2. Theoretical and Empirical Background
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Hivatkozások
Válaszd ki a számodra megfelelő hivatkozásformátumot:
Harvard
Fekete Imre (2023): Technology in English teaching. : Akadémiai Kiadó.
https://doi.org/10.1556/9789634548706 Letöltve: https://mersz.hu/dokumentum/m1030tiet__6/#m1030tiet_4_p1 (2024. 11. 04.)
Chicago
Fekete Imre. 2023. Technology in English teaching. : Akadémiai Kiadó. https://doi.org/10.1556/9789634548706 (Letöltve: 2024. 11. 04. https://mersz.hu/dokumentum/m1030tiet__6/#m1030tiet_4_p1)
APA
Fekete I. (2023). Technology in English teaching. Akadémiai Kiadó. https://doi.org/10.1556/9789634548706. (Letöltve: 2024. 11. 04. https://mersz.hu/dokumentum/m1030tiet__6/#m1030tiet_4_p1)
To serve as the theoretical and empirical basis of the studies of this research project, this chapter surveys the literature relevant from the perspective of the research aims. First, the beginning of the chapter sets out to define and explain the terminology surrounding technology integration into education to offer an overview of what is understood by the terms relevant in the field of information and communications technology (ICT) inclusion to establish what is meant by the terms later used in the text. The second section details the theoretical background of ICT inclusion by establishing a link between research into technology and existing educational philosophical theories.
Jegyzet elhelyezéséhez, kérjük, lépj be.!
Hivatkozások
Válaszd ki a számodra megfelelő hivatkozásformátumot:
Harvard
Fekete Imre (2023): Technology in English teaching. : Akadémiai Kiadó.
https://doi.org/10.1556/9789634548706 Letöltve: https://mersz.hu/dokumentum/m1030tiet__6/#m1030tiet_4_p2 (2024. 11. 04.)
Chicago
Fekete Imre. 2023. Technology in English teaching. : Akadémiai Kiadó. https://doi.org/10.1556/9789634548706 (Letöltve: 2024. 11. 04. https://mersz.hu/dokumentum/m1030tiet__6/#m1030tiet_4_p2)
APA
Fekete I. (2023). Technology in English teaching. Akadémiai Kiadó. https://doi.org/10.1556/9789634548706. (Letöltve: 2024. 11. 04. https://mersz.hu/dokumentum/m1030tiet__6/#m1030tiet_4_p2)
The third part of this chapter looks at how educational policy followed technological development and how technological progress resulted in changes in policy and national curricula. Several of these changes required infrastructural development that are in constant change because technology is still developing at a rapid pace; thus, the fourth section discusses some frequently emerging enablers and barriers to technology inclusion into education.
Jegyzet elhelyezéséhez, kérjük, lépj be.!
Hivatkozások
Válaszd ki a számodra megfelelő hivatkozásformátumot:
Harvard
Fekete Imre (2023): Technology in English teaching. : Akadémiai Kiadó.
https://doi.org/10.1556/9789634548706 Letöltve: https://mersz.hu/dokumentum/m1030tiet__6/#m1030tiet_4_p3 (2024. 11. 04.)
Chicago
Fekete Imre. 2023. Technology in English teaching. : Akadémiai Kiadó. https://doi.org/10.1556/9789634548706 (Letöltve: 2024. 11. 04. https://mersz.hu/dokumentum/m1030tiet__6/#m1030tiet_4_p3)
APA
Fekete I. (2023). Technology in English teaching. Akadémiai Kiadó. https://doi.org/10.1556/9789634548706. (Letöltve: 2024. 11. 04. https://mersz.hu/dokumentum/m1030tiet__6/#m1030tiet_4_p3)
Following the body of literature focusing on the terminological, theoretical, and infrastructure-related issues of technology inclusion, the fifth section discusses and synthesises relevant empirical studies into ICT integration. The sixth section offers an overview of recent ICT-related research from Hungary, as this research project specifically targeted the Hungarian university context. Finally, the seventh section discusses some studies conducted in the spring and autumn 2020 Covid-19-triggered online education periods because three out of the four studies partly explore the effects and consequences of the pandemic.