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Research on E-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives

Information and communication technologies (ICTs) have their unique characteris-tics and thus afford specific actions. ICTs have certain affordances, defined by Michaels as “goal-directed ... actions permitted an animal by environmental objects, events, places, surfaces, people, and so forth.” Affordances “exist independent of being perceived” and “are specified by information and may be perceived” (2003). The affordances of ICTs are their characteristics to record, store, and process data and information. In general, the affordances of ICTs are their potentialities, i.e., (1) to represent information in multimodal, dynamic, and interactive ways and (2) to support synchronous or asynchronous communication. These affordances get spe-cific forms in various ICTs configurations. Thus, the affordances of mobile devices include ubiquity and pervasiveness, geolocation, sensing, and finger control. The affordances of multiuser virtual environments (MUVEs) are multisensory intuitive and real-time interaction, immersion, presence, autonomy, natural semantics for the representation of objects and facts inside the virtual environments and worlds, users’ representation through avatars, first-person user point of view, first-order experiences, size in space and time, transduction, and reification (Mantziou, Papachristos, & Mikropoulos, 2018).
Thông tin trích dẫn: Research on E-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives. Mikropoulos, T. A. (Ed.).. NXB Springer, 2018.
Vui lòng truy cập địa chỉ sau để download và biết thêm thông tin chi tiết: https://lic.haui.edu.vn/media/Book_NN/th%E1%BA%A1c%20s%E1%BB%B9%20NN%20ANh/research%2010.pdf
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Từ khóa: E-Learning; ICT in Education, Ngôn ngữ, Tiếng Anh, Mikropoulos, T. A. (Ed.).

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