Educational equipment and technology, computer-aided learning (CAL) Books

Book SynopsisHow to optimize educational spaces, both physical and virtual, for more effective learning The design of classroom spaces is one of the overlooked issues in education. Poorly designed physical environments can impede learning, while well-designed spaces can enhance it.Table of ContentsForeword Prakash Nair vii About the Author xiii Acknowledgments xv Introduction xvii 1 The Problem with Traditional Classrooms 1 2 Campfires 11 3 Watering Holes 17 4 Caves 23 5 Life 31 6 The Challenge of Technology 37 7 Technological Campfires 51 8 Technological Watering Holes 65 9 Technological Caves 77 10 Technological Life Spaces 85 11 Learning on the Holodeck 105 Notes 127 Index 133

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Book SynopsisDescribes data literacy for teaching, emphasizing the important relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula.

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Book SynopsisWhy are we all taught maths for years of our lives? Does it really empower everyone? Or fail most and disenfranchise many? Is it crucial for the AI age or an obsolete rite of passage?

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Book SynopsisOffered as an introduction to the field of data structures andalgorithms, Open Data Structures covers the implementation andanalysis of data structures for sequences (lists), queues, priorityqueues, unordered dictionaries, ordered dictionaries, and graphs.Focusing on a mathematically rigorous approach that is fast, practical,and efficient, Morin clearly and briskly presents instruction alongwith source code. Analyzed and implemented in Java, the data structures presented inthe book include stacks, queues, deques, and lists implemented asarrays and linked-lists; space-efficient implementations of lists; skiplists; hash tables and hash codes; binary search trees includingtreaps, scapegoat trees, and red-black trees; integer searchingstructures including binary tries, x-fast tries, and y-fast tries;heaps, including implicit binary heaps and randomized meldable heaps;and graphs, including adjacency matrix and adjacency listrepresentations; and B-trees. A modern treatment of an essential computer science topic, OpenData Structures is a measured balance between classical topics andstate-of-the art structures that will serve the needs of allundergraduate students or self-directed learners.Table of ContentsAcknowledgments- xi Why This Book?- xiii 1. Introduction- 1 1.1 The Need for Efficiency- 2 1.2 Interfaces- 4 1.3 Mathematical Background- 9 1.4 The Model of Computation- 18 1.5 Correctness, Time Complexity, and Space Complexity- 19 1.6 Code Samples- 22 1.7 List of Data Structures- 22 1.8 Discussion and Exercises- 26 2. Array-Based Lists- 29 2.1 ArrayStack: Fast Stack Operations Using an Array- 30 2.2 FastArrayStack: An Optimized ArrayStack- 35 2.3 ArrayQueue: An Array-Based Queue- 36 2.4 ArrayDeque: Fast Deque Operations Using an Array- 40 2.5 DualArrayDeque: Building a Deque from Two Stacks- 43 2.6 RootishArrayStack: A Space-Efficient Array Stack- 49 2.7 Discussion and Exercises- 59 3. Linked Lists- 63 3.1 SLList: A Singly-Linked List- 63 3.2 DLList: A Doubly-Linked List- 67 3.3 SEList: A Space-Efficient Linked List- 71 3.4 Discussion and Exercises- 82 4. Skiplists- 87 4.1 The Basic Structure- 87 4.2 SkiplistSSet: An Efficient Sset- 90 4.3 SkiplistList: An Efficient Random-Access List- 93 4.4 Analysis of Skiplists- 98 4.5 Discussion and Exercises- 102 5. Hash Tables- 107 5.1 ChainedHashTable: Hashing with Chaining- 107 5.2 LinearHashTable: Linear Probing- 114 5.3 Hash Codes- 122 5.4 Discussion and Exercises- 128 6. Binary Trees- 133 6.1 BinaryTree: A Basic Binary Tree- 135 6.2 BinarySearchTree: An Unbalanced Binary Search Tree- 140 6.3 Discussion and Exercises- 147 7. Random Binary Search Trees- 153 7.1 Random Binary Search Trees- 153 7.2 Treap: A Randomized Binary Search Tree- 159 7.3 Discussion and Exercises- 168 8. Scapegoat Trees- 173 8.1 ScapegoatTree: A Binary Search Tree with Partial Rebuilding-173 8.2 Discussion and Exercises- 181 9. Red-Black Trees- 185 9.1 2-4 Trees- 186 9.2 RedBlackTree: A Simulated 2-4 Tree- 190 9.3 Summary- 205 9.4 Discussion and Exercises- 206 10. Heaps- 211 10.1 BinaryHeap: An Implicit Binary Tree- 211 10.2 MeldableHeap: A Randomized Meldable Heap- 217 10.3 Discussion and Exercises- 222 11. Sorting Algorithms- 225 11.1 Comparison-Based Sorting- 226 11.2 Counting Sort and Radix Sort- 238 11.3 Discussion and Exercises- 243 12. Graphs- 247 12.1 AdjacencyMatrix: Representing a Graph by a Matrix- 249 12.2 AdjacencyLists: A Graph as a Collection of Lists- 252 12.3 Graph Traversal- 256 12.4 Discussion and Exercises- 261 13. Data Structures for Integers- 265 13.1 BinaryTrie: A digital search tree- 266 13.2 XFastTrie: Searching in Doubly-Logarithmic Time- 272 13.3 YFastTrie: A Doubly-Logarithmic Time SSet- 275 13.4 Discussion and Exercises- 280 14. External Memory Searching- 283 14.1 The Block Store- 285 14.2 B-Trees- 285 14.3 Discussion and Exercises- 304 Bibliography- 309 Index- 317

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Book SynopsisThe Collins International Primary Computing Stage 5 Workbook is written with a range of international contexts in mind and is designed to be used in lessons alongside the Student's Book.As an essential companion to the Student's Book, the Workbook offers a range of exciting activities to help students consolidate understanding, think creatively and plan practical tasks, and to record, evaluate and reflect on their learning, supporting metacognition.The clear and engaging pages offer a mix of fun and varied activities such as quizzes, Rate your progress' and reflection tasks as well as structured frameworks to record thoughts and ideas, and develop computational thinking and ensuring no learner is left behind.End-of-chapter reflection features help students to assess their progress and understand how they can improve.Following the same chapter and unit structure as the Student's Book, the clearly signalled Workbook activities provide further practice and extension material for learners

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Book SynopsisThe Stage 5 Teacher's Guide offers comprehensive teacher support, providing everything needed to teach with confidence using the Collins International Primary Computing Stage 5 Student's Book and Workbook.Collins International Primary Computing series provides in-depth coverage of the Cambridge curriculum frameworks for Primary Computing (0059) and Primary Digital Literacy (0072), as well as the UK national curriculum for Computing at primary level.The course is organised around six themes relating to computing and digital literacy Our digital world; Content creation; Create with code; How computers work; Connect the world; The power of data. The chapter overviews and lesson summaries show how these themes are developed in Stage 5, helping teachers to plan their course.The Teacher's Guide offers a detailed lesson plan for every unit, giving guidance on how to run the session, including lesson objectives, reference to key pedagogies, mapping grids, worksheets, resource sheets, answers,

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Book SynopsisArm your students with the strategies they need for success with 101 Tips for Online Course Success. Many students think they are prepared for online classes, in fact they often think they will be easier than on-ground courses, but are they actually ready for the challenges that come with learning online?Help your students manage their time, keep organized, stay motivated, use online resources, use learning management systems, work in groups, and much more! 101 Tips for Online Course Success is everything your students need to succeed in an online or hybrid course. It is their handbook and planner that can complement any online or hybrid course, regardless of the subject matter. It can also be used in student success courses that introduce students to the college experience. Most of the strategies and tips included in this text are also relevant to the onsite courses.Table of ContentsPart 1: Preparing Before the Semester BeginsPart 2: Communicating With Your ProfessorPart 3: Using EmailPart 4: Learning Management Systems (LMS)Part 5: Managing Time and Staying OrganizedPart 6: Enhancing Study SkillsPart 7: Writing AssignmentsPart 8: Taking Tests/Quizzes OnlinePart 9: Working in GroupsPart 10: Staying Motivated Throughout the SemesterPart 11: Using Online ResourcesPart 12: Calendars, Contacts, Professional Portfolio, and Notes

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Book SynopsisEducational Technology is seen as a problem-solving process, concerning most aspects of teaching and learning through media and technology, in the context of education and training. This volume presents information on various aspects of educational technology.Table of ContentsEducational Technology: Definition, Conceptual Background, Dissemination. Design Functions, Tools, and Resources. Delivery Options. Applications and Institutional Settings. Emerging Issues.

