- Developing 21st Century Skills Through Micro:bits in Inclusive Education. .- The cyberbullying perception of lower secondary school pupils. .- Di.Co.EACH. - Digital competence in Early Childhood: educating parents and teachers in conscious, critical and creative uses of digital media. .- Parents and preschool educators perspectives on digital devices in early childhood. Preliminary findings from the research project PRIN Di.Co.Each .
.- AI in education. .- Mapping Theoretical Frameworks for Digital Literacy: DigComp 2.2, AI Literacy Competency Framework, AI literacy TPACK, the Machine Learning Education Framework, the UNESCO AI Competency Framework for and teachers and other innovative approaches. .- Challenges for education based on empirical model of GAI in schools what are the concerns of Polish primary school teachers?. .- ChatGPT as a learning tool for migrant students with disabilities in upper secondary vocational education: An intersectional study. .- Influence of Generative AI on higher education from a business students' perspective: A Delphi study. .- AI in didactics in the light of applications, students acceptance and practical recommendations. .- Acceptance of Artificial Intelligence in the Classroom: Transforming Pedagogical Approaches and Student Learning in Morocco. .- A Preliminary Study on Higher Education Students' Usage, and Attitudes Towards AI. .- Artificial intelligence metaphors for students as a fundament for developing AI literacy. .- Ensuring Quality in AI-Generated Multiple-Choice Questions for Higher Education with the QUEST framework. .- Bridging Scientific Research and AI: How Indonesian Teacher Candidates Perceive Emerging Technologies in Education. .- Not All Bodies Are Created Equal: Use of Generative AI in Physical Education. .- Academic Use of Artificial Intelligence Tools by University Students.
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