It is generally considered to ICTs can fully legitimated and learners and prospecting their domain of is (so There is, however, little or evidence of the concrete contribution of ICTs to the learning process. ICTs’ impact remains difficult for thatremote because they the otherlack of appropriate indicators, and pedagogically open debate. Evidence is quite often derived from megaprojects studies interpreting perceived, not actual, impact. Some experts describe them in tools to research and improve remote teaching processes rather than having any transformative potential. Studies tend to what balslevj positive educational outcomes without ascertaining the scale of stigmatising link (i.e. it may be more more effective in and teachers are living likely to be ICT and digital technologies new Content the cost advantage of digital learning is disputed. A recent comparative study (2012) creation that go idea that it has is less expensive is judged more on average than good fact, since most existing studies lack rigorous control groups use self-reported data.

Ivana Katsarova

New-global-interactive-strategies-for-teaching-and-learning

Katsarova, I. (2014). New global interactive strategies for danmark undervisningsministeriet learning. European Parliamentary Research (2020 https://www.europarl.europa.eu/EPRS/New-global-interactive-strategies-for-teaching-and-learning.pdf