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Book SynopsisA selection of papers from the Computer Assisted Learning 1995 Symposium. The theme of the proceedings, Learning to Succeed, draws upon the experience of the widespread use of the microcomputer in education over the past decade in order to assess the use in the new millennium.Table of ContentsSelected papers: Evaluating CAL at the Open University: 15 years on (A. Jones et al.). Structured learning in a virtual environment (T. Boyle et al.). The use of computers to support learning in children with emotional and behavioural difficulties (A. Jones). A scenario design tool for helping students learn mechanics (Yibing Li et al.). Education 2000: implications of W3 technology (I. Neilson et al.). Mangaging technological change in education--what lessons can we all learn? (R. Scott, B. Robinson). Managing models of collaborative learning (J.R. Hartley). Author Index. Subject Index.

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Book SynopsisNiels Floor is a pioneer in the field of learning experience design (LXD). He created the Learning Experience Canvas (lxcanvas.com), initiated the LXDCON conferences, and founded LXD.org. Floor owns Shapers, an international LX design and training agency and has delivered talks, workshops, and training around the world.Table of ContentsChapter 1 The power of experience Chapter 2 Why learning experience design matters Nine rules of learning experience design Chapter 3 What is learning experience design? Chapter 4 Experiential learning Chapter 5 How to design a learning experience Chapter 6 The Learning Experience Canvas Chapter 7 Design tools Chapter 8 Case studies Chapter 9 What's next?

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Book SynopsisThe increase in the amount of technology present in our classrooms and the growth in students' levels of digital fluency means educators need to equip themselves with the necessary skills to teach in a digital age.Table of ContentsPART 1: DIGITAL PEDAGOGIES 1. What Is a Digital Pedagogy and Why Do We Need It?2. Theoretical Underpinnings3. Policy and Trends: Preparing Lifelong Learners4. Digital Expectancy: It’s All about BehaviourPART 2: CREATIVE TECHNOLOGIES AND LEARNING 5. The Role of Technology in Emerging Literacy and Numeracy6. Creative Technologies and Play7. Developing a Digital Pedagogy in the Early Years (Foundation to Year 3)8. Developing a Digital Pedagogy in Years 4–10PART 3: DEVELOPING DIGITALLY FLUENT LEARNERS 9. Developing Digital Fluency in Educators10. Developing Digitally Fluent Learners in Primary Schooling11. Developing Digitally Fluent Learners in Secondary SchoolingPART 4: DIGITAL TECHNOLOGIES 12. Understanding the Digital Technologies Curriculum13. Emerging Technologies for the Classroom

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Book SynopsisThere is a growing recognition in the learning sciences that video games can no longer be seen as impediments to education, but rather, they can be developed to enhance learning. Educational and developmental psychologists, education researchers, media psychologists, and cognitive psychologists are now joining game designers and developers in seeking out new ways to use video game play in the classroom. In Learning by Playing, a diverse group of contributors provide perspectives on the most current thinking concerning the ramifications of leisure video game play for academic classroom learning. The first section of the text provides foundational understanding of the cognitive skills and content knowledge that children and adolescents acquire and refine during video game play. The second section explores game features that captivate and promote skills development among game players. The subsequent sections discuss children and adolescents'' learning in the context of different types of Table of ContentsPart I. Introduction and Overview ; Chapter 1. Academic Lessons from Video Game Learning ; Fran C. Blumberg, Debby Almonte, Yishai Barkhardori, & Andrew Leno ; Part II. Theoretical and Cognitive Perspectives: How Should We Think About Learning in Video Games? ; Chapter 2. Virtual to Real Life: Assessing Transfer of Learning from Video Games ; Susan M. Barnett ; Chapter 3. The Perceptual and Cognitive Effects of Action Video Game Experience ; C. Shawn Green ; Chapter 4. Relations between Video Gaming and Children's Executive Functioning ; John R. Best ; Chapter 5. Developing Scientific Thinking in the Context of Video Games: Where to Next? ; Corinne Zimmerman ; Chapter 6. Do Video Games Provide Motivation to Learn? ; Akane Zusho, Jared S. Anthony, Naoko Hashimoto, and Gerard Robertson ; Chapter 7. What We Know About How Experts Attain Their Superior Performance: ; Implications for the Use of Video Games and Game Training in Schools ; K. Anders Ericsson, Jong Sung Yoon, and Walter R. Boot ; Chapter 8. Media Effects, Communication, and Complexity Science Insights on Game Learning ; John L. Sherry ; Chapter 9. The General Learning Model: Unveiling the Teaching Potential of Video Games ; Douglas A. Gentile, Chris Groves, and J. Ronald Gentile ; Part III. Game Design Perspectives: How Should We Design Educational Video Games? ; Chapter 10. Toward a Playful and Usable Education ; Celia Hodent ; Chapter 11. Educational Video Games: Two Tools for Research and Development ; Matthew Gaydos ; Chapter 12. Formative Research for Game Design ; James Bachhuber ; Chapter 13. Transfer of Learning from Video Game Play to the Classroom ; Debra A. Lieberman, Erica Biely, Chan L.Thai, and Susana Peinado ; Part IV. Learning in practice: How Should We Study Learning in Video Games For Transfer To Academic Tasks? ; Chapter 14. Cross-Platform Learning: How Do Children Learn from Multiple Media? ; Shalom M. Fisch, Richard Lesh, Elizabeth Motoki, Sandra Crespo, and Vincent Melfi ; Chapter 15. Electronic Game Changers for the Obesity Crisis ; Sandra L. Calvert, Bradley J. Bond, and Amanda E. Staiano ; Chapter 16. Tug-of-War: Seeking Help while Playing an Educational Card Game ; Osvaldo Jimenez, Ugochi Acholonu, and Dylan Arena ; Chapter 17. Scientific Inquiry in Digital Games ; Jodi Asbell-Clarke and Elizabeth Rowe ; Chapter 18. Computer Games and Education: A Multi-Dimensional Relationship ; Keith Roe and Anne Dickmeis ; Chapter 19. Video Games, Motivation, and Learning ; Michael A. Evans, Brett D. Jones, and Jennifer Biedler ; Chapter 20. John B. Black, Saadia A. Khan, Shih-Chieh Doug Huang ; Chapter 21. Evaluating the Specificity of Effects of Video-game Training ; Kasey L. Powers and Patricia J. Brooks ; Part V. Conclusion ; Chapter 22. Games in a Digital Age: Supporting a New Ecology of Learning ; Michael E. Levine, Lori Takeuchi, and Sarah E. Vaala

