{"title":"Educational equipment and technology, computer-aided learning (CAL) Books","description":"","products":[{"product_id":"how-we-read-now-9780190084097","title":"How We Read Now","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAn engaging and authoritative guide to the impact of reading medium on learning, from a foremost expert in the field  We face constant choices about how we read. Educators must select classroom materials. College students weigh their textbook options. Parents make decisions for their children. The digital revolution has transformed reading, and with the recent turn to remote learning, onscreen reading may seem like the only viable option. Yet selecting digital is often based on cost or convenience, not on educational evidence. Now more than ever it is imperative to understand how reading medium actually impacts learning--and what strategies we need in order to read effectively in all formats.   In How We Read Now, Naomi Baron draws on a wealth of knowledge and research to explain important differences in the way we concentrate, understand, and remember across multiple formats. Mobilizing work from international scholarship along with findings from her own studies of reading practices, Baron addresses key challenges--from student complaints that print is boring to the hazards of digital reading for critical thinking. Rather than arguing for one format over another, she explains how we read and learn in different settings, shedding new light on the current state of reading. The book then crucially connects research insights to concrete applications, offering practical approaches for maximizing learning with print, digital text, audio, and video.   Since screens and audio are now entrenched--and invaluable-platforms for reading, we need to rethink ways of helping readers at all stages use them more wisely. How We Read Now shows us how to do that.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eBaron's work provides a weighted and critical description of printed and digital environments from an educational point of view, focusing on those factors of improvement that each of them entails. One of its main contributions is the introduction of audio and video analysis as complementary forms of reading that are becoming more and more important as the platforms for their use expand, and the services offered increase. * José Antonio Cordón, University of Salamanca, Escola de Llibreria *\u003cbr\u003eBeyond being eminently readable, How We Read Now is also inspiring in terms of design. Recommended. Graduate students, researchers, faculty, and professionals; general readers. * P. Finley, University of Nevada, Las Vegas, CHOICE *\u003cbr\u003eA well-researched, accessible treatise on all the ways we experience and absorb words... Educating tomorrows generations is of urgent importance to all of us, and for that reason,  How We Read Now  is must reading. Baron does not prescribe particular reading platforms, but rather enables us to better assess all the possibilities... Baron's light, conversational style makes for enjoyable reading - whether in print or on a screen. * Bárbara Mujica, Washington Independent Review of Books *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Maryanne Wolf List of Tables and Figures  Introduction: The New Great Debate in Reading  Part I  Sizing Up Reading What's at Stake? Chapter 1: What Do We Mean by \"Reading\" and \"Reader\"?  Chapter 2: What are You Reading? Chapter 3: Print Reading: A Gold Standard?  Part II  Reading in Print versus Onscreen What's at Stake? Chapter 4: What Research Tells Us: Single Texts Chapter 5: What Research Tells Us: Multiple Texts  Chapter 6: Strategies for Effective Reading Onscreen  Part III Reading with Audio What's at Stake? Chapter 7: What Research Tells Us about Audio (and Video) Chapter 8: Strategies for Effective Reading with Audio (and Video)  Part IV What's Next?  What's at Stake? Chapter 9: Strategizing Reading in a Digital World Chapter 10: The Road Ahead   Acknowledgments Notes References Index","brand":"Oxford University Press Inc","offers":[{"title":"Default Title","offer_id":48732532572503,"sku":"9780190084097","price":24.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780190084097.jpg?v=1719997307"},{"product_id":"digital-divisions-how-schools-create-inequality-in-the-tech-era-9780226726694","title":"Digital Divisions How Schools Create Inequality","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn 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 e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Timely and well argued, \u003ci\u003eDigital Divisions\u003c\/i\u003e showcases the enduring power of socio-logical theories of inequality for a digital age.\" * The University of Chicago, Press *\u003cbr\u003e\"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 *\u003cbr\u003e\"Beautifully written, shrewdly researched, and artfully argued.\" * The Arts Fuse *\u003cbr\u003e\"\u003ci\u003eDigital Divisions\u003c\/i\u003e 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, \u003ci\u003eDigital Divisions\u003c\/i\u003e showcases the enduring power of sociological theories of inequality for a digital age.\" * American Journal of Sociology *\u003cbr\u003e\"In\u003ci\u003e Digital Divisions: How Schools Create Inequality in the Tech Era\u003c\/i\u003e, 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 *\u003cbr\u003e“\u003ci\u003eDigital Divisions\u003c\/i\u003e [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, [\u003ci\u003eDigital Divisions \u003c\/i\u003eshows that] what happens in the \u003ci\u003eusage \u003c\/i\u003eof that technology is most certainly unequal.” -- Natasha Warikoo, Tufts University\u003cbr\u003e“\u003ci\u003eDigital Divisions \u003c\/i\u003efocuses 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, Madison\u003cbr\u003eTheoretically 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 University\u003cbr\u003eThis is a critical book for educators, educational scholars, and those concerned with democratizing access to technology. Beautifully written and meticulously researched, \u003ci\u003eDigital Divisions, \u003c\/i\u003ecaptures 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 Chicago\u003cbr\u003e\u003ci\u003eDigital Divisions\u003c\/i\u003e 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-Madison\u003cbr\u003e\u003ci\u003eDigital Divisions\u003c\/i\u003e 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 \u003ci\u003ecut-throat\u003c\/i\u003e or \u003ci\u003emodel minorities\u003c\/i\u003e and of Latinx students as \u003ci\u003ebenevolent immigrants\u003c\/i\u003e or \u003ci\u003epotential gang members\u003c\/i\u003e 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 University\u003cbr\u003eKeenly 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.\u003cbr\u003e   -- Mitchell Stevens, Stanford University\u003cbr\u003eThe origins and impact of digital inequality is more complex than just who can get their hands on a machine...\u003ci\u003eDigital Divisions\u003c\/i\u003e 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.\u003cbr\u003e   -- Allison J. Pugh, University of Virginia\u003cbr\u003e\"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 *\u003cbr\u003e\"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 *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction\u003cbr\u003e\u003cbr\u003e Chapter 1 Similar Technologies, Different Schools\u003cbr\u003e\u003cbr\u003e Chapter 2 Disciplining Play\u003cbr\u003e\u003cbr\u003e Chapter 3 Where Disciplinary Orientations Come From\u003cbr\u003e\u003cbr\u003e Chapter 4 Schools as Socializing Agents for Digital Participation\u003cbr\u003e\u003cbr\u003e Conclusion\u003cbr\u003e\u003cbr\u003e Acknowledgments\u003cbr\u003e Appendix: Methodology\u003cbr\u003e Notes\u003cbr\u003e Index","brand":"The University of Chicago Press","offers":[{"title":"Default Title","offer_id":48732917268823,"sku":"9780226726694","price":19.