{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2023,6,10]],"date-time":"2023-06-10T16:10:18Z","timestamp":1686413418581},"reference-count":20,"publisher":"IGI Global","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2011,7,1]]},"abstract":"<p>This paper reports and discusses the result of a survey focused on the perceptions and expectations on TEE applications, conducted among 500 Italian educators (university, high\/middle\/elementary schools and professionals) involved in on-line or blended learning practices. The expectations are quite basic ones, although may depend on the educational level: support to content sharing and production, communication, assessment and team working are at the top of rank; much less relevant appear to be items like: support to socialization, process design and personalization. Very similar results have been obtained also from a survey among schools\u2019 teachers, novices for TEE, attending a Master in \u201ce-learning: methods, techniques and applications\u201d. The survey was conducted after the conclusion of the first part of the master carried on according to a very traditional distance learning process: content download, self-evaluation tests, tutor assistance upon request. However, after the participation to the second part of the Master, organized as a collaborative, design inspired P3BL (problem, project and process based learning) experience, their opinions on TEE changed in a considerable manner. This indicates how necessary a dissemination action on a large scale among educators with regard to both TEE potentialities and design literacy would be.<\/p>","DOI":"10.4018\/jdldc.2011070104","type":"journal-article","created":{"date-parts":[[2011,10,19]],"date-time":"2011-10-19T16:13:49Z","timestamp":1319040829000},"page":"41-55","source":"Crossref","is-referenced-by-count":0,"title":["Educators\u2019 Expectations on Technology Enhanced Education (TEE)"],"prefix":"10.4018","volume":"2","author":[{"given":"Carlo","family":"Giovannella","sequence":"first","affiliation":[{"name":"University of Rome Tor Vergata, Italy"}]},{"given":"Claudia","family":"Di Lorenzo","sequence":"additional","affiliation":[{"name":"University of Rome Tor Vergata, Italy"}]},{"given":"Simona","family":"Scarsella","sequence":"additional","affiliation":[{"name":"University of Rome Tor Vergata, Italy"}]},{"given":"Corrado Amedeo","family":"Presti","sequence":"additional","affiliation":[{"name":"University of Rome Tor Vergata, Italy"}]}],"member":"2432","reference":[{"key":"jdldc.2011070104-0","author":"S.Bolasco","year":"1999","journal-title":"Analisi multidimensionale dei dati"},{"issue":"3","key":"jdldc.2011070104-1","first-page":"183","article-title":"Models and instruments for assessing digital competence at school.","volume":"4","author":"A.Calvani","year":"2008","journal-title":"Journal of E-learning and Knowledge Society"},{"key":"jdldc.2011070104-2","author":"F.Cambi","year":"2003","journal-title":"Manuale di storia della pedagogia"},{"key":"jdldc.2011070104-3","doi-asserted-by":"publisher","DOI":"10.4018\/jdldc.2010101902"},{"key":"jdldc.2011070104-4","year":"2002","journal-title":"Digital transformation: A framework for ICT literacy"},{"key":"jdldc.2011070104-5","unstructured":"European Commission. 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