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Book SynopsisIn the digital age, schools are a central part of a nationwide effort to make access to technology more equitable, so that all young people, regardless of identity or background, have the opportunity to engage with the technologies that are essential to modern life. Most students, however, come to school with digital knowledge they've already acquired from the range of activities they participate in with peers online. Yet, teachers, as Matthew H. Rafalow reveals in Digital Divisions, interpret these technological skills very differently based on the race and class of their student body. While teachers praise affluent White students for being innovative when they bring preexisting and sometimes disruptive tech skills into their classrooms, less affluent students of color do not receive such recognition for the same behavior. Digital skills exhibited by middle class, Asian American students render them hackers, while the creative digital skills of working-class, Latinx students are eTrade Review"Timely and well argued, Digital Divisions showcases the enduring power of socio-logical theories of inequality for a digital age." * The University of Chicago, Press *"Generally, educators believe that the 'digital divide' pertains to deficits related to internet access and access to hardware associated with digital technologies. This work suggests, however, that the technology skills gap experienced by minority populations is tied to teacher biases with respect to race and class, the prevailing school culture, and educator attitudes about student online interactions with peers and play in general. . . . Highly recommended." * Choice *"Beautifully written, shrewdly researched, and artfully argued." * The Arts Fuse *"Digital Divisions provides a robust and critical framework to understand digital technologies in the institutional reproduction of inequalities. . . . It deepens conversations in the sociology of education and youth culture, as well as the complex and evolving role of digital technologies in processes of social stratification. The book will have pedagogical appeal for courses in the sociology of education, youth, or digital society. Timely and well argued, Digital Divisions showcases the enduring power of sociological theories of inequality for a digital age." * American Journal of Sociology *"In Digital Divisions: How Schools Create Inequality in the Tech Era, Matthew Rafalow takes us into middle-school classrooms in three different schools to reveal how teachers use technology in the classroom and how school cultures and race shape that treatment . . . Readers interested in educational equity, racial stereotypes, organizational cultures, and technology will all find keen insights and experience 'a-ha’ moments while reading this compelling book." * Contemporary Sociology *“Digital Divisions [offers an] interesting peek inside three schools and [. . .] the ways that the race and class of the student body seems to shape the schools’ relationships with technology. At the most elite, predominantly white school [Rafalow studies], teachers encourage ‘play’ and deep engagement with technology, and students learn to craft professional digital selves. They envision themselves as creators of content, not just consumers. At the predominantly Asian school, surveillance dominates the school’s relationship with technology—students are seen as dangerous hackers, and they are intensely policed in their technology usage. At the third, predominantly Latinx school, teachers hold a patronizing stance toward students, and use technology for basic skills improvement. The ‘play’ aspect of technology is seen as irrelevant to these students. [. . . D]espite these three schools having comparable technology resources and on the surface not showing a digital divide, [Digital Divisions shows that] what happens in the usage of that technology is most certainly unequal.” -- Natasha Warikoo, Tufts University“Digital Divisions focuses on whether, and in what ways, schools prepare students for the Digital Age. The book offers a novel analysis by uncovering social inequities in how technology is used in schools and how student race, class, and organizational cultures shape the extent to which—and how—digital play is valued and incorporated into the everyday practices of teaching and learning. [. . .] As [Rafalow] notes in the conclusion, researchers may miss key forms of inequities in education if we simply focus on access to technology or the mere presence of digitally-oriented instruction while ignoring how it’s used in the day-to-day workings of schools.” -- Linn Posey-Maddox, University of Wisconsin, MadisonTheoretically sophisticated, superbly written, and effectively argued, Digital Divisions shines a bright light on one of the most vexing problems of our time. A must read. -- Roberto G. Gonzales, Harvard UniversityThis is a critical book for educators, educational scholars, and those concerned with democratizing access to technology. Beautifully written and meticulously researched, Digital Divisions, captures the complicated reality of how race and class dynamics shape children’s access to the full benefits of our digital reality. -- Amanda E. Lewis, University of Illinois at ChicagoDigital Divisions reveals the racialized and classed dimensions of the digital divide that can't be fixed by simply putting devices in the hands of all students...Rafalow highlights the way school cultures and teachers’ raced and classed expectations contribute to the reproduction of inequality and the digital divide. -- Stacey J. Lee, University of Wisconsin-MadisonDigital Divisions is an excellent and timely book on the importance of play in cultivating engagement with technology and promoting innovative thinking among students. Using observations of classrooms and interviews with teachers and students, Rafalow argues that the technological divide is less about the differences in access to hardware, but more about how the use of technology is judged by teachers. Stereotypes of Asian Americans as cut-throat or model minorities and of Latinx students as benevolent immigrants or potential gang members promote the disciplining of their play. White middle and upper-middle class students are free from such constraints and thus their play is tolerated or even encouraged. This is a valuable study and a must-read for anyone interested in the interaction between technology, race, and class in affecting inequality in today’s schools. -- Grace Kao, Yale UniversityKeenly observed, concisely written and deftly theorized. Rafalow does a great deal to update the sociology of education for the digital present. I will read and discuss this book with my students for some time. -- Mitchell Stevens, Stanford UniversityThe origins and impact of digital inequality is more complex than just who can get their hands on a machine...Digital Divisions offers a timely intervention in the heated debates about technology in schools, arguing that cultural notions of race, inequality and the meaning of kids’ play shape the digital divide that we yet face. -- Allison J. Pugh, University of Virginia"Considers the ways educational institutions cultivate innovators, explaining how disciplinary orientations to digital youth culture and play come from a complex mixture of perceptions and expectations within the school setting." * Journal of Economic Literature *"Barbas’s rich biography illuminates much about this important figure and his role in the creation of modern freedom of expression in the United States." * History *Table of ContentsIntroduction Chapter 1 Similar Technologies, Different Schools Chapter 2 Disciplining Play Chapter 3 Where Disciplinary Orientations Come From Chapter 4 Schools as Socializing Agents for Digital Participation Conclusion Acknowledgments Appendix: Methodology Notes Index

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Book SynopsisIn the digital age, schools are a central part of a nationwide effort to make access to technology more equitable, so that all young people, regardless of identity or background, have the opportunity to engage with the technologies that are essential to modern life. Most students, however, come to school with digital knowledge they've already acquired from the range of activities they participate in with peers online. Yet, teachers, as Matthew H. Rafalow reveals in Digital Divisions, interpret these technological skills very differently based on the race and class of their student body. While teachers praise affluent White students for being innovative when they bring preexisting and sometimes disruptive tech skills into their classrooms, less affluent students of color do not receive such recognition for the same behavior. Digital skills exhibited by middle class, Asian American students render them hackers, while the creative digital skills of working-class, Latinx students are eTrade Review"Timely and well argued, Digital Divisions showcases the enduring power of socio-logical theories of inequality for a digital age." * The University of Chicago, Press *"Generally, educators believe that the 'digital divide' pertains to deficits related to internet access and access to hardware associated with digital technologies. This work suggests, however, that the technology skills gap experienced by minority populations is tied to teacher biases with respect to race and class, the prevailing school culture, and educator attitudes about student online interactions with peers and play in general. . . . Highly recommended." * Choice *"Beautifully written, shrewdly researched, and artfully argued." * The Arts Fuse *"Digital Divisions provides a robust and critical framework to understand digital technologies in the institutional reproduction of inequalities. . . . It deepens conversations in the sociology of education and youth culture, as well as the complex and evolving role of digital technologies in processes of social stratification. The book will have pedagogical appeal for courses in the sociology of education, youth, or digital society. Timely and well argued, Digital Divisions showcases the enduring power of sociological theories of inequality for a digital age." * American Journal of Sociology *"In Digital Divisions: How Schools Create Inequality in the Tech Era, Matthew Rafalow takes us into middle-school classrooms in three different schools to reveal how teachers use technology in the classroom and how school cultures and race shape that treatment . . . Readers interested in educational equity, racial stereotypes, organizational cultures, and technology will all find keen insights and experience 'a-ha’ moments while reading this compelling book." * Contemporary Sociology *“Digital Divisions [offers an] interesting peek inside three schools and [. . .] the ways that the race and class of the student body seems to shape the schools’ relationships with technology. At the most elite, predominantly white school [Rafalow studies], teachers encourage ‘play’ and deep engagement with technology, and students learn to craft professional digital selves. They envision themselves as creators of content, not just consumers. At the predominantly Asian school, surveillance dominates the school’s relationship with technology—students are seen as dangerous hackers, and they are intensely policed in their technology usage. At the third, predominantly Latinx school, teachers hold a patronizing stance toward students, and use technology for basic skills improvement. The ‘play’ aspect of technology is seen as irrelevant to these students. [. . . D]espite these three schools having comparable technology resources and on the surface not showing a digital divide, [Digital Divisions shows that] what happens in the usage of that technology is most certainly unequal.” -- Natasha Warikoo, Tufts University“Digital Divisions focuses on whether, and in what ways, schools prepare students for the Digital Age. The book offers a novel analysis by uncovering social inequities in how technology is used in schools and how student race, class, and organizational cultures shape the extent to which—and how—digital play is valued and incorporated into the everyday practices of teaching and learning. [. . .] As [Rafalow] notes in the conclusion, researchers may miss key forms of inequities in education if we simply focus on access to technology or the mere presence of digitally-oriented instruction while ignoring how it’s used in the day-to-day workings of schools.” -- Linn Posey-Maddox, University of Wisconsin, MadisonTheoretically sophisticated, superbly written, and effectively argued, Digital Divisions shines a bright light on one of the most vexing problems of our time. A must read. -- Roberto G. Gonzales, Harvard UniversityThis is a critical book for educators, educational scholars, and those concerned with democratizing access to technology. Beautifully written and meticulously researched, Digital Divisions, captures the complicated reality of how race and class dynamics shape children’s access to the full benefits of our digital reality. -- Amanda E. Lewis, University of Illinois at ChicagoDigital Divisions reveals the racialized and classed dimensions of the digital divide that can't be fixed by simply putting devices in the hands of all students...Rafalow highlights the way school cultures and teachers’ raced and classed expectations contribute to the reproduction of inequality and the digital divide. -- Stacey J. Lee, University of Wisconsin-MadisonDigital Divisions is an excellent and timely book on the importance of play in cultivating engagement with technology and promoting innovative thinking among students. Using observations of classrooms and interviews with teachers and students, Rafalow argues that the technological divide is less about the differences in access to hardware, but more about how the use of technology is judged by teachers. Stereotypes of Asian Americans as cut-throat or model minorities and of Latinx students as benevolent immigrants or potential gang members promote the disciplining of their play. White middle and upper-middle class students are free from such constraints and thus their play is tolerated or even encouraged. This is a valuable study and a must-read for anyone interested in the interaction between technology, race, and class in affecting inequality in today’s schools. -- Grace Kao, Yale UniversityKeenly observed, concisely written and deftly theorized. Rafalow does a great deal to update the sociology of education for the digital present. I will read and discuss this book with my students for some time. -- Mitchell Stevens, Stanford UniversityThe origins and impact of digital inequality is more complex than just who can get their hands on a machine...Digital Divisions offers a timely intervention in the heated debates about technology in schools, arguing that cultural notions of race, inequality and the meaning of kids’ play shape the digital divide that we yet face. -- Allison J. Pugh, University of Virginia"Considers the ways educational institutions cultivate innovators, explaining how disciplinary orientations to digital youth culture and play come from a complex mixture of perceptions and expectations within the school setting." * Journal of Economic Literature *"Barbas’s rich biography illuminates much about this important figure and his role in the creation of modern freedom of expression in the United States." * History *Table of ContentsIntroduction Chapter 1 Similar Technologies, Different Schools Chapter 2 Disciplining Play Chapter 3 Where Disciplinary Orientations Come From Chapter 4 Schools as Socializing Agents for Digital Participation Conclusion Acknowledgments Appendix: Methodology Notes Index