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780226726694.jpg?v=1719998940"},{"product_id":"instructional-design-the-addie-approach-9780387095059","title":"Instructional Design The ADDIE Approach","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePrologue.- Analyze.- Design.- Develop.- Implement.- Evaluate.- Epilogue.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePrologue.- Analyze.- Design.- Develop.- Implement.- Evaluate.- Epilogue.","brand":"Springer-Verlag New York Inc.","offers":[{"title":"Default Title","offer_id":48733725589847,"sku":"9780387095059","price":74.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780387095059.jpg?v=1720001395"},{"product_id":"digitalage-teaching-for-english-learners-9781071824467","title":"DigitalAge Teaching for English Learners","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book is timely and relevant for all educators of English learners who have persevered through the COVID-19 pandemic and are committed to moving forward differently to support students from diverse cultural and linguistic backgrounds in this new digital age of teaching and learning.\u003c\/p\u003e -- Shawnna Sweet * Professional Development Specialist, RBERN *\u003cbr\u003e\u003cp\u003eThis updated version adds current information including new research references, application to impacts of the recent COVID-19 pandemic, and a much needed focus on culturally responsive and sustaining educational practices... it seamlessly integrates research around teaching ELs and best practices for instructional technology in an easily understandable way for educators from a wide range of content areas and levels of experience.\u003c\/p\u003e -- Shaeley Santiago * English Learner Coordinator, Ames Community School District *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments Publisher′s Acknowledgments About the Authors Preface 1. Digital-Age Teaching for English Learners 2. The Six Language Domains (Listening, Speaking, Reading, Writing, Viewing, and Visually Representing) 3. Critical Thinking and Assessment 4. Responding and Creating 5. Flipped Learning for ELs 6. Collaboration and Communication 7. Virtual Communities and Digital Citizenship 8. Fostering a Digital-Age Learning Ecosystem 9. Parting Thoughts Appendix A. Technology Tools\/Resources Appendix B. ELD\/ESL Methodology Resources References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738197832023,"sku":"9781071824467","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071824467.jpg?v=1723811811"},{"product_id":"the-distance-learning-playbook-for-college-and-university-instruction-9781071838679","title":"The Distance Learning Playbook for College and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFirst, let's commend ourselves: how in the midst of a pandemic we faculty stepped up at record speed to teach in such a foreign learning environment. Try we did, adapt we did, and learn we did. But to be clear, and we already recognize this, this past spring was less about distance learning and more about crisis teaching. \u003c\/p\u003e  \u003cp\u003eThis time around we have the opportunity to be much more purposeful and intentional, and that's where \u003cstrong\u003eThe Distance Learning Playbook for College and University Instruction\u003c\/strong\u003e will prove absolutely indispensable.\u003c\/p\u003e  \u003cp\u003eMuch more than a collection of cool tools and apps, \u003cstrong\u003eThe Distance Learning Playbook for College and University Instruction\u003c\/strong\u003e mobilizes decades of Visible Learning research to reveal those evidence-based strategies that work best in an online environment. Supplemented by video footage and opportunities to self-assess and reflect, the book addresses every dynamic that must be in place for students to learn, even at\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis is an amazing book. While it is designed to build everyone’s capacity to teach in distance learning environments, it is truly a primer on effective teaching in postsecondary education. Educators who utilize these clear and practical suggestions will see their students achieve stronger learning outcomes. \u003cem\u003eThe Distance Learning Playbook\u003c\/em\u003e \u003cem\u003efor College and University Instruction\u003c\/em\u003e should be a cornerstone of faculty professional development efforts. -- Joseph F. Johnson Jr., PhD\u003cbr\u003e\u003cem\u003eThe Distance Learning Playbook for College and University Instruction \u003c\/em\u003eis a very useful guide to helping educators make the transition from onsite to online teaching. The highly respected authors skillfully demonstrate how teachers can apply evidence-based practices from more traditional learning environments to a rapidly evolving world of online learning. The result is a wonderful self-guided tour of extraordinary opportunities to close the distance for learners. -- David W. Andrews, PhD\u003cbr\u003e\u003cem\u003eThe Distance Learning Playbook for College and University Instruction\u003c\/em\u003e offers an innovative learner-centered approach to student achievement where self-care, social emotional learning, instructional clarity, and responsive leadership strategies converge to support faculty in facilitating learner experiences that continue to transition students from ‘passenger to active driver’ in all learning environments, including distance education. -- Robert N. Corley III, PhD\u003cbr\u003e\u003cem\u003eThe Distance Learning Playbook for College and University Instruction\u003c\/em\u003e by Douglas Fisher, Nancy Frey, John Almarode, and John Hattie is a timely and necessary addition to every faculty’s library. The authors’ considerate and experiential approach to distance learning provides a well-researched foundation, authentic vignettes of instructors’ experiences, easily accessible video and web links, and helpful techniques that can be used among most disciplines. Impressively, they envisage the distance learning environment beginning with the instructor and as an active, dynamic, and engaging space for learning and teaching. -- Arlette Willis\u003cbr\u003eThese authors once again exceed expectations with this thought-provoking and very practical guide to distance learning. The timing could not be better. Higher education faculty and administrators will find it extremely useful–including a much-needed chapter on self-care, a topic often overlooked in the literature. The pointers on engaging and assessing students are particularly helpful, and the learning intentions and success criteria make this an indispensable resource for new and veteran online instructors alike. -- James P. Frazee, EdD\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Videos Acknowledgments Introduction    A Visible Learning® Primer    Visible Learning and Distance Learning    A Question of Equity Module 1: Self-Care    Learning Intentions and Success Criteria    Conclusion Module 2: The First Week of Classes    Learning Intentions and Success Criteria    Develop a Classroom Management Plan for Distance Learning    Establish Norms    Link Norms to Class Agreements    Identify Expectations for Synchronous Distance Learning    Develop and Teach Organizational and Procedural Routines    Design a Considerate Website    Your First Distance Classes    Learn Students’ Interests    Conclusion Module 3: Faculty—Student Relationships From a Distance    Learning Intentions and Success Criteria    Characteristics of Faculty–Student Relationships    Judgment and Will, Not Just Knowledge and Ability    Peer-to-Peer Relationships Are Influenced, Too    A “Chilly” Classroom    Reaching the Hard to Teach    Increase Your Touchpoints With All Students    Conclusion Module 4: Teacher Credibility at a Distance    Learning Intentions and Success Criteria    Teacher Credibility Defined    Conclusion Module 5: Teacher Clarity at