Bøger i Educational Communications and Technology: Issues and Innovations serien

Technology has developed at a tremendous rate since the turn of the century, but educational practice has not kept pace. Traditional teaching practices still predominate in many educational settings, and educators are often intimidated by new technology. However, as tragic as the COVID-19 pandemic has been, it has caused many people to rethink education and opportunities provided by new technologies for effective teaching and learning. How can educational communities of practice be reimagined to support a growth mindset for learning? This volume explores innovative visions for 21st century learning. The content explores the experiences of teachers with new technology, presents research studies that highlight effective strategies and technologies, and shares lessons learned from a unique researcher-practitioner mentoring model. Educational approaches that worked well, challenges that were difficult to overcome, and potential benefits of effective technology integration will encourage readers to reimagine education and implement practices that can strengthen the future of online education.

This book is about the promotion and development of digital solutions for inclusive education, including a variety of hardware, software, digital learning materials, and digital learning content currently available on the market. All of these technological solutions serve as support materials and building blocks for inclusive learning environments but, at the same time, can involve hidden risks which may inadvertently create even greater gaps in inclusive education. This book provides strategies and methodologies that promote the development of opportunities for using digital technologies to support inclusive education. It provides an, understanding how to close the current digital gap while ensuring that the digital technologies selected do not support new risks of exclusion from the digital learning environment, strengthening and augmenting the already existing digital divide.

This book explores technology-supported andragogical and pedagogical approaches that facilitate teamwork, collaboration, communication, and problem-solving opportunities in diverse disciplines. Collaboration and communication skills are not typically developed in traditional STEM instructional practices.The purpose of the book includes expanding the learning science research base regarding how learning principles and strategies, including structured, collaborative, active, contextual, and engaging instructional settings, can support foundational STEM instruction and improve student interest and achievement. The chapters are classified into three categories: (a) empirical studies exploring the manner in which technology-enabled pedagogical principles and practices facilitate student interest in STEM courses, (b) exploration of logistical factors associated with revisioning STEM education and (c) theoretical underpinnings and literature review of digitally-mediated team learning.The book showcases full-length manuscripts advancing transformative approaches for technology-enhanced team learning within STEM disciplines. Contributions have been sought from interdisciplinary researchers, developers, and educators who engage in the research, development, and practice of adaptable digital environments for highly-effective, rewarding, and scalable team-based and collaborative learning. These include such topics as real-time tools for teams in classroom settings; learning analytics; effective technology-enabled pedagogies; and technology-enabled, collaborative, pedagogical approaches to broaden participation in STEM disciplines.  Promising approaches and technologies to advance digitally-mediated team and collaborative learning are explored including learning analytics to form effective learning teams. Further, innovative cyber-assisted observation approaches for diagnostic/assessment observation and interaction with student teams, educational data mining of large volumes of collected data, and leveraging.  The book will be of interest to Higher Education Faculty in STEM, Learning Scientist, and K-12 educators and learning coaches. 

Consisting of twenty-four chapters, including an introduction and conclusion, it argues that informational content should not be the main element of education, and that to provide more for learners, it is necessary to go beyond content and address other skills and capabilities.

Writings are included on multiple levels including research and practice on learning across disciplines, including instructional design and how design thinking is inherently interdisciplinary.

The book is a scholarly yet practical guide to learning design and everyone from educational researchers in all areas of educational technology to instructional designers and instructional technologists will find it useful and inspiring at once.

Writings are included on multiple levels including research and practice on learning across disciplines, including instructional design and how design thinking is inherently interdisciplinary.

This book explores technology-supported andragogical and pedagogical approaches that facilitate teamwork, collaboration, communication, and problem-solving opportunities in diverse disciplines. Collaboration and communication skills are not typically developed in traditional STEM instructional practices.The purpose of the book includes expanding the learning science research base regarding how learning principles and strategies, including structured, collaborative, active, contextual, and engaging instructional settings, can support foundational STEM instruction and improve student interest and achievement. The chapters are classified into three categories: (a) empirical studies exploring the manner in which technology-enabled pedagogical principles and practices facilitate student interest in STEM courses, (b) exploration of logistical factors associated with revisioning STEM education and (c) theoretical underpinnings and literature review of digitally-mediated team learning.The book showcases full-length manuscripts advancing transformative approaches for technology-enhanced team learning within STEM disciplines. Contributions have been sought from interdisciplinary researchers, developers, and educators who engage in the research, development, and practice of adaptable digital environments for highly-effective, rewarding, and scalable team-based and collaborative learning. These include such topics as real-time tools for teams in classroom settings; learning analytics; effective technology-enabled pedagogies; and technology-enabled, collaborative, pedagogical approaches to broaden participation in STEM disciplines.  Promising approaches and technologies to advance digitally-mediated team and collaborative learning are explored including learning analytics to form effective learning teams. Further, innovative cyber-assisted observation approaches for diagnostic/assessment observation and interaction with student teams, educational data mining of large volumes of collected data, and leveraging.  The book will be of interest to Higher Education Faculty in STEM, Learning Scientist, and K-12 educators and learning coaches. 

This book provides a descriptive, progressive narrative on the flipped classroom including its history, connection to theory, structure, and strategies for implementation. Each case study is similarly structured to highlight the reasons behind flipping, principles guiding flipped instructions, strategies used, and lessons learned.