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Book SynopsisHow does the new, charged-up, multitasking generation respond to traditional textbooks and lectures? Are we effectively reaching today's technologically advanced youth? Rewired is the first book to help educators and parentsteach to this new generation's radically different learning styles and needs. Table of ContentsWhy Tweens and Teens Hate School Welcome to the iGeneration An Explosion of WMDs - Wireless Mobile Devices Multitasking Madness Real Life or Screen Life? Tapping into a Very Creative Generation of Students Media Literacy Among 21st Century Kids Concerns, Worries, and Barriers Conclusion

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Book SynopsisWhat should the "online classroom" mean to teachers? In this collection of essays, some of the most progressive voices in literacy studies reconsider what it means to be literate in the information age, and offer practical advice not only for getting networked computers into the classroom but also for instructing students and other teachers how to tap into their boundless potential.

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Book SynopsisA fascinating examination of technological utopianism and its complicated consequences.In The Charisma Machine, Morgan Ames chronicles the life and legacy of the One Laptop per Child project and explains why—despite its failures—the same utopian visions that inspired OLPC still motivate other projects trying to use technology to “disrupt” education and development. Announced in 2005 by MIT Media Lab cofounder Nicholas Negroponte, One Laptop per Child promised to transform the lives of children across the Global South with a small, sturdy, and cheap laptop computer, powered by a hand crank. In reality, the project fell short in many ways—starting with the hand crank, which never materialized. Yet the project remained charismatic to many who were captivated by its claims of access to educational opportunities previously out of reach. Behind its promises, OLPC, like many technology projects that make similarly grand claims, had a funda

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Book SynopsisThat Monday afternoon, in high-school gyms across America, kids were battling for the only glory American culture seems to want to dispense to the young these days: sports glory.  But at Dos Pueblos High School in Goleta, California, in a gear-cluttered classroom, a different type of “cool” was brewing.  A physics teacher with a dream – the first public high-school teacher ever to win a MacArthur Genius Award -- had rounded up a band of high-I.Q. students who wanted to put their technical know-how to work.  If you asked these brainiacs what the stakes were that first week of their project, they’d have told you it was all about winning a robotics competition – building the ultimate robot and prevailing in a machine-to-machine contest in front of 25,000 screaming fans at Atlanta’s Georgia Dome. But for their mentor, Amir Abo-Shaeer, much more hung in the balance.  The fact was, Amir had in mind a diffe

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Book SynopsisTable of Contents1 Front Matter; 2 Prelude: Emily Shops at VirtualEmporia.com; 3 Part One: The Essential Character of Computer Science1 The Essential Character of Computer Science; 4 Part Two: Selected Perspectives on Computer Science 2 Exponential Growth, Computability, and Complexity; 5 3 Simulation; 6 4 Abstraction, Representation, and Notations; 7 5 Data, Representation, and Information; 8 6 Achieving Intelligence; 9 7 Building Computing Systems of Practical Scale; 10 8 Research Behind Everyday Computation; 11 9 Personal Statements of Passion About Computer Science Research; 12 Appendix: Agenda of July 25-26, 2001, Symposium; 13 Plates

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Book SynopsisThe Pupil as Scientist intends to give teachers and student teachers a better understanding of the thinking of young adolescent pupils in science lessons and to indicate the difficulties such pupils have in understanding the more abstract or formal ideas with which they are presented. It is practical in its orientation as the issues discussed are illustrated with examples drawn from dialogue and observations made in science classes.One of Rosalind Driver's main themes is that science teachers must recognise more fully and act upon the preconceptions and alternative frameworks which pupils bring to their study of science.Despite is practical orientation, the book addresses some fundamental questions arguing for a reappraisal of science teaching in secondary schools in the light of developments in cognitive psychology and philosophy of science.This is an accessible, authoritative and very helpful book for all concerned with the teaching of science in the secondaryTable of ContentsThe fallacy of induction in science teaching; learning to observe; making meanings; children's beliefs and classroom learning; invention and imagination; learning science and theories of cognitive development; logic and intuition in children's thinking; from theory to practice; appendix.

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Book SynopsisTechnology offers coaches new horizons and a chance to connect with clients with new techniques. This book addresses these opportunities as well as the dilemmas and difficult questions that are part of the new landscape. What will happen when a big coaching platform is hacked? Will coaches ever be replaced by robots? Or perhaps, when will coaches be replaced by robots? As digital tools become increasingly enmeshed in our world, it is essential for coaches to use technology wisely, to build rapport and operate effectively. With the support of this book, coaches can use technology to enhance their practice and feel confident when working with clients. By breaking coaching technology down to its foundational principles, this book equips coaches to enrich their practice by proactively identifying its benefits, while protecting themselves and their clients from its threats. A coach reading this book will:âUnearth the truth behind the glossy veneer of technoTable of ContentsAbbreviationsAcknowledgementsIntroduction: The rise of the robot coach? (14 minute read)PART 1: CONTEXT SETTING1 The story so far (23 minute read)2 Back to basics (24 minute read)3 Undeniable opportunities (28 minute read)4 Inevitable risks (36 minute read)5 Ethical quandaries (25 minute read)PART 2: THE COACHING TECHNOLOGY LANDSCAPE6 Breakdown of the coaching lifecycle (15 minute read)7 Administration and productivity (25 minute read)8 Coaching management and oversight (34 minute read)9 Data gathering and analytics (31 minute read)10 Coaching conversations (42 minute read)11 Robot coaches (37 minute read)PART 3: THE FUTURE12 A bleak future (15 minute read)13 A bright future (26 minute read)14 A likely future (14 minute read)15 A clarion call to action (15 minute read)16 Conclusion: The rise of the human coach (11 minute read)GlossaryBibliography