a Distance    Learning Intentions and Success Criteria    Start With the Standards and Competencies    Create a Flow of Learning: Planning for Class    Create Learning Intentions    Identify Success Criteria    Find the Relevance    Conclusion Module 6: Engaging Tasks at a Distance    Learning Intentions and Success Criteria    Think Functions of Engagement, Not Just Tools    Set the Conditions for Engagement and Learning    Select the Tools That Meet These Functions and Conditions    Design Tasks With Engagement in Mind    Design a Considerate Schedule to Promote Engagement    Conclusion Module 7: Planning Learning Experiences at a Distance    Learning Intentions and Success Criteria    Demonstrating    Collaborating    Coaching and Facilitating    Practicing    Conclusion Module 8: Feedback, Assessment, and Grading    Learning Intentions and Success Criteria    Feedback to Students    The Socioemotional Links to Feedback    Feedback at a Distance    Formative Evaluation    Summative Evaluations    Competency-Based Grading    Conclusion Module 9: Keeping the Focus on Learning, Distance or Otherwise    Learning Intentions and Success Criteria    Learning From Other Crises    Use Crisis Learning to Make Colleges and Universities Better    Make Learning Better for Students    Make Learning Better for Teachers    Conclusion Appendix References Index About the Authors\u003c\/p\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738206187863,"sku":"9781071838679","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071838679.jpg?v=1723811818"},{"product_id":"the-distance-learning-playbook-for-school-leaders-9781071839843","title":"The Distance Learning Playbook for School Leaders","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEffective school leadership is effective leadership, regardless of where it occurs  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  In March 2020, there was no manual for leading schools and school systems during a pandemic. School leaders had to figure things out as the crisis unfolded. But starting now, leaders have the opportunity to prepare for leading schools through distance learning with purpose and intentusing what works best to accelerate students' learning all the while maintaining an indelible focus on equity.  \u003cbr\u003e  \u003cbr\u003e  Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, \u003cstrong\u003e\u003cem\u003eThe Distance Learning Playbook for School Leaders\u003c\/em\u003e\u003c\/strong\u003e applies the wisdom and evidence of the VISIBLE LEARNING research to understand what works best. Spanning topics from school climate at a distance, leader credibility, care for self and colleagues, instructional leadership teams, stakeholder advisory groups, and virtual visibility,\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003eResearch has highlighted the role of instructional leadership on teacher efficacy and effectiveness. Strong, positive instructional leadership has a significant impact on both teaching and learning in our brick and mortar classrooms. Furthermore, teaching and learning at a distance is no exception. Fisher, Frey, Smith, and Hattie have provided a practical, user-friendly playbook that supports school leaders as they strive to leverage their leadership skills in what is called the \"new normal.\" But my main take-away from this playbook is that the ideas within these pages will enhance instructional leadership well beyond distance learning and allow school leaders to extend the reach of their impact to any setting at any time. This playbook will enhance leading for engagement and impact for years to come.  \u003c\/em\u003e\u003c\/p\u003e -- John Almarode, Associate Professor and Executive Director of Teaching and Learning * College of Education, James Madison University, Waynesboro, VA *\u003cbr\u003e\u003cp\u003e\u003cem\u003eLearning \u003c\/em\u003e\u003cstrong\u003e\u003cem\u003ecan\u003c\/em\u003e\u003c\/strong\u003e\u003cem\u003e\u003cem\u003e \u003c\/em\u003e\u003c\/em\u003e\u003cem\u003ehappen from a distance -- especially when leaders support teachers, students, and parents, also from a distance. This essential guide offers practical steps for leaders to foster a sense of community and lead professional learning with teachers. With resources like this, we just might all emerge from this crisis as \u003c\/em\u003e\u003cstrong\u003e\u003cem\u003ebetter\u003c\/em\u003e\u003c\/strong\u003e\u003cem\u003e\u003cem\u003e \u003c\/em\u003e\u003c\/em\u003e\u003cem\u003eeducators than we were before.  \u003c\/em\u003e\u003c\/p\u003e -- Julie Stern, International Consultant and Educator * Washington, D.C. *\u003cbr\u003e\u003cp\u003e\u003cem\u003eAs schools transition into a new way of operating, \u003c\/em\u003eThe Distance Learning Playbook for School Leaders\u003cem\u003e helps us to dot our Is and cross our Ts as we move into learning, leading, and continuously growing in a virtual setting. Not only does the playbook ensure a well-rounded view of our current situation, it provides leaders an opportunity to pause and carefully develop plans of action based on guided reflection. Fisher, Frey, Smith, and Hattie have created a playbook that will enable leaders to persevere through today′s challenges and keep the focus on student learning. \u003c\/em\u003e\u003c\/p\u003e -- Connie Hamilton, Speaker and Education Consultant\u003cbr\u003e\u003cp\u003eThe Distance Learning Playbook for School Leaders \u003cem\u003eis an essential companion for any leader (whether school or district) who is looking for measured, actionable, and practical insights. Fisher, Frey, Smith, and Hattie have created a resource that supports leaders as they navigate through the uncharted territory of leading from a distance. By including stories from the field balanced with research based strategies and insights, this book should be used by all leaders regardless of whether they are leading face to face or virtually.\u003c\/em\u003e\u003c\/p\u003e -- Vince Bustamante, Consultant and Instructional Coach * Edmonton, AB Canada *\u003cbr\u003e\u003cp\u003e\u003cem\u003eWith \u003c\/em\u003eThe Distance Learning Playbook for School Leaders\u003cem\u003e, Fisher, Frey, Smith and Hattie have created an accessible and thorough guide for educators addressing the complex needs of all members of their school communities in the time of the COVID-19 pandemic. Using an extensive evidence base and the authors’ real-world experience, this thoughtful and practical guide addresses the most common concerns and questions of school leaders in the new era of distance learning, and reframes these challenges as opportunities to deepen educational practice and connected leadership, while compassionately supporting staff and students. This book arrives just in time to be an invaluable resource for educators and school communities across the country looking to uphold high standards for teaching and provide students with quality educational experiences, even when it is at a distance. \u003c\/em\u003e\u003c\/p\u003e -- Martha Staeheli, Instructor * Yale School of Medicine Department of Psychiatry, New Haven, CT *\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis is the book school leaders need to be reading right now.\u003c\/em\u003e The Distance Learning Playbook for School Leaders \u003cem\u003eprovides just-in-time support while also being timeless in nature. The authors tackle the very things we are wrestling with in a highly relatable and action-oriented way.