Description
Book Synopsis.- 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.