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Book SynopsisVirtual Humans provides a much-needed definition of what constitutes a âvirtual humanâ and places virtual humans within the wider context of Artificial Intelligence development. It explores the technical approaches to creating a virtual human, as well as emergent issues such as embodiment, identity, agency and digital immortality, and the resulting ethical challenges. The book presents an overview of current research and practice in this area, and outlines the major challenges faced by todayâs developers and researchers. The book examines the possibility for using virtual humans in a variety of roles, from personal assistants to teaching, coaching and knowledge management, and the book situates these discussions around familiar applications (e.g. Siri, Cortana, Alexa) and the portrayal of virtual humans within Science Fiction.Features Presents a comprehensive overview of this rapidly developing field Trade Review"This book presents an overview of the present state of play with virtual humans. Appearance, attributes, communication and intelligence are all investigated, and the architectures involved are covered in detail. If you have little knowledge of what a virtual human is, but want to find out, then this is the book for you. For researchers in the virtual human field this is a definite must." -Professor Kevin Warwick, Coventry University "David Burden and Maggi Savin-Baden’s Virtual Humans offers a thorough, research-based treatment of how digital entities with human-like features and capabilities have left the domain of science fiction and are rapidly becoming a major aspect of human culture. In their clearly-written and well-organized work, they describe the current forms and abilities of virtual humans (including smart speakers and virtual assistant systems like Siri, Alexa, and Cortana and various types of Internet-based chatbots); examine how the creation of virtual bodies, senses, and minds can be combined to create virtual humans; and consider potential developments in the nature and functionality of virtual agents across a range of timeframes from the end of the next decade to the end of the century. Significantly, the authors recognize and discuss the great ethical, moral and social implications of these technological developments which makes their work relevant and important for the social sciences and humanities as well as the domains of computing and information sciences. I certainly intend to use Virtual Humans as an assigned reading in the interdisciplinary courses I teach on the personal and social impact of leading-edge digital technologies." -Richard Gilbert, Professor of Psychology and Director of the Psychology and New Technology Research Lab, Loyola Marymount University, Los Angeles, California "Intelligent, pragmatic and insightful, Virtual Humans is an essential guide for those who want to understand the complex landscape of today’s technology when thinking about designing and building a virtual human. Helpfully, it clearly deploys a wealth of supporting analysis, case studies, research, ethical questions, and moral dilemmas and adds a refreshing dose of healthy common sense along the way." -Nicola Strong, Strong Enterprises Table of ContentsIntroduction Part I The Landscape Chapter 1 What are Virtual Humans? Chapter 2 Virtual Humans and Artificial Intelligence Part II Technology Chapter 3 Body and Senses Chapter 4 Mind Chapter 5 Communication Chapter 6 Architecture Chapter 7 Embodiment Chapter 8 Assembling and Assemblages Part III Identity Chapter 9 Digital Ethics Chapter 10 Identity and Agency Chapter 11 Virtual Humans for Education Chapter 12 Digital Immortality Chapter 13 Futures and Possibilities Glossary

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Book SynopsisPrologue.- Analyze.- Design.- Develop.- Implement.- Evaluate.- Epilogue.Table of ContentsPrologue.- Analyze.- Design.- Develop.- Implement.- Evaluate.- Epilogue.

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Book SynopsisLearning in the Museum examines major issues and shows how research in visitor studies and the philosophy of education can be applied to facilitate a meaningful educational experience in museums.Hein combines a brief history of education in public museums, with a rigorous examination of how the educational theories of Dewey, Piaget, Vygotsky and subsequent theorists relate to learning in the museum.Surveying a wide range of research methods employed in visitor studies is illustrated with examples taken from museums around the world, Hein explores how visitors can best learn from exhibitions which are physically, socially, and intellectually accessible to every single visitor. He shows how museums can adapt to create this kind of environment, to provide what he calls the ''constructivist museum''.Providing essential theoretical analysis for students, this volume also serves as a practical guide for all museum professionals on how to adapt their museums tTable of Contents1. The Significance of Museum Education Introduction A Brief History of Museum Education The Significance of Education in Museums Definitions of Education Formal and Informal Education Education Within the Museum Profession Interpretations of Culture Museums in a Changing World Museums as Active Preservers of Culture Conclusion

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Book SynopsisThe New Landscape of Mobile Learning is the first book to provide a research based overview of the largely untapped array of potential tools that m-Learning offers educators and students in face-to-face, hybrid, and distance education. This cutting edge guide provides: An essential explanation of the emergence and role of Apps in education Design guidelines for educational Apps Case studies and student narratives from across the US describing successful App integration into both K-12 and Higher Education Robust, research-based evaluation criteria for educational AppsAlthough many believe that Apps have the potential to create opportunities for transformative mobile education, a disparity currently exists between the individuals responsible for creating Apps (i.e. developers who often have little to no instructional experience) and the ultimate consumers in the classroom (i.e. K-20 educators and students). The New LaTrade Review"The New Landscape of Mobile Learning helps educators, designers, and researchers to understand the changes in pedagogy and classroom practices needed to impact anytime, anywhere education." --Professor Zane L. Berge, co-editor of Handbook of Mobile Learning "The New Landscape of Mobile Learning is a far-ranging look at the role mobile technologies can play in education. With a wealth of ideas, frameworks, processes, and case studies, this book presents an impressive variety of perspectives to inspire reflection. This book will reward those looking to explore the breadth of possibilities that mobile education provides." --Dr. Clark Quinn, author of The Mobile Academy: mLearning for Higher Education "This is an impressive and comprehensive achievement and tackles a growing and powerful aspect of mobile learning with scholarship, experience, breadth and a sense of history and context. The emphasis is exactly where it needs to be . . . designing, developing and evaluating learning experiences in accessible and practical ways." --John Traxler, Professor & Director, Learning Lab Table of ContentsForewordThe failure of education’s first mobile deviceDr. Michael Searson Preface Section 1: The emerging role of mobile learning Chapter 1 - Considering the potential of connected mobile learningJames Mundie and Dr. Simon Hooper Chapter 2 - Paradigms of use, learning theory, and app designDr. Vanessa P. Dennen and Shuang Hao Chapter 3 - Rich remote learning and cognition: Analog methods as models for newer technologyDr. Brad Hokanson Chapter 4 - The logic of the And: The nature of collaborationBobby George and June George Chapter 5 - “Apping” its way into the future?: K12 English education Dr. Cassandra ScharberSection 2: Mobile Learning Design Guidelines and Frameworks Chapter 6 - Seven design considerations for mobile learning applicationsLucas Lecheler and Bradford Hosack Chapter 7 - The future of mobile media for learningDr. Seann M. Dikkers Chapter 8 - A framework for mobile learning app design: DCALEDonggil SongSection 3: Mobile Learning Design and Development Narratives Chapter 9 - Playing with Gravity: On Designing for ChildrenBobby George and June George Chapter 10 - HotSeat: Learning and designing on the moveNathan Edwards and Jason Nyquist Chapter 11 - The conceptualization, design, and development of a K-12 adventure learning AppJeni HenricksonSection 4: Mobile Learning Integration, Research, and Evaluation Chapter 12 - Delineation of evaluation criteria for educational apps in STEM educationDr. Brad McLain Chapter 13 - Accessibility evaluation of iOS Apps for educationKari Kumar and Dr. Ron Owston Chapter 14 - Mobile data tools for teachers: A design-based research pilot studySuzanne Rhodes Chapter 15 - iPad-Didactics – Didactical designs for iPad-classrooms: Experiences from Danish schools and a Swedish university Dr. Isa Jahnke and Dr. Swapna Kumar Chapter 16 - Going mobile in science teacher educationDr. Evrim Baran and Dr. Samia Khan Chapter 17 - Librarian technology leadership in the adoption of iPads in a high schoolRenada Geurtz and Carolyn Foote Chapter 18 - iTeach and iLearn with iPads in secondary English language artsGregory Russell and Dr. Joan Hughes Chapter 19 - Teacher resiliency (problem solving) and handheld computingDr. Rita Hagevik, Dr. Irina Falls, and Heather Higgins Lynn Chapter 20 - iPad-Enabled experiments in an undergraduate physics laboratoryDr. Roberto Ramos and Dr. Christopher DeversSection 5: The Future of Mobile Learning