\u003c\/em\u003e\u003c\/p\u003e -- Dr. Brad Gustafson * St. Michael, MN *\u003cbr\u003e\u003cp\u003e\u003cem\u003eAs an administrator who has been working since the pandemic began, I find that most leadership books tell you how to work harder or more efficiently, without acknowledging the mental health burden school leadership often takes. What’s refreshing in this book is that it starts with individual self-care and self-care for your colleagues. I intend to use the planning frameworks the authors suggested in order to ensure self-care is prioritized for myself \u0026amp; my colleagues at my school site. \u003c\/em\u003e\u003c\/p\u003e -- Courtney Miller, Assistant Principal * Covina, CA *\u003cbr\u003e\u003cp\u003e\u003cem\u003eIn these tumultuous times, balanced and effective leadership is critical. This book provides a compelling view into the complex art of leading schools today. This is an invaluable book for any school leader who seeks to be balanced, wise, engaged and effective with all stakeholders\u003c\/em\u003e.\u003c\/p\u003e -- Fatma Trabelsi, Independent Educational Consultant * Tunis, Tunisia *\u003cbr\u003e\u003cp\u003e\u003cem\u003eWith school systems now consigned to an online learning model as a response to the ongoing pandemic, school leaders need to deeply consider how to lead learning from a distance. With no established guidelines, no specific training, and no prior experience in this scenario, many leaders still struggle to assess their own effectiveness and impact with their staff. How do you know the quality of learning in your school? \u003c\/em\u003eThe Distance Learning Playbook for School leaders\u003cem\u003e not only details myriad challenges; it also usefully provide practical strategies, rubrics, surveys, and activities to address the problems faced in the new \"normal\". Utilizing a motif of essential questions paired with a strategic goal, the authors enter the lifeworld of school leadership and provide actionable insights. For any administrator seeking a hands-on guide to maximize their impact and increase engagement in uncertain and complex settings, this book is your must-have, go-to resource. \u003c\/em\u003e\u003c\/p\u003e -- Megel Barker, MYP Coordinator * Muscat, Oman *\u003cbr\u003e\u003cp\u003e\u003cem\u003eAdjusting to the present norm effectively is a major concern for most educators. \u003c\/em\u003eThe Distance Learning Playbook for School Leaders\u003cem\u003e is a timely and relevant guide for leaders on how to carry out their roles virtually without compromising standards and expectations. Leaders will learn how every stakeholder’s--including parents, families, communities, and teachers--interests can be fully protected in an online learning environment.\u003c\/em\u003e\u003c\/p\u003e -- Ngozi Umoru, Educator * Lagos, Nigeria *\u003cbr\u003e\u003cp\u003e\u003cem\u003eIn our lifetime we have not had to consider how to lead schools during a worldwide crisis. \u003c\/em\u003eThe Distance Learning Playbook for School Leaders\u003cem\u003e reminds us that what teachers and leaders do is really what matters, not the medium which they do it through. With the right skills and attitude, this timely playbook offers excellent tips and reminders that can easily guide school leaders on every level through crisis and into a  strong climate of excellence.\u003c\/em\u003e\u003c\/p\u003e -- Zetha Nobles, International School Leader * Cypress, TX *\u003cbr\u003e\u003cp\u003e\u003cem\u003eTimely advice for leadership teams to make instructional leadership a priority by providing opportunities, guidance and explicit action steps to increase administrator and teacher agency. No longer is teacher self-care, accountability partnerships, and applying safe practices before implementation taking a back seat as \u003c\/em\u003eThe Distance Learning Playbook for School Leaders\u003cem\u003e shares how to set the foundation for supporting teachers, families, and students in this rapid transition to online teaching and learning through easy to apply research-based strategies. A must read for school district and K12 administrators.\u003c\/em\u003e\u003c\/p\u003e -- Dr. Sonja Lopez Arnak, Faculty in Teacher Education * Washington, D.C. *\u003cbr\u003e\u003cp\u003e\u003cem\u003eThe Distance Learning Playbook for School Leaders: Leading for Engagement and Impact in Any Setting\u003c\/em\u003e is a great practical guide for managing both the stress and priorities associated with distance learning. As a new school leader navigating my way through principalship, this book references many obstacles that I have already faced in the first month of school and challenges that have presented itself along the way. The section on virtual learning walks really hit home because my district heavily focuses on this practice, so I was able to make meaningful connections. Also, the reflective guides embedded in the book give me useful tools to implement in either my leadership team meetings or school wide faculty meetings.\u003c\/p\u003e -- Amanda Austin, Director * Addis, LA *\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis book is insightful, progressive, and just what school leaders need to move their organizations forward. Due to the Covid-19 pandemic, the field of education was forced to shift its ethos on a dime. This guide to distance learning will support the nimbleness and flexibility needed to create and implement and sustain a high-quality distance learning program with fidelity.\u003c\/em\u003e\u003c\/p\u003e -- Mona Fairley-Nelson, Deputy Head of School - Curriculum, Instruction, and Assessment * Santo Domingo, Dominican Republic *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Chapter 1. School Climate at a Distance    Take Care of Yourself    Take Care of Your Colleagues    Leader Credibility    Instructional Leadership Teams    Stakeholder Advisory Groups    Virtual Visibility    The Feel of School Chapter 2. Professional Learning at a Distance    Learning Beliefs at a Distance    Collaborative Inquiry Cycles    Input Training    Safe Practice    Virtual Learning Walks    Microteaching in Distance Learning    Personalized Professional Learning    Social Presence    Parent Education and Support Chapter 3. Instructional Leadership at a Distance    Revisit School Goals in Light of Distance Learning    Align Goals to Expectations    Clarify Teacher Expectations    Ensure Culturally Sustaining Pedagogies    Use a Distance Learning Instructional Framework    Demonstrating in Distance Learning    Collaborating in Distance Learning    Coaching and Facilitating in Distance Learning    Practicing in Distance Learning Chapter 4. Mindframes for Leaders From a Distance    I am an evaluator of my impact on teacher and student learning.    I see assessment as informing my impact and next steps.    I collaborate with my peers and my teachers about my conceptions of progress and my impact.    I am a change agent and I believe all teachers and students can improve.    I strive for challenge rather than merely doing my best.    I give and help students and teachers understand feedback and I interpret and act on feedback given to me.    I engage as much in dialogue as in monologue.    I explicitly inform teachers and students what successful impact looks like from the outset.    I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others.    I focus on learning and the language of learning. References Index About the Authors","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738207203671,"sku":"9781071839843","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071839843.jpg?v=1723811818"},{"product_id":"culturally-responsive-teaching-online-and-in-person-9781071855270","title":"Culturally Responsive Teaching Online and In","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAn equitable, inclusive and practical application of culturally responsive teaching that transcends learning environments\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eEducators in the 21\u003csup\u003est\u003c\/sup\u003ecentury are teaching diverse learners across a range of learning environments, while attending to critical issues related to equity, inclusion, and social justice. Now there's a resource to help you merge the essential skills of embedding culturally responsive teaching practices into online and in person learning settings. Using the Dynamic Equitable Learning Environments (DELE) framework, you can build the knowledge, awareness, skills, and dispositions topivot instruction to facilitate equitable, inclusive, and anti-racist learning experiences that transcend cultural, social, and linguistic backgroundsno matter where, when, or how your students do their learning.