Education innovation challenges in Uruguay during the COVID-19 pandemic
Gardado en:
Autor Principal: | Florencia Ripani, María |
---|---|
Outros autores: | Cetic.br |
Formato: | Capítulos de Livro Analíticas |
Idioma: | inglés |
Publicado: |
2022
|
Subjects: | |
Acceso en liña: | https://bibliotecadigital.acervo.nic.br/handle/123456789/2409 |
Tags: |
Engadir etiqueta
Sen Etiquetas, Sexa o primeiro en etiquetar este rexistro!
|
Títulos similares
Desafios da inovação educacional no Uruguai no contexto da COVID-19
por: Florencia Ripani, María
Publicado: (2021)
por: Florencia Ripani, María
Publicado: (2021)
The Plan Ceibal in pandemic times: Guaranteeing pedagogical continuity in Uruguay
por: Florencia Ripani, María
Publicado: (2024)
por: Florencia Ripani, María
Publicado: (2024)
O Plano Ceibal em tempos de pandemia: a busca pela garantia da continuidade pedagógica no Uruguai
por: Florencia Ripani, María
Publicado: (2024)
por: Florencia Ripani, María
Publicado: (2024)
The Plan Ceibal in pandemic times: guaranteeing pedagogical continuity in Uruguay
por: Ripani, María Florencia
por: Ripani, María Florencia
Measurement of ICT in health in Uruguay: The Salud.uy program
por: Muxí, Cecilia, et al.
Publicado: (2024)
por: Muxí, Cecilia, et al.
Publicado: (2024)
Challenges for digital government faced by Brazilian states during the COVID-19 pandemic
por: Lanza, Beatriz Barreto Brasileiro, et al.
Publicado: (2024)
por: Lanza, Beatriz Barreto Brasileiro, et al.
Publicado: (2024)
Challenges for digital government faced by Brazilian states during the covid-19 pandemic
por: Lanza, Beatriz Barreto Brasileiro, et al.
por: Lanza, Beatriz Barreto Brasileiro, et al.
Non-face-to-face education and evidence of inequality during the COVID-19 pandemic
por: Lima, Ana Lúcia D´ Império, et al.
Publicado: (2024)
por: Lima, Ana Lúcia D´ Império, et al.
Publicado: (2024)
Non-face-to-face education and evidence of inequality during the covid-19 pandemic
por: Lima, Ana Lúcia, et al.
por: Lima, Ana Lúcia, et al.
Continuity of education during the COVID-19 pandemic: The use of ICT in Brazilian public schools
por: Macaya, Javiera Fernanda Medina, et al.
Publicado: (2022)
por: Macaya, Javiera Fernanda Medina, et al.
Publicado: (2022)
Digital citizenship: The Uruguayan strategy
por: Seijo, Magdalena, et al.
Publicado: (2024)
por: Seijo, Magdalena, et al.
Publicado: (2024)
Cidadania digital: a estratégia uruguaia
por: Seijo, Magdalena, et al.
Publicado: (2024)
por: Seijo, Magdalena, et al.
Publicado: (2024)
Digital payment adoption in Brazil during the COVID-19 pandemic
por: Araujo, Marcelo Henrique de, et al.
Publicado: (2024)
por: Araujo, Marcelo Henrique de, et al.
Publicado: (2024)
Digital payment adoption in Brazil during the covid-19 pandemic
por: Araujo, Marcelo Henrique de, et al.
por: Araujo, Marcelo Henrique de, et al.
Racial inequalities, education, and digital divide in Brazil: An overview of Internet access by students during the COVID-19 pandemic
por: Sousa, Caio Jardim, et al.
Publicado: (2024)
por: Sousa, Caio Jardim, et al.
Publicado: (2024)
Racial inequalities, education, and digital divide in Brazil: an overview of Internet access by students during the covid-19 pandemic
por: Sousa, Caio Jardim, et al.
por: Sousa, Caio Jardim, et al.
The role of the Internet in supporting the cultural production chain during the COVID-19 pandemic in Brazil
por: Queiroz, Flavia Tebaldi Henriques de
Publicado: (2024)
por: Queiroz, Flavia Tebaldi Henriques de
Publicado: (2024)
The role of the Internet in supporting the cultural production chain during the COVID-19 pandemic in Brazil
por: Queiroz, Flavia Tebaldi Henrique de
por: Queiroz, Flavia Tebaldi Henrique de
Education, technology and accessibility
por: Bersch, Rita de Cassia Reckziegel, et al.
Publicado: (2024)
por: Bersch, Rita de Cassia Reckziegel, et al.
Publicado: (2024)
Education, technology and accessibility
por: Bersch, Rita, et al.
por: Bersch, Rita, et al.
