Qwerty

短名Qwerty
Journal Impact0.32
国际分区COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS(Q4)
ISSN1828-7344, 2240-2950
h-index9

Qwerty is the commonly accepted name for the computer keyboard, comprising the first six letters of its top row. When typewriters were first introduced, the keys were arranged in alphabetical order. However this order meant that people typed too quickly such that the keys soon became entangled. To counter this, the keys were displayed in random order and typing speeds accordingly slowed down. In later years, despite the fact that the problem of speed had been completely overcome, the keyboard retained its random order. In our view, this represents an excellent metaphor for the entanglement of culture and technological tools. In actual fact, we regard computer-based technologies as cultural artefacts, representing different depths in the daily work and study activity of individuals, social groups, and institutions. We believe that different models of computer use and activity within online environments mediate social interaction. As such, the relationship between culture and technological tools is becoming more and more complex and now provides an opportunity for determining new models of cognitive, psychological, and social interaction. Qwerty hopes to be a place where such issues can be discussed and developed. The journal arises from a growing awareness of the need to develop research and reflection on the impact, effects and nature of technology use and, as such, is intended to be a genuinely cross-disciplinary forum. Qwerty wishes to provide a forum for discussion on the use of new technologies aimed at anyone interested in the use of technology in such fields as education, training, social and university research, including the cultural, social, pedagogical, psychological, economic, professional, ethical and aesthetical aspects of technology use.

涉及主题计算机科学心理学社会学哲学数学政治学法学教育学艺术数学教育生物物理操作系统认识论万维网程序设计语言医学地理工程类语言学人工智能知识管理社会科学经济历史考古地质学
出版信息出版商: Progetti editoriali s.r.l.出版周期: 期刊类型: journal
基本数据创刊年份: 2017原创研究文献占比100.00%自引率:25.00%Gold OA占比: 94.29%

期刊引文格式

这些示例是对学术期刊文章的引用,以及它们应该如何出现在您的参考文献中。

并非所有期刊都按卷和期组织其已发表的文章,因此这些字段是可选的。有些电子期刊不提供页面范围,而是列出文章标识符。在这种情况下,使用文章标识符而不是页面范围是安全的。

只有1位作者的期刊

有2位作者的期刊

有3位作者的期刊

有5位以上作者的期刊

书籍引用格式

以下是创作和编辑的书籍的参考文献的示例。

学位论文引用格式

网页引用格式

这些示例是对网页的引用,以及它们应该如何出现在您的参考文献中。

专利引用格式

最新文章

The ‘Progressive Design Method’ Development to promote Students’ Participation in Blended University Courses: Design-Based Research

2024-6-4

Valutazione per l’apprendimento: la formazione in servizio come leva per il cambiamento professionale

2024-6-4

Alternative Assessment and Technology Enhanced Assessment practices: Research to inform Faculty Development processes

2024-6-4

Rethinking assessment in the digital era: Designing a pilot study on hybridization in higher education

2024-6-4

Technology-mediated new assessment: A challenge we can overcome

2024-6-4

Digital Competence in University Students: A Comparison between Spain and Italy

2024-1-1

Teaching Practice in a Shifting to Post-Covid 19 Era: A Study from Indonesian Higher Institution

2024-1-1

Gamification to foster student engagement: a mixed methods study in higher education

2024-1-1

Invited article Neuroscience of distance learning: The impact of technology on neurobiological learning mechanisms

2023-12-1

You, me and the digital. The triangle of technology mediated relationships after the Covid-19 pandemic

2023-12-1

Connecting between systems for classroom-based Knowledge Building sustainability and scalability

2023-6-1

Real-world experts co-facilitate design-mode Knowledge Building in a continuing medical education course in palliative care

2023-6-1

Knowledge Building as new perspective for Education: From belief mode to design mode and the need for ‘infrastructuring’

2023-6-1

Infrastructuring for Knowledge Building: Advancing a framework for sustained innovation

2023-6-1

Learning from the knowledge builders: Student perspectives on the challenges of classroom Knowledge Building communities

2023-6-1

Student reflections on the integration of Knowledge Forum as ‘equipment’ for knowledge building practice