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Book SynopsisIntegrating Virtual and Traditional Learning in 6-12 Classrooms introduces a model of layered literacies as a framework for describing and illustrating how students' digital experiences can inform educational methods. Through the lens of layered literacies, educators can envision opportunities to draw upon adolescents' out-of-school interests and activities to meaningfully integrate digital practices within academic contexts. Such an approach facilitates innovative teaching, inspired learning, and successful pedagogy, and it thoughtfully highlights the role of technology within mandated standards-based instruction in public schools. Combining foundational and contemporary theories, supported by data from multiple studies of adolescent learning, and honoring teachers' and students' experiences and resources, this text helps educators reconceptualize the ways students learn through and with digital texts and negotiate the connection between online and offline spaces. A companioTable of ContentsForeword: Layering Life Into Literacy, Jennifer Rowsell. Chapter 1: Introduction: Integrating Virtual and Traditional Learning—The Online-Offline Connection Technology and the Classroom. Chapter 2: A View From Inside the Fishbowl: A Culture of Layered Understandings. Chapter 3: Teaching, Assessment, and Layered Literacies. Chapter 4: Making Classroom Material Relevant Through Layered Experiences. Chapter 5: Layering the Classroom Experience. Chapter 6: Creating a Rhythm-Based Culture That Layers Approaches to Bridging In- and Out-of-School Practices. Chapter 7: But the Internet Is Down! Layering Literacies With (and Despite) Technology in the Classroom . Chapter 8: Rethinking Classroom Learning: Affordances of Technological Change and Opportunities for Inspired Pedagogy. Afterword, Bill Cope and Mary Kalantzis

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Book SynopsisA Co-Publication of Routledge and NAEYCTechnology and Digital Media in the Early Years offers early childhood teacher educators, professional development providers, and early childhood educators in pre-service, in-service, and continuing education settings a thought-provoking guide to effective, appropriate, and intentional use of technology with young children. This book provides strategies, theoretical frameworks, links to research evidence, descriptions of best practice, and resources to develop essential digital literacy knowledge, skills and experiences for early childhood educators in the digital age.Technology and Digital Media in the Early Years puts educators right at the intersections of child development, early learning, developmentally appropriate practice, early childhood teaching practices, children's media research, teacher education, and professional development practices. The book is based on current researcTrade Review"This well researched book certainly provides much food for thought for early years educators, and it challenges us all to reflect, question and research the possibilities technology and digital media bring to children’s learning and how they impact on their development." – Barbara Isaacs, Montessori International "Technology and Digital Media in the Early Years is a treasure; the content is grounded in learning theory and covers a wide range of technologies and educational practices. An added benefit is the incredible supply of digital and print resources. This book should be required reading for parents, teachers, media developers, and policy makers who are responsible for the next generation’s education." - Barbara T. Bowman, Irving B. Harris Professor of Child Development, Erikson Institute, USA"At last, a comprehensive, intelligent resource for teachers, teacher educators, and the field in general that discusses both the here and now and the potential of technology and digital media in early childhood education. While offering a snapshot of the ever-changing digital world of devices, software, and websites, Donohue and colleagues have, more importantly, gifted the field with a structured, multidimensional framework that is the clearest path to date for professional decision-making about technology and digital media choices that enhance learning for young children. There are no boogeymen in the closet snatching childhood from the young. It is possible for every child to have access when teachers are supported in their application of developmentally appropriate practices to yet another dynamic educational tool." - Jerlean E. Daniel, Early Childhood Consultant (NAEYC Executive Director from 2010 to 2013)Table of ContentsDedicationForeword by Ed GreenePrefaceAcknowledgementsContributorsList of Abbreviations and AcronymsList of figures with captionsIntroduction: Technology and Digital Media in the Early YearsChip DonohuePART ITechnology and Young ChildrenEditor’s introduction1. What Would Fred Rogers Say?David Kleeman and Dr. Alice Wilder2. Technology as a Tool for Social-Emotional Development: What We Can Learn from Fred Rogers’ ApproachHedda Sharapan3. Technology and Digital Media as Tools for Teaching and Learning in the Digital AgeChip Donohue4. Teaching with Technology: Preparing Early Childhood Educators for the Digital Age Chip Donohue and Roberta Schomburg 5. What Would Maria Montessori Say About the iPad? Theoretical Frameworks for Children's Interactive MediaWarren Buckleitner6. Connecting Child Development and Technology: What We Know and What It MeansMichael Robb and Alexis R. LauricellaPart IITechnology in the ClassroomEditor’s introduction7. Media Literacy in Early Childhood Education: Inquiry-Based Technology IntegrationFaith Rogow8. Pioneering Literacy in the Digital AgeLisa Guernsey and Michael H. Levine9. Technology to Support Dual Language LearnersKaren N. Nemeth10. Including All Young Children in the Technology-supported Curriculum: A UDL Technology Integration Framework for 21st Century ClassroomsHoward P. Parette and Craig Blum 11. Stepping into STEM with Young Children: Simple Robotics and Programming as Catalysts for Early LearningKate Highfield12. Innovate, Educate and Empower: New Opportunities with New TechnologiesMark Bailey and Bonnie Blagojevic13. Technology Tools for Teachers and Teaching: Innovative Practices and Emerging TechnologiesBrian Puerling and Angela FowlerPart IIITechnology Beyond the ClassroomEditor’s Introduction14. Technology as a Tool to Strengthen the Home-School ConnectionTamara Kaldor15. Technology as a Tool to Strengthen the CommunityLuisa M. Cotto16. Access, Content & Engagement: How Children’s Librarians Support Early Learning in the Digital AgeCen Campbell and Carisa Kluver17. Connected Educator – Connected Learner: The Evolving Roles of Teachers in the 21st Century and BeyondAmanda ArmstrongSubject IndexName Index

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Book SynopsisThe world of learning and teaching is at a watershed; confronted by challenges to previous educational models. One learning future lies in impactful, purposeful, active online activities, or e-tivities', that keep learners engaged, motivated, and participating. Grounded in the author's action research, E-tivities, 2nd Edition assuredly illustrates how technologies shape and enhance learning and teaching journeys.  In this highly practical book, Gilly Salmon maintains her exceptional reputation, delivering another powerful guide for academics, teaching professionals, trainers, designers and developers in all disciplines. This popular text has been comprehensively updated; addressing key technological changes since 2002, offering fresh case studies and Carpe Diem' - a unique approach to learning design workshops. Readers will find E-tivities, 2nd Edition a wonderful resource on its own or as a companion to the author's bestselling e-ModeTrade ReviewIncorporating this content into graduate programs is a key component in creating change, since current and future faculty members and policymakers must have the tools to deconstruct and challenge dominant discourses if there can be any hope of understanding the power and consequences involved in applying this knowledge to policy creation. - Casandra E. Harper, Feminist Formations “At a time when higher education is struggling to take advantage of the many technological innovations available to it, this timely and thought-provoking second edition of E-tivities envisions a new way to deliver curriculum. The book is written in a user friendly and accessible style, challenging thinking not to merely shift from ‘traditional’ teaching to technologically supported learning, but to re-think the learning process and conceptualise content and delivery differently, in an e-form. Making a sound conceptual argument, the author makes exceptional use of case studies and guided thinking for the development of e-tivities, including the use of open educational resources. This is a must read not only for the practitioner wanting to change, but for institutional leaders as well.”—Craig Mahoney, Chief Executive, Higher Education Academy, UK "Everywhere I go in the world I meet people grateful for the first edition of this book. With even more e-tivities and wise advice, built on years of experience, this second edition will have us all going back for more, to further improve our online teaching and support."—Diana Laurillard, Professor of Learning with Digital Technology, London Knowledge Lab, Institute of Education, UK "If the collective wisdom of the past few decades of online learning could be distilled and condensed into one easy-to-read book, it would be this one. As Gilly Salmon shows, there is no end to the technological tools that can be incorporated into one’s online courses and programs. However, there is also no need to be lost, frustrated, or uncertain when working in online environments. The second edition of E-tivities is a powerful guide, which lays out an immense set of possibilities while offering a framework in which to make sense of them all."—Curt Bonk, President of CourseShare, LLC, and Professor of Instructional Systems Technology in the School of Education at Indiana University, USA "Gilly Salmon's challenge for us to be part of the Quantum Generation of learning design frames the field’s biggest question: what constitutes and redefines effective learning in the digital age? In a remarkably concise way, Salmon overviews the enormous changes in the decade since her first edition before outlining many helpful approaches. This new edition speaks to all those interested in making sense of the opportunities and potential pitfalls of learning in the digital age. This is a must-read!"—David Sadler, Deputy Vice Chancellor for Students & Education, University of Tasmania, Australia Table of ContentsPreface Part 1: Introducing e-tivities 1. E-tivities for active online learning 2. E-tivities in the five stage model 3. Creating e-tivities 4. Choices: The technology spectrum 5. Deploying e-tivities: A team approach Part II: Resources for practitioners Ideas 1. Ideas for e-tivities 2. Creativity and e-tivities 3. Using other people's digital materials (OER's) Designing e-tivities 4. First-time e-tivity designer 5. E-tivity exemplars (?) 6. E-tivity continuum Structures 7. E-tivity planning 8. Building programs and processes with e-tivities 9. Time Estimates 10. Counting the delivery time Writing Invitations 11. Correspondence Protocol 12. Learning 'Netspeak' Development and Improvement 13. Building motivating e-tivities 14. Online emotions 15. More intelligent e-tivities 16. Disabilities and e-tivities Participants Experience 17. Contributions 18. Patterns of participation 19. Flow and e-tivities 20. E-tivity feedback and plenaries Carpe Diem 21. The Carpe Diem Process 22. Becoming a Carpe Diem Facilitator 23. The Carpe Diem Planning Process 24. Reality Checkers