Support – not training – gets the digitally excluded online: A case study in the UK during the COVID-19 pandemic
por: Damodaran, Leela, et al.
Publicado: (2024)
por: Damodaran, Leela, et al.
Publicado: (2024)
Suport - not training - gets the digitally excluded online: a case study in the UK during the covid-19 pandemic
por: Damodaran, Leela, et al.
por: Damodaran, Leela, et al.
Remote teaching during the pandemic: Challenges and potentials according to teachers
por: Ferraz, Marina, et al.
Publicado: (2024)
por: Ferraz, Marina, et al.
Publicado: (2024)
Remote teaching during the pandemic: challenges and potentials according to teachers
por: Ferraz, Marina, et al.
por: Ferraz, Marina, et al.
PUBLIC NOTICE on the processing of personal data and surveillance during the self-isolation period introduced because of the COVID-19 pandemic
Publicado: (2025)
Publicado: (2025)
Corporate-startup engagement: Corporate venture capital instruments as open innovation strategies
por: Freire, Carlos Eduardo Torres, et al.
Publicado: (2024)
por: Freire, Carlos Eduardo Torres, et al.
Publicado: (2024)
Educação e tecnologias no Brasil: um estudo de caso longitudinal sobre o uso das tecnologias de informação e comunicação em 12 escolas públicas /
por: Núcleo de Informação e Coordenação do Ponto BR
Publicado: (2016)
por: Núcleo de Informação e Coordenação do Ponto BR
Publicado: (2016)
Educational evaluation and Computerized Adaptive Testing (CAT): Current and future challenges
por: Alavarse, Ocimar Munhoz, et al.
Publicado: (2024)
por: Alavarse, Ocimar Munhoz, et al.
Publicado: (2024)
Features of software acquisition for innovation in Brazil: A factorial analysis based on Pintec 2011
por: Pinheiro, Alessandro Maia, et al.
Publicado: (2024)
por: Pinheiro, Alessandro Maia, et al.
Publicado: (2024)
Education and digital technologies: Challenges and strategies for the continuity of learning in times of COVID-19
Publicado: (2021)
Publicado: (2021)
The provision of online municipal information and services in the COVID-19 pandemic
por: Przeybilovicz, Erico, et al.
Publicado: (2024)
por: Przeybilovicz, Erico, et al.
Publicado: (2024)
Privacy and data protection during the pandemic
por: Venturini, Jamila, et al.
Publicado: (2024)
por: Venturini, Jamila, et al.
Publicado: (2024)
The provison of online municipal information and services in the covid-19 pandemic
por: Przeybilovicz, Erico, et al.
por: Przeybilovicz, Erico, et al.
Medição de TIC em saúde no Uruguai: o programa Salud.uy
por: Muxí, Cecilia, et al.
Publicado: (2024)
por: Muxí, Cecilia, et al.
Publicado: (2024)
The periphery online: ICT and collective mobilization during the pandemic
por: Mendonça, Patricia Maria Emerenciano de, et al.
Publicado: (2024)
por: Mendonça, Patricia Maria Emerenciano de, et al.
Publicado: (2024)
The periphery online: ICT and collective mobilization during the pandemic
por: Mendonça, Patricia Maria E., et al.
por: Mendonça, Patricia Maria E., et al.
Resolução CGI.br/RES/2023/015: Painel Telebrasil Innovation 2023
Publicado: (2025)
Publicado: (2025)
The innovator's dilemma : when new technologies cause great firms to fail
por: Christensen, Clayton M., 4247 1952-2020
Publicado: (1997)
por: Christensen, Clayton M., 4247 1952-2020
Publicado: (1997)
Using ICT as an innovation tool: the case of a global service enterprise operating in Brazil
por: Pinheiro, Alessandro Maia, et al.
por: Pinheiro, Alessandro Maia, et al.
Inclusão digital nas escolas públicas : o uso pedagógico dos computadores e o ProInfo Natal/RN
por: Silva, Maria Aparecida Ramos da
Publicado: (2014)
por: Silva, Maria Aparecida Ramos da
Publicado: (2014)
Títulos similares
-
Desafios da inovação educacional no Uruguai no contexto da COVID-19
por: Florencia Ripani, María
Publicado: (2021) -
The Plan Ceibal in pandemic times: Guaranteeing pedagogical continuity in Uruguay
por: Florencia Ripani, María
Publicado: (2024) -
O Plano Ceibal em tempos de pandemia: a busca pela garantia da continuidade pedagógica no Uruguai
por: Florencia Ripani, María
Publicado: (2024) -
The Plan Ceibal in pandemic times: guaranteeing pedagogical continuity in Uruguay
por: Ripani, María Florencia -
Measurement of ICT in health in Uruguay: The Salud.uy program
por: Muxí, Cecilia, et al.
Publicado: (2024)