\u003c\/p\u003e  \u003cp\u003eCombining aninteractive workspace with teacher preparation and professional development, this book provides an action planner an\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eAs needs, demands, interests, and opportunities for online instruction increases, \u003cem\u003eCulturally Responsive Teaching Online and In Person\u003c\/em\u003e is a book that will assist educators in the complex task of designing essential learning opportunities with student for academic and social success. This book reminds us that culturally responsive teaching practices are potentially transformative in person and online. Indeed, this book helps educators think about the tools, technology and teaching necessary to build more liberating, humanizing and just spaces of education.\u003c\/p\u003e -- H. Richard Milner IV * Distinguished Professor, Vanderbilt University, coauthor, These Kids are Out of Control *\u003cbr\u003eOur students and their communities need educators who are courageous enough to acknowledge the role race plays as a barrier to learning. Our work is not universally designed if we lack the willingness to address race and racism and the need for culturally responsive teaching, regardless as to whether or not we are engaging students virtually or in-person. Budhai \u0026amp; Grant, through this text, are pushing us to do better for our young scholars by calling out the fact that our systems, structures and practices  need to be culturally relevant, if they are to authentically include and center around our learners who have been historically marginalized. This is a wonderful resource that guides educators step by step through the process of developing and implementing culturally responsive practices, virtually and in-person. -- Mirko Chardin * Chief Equity and Inclusion Officer at Novak Education and Co-Author of Equity by Design *\u003cbr\u003e\u003cp\u003eThis workbook is a much-needed resource that attracts, engages, and supports teacher candidates, as cultural beings, in their transformation to becoming culturally aware, responsive, and humble educators. The authors position future educators to identify, acknowledge, and reflect on the critical role of their evolving racial and cultural identities and the implications thereof when practicing in the classroom. The book is a resource that transcends theory into practice and will serve teacher candidates in their journey as equity-minded practitioners to effectively implement culturally responsive, relevant, and sustaining pedagogies.\u003c\/p\u003e -- Omobolade Delano-Oriara * Dean of the Division of Social Sciences, Professor of Teacher Education, St. Norbert College *\u003cbr\u003e\u003cp\u003eThis guidebook addresses many questions and needs for educators to operationalize culturally responsive teaching across learning environments, in-person and online. I appreciate that the guidebook unpacks the work of Ladson-Billing, Gay, and Paris by connecting the theory to practice. I recommend this book for educators who actively engage in anti-bias, equitable, inclusive, and just teaching. The reflection questions, checklist, resources, and exercise are tangible actions for educators to engage moving towards actions in their environments.\u003c\/p\u003e -- Robert Q. Berry, III, Ph.D * Samuel Braley Gray Professor of Mathematics Education, Associate Dean of Diversity, Equity, \u0026amp; Inclusion, University of Virginia, School of Education \u0026amp; Human Development *\u003cbr\u003e\u003cp\u003eAs teaching and learning environments continue to evolve at breakneck pace, this wonderfully accessible guide is chock full of practical, useful, and actionable advice to help educators successfully navigate their culturally diverse classrooms, schools, and education communities. With self-guided exercises and reflections, educators will be able to address their unconscious biases, make meaningful connections with families and students, and ultimately, effectively incorporate culturally responsive teaching as they build the dynamic and equitable learning environments necessary for all students to thrive. Required reading for every educator!\u003c\/p\u003e -- Ray Benedici * Managing Editor, Tech \u0026amp; Learning *\u003cbr\u003e\u003cp\u003eFor over 30 years, scholars and educators have advocated for the importance of centering student’s cultural frames, into the co-learning exchange of all learners, but in pariticuiliar, Black and Brown students, who have been historically marginalized in educational settings. The Distinction of Drs. Budhai and Lewis Grant’s critical important book: \u003cem\u003eCulturally Responsive Teaching Online and In Person\u003c\/em\u003e, is the argument that Culturally Responsive teaching (CRT) is not just for in-person instruction, but moreover, CRT can also be facilitated within an online modality. Thus, this book is a seminal resource for PK-12 educators who are passionate about reimagining the possibilities of CRT in any learning environment! \u003c\/p\u003e -- Dr. Ronald W. Whitaker, II * Culturally Responsive Assistant Professor of Education, Assistant Dean for the School of Education, Cabrini University *\u003cbr\u003e\u003cp\u003eBudhai and Grant have created a treasure trove of resources for K-12 teachers and teacher educators who are committed to transforming a rapidly-changing world for \u003cem\u003ethe better\u003c\/em\u003e.  Finally, we have a book that concretizes how to maximize culturally relevant pedagogy in contemporary, HyFlex learning environments in \u003cem\u003ereal time\u003c\/em\u003e.  This text helps the reader translate the philosophical into the practical via inquiry-based, reflective exercises.  This book will empower educators, leading them to create equitably-rich opportunities for deep and dynamic learning across modalities.  The cornerstone of this text, the \"Dynamic Equitable Learning Environments (DELE)\" Model, inspires a new way teaching and learning in the 21\u003csup\u003est\u003c\/sup\u003e century, providing new pathways to transform our schools by challenging and changing ourselves. As we shift our mindset to realize that we can change systems by recognizing the barriers to equity and inclusion, we reimagine an education that realizes justice in our classrooms, anti-racism in society, and healing in our homes.  You will read and re-read the gems of culturally responsive teaching and build your capacity to sustain equitable and thriving learning environments for our students to thrive in a world where their lives truly matter.\u003c\/p\u003e -- Angela N. Campbell, Ph.D * Vice President of Cabrini University *\u003cbr\u003eI joyfully offer my endorsement of \u003cem\u003eCulturally Responsive Teaching Online and In Person\u003c\/em\u003e.  At this critical moment in human history, scholars need a resource like this to be equipped with the tools that will empower teaching and learning at its fullness.  Dr. Stephanie Smith-Budhai and Dr. Kristine Lewis-Grant prove their scholarship in this work, especially by posing questions that lead to critical thinking. As an educator and a life-long learner, I plan to use this work and invite others to join me.   -- Stephen D. Thorne * Stephen D. Thorne  Doctoral Fellow, Center for Research and Mentoring of Black Male Students and Teachers, Bowie State University *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Matthew Kay Introduction: Why Culturally Responsive Teaching Matters in Dynamic Equitable Learning Environments Part One: Focusing on You: Unmasking Bias and Microaggressions Opening Vignette: Mr. Malcolm Williams Ch 1: Acknowledging Unconscious Bias Ch 2: Reducing Implicit and Explicit Bias Ch 3: Eliminating Microaggressions Part Two: Focusing on Your Relationships: Co-Constructing Meaningful Connections with Students and Families Opening Vignette: Ms. Asia Henderson Ch 4: Activating Students’ Assets and Cultural Capital Ch 5: Caring for Students Within their Sociopolitical Context Ch 6: Forging Reciprocal Relationships with Families and Communities Part Three:  Focusing on Your Pedagogical Practices: Incorporating Culturally Relevant Teaching Opening Vignette: Mr. Khemar Journey Ch 7. Developing Equity-Mindedness Ch 8: Planning Anti-bias Instruction Ch 9: Preparing Culturally Responsive Authentic Assessments Epilogue: A Call to Action: Leveraging One′s Own Power and Privilege to Dismantle Systematic Barriers for Sustainable and Equitable Learning References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738213364055,"sku":"9781071855270","price":24.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071855270.jpg?v=1723811824"},{"product_id":"the-disaster-of-resilience-9781350342408","title":"The Disaster of Resilience","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe past decade has seen a vast expansion of resilience pedagogies, policies, and products in public education, from the Every Student Succeeds Act to social and emotional learning to grit. Educational apps, avatars, and games as well as behaviorist techniques, meditation programs, and biometric devices claim to teach resilience to adverse social conditions while new cyber schools, education brokers, global democracy promotion companies, and dropout recovery firms promise schools resilience to disaster and disruption. \u003ci\u003eThe Disaster of Resilience\u003c\/i\u003e shows how resilience discourse is interwoven with the new digital directions of educational privatization. Saltman argues that resilience has provided the justification for new educational profiteering, creating a climate which individualizes collective responsibilities, depoliticizes and dehistoricizes knowledge and curriculum, and falsely grounds its politics in a mashup of pseudoscience and human capital theory. He argues that we must \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eTeachers, students and parents are required to be excitedly resilient in the face of radical reforms that are destroying their relationship with each other in schools and communities. Saltman shows in detail the relationship between seemingly benign interventions about bodies and practices, and the unfolding disasters occurring as a result of the relocation of responsibility to the private world of the individual. This book is shockingly important for understanding and explaining the dismantling of public education. -- Helen M. Gunter, Professor Emerita, University of Manchester, UK\u003cbr\u003eIf you’re excited about promoting resilience among the youth, read this book. Educators, parents, students, and researchers all need to consider what Saltman unveils. Resilience pedagogy, no matter what its form, may just be that trojan horse for even more privatization, and even less democracy. -- Mark Garrison, Professor of Education, West Texas A\u0026amp;M University, USA\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction: The Politics of Resilience and Disaster 1. Microschools, UberEd and the Dropout Recovery Industry 2. From Venture Philanthropy to Digital Privatization: New Schools Venture Fund, Leap Innovations and the Selling of Digital Student Resilience 3. Democracy International, Inc.: Selling Resilience and Education in the Global Influence Peddling Industry 4. Trauma-Informed Pedagogy, Grit, and Biometrics: The Denial of Educational Politics and Racial Politics  5. Student Resilience, Social Emotional Learning, Testing as Teaching, and the Displacement of Intellectual Traditions Conclusion: From the Disaster of Resilience to Becoming Resilient to Resilience References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738621915479,"sku":"9781350342408","price":16.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350342408.jpg?v=1720049685"},{"product_id":"mindful-teaching-with-technology-9781462548033","title":"Mindful Teaching with Technology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTechnology is integral to teaching in the English language arts. This indispensable guide shows how to teach and model digital diligence--an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"Hicks takes readers on a powerful journey toward teaching students to be digitally diligent. The book provides a deep-dive exploration of purposeful activities that can be incorporated into asynchronous and synchronous instruction. Chapters on topical learning outcomes include teaching points and guiding questions that help teachers creatively customize lessons, assignments, and assessments. Hicks offers numerous examples of how technology can be used for connected reading and writing characterized by empathy, intention, and persistence. Whether you teach young learners or train future educators, you will learn much from this book.\"--Julie Coiro, PhD, School of Education, University of Rhode Island\u003cbr\u003e\u003cbr\u003e \"\u003ci\u003eMindful Teaching with Technology\u003c\/i\u003e belongs on the desk of every school librarian or technology integration specialist. The lessons that Hicks outlines are relevant and purposeful, and, for some learners, could be life altering. With the lessons, Hicks provides irresistible, ready-to-go tools and resources that can be adapted for different purposes. Readers will want to have a device nearby for digital play and exploration. Hicks is writing for right now--the timeliness and forward-thinking approach are part of what makes this book so special.\"--Kristin Patrick, MLIS, technology integration coach, Noblesville Schools, Indiana\u003cbr\u003e\u003cbr\u003e \"Hicks introduces the concept of digital diligence and invites readers to engage in a deeper conversation about how we use technology. Framing tech use through a lens of digital literacy, Hicks continues his excellent contributions to the field by doing what he does best--providing practical lesson and activity ideas along with specific tools to achieve desired outcomes. English teachers of all levels and in all stages of their careers will find something new or reaffirming in this book. From teaching reading and writing to helping students navigate digital modalities, the book presents strategies for helping learners to engage purposefully with technology as a tool of literate life.\"--Kristen Hawley Turner, PhD, Caspersen School of Graduate Studies, Drew University-\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword, Lesley Mandel Morrow\u003cbr\u003e 1. The Case for Digital Diligence in English Language Arts Classrooms\u003cbr\u003e - Interlude: From Synchronous to Real Time; from Asynchronous to Anytime\u003cbr\u003e 2. Planning for Purposeful Arcs of Instruction\u003cbr\u003e - Interlude: The Rationale for Focusing on Google Chrome\u003cbr\u003e 3. Protecting Privacy\u003cbr\u003e 4. Maximizing Our Own Attention\u003cbr\u003e 5. Popping Filter Bubbles and Breaking Algorithms\u003cbr\u003e 6. Understanding How Knowledge Gets Created and Circulated\u003cbr\u003e - Interlude: Repurposing Existing Materials and a Brief Overview of Copyright, Fair Use, Creative Commons, and the Public Domain\u003cbr\u003e 7. Extending Opportunities for Digital Writing\u003cbr\u003e 8. Embracing Opportunities for Connected Reading\u003cbr\u003e 9. Conclusion\u003cbr\u003e References\u003cbr\u003e Index\u003c\/p\u003e","brand":"Guilford Publications","offers":[{"title":"Default Title","offer_id":48739350806871,"sku":"9781462548033","price":29.