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Book SynopsisThis book, along with its supporting animated website, helps the reader to understand the propagation of waves within complex intelligent structures within buildings, and the operation of systems designed to protect these structures. It also comments on proper human behaviour during a lightning thunderstorm.Trade Review"…would be used by students or as a resource for those who need to design and specify electrical protection equipment…and by anyone with an interest in lighting." (IEEE Electrical Insulation Magazine, March/April 2007)Table of ContentsCHAPTERS and subsections Comment Page PREFACE xi INTRODUCTION 1 Guide to use the program 1 1. CLOUD, CYCLONE AND FRONTS 1-0 3 Development of a cloud 1-1 3 Growth of a thunderstorm cloud 1-5 4 Development of a cyclone 1-13 6 Warm and cold fronts 1-21 7 Distribution of thunderstorms 1-25 7 2. ELECTRIC CHARGES IN CLOUDS 2-0 9 Processes of charge separation 2-1 9 Charging process in the liquid phase 2-1 9 Charging process during freezing 2-8 10 Final distribution of charges 2-14 11 Static electric field 2-16 11 Relation to the ionosphere 2-17 12 3. DISCHARGE PROCESSES IN AIR 3-0 13 Photon processes 3-1 13 Excitation by photon 3-2 13 Ionisation and absorption 3-3 14 Recombination 3-4 14 Electron collisions 3-6 14 Excitation by electron 3-9 15 Ionisation by collision 3-10 15 Discharges 3-11 15 Electron avalanche 3-11 15 Streamer discharge 3-18 16 Klydonograph 3-22 17 Leader discharge 3-25 17 4. DEVELOPMENT OF THE LIGHTNING FLASH 4-0 19 Start on drops in the cloud 4-1 19 From leader to main stroke 4-5 20 Multiple stroke 4-13 21 CHAPTERS and subsections Comment Page Upward leader 4-16 22 The Boys-camera: Principle and construction 4-22 23 The Boys-camera: Operation 4-27 24 Boys-record of ideal lightning 4-30 24 Real Boys-records 4-36 25 5. PHYSICS OF THE LIGHTNING DISCHARGE 5-0 27 Properties of a downward leader 5-1 27 Condition of connecting leader 5-5 28 Striking process 5-11 29 Development of main stroke 5-13 29 Multiple and upward stroke 5-15 30 The current wave 5-19 30 Lightning parameters 5-24 31 Distribution functions 5-28 32 6. CURIOUS LIGHTNING PHENOMENA 6-0 35 Properties of ball lightning 6-1 35 Ball lightning-theories 6-7 37 Resonance theory 6-10 37 Quantum-theory 6-11 38 Theory of magnetic vortex 6-12 38 Photos of ball lightning 6-18 39 Beaded lightning 6-23 40 Stroke from clear sky 6-28 41 Discharge to the ionosphere 6-31 41 7. INDUCED VOLTAGE 7-0 43 Ampère’s law 7-1 43 Rectangular loop + infinite conductor 7-5 44 Rectangular loop + cut conductor 7-8 44 Reduction to basic components 7-10 44 Triangular loop 7-13 45 Polygonal loop 7-16 45 Induced voltage due to direct stroke 7-18 46 Induced current due to direct stroke 7-23 46 Induced voltage due to distant stroke 7-28 47 Induced current due to distant stroke 7-35 48 8. DYNAMIC FORCES DUE TO LIGHTNING 8-0 51 Parallel wires 8-1 51 Force due to lightning on a rod struck at the top 8-8 52 Force due to lightning on a horizontal wire 8-12 53 Force due to lightning on a metal plate 8-15 53 Force of leaded current at inversion of wire 8-18 54 CHAPTERS and subsections Comment Page Force of leaded current on a tube 8-20 54 Dynamic force on a console 8-22 54 Slit effect 8-27 55 Damage on tree 8-32 56 9. HEAT EFFECTS ON METAL OBJECTS 9-0 59 Heating a metal plate 9-1 59 Change of temperature in a metal plate 9-4 60 Equations of melting a metal plate 9-9 61 Crater and droplets 9-15 62 Melting a wire at contact spot 9-18 62 Melting a wire leading current 9-22 63 Probability of melting 9-30 64 10. LIGHTNING ATTACHMENT 10-0 67 Point of orientation 10-1 67 The striking distance 10-5 68 Distribution and density functions 10-7 68 The expected frequency of stroke 10-10 69 The principle of calculation 10-10 69 Collection space 10-17 70 11. COLLECTION SPACES OF STRUCTURES 11-0 73 The principle of collection space 11-1 73 Dividing the collection space 11-3 74 Two conductors 11-6 74 Lightning rod on tower 11-9 75 Air terminations of block-house 11-13 75 The collection space of one mesh 11-25 77 12. PROTECTIVE EFFECT ON FLAT ROOF 12-0 79 Air termination systems on blockhouse 12-1 79 Diagrams related to several air terminations 12-4 80 Application of rolling sphere method 12-8 81 13. PROTECTION OF INCLINED ROOF 13-0 83 Types of air termination systems 13-1 83 Attraction of roof and eaves 13-6 84 Effect of electrodes on eaves 13-11 85 Effect of electrodes on the edges 13-15 85 Attraction of unprotected edges 13-23 87 Stroke-free period 13-26 87 14. RESIDUAL RISK OF LIGHTNING PROTECTION 14-0 89 The flow diagram 14-1 89 Equivalent area of a structure 14-2 89 Cases of the point of strike 14-11 91 Cases of damaging stroke 14-18 92 Intercepted stroke 14-19 92 CHAPTERS and subsections Comment Page Striking the roof 14-23 93 Calculation of risk 14-27 94 Weighting the consequences 14-28 95 Resulting damage 14-38 97 Resulting frequency of weighted damage 14-40 97 Resulting risk 14-44 98 15. CLASSIFICATION OF STRUCTURES 15-0 101 Classes of structures 15-1 101 Height and surroundings 15-12 103 High surroundings 15-13 103 Increased danger of stroke 15-18 104 Classes according to height 15-26 106 Effect of the soil profile 15-27 106 The materials of roof 15-31 107 Further classifications 15-37 108 16. AIR TERMINATION SYSTEMS 16-0 111 Level of risk and protection 16-1 111 Construction methods 16-3 111 Protective angle 16-3 111 Rolling sphere 16-7 112 Mesh size 16-9 112 Degrees of Hungarian standard 16-12 113 Natural air termination 16-13 113 Simplified air termination 16-17 114 Data of higher degrees 16-19 114 Distance to the structure 16-21 115 Forms of air terminations 16-28 116 17. DOWN CONDUCTORS AND METAL OBJECTS 17-0 119 Down conductors 17-1 119 Calculation of current paths 17-1 119 Example of current path 17-9 120 Positioning along the perimeter 17-15 121 Degrees of down conductors 17-17 121 Forms of down conductors 17-22 122 Vertical metal structures 17-26 123 Dangerous loops 17-26 123 Bonding metal structures 17-30 124 Insulating spacers 17-34 124 Elevators 17-37 125 18. EARTHING OF LIGHTNING PROTECTION SYSTEM 18-0 127 Degrees of earthing 18-1 127 Natural earthing 18-2 127 Simple earthing systems 18-5 128 CHAPTERS and subsections Comment Page Earthing resistance 18-10 129 Normal and enhanced systems 18-17 130 Earthing by foundation 18-22 131 Soil resistivity 18-27 132 Measurement of earthing resistance 18-30 132 Impulse earthing 18-32 132 19. LIGHTNING ELECTROMAGNETIC IMPULSE 19-0 135 Conductive coupling 19-1 135 Inductive coupling 19-3 136 Capacitive coupling 19-5 136 Distribution of current 19-7 136 Arriving current along a single line 19-10 137 Arriving current along branching line 19-15 138 Faraday holes 19-20 139 Shielded entrance 19-25 139 Shielded cable 19-30 140 Circuit of lightning 19-32 141 20. GRADED SURGE-PROTECTION 20-0 143 Operation principles 20-1 143 Three stage with resistors 20-6 144 Influence of distance between stages 20-11 145 Propagation of waves 20-19 146 Waves on devices 20-27 147 21. SURGE PROTECTION DEVICES 21-0 149 Gas filled arrester 21-1 149 Arc blowing spark gap 21-5 150 Gliding spark gap 21-9 150 Encapsulated arrester 21-13 151 Characteristics of gaps 21-18 152 The varistor 21-20 152 Characteristics of varistor 21-29 153 Types of protection devices 21-33 154 22. INTERNAL LIGHTNING PROTECTION ZONES 22-0 157 Structure of zones 22-1 157 Standardised lightning parameters 22-5 158 Networks of information systems 22-6 158 Tray configuration 22-17 160 23. CONNECTION TO ELECTRIC POWER NETWORK 23-0 161 Striking the supply line 23-1 161 Striking the air termination 23-10 162 TT system 23-17 163 Outdoor kWh box 23-22 164 CHAPTERS and subsections Comment Page 24. PROTECTION OF ELECTRONIC DEVICES 24-0 167 Protection of personal computer 24-1 167 Protection of television 24-10 169 Relay station 24-16 170 25. LIGHTNING MEASUREMENT AND LOCALIZATION 25-0 171 Measuring of lightning current 25-1 171 Magnetic card 25-2 171 Magnetic link 25-5 172 Shunt resistor 25-9 172 Coil of Rogowski 25-13 173 Reflection of the current wave 25-18 174 Localising by direction finding 25-21 174 Localising by pulse arrival time 25-24 175 Lightning detection systems 25-28 175 26. THE MANKIND IN THE THUNDERSTORM 26-0 177 Danger in open air 26-1 177 Danger on or beside a tree 26-5 178 Step voltage 26-11 179 What to do outdoors? 26-14 179 Danger on a bicycle 26-18 180 Danger at a car 26-22 180 Danger at a truck 26-26 181 Danger in water 26-30 182 Danger in boats and vessels 26-34 182 REFERENCES 185 INDEX 189

