Pedagogical Premises of the Use of Tablets in the Teaching Process

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dc.contributor.authorSiemieniecki, Bronisław
dc.contributor.authorMajewska, Kamila
dc.contributor.organizationUniwersytet Mikołaja Kopernika w Toruniupl_PL
dc.date.accessioned2016-03-21T09:45:16Z
dc.date.available2016-03-21T09:45:16Z
dc.date.issued2015
dc.description.abstractThe 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.pl_PL
dc.description.epersonKamila Majewska
dc.identifier.citationSiemieniecki, B., & Majewska, K. (2015). Pedagogical premises of the use of tablets in the teaching process. The New Educational Review, 42, 65–76. https://doi.org/10.15804/tner.2015.42.4.05
dc.identifier.urihttps://open.icm.edu.pl/handle/123456789/9192
dc.publisherWydawnictwo Adam Marszałekpl_PL
dc.rightsDozwolony użytek
dc.subjecttabletspl_PL
dc.subjectconstructivismpl_PL
dc.subjectcognitivismpl_PL
dc.subjecthigher educationpl_PL
dc.titlePedagogical Premises of the Use of Tablets in the Teaching Processen
dc.typearticlepl_PL
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