The implications of our findings for both design and educational practitioners were also discussed.
In addition, educational practitioners are encouraged to conduct action research, an agenda which has been established by the MOE since 1999.
The integration of external tools in Virtual Learning Environments (VLEs) aims at enriching the learning activities that educational practitioners may design and enact.
The paper reports on the design and development of a series of Information Systems conceived for the sharing of practices among educational practitioners.
Researchers and educational practitioners are invited to contact the authors to explore research partnerships and other collaborations with the international FOLC research group, with a view to exploring social-constructivist, fully online learning, and democratizing education "from below".
The findings are discussed in terms of shaping young children's mark making, the implications of the use of touch screen technologies in literacy development for educational practitioners and technology design, and key future research directions.
The main focus of this article is on the perceptions of educational practitioners (at the lower secondary level) regarding obstacles that seriously impede the realization of ICT-related goals of schools.
Formal specifications, such as IMS-LD, and software authoring tools have provided instructional designers and educational practitioners with mechanisms for the creation and automation of flexible collaborative learning scripts ready to run in real scenarios.
The findings thus serve to encourage further research and work in this area, as well as to recommend that GIGAME and other similar games may be developed with the guidance of such theoretical frameworks and be utilized in classrooms by relevant educational practitioners to encourage deeper collaboration, inquiry, and learning in students.
Because AT is educational, practitioners are called 'teachers' and those who receive instruction are called 'students' (or pupils).