This timely analysis brings greater clarity to the question of how ICT-supported innovations are experienced in small low- to middle-income countries and developing regions with implications for international education and development. By bringing together a group of international technologists, researchers, and scholars, this book explores the building of local capacity for educational technology policy and application in such regions and ably links theory to practice to illuminate how the issues at hand play out in professional practice. The volume offers itself as an invaluable resource by offering a salient assessment of the existent methodological and ecological challenges and constraints in developing, implementing, and evaluating technology and technology research, while simultaneously providing recommendations and strategy for future policy and implementation.Among the topics covered:The research agenda for technology, education, and development.ICT curriculum planning and development: policy and implementation lessons from small developing states.New challenges for ICT in education policies in developing countries.Playful partnerships for game-based learning in international contexts.Addressing persistent ICT-in-education challenges in small developing countries.ICT-Supported Innovations in Small Countries and Developing Regions is of significant interest to educational technology researchers, policymakers, and officials with influence over resource allocation and implementation of technology innovations. It is also relevant to administrators, teachers, instructional designers, and technology evaluators interested in advancing educational communications and technology in public and private settings.

This is an edited volume based on expanded versions of the best 30 papers presented at ETWC 2016 in Bali. Included are contributions from the keynote speakers of ETWC 2016: Robert Branch, Tian Belawati, Steve Harmon, Johannes Cronje, Marc Childress, Mike Spector, Chairul Tanjung, and Rudiantara.

This book provides state-of-the-art knowledge on how to establish, organize, staff, and develop online education/e-learning programs. It strengthens knowledge of the different technologies, infrastructure and issues necessary for leaders and managers to make competent decisions.

Seeing Autism is a comprehensive but easy-to-understand guidebook for caretakers, parents, educators, counselors, therapists, and researchers on various aspects of rearing and supporting children with autism spectrum disorder.

An understanding of the impact of technology upon our lives is essential if we are to adequately educate children for the future and plan for meaningful learning environments for them. Mind, Brain and Technology provides an overview of these changes from a wide variety of perspectives.

This book reports on research and practice on computational thinking and the effect it is having on education worldwide, both inside and outside of formal schooling.

This is an edited volume based on expanded versions of the best 30 papers presented at ETWC 2016 in Bali. Included are contributions from the keynote speakers of ETWC 2016: Robert Branch, Tian Belawati, Steve Harmon, Johannes Cronje, Marc Childress, Mike Spector, Chairul Tanjung, and Rudiantara.

This timely analysis brings greater clarity to the question of how ICT-supported innovations are experienced in small low- to middle-income countries and developing regions with implications for international education and development. By bringing together a group of international technologists, researchers, and scholars, this book explores the building of local capacity for educational technology policy and application in such regions and ably links theory to practice to illuminate how the issues at hand play out in professional practice. The volume offers itself as an invaluable resource by offering a salient assessment of the existent methodological and ecological challenges and constraints in developing, implementing, and evaluating technology and technology research, while simultaneously providing recommendations and strategy for future policy and implementation.Among the topics covered:The research agenda for technology, education, and development.ICT curriculum planning and development: policy and implementation lessons from small developing states.New challenges for ICT in education policies in developing countries.Playful partnerships for game-based learning in international contexts.Addressing persistent ICT-in-education challenges in small developing countries.ICT-Supported Innovations in Small Countries and Developing Regions is of significant interest to educational technology researchers, policymakers, and officials with influence over resource allocation and implementation of technology innovations. It is also relevant to administrators, teachers, instructional designers, and technology evaluators interested in advancing educational communications and technology in public and private settings.

first is an examination of how educators can design the experiences of learning, with a focus on the learner and the end results of education; The book seeks to understand how to design how learning occurs, both in the instructional design studio and as learning occurs throughout the world.

Technology for Learners with Autism Spectrum Disorders provides readers with an in-depth look at the characteristics of learners with ASD and explains how different forms of technology can be used to create learning opportunities for autistic students.

The broad concepts of design, design thinking, the design process, and the design studio, are identified and they form the framework of the book.

This book provides a descriptive, progressive narrative on the flipped classroom including its history, connection to theory, structure, and strategies for implementation. Each case study is similarly structured to highlight the reasons behind flipping, principles guiding flipped instructions, strategies used, and lessons learned.

first is an examination of how educators can design the experiences of learning, with a focus on the learner and the end results of education; The book seeks to understand how to design how learning occurs, both in the instructional design studio and as learning occurs throughout the world.

This book helps readers prepare for the Project Management Professional (PMP) certification and Certified Associate in Project Management (CAPM) examinations. It features sample running cases, practice problems and sample PMP certification questions.

This book presents both a design framework and design strategies that will help organisations provide courses that embed the affordances of the online, social environment and maximize opportunities for engagement and learning in formal learning contexts.

The broad concepts of design, design thinking, the design process, and the design studio, are identified and they form the framework of the book.

Emerging Technologies for STEAM Education

Consisting of twenty-four chapters, including an introduction and conclusion, it argues that informational content should not be the main element of education, and that to provide more for learners, it is necessary to go beyond content and address other skills and capabilities.

This book reports on research and practice on computational thinking and the effect it is having on education worldwide, both inside and outside of formal schooling.