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781462548033.jpg?v=1720051988"},{"product_id":"leading-21st-century-schools-9781483374413","title":"Leading 21st Century Schools","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eMaster The Latest Educational Technology To Teach 21st Century Skills. \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eThe pace of technological change picks up speed with each passing day. Educators must place the proper emphasis on technology leadershipusing proven methodsif they are to prepare students to thrive in the classroom and beyond.\u003c\/p\u003e \u003cp\u003eWhen first published in 2009, this book empowered administrators and teachers to plan and execute effective strategies for enhancing student engagement and achievement through technology. \u003c\/p\u003e \u003cp\u003eThis second edition features 80% brand-new material addressing the latest technological developments, combined with the authors' tested methods for applying them in schools. Features include: \u003c\/p\u003e \u003cul\u003e     \u003cli\u003eAligning technology to the ISLLC Standards, ISTE Standards, and Common Core State Standards\u003c\/li\u003e     \u003cli\u003eComprehensive guides to the newest technologies and trends that school leaders need to know\u003c\/li\u003e     \u003cli\u003eA companion website featuring a massive volume of r\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"The world of technology changes by the second and educators are left in the dust to navigate a tsunami of tools. Levin and Schrum provide a detailed roadmap of technology tools available today and how they can be harnessed by educators to improve student engagement.\"\u003c\/em\u003e\u003c\/p\u003e -- Eric Sheninger, Educational Consultant and Author of Digital Leadership\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"School leaders need less philosophy and more of a focus on the practical steps needed to move forward.  In Leading 21st-Century Schools: Harnessing Technology for Engagement and Achievement, Second Edition Lynne Schrum and Barbara Levin update their best-selling First Edition by adding in the newest innovations in technology, while at the same time offering suggestions on how to get started.\"\u003c\/em\u003e\u003c\/p\u003e -- Peter DeWitt,  Corwin author\/Consultant\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"School leaders are charged with many responsibilities as they lead their schools. The job has changed dramatically and new approaches are needed to meet all of the demands placed on our profession. Leaders today must know how to harness the power of technology to effectively lead their schools. Technology can be used in a positive manner or simply used as an attempt to catch on to the ′next thing′. It is up to leaders to learn how to properly use technology to assist in reaching their goals.  \u003cbr\u003e ?\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eAs a practicing principal I encourage you to read this book. It offers a wealth of information as well as providing examples of how real school leaders are using technology to meet their goals. The mix of information and real world examples make this a ′go to′ book and a must for your educational toolbox.\"\u003c\/em\u003e\u003c\/p\u003e -- Michael Waiksnis, Co-Principal\/Transformation Leader, 2014 South Carolina Principal of the Year\u003cbr\u003e\u003cem\u003e\"This book is aimed at administrators, but it’s really a terrific resource for all educators who want to stay on top of emerging technology trends in education! It is written with grace and clarity, and flows in a logical fashion thanks to an organizing framework that carries the reader from a description of today’s learners and the technological tools available to them, to their potential curricular implications and opportunities and on to the key issues which their use present to educators. Each chapter is grounded by leaders’ personal stories, and offers a great set of suggested activities and resources for going further with the topic. The list of key words used in each chapter, with definitions, is almost alone worth the price of the book! It’s a book I know I will be turning to time and again and will enthusiastically recommend to others. Bravo to Schrum and Levin for this updated classic!\" \u003c\/em\u003e -- Kathleen Fulton, Author of Time for Learning: Top 10 Reasons Why Flipping the Classroom Can Change Education\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Preface Acknowledgments About the Authors Part One. Leading 21st Century Schools: A Brave New World for Administrators, Teachers, and Students Chapter 1. Leading 21st Century Schools: What Strategic School Leaders Need to Know    Introduction    Leadership and Systemic Change    Our Vision for 21st Century Schools    What Is Your Vision?    What Drives Change?    Changing Standards    Conclusion    Activities to Consider . . . Chapter 2. 21st Century Students and Teachers: Ensuring Their Success    Introduction    Who Are Our Students?    What Do Our Students Need to Know?    What About Our Teachers?    How to Lead and Keep the Millenial Generation    Conclusion    Activities to Consider . . . Chapter 3. Tools for School Leaders: Enhancing Communication and Building Partnerships    Introduction    Communication Tools for School Leaders    Communicating and Collaborating With the School Board    Harnessing Support in the Local and Global Community    Conclusion    Activities to Consider . . . Chapter 4. Ensuring Success: Legal, Safety, Ethical, and Curricular Considerations for School Leaders    Introduction    Education Is Key    Acceptable\/Responsible Use Policies    Copyright    Evaluating Websites    Creating a Digital Citizenship Curriculum    Conclusion    Activities to Consider . . . Part Two. Important Considerations for 21st Century Teaching and Learning Chapter 5. Issues to Decide: One-to-One, BYOD, Smartphones, and More    Introduction    First Step: Developing a Shared Vision    More Decisions and Implementation    Sustaining the Infrastructure    Other Trends in Technology    Conclusion    Activities to Consider . . . Chapter 6. Web 2.0, Apps, Social Media, and Other Tools    Introduction    New Tools and How They Work    Web 2.0: What′s All the Excitement?    Free and Ubiquitous Web 2.0 Tools for Teaching and Learning    Conclusion    Activities to Consider . . . Chapter 7. Content-Focused Curriculum Tools    Introduction    Shifting to Digital Curriculum Resources    TPACK    Common Core State Standards    Content-Specific Uses of Digital Technology    Conclusion    Activities to Consider . . . Chapter 8. Important Considerations for 21st Century Leaders: Hard Questions and Promising Answers    Introduction    Dream an Educational Environment for All Learners    Trends in Education    Preparing for and Managing Constant Change    Time Shifting: Online and Flipped Learning    Blending Formal and Informal Education    Other Trends to Watch    Addressing the Digital Divide    What Does All This Mean for a School Leader?    Limited Resources and Your Needs    Conclusion    Activities to Consider . . . References Index\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739659579735,"sku":"9781483374413","price":23.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781483374413.jpg?v=1720052840"},{"product_id":"deploying-chromebooks-in-the-classroom-9781484237656","title":"Deploying Chromebooks in the Classroom","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eLearn how to deploy Chromebook computers in a classroom or lab situation and how to navigate the hardware and software choices you face.\u003c\/p\u003e  \u003cp\u003eThis book equips you with the skills and knowledge to plan and execute a deployment of Chromebook computers in the classroom.  