English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The rapid dissemination of ICT in the postcontemporary world is raising new challenges, namely in terms of information, knowledge and learning. An education policies movement is trying to formally address the challenges posed by educational projects that intentionally include ICT in formal learning spaces, from the design of those initiatives to the evaluation phases. In this context, a comprehensive integrative methodology seems critical to create adequate implementations and prompt meaningful results from ICT usage as a learning medium. The ik-Model presented in this article is a JP-ik framework – forged from field experience and validated in real case scenarios around the world (Europe, Africa, Middle East and Latin America) – that aims to guide and support a meaningful integration of new technologies in singular education scenarios, engaging stakeholders across the whole spectrum of the process. This model proved to be effective as a glocal approach that contextually addresses each component of an ICT integrative project for education, fulfilling the potential of ICT in terms of the enhancement of real and meaningful (learning and living) opportunities for all.

Rethinking Pedagogy in Multiple Educational Contexts: A Glocal Framework to ICT Meaningful Approaches to Learning