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Book SynopsisUniversities continue to struggle in their efforts to fullyintegrate information and communications technology within their activities. Based onexamination of current practices in technology integration at25 universities worldwide, this book argues for a radical approach to the management of technology in higher education. It offers recommendationsfor improvinggovernance, strategic planning, integration ofadministrative and teaching services, management ofdigital resources, and training oftechnology managers and administrators. The book is written for anyone wanting to ensure technology is integrated as effectively and efficiently as possible.Table of ContentsFigures and Tables ix Preface xi Executive Summary xix 1 The Challenge of Change 1 2 Recent Developments in Technology and Education 25 3 Tracking Existing Strategies for Technology Integration 52 4 Leadership and Strategy 77 5 Organizational Structures and Initiatives to Support Technology Integration 102 6 Quality Assurance 130 7 Resources, Money, and Decision Making 149 8 Barriers to Change and Two Ways to Remove Them 182 9 Building a Twenty-First-Century University or College 209 References 239 About the Authors 249 Index 251

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Book SynopsisThe Excellent Online Instructor is a guide for new and seasoned faculty who teach online, those responsible for training and developing online instructors, and administrators who must evaluate online faculty performance. This comprehensive resource describes the qualities of and explains how one can become an excellent online instructor. Written by Rena M. Palloff and Keith Prattnoted experts in online instructionthe book Includes models based in adult learning principles and best practices Offers guidelines to test instructors'' readiness to teach online Contains ideas for overcoming faculty resistance Reveals how to develop an effective mentoring program Shows how to establish a long-term faculty development effort Praise for The Excellent Online Instructor Palloff and Pratt have a profound understanding of the online educational milieu, its complexitieTable of ContentsList of Figures and Tables ix Preface xi Acknowledgments xix The Authors xxi PART ONE The Excellent Online Instructor ONE What Are the Characteristics of Excellent Online Teaching? 3 What Does the Excellent Online Instructor Look Like? 5 The Importance of Establishing Presence 7 Engaging Learners and Creating Community 9 Excellence in Course Development 10 Providing Effective Facilitation When Teaching Courses Developed by Others 11 Good Facilitation Online:What Is Involved? 12 Key Points That Define the Excellent Online Instructor 13 Becoming Your Own Faculty Developer 14 TWO Phases of Development 16 Faculty Readiness to Teach Online 17 The Phases of Online Faculty Development 20 The Key to Understanding the Phases 28 Faculty Mentoring for Online Teaching 29 Dealing with Faculty Resistance 30 Key Points Regarding Training Needs and Phases of Development for the Excellent Online Instructor 33 Becoming Your Own Faculty Developer 34 THREE Elements of Training for Excellence 35 What Does Good Faculty Training Look Like? 36 Online, Face-to-Face, or Hybrid:Which Works Best? 41 Who Should Conduct Training for Online Teaching? 42 Key Points in Training for Excellence 43 Becoming Your Own Faculty Developer 44 PART TWO Supporting the Movement from New to Great FOUR Models of Faculty Development 47 A Phased Approach to Online Faculty Development 48 Establishing a Long-Term Faculty Development Effort 53 The Learning Community Approach to Online Faculty Development 54 Working with Adjuncts at a Distance 57 Training Efficiently 59 Certificate Programs in Online Teaching 60 Key Points Regarding Models of Online Faculty Development 62 Becoming Your Own Faculty Developer 63 F I VE Mentoring Online Faculty 64 Common Elements of Mentoring Approaches 65 Approaches to Mentoring for Online Teaching 68 Developing an Effective Mentoring Program 70 What Organizations Can Do to Promote Mentoring 74 Key Points About Mentoring Online Faculty 75 Becoming Your Own Faculty Developer 75 S I X The Widening Gap: Professional Development for K–12 Teachers 77 Online Teaching Methods in the K–12 Environment 79 Characteristics of Excellent Online Teachers 81 Preservice Teacher Preparation and Professional Development 82 Coping Effectively with the Issues and Challenges of K–12 Online Teaching 85 Key Points in K–12 Online Teaching 86 Becoming Your Own Faculty Developer 86 PART THREE Connecting the Dots: Faculty Development and Evaluation SEVEN Linking Training to Faculty Evaluation 91 Online Course Evaluation and Faculty Evaluation 92 Managing and Evaluating Faculty at a Distance 99 Key Points on Linking Faculty Development to Evaluation 102 Becoming Your Own Faculty Developer 102 E I G H T Best Practices in the Development of Excellent Online Faculty 104 Best Practices for Faculty Developers and Faculty Tasked with Faculty Development 105 Best Practices for Faculty Engaged in Their Own Development 110 Best Practices for Institutions 112 A ‘‘Best System’’ for Developing Excellent Online Instructors 113 Resources for Faculty Developers, Faculty, and Administrators Appendix A: Resources for Faculty Developers and Those Tasked with Faculty Development 119 Appendix B: Resources for Faculty 139 Appendix C: Resources for Administrators of Online Programs 149 References 159 Index 167

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