Teachers and IT administrators at schools will see how to set up the hardware and software swiftly on your own or with the help of your students. \u003c\/p\u003e  \u003cp\u003eStep-by-step instructions and practical examples walk you through assessing the practicability of deploying Chromebooks in your school, planning the deployment, and executing it. You''ll become an expert in using a Chromebook, developing plans to train your colleagues and students to use Chromebooks, and learn how to run lessons with Google Classroom. You''ll learn to manage the computers and the network and troubleshoot any problems that arise.\u003c\/p\u003e  \u003cdiv\u003eMake \u003ci\u003eDeploying Chromebooks in the Classroom\u003c\/i\u003e a part of your instructional library today.\u0026amp;\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eIntroduction\u003c\/b\u003e\u003cb\u003e\u003c\/b\u003e\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eChapter 1: Planning Your Deployment of Chromebooks in the Classroom (30 pages)\u003c\/b\u003e\u003c\/p\u003e  \u003cp\u003e\u003ci\u003eChapter Goal: In this chapter, the reader takes the decision to deploy Chromebooks in her school. She learns about the capabilities of Chromebooks and their advantages and disadvantages compared to competitive technologies, such as Windows laptops and iPads. The reader explores the Google ecosystem for schools and the different ways of managing Chromebooks in schools: managing them manually, using Google Management Console, and using Mobile Device Management tools.\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e            Taking the Decision to Computerize Classrooms or Classes\u003c\/p\u003e  \u003cp\u003e            Understanding Chromebook Capabilities\u003c\/p\u003e  \u003cp\u003e            Comparing Chromebooks to Other Devices\u003c\/p\u003e  \u003cp\u003e            Advantages of Chromebooks over Other Laptops\u003c\/p\u003e  \u003cp\u003e            Understanding the Google Ecosystem for Schools\u003c\/p\u003e  \u003cp\u003e            Deciding How You Will Manage Your School’s Chromebooks\u003c\/p\u003e  \u003cp\u003e            Planning to Train Yourself and Your Colleagues\u003c\/p\u003e  \u003cp\u003e            Checking Your School’s Wireless Network Infrastructure and Bandwidth\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eChapter 2: Choosing Chromebooks and Accessories (20 pages)\u003c\/b\u003e\u003c\/p\u003e  \u003cp\u003e\u003ci\u003eChapter Goal: In this chapter, the reader learns about the different types of Chromebooks available and chooses suitable Chromebooks for her school’s planned deployment. She also learns about accessories useful for Chromebooks in school settings and chooses suitable accessories.\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e            Choosing Chromebooks\u003c\/p\u003e  \u003cp\u003e            Choosing Accessories for Chromebooks\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eChapter 3: Essential Chromebook Skills for Teachers and Administrators (60 pages)\u003c\/b\u003e\u003c\/p\u003e  \u003cp\u003e\u003ci\u003eChapter Goal: This chapter brings the reader up to speed with essential Chromebook skills—everything from controlling power (startup, sleep, etc.) and navigating the Chrome OS interface, connecting to Wi-Fi networks and Bluetooth devices, configuring input devices and external devices, and running apps. The reader also learns to take screenshots to illustrate and document processes quickly.\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e            Startup, Sleep and Wake, Shutdown, and Restart\u003c\/p\u003e  \u003cp\u003e            Navigating the Chrome OS Interface\u003c\/p\u003e  \u003cp\u003e            Connecting to Wi-Fi Networks\u003c\/p\u003e  \u003cp\u003e            Connecting and Using Bluetooth Devices\u003c\/p\u003e              Using and Configuring the Keyboard\u003cp\u003e\u003c\/p\u003e  \u003cp\u003e            Using and Configuring the Touchpad\u003c\/p\u003e  \u003cp\u003e            Connecting and Using External Devices\u003c\/p\u003e  \u003cp\u003e            Running Apps\u003c\/p\u003e  \u003cp\u003e            Taking Screenshots on a Chromebook\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eChapter 4: Configuring and Managing Chromebooks Manually (60 pages)\u003c\/b\u003e\u003c\/p\u003e  \u003cp\u003e\u003ci\u003eChapter Goal: In this chapter, the reader gains experience in configuring and managing Chromebooks manually. The reader learns the range of configuration settings available and how to choose suitable settings manually for everything from Wi-Fi and Bluetooth to privacy, security, and accessibility. The reader also learns how to reset and “powerwash” (erase) a Chromebook. \u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e            Configuring Network Settings\u003c\/p\u003e  \u003cp\u003e            Configuring Bluetooth Settings\u003c\/p\u003e  \u003cp\u003e            Configuring People and Sync Settings\u003c\/p\u003e  \u003cp\u003e            Configuring Appearance Settings\u003c\/p\u003e  \u003cp\u003e            Configuring Device Settings\u003c\/p\u003e  \u003cp\u003e            Configuring Search Engine Settings\u003c\/p\u003e  \u003cp\u003e            Configuring Startup Settings\u003c\/p\u003e  \u003cp\u003e            Configuring Date and Time Settings\u003c\/p\u003e  \u003cp\u003e            Configuring Privacy and Security Settings\u003c\/p\u003e  \u003cp\u003e            Configuring Passwords and Forms Settings\u003c\/p\u003e  \u003cp\u003e            Configuring Languages and Input Settings\u003c\/p\u003e  \u003cp\u003e            Configuring Downloads Settings\u003c\/p\u003e  \u003cp\u003e            Configuring Accessibility Settings\u003c\/p\u003e              Resetting and Powerwashing a Chromebook\u003cp\u003e\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eChapter 5: Configuring and Managing Chromebooks with Google Management Console (60 pages)\u003c\/b\u003e\u003c\/p\u003e  \u003cp\u003e\u003ci\u003eChapter Goal: In this chapter, the reader becomes expert with using Google Management Console to manage the school’s Chromebooks. The reader gets started with Google Management Console, adds the school’s Chromebooks, and assigns the Chromebooks to users. The reader then moves to to preinstaling and configuring apps, working with users and groups, configuring network and Internet access, and configuring user settings. The reader also learns to deploy custom themes—for example, to apply school branding to the Chromebooks. \u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e            Getting Started with Google Management Console\u003c\/p\u003e  \u003cp\u003e            Adding Your School’s Chromebooks\u003c\/p\u003e  \u003cp\u003e            Assigning Chromebooks to Users\u003c\/p\u003e              Pre-Installing and Configuring Apps\u003cp\u003e\u003c\/p\u003e  \u003cp\u003e            Working with Users and Groups\u003c\/p\u003e  \u003cp\u003e            Controlling User Access to Devices\u003c\/p\u003e  \u003cp\u003e            Configuring Network and Internet Access\u003c\/p\u003e  \u003cp\u003e            Configuring User Settings and Deploying Custom Themes\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eChapter 6: Choosing and Managing Apps and Extensions (30 pages)\u003c\/b\u003e\u003c\/p\u003e  \u003cp\u003e\u003ci\u003eChapter Goal: In this chapter, the reader chooses the apps and extensions the students will use on the Chromebooks, deploys the apps and extensions, and manages them. The chapter gives the reader in-depth training on Google Suite for Education, which includes Gmail, Drive, Docs, Sheets, Slides, Calendar, and Classroom.\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e            Getting and Using Google Suite for Education\u003c\/p\u003e              Finding Suitable Apps and Extensions for Your School’s Needs\u003cp\u003e\u003c\/p\u003e  \u003cp\u003e            Deploying and Managing Apps and Extensions\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eChapter 7: Connecting to Resources and Printing (20 pages)\u003c\/b\u003e\u003c\/p\u003e  \u003cp\u003e\u003ci\u003eChapter