2023-6-1

Meeting Students Halfway: Materials in an Ideas-centered Classroom

2023-6-1

Designing Informal Knowledge Building learning spaces: Students’ Knowledge Building Design Studio

2023-6-1

Students' emotional reactions when interacting with Information and Communication Technologies. A key element in improving assimilation

2023-1-1

Couples' Relationship Satisfaction and Problematic Internet Use - A Dyadic Response Surface Analysis

2023-1-1

Il ruolo della formazione sulla gratificazione professionale dei docenti

2023-1-1

Activating teachers’ epistemic agency to implement knowledge building in classroom: A case analysis of the “Classi in rete” project

2022-12-1

Multinational perspectives on Covid-19 challenges: Faculty responses to distance education in Italy and the USA

2022-12-1

Contributo alla validazione del Digital Mindset Questionnaire in un campione di studenti universitari italiani

2022-12-1

University teachers and students in the pandemic: Connection, disconnection, and identity challenges

2022-12-1

Challenges and opportunities perceived by Swiss vocational education and training (VET) teachers during emergency remote teaching: The role of teachers’ digital competence

2022-12-1

The “Trialogical Learning & Assessment Approach”: Design principles for higher education

2022-12-1

Editorial The “new normality”: Digital technologies and learning environments beyond the emergency

2022-12-1

Quali competenze e quali strategie formative per l’industria 4.0? Lo stato dell’arte

2022-6-1

Innovare la didattica universitaria fra vincoli e opportunità. Un’esperienza di peer feedback con i futuri insegnanti

2022-6-1

Developing computational thinking among preservice teachers

2022-6-1

ditorial A time of complexity: From teachers’ training to students’ skills in the knowledge driven XXI century

2022-6-1

The acceptance of distance education by Italian university teachers during the Covid-19 lockdown

2022-6-1

Analisi preliminare della validità della Brief Multicultural Version of the Test of Mobile Phone Dependence (TMDbrief) su un campione di adolescenti italiani

2022-6-1

About or with Teachers? A Systematic Review of Learning Analytics Interventions to Support Teacher Professional Development

2022-1-1

Remote Teaching and Learning in the COVID Era: Empirical Evidence from three Universities in Thailand

2022-1-1

Editorial The lesson learned: What we have learned from the pandemic and how to innovate schools and universities to go further

2021-12-1

Performing arts as a tool for university education during a pandemic: Moving from an in vivo to an in vitro modality

2021-12-1

Teaching and learning during the Covid-19 pandemic: University students’ perspective on phase 3

2021-12-1

Distance learning in Higher Education during the first pandemic lockdown: The point of view of students with special educational needs

2021-12-1

Children’s digitally mediated perezhivanie/enchantment in backyard excursions to “nature”

2021-12-1

Italian parents’ perception about learning practices and educational effectiveness of remote schooling during the first lockdown

2021-12-1

Online learning in kindergarten during Covid-19: Teachers’ experience and perception in Italy

2021-12-1

Quali competenze e quali strategie formative per l’industria 4.0? Lo stato dell’arte

2021-6-8

Data-driven practices in Universities: Rethinking students as subjects and owners of their data

2021-6-7

La presentazione di una falsa identità nell’era digitale

2021-6-1

Contribution of technology innovation acceptance and organizational innovation climate on innovative teaching behavior with ICT in indonesian education

2021-6-1

Pratiche basate sui dati nella valutazione e l’analisi della qualità didattica: il caso dell’Università di Padova

2021-6-1

Sviluppo di una OER per l’insegnamento delle biotecnologie: risultati di una sperimentazione eseguita nell’ultimo anno dei Licei

2021-6-1

Diari di apprendimento e learning analytics, strumenti integrabili per capire i processi di studio? Giudizi di difficoltà e tracciamento delle attività online

2021-6-1

帮你贴心管理全部的文献

研飞ivySCI,高效的论文管理

投稿经验分享

分享我的经验,帮你走得更远

Built withby Ivy Science
Copyright © 2020-2024
版权所有:南京青藤格致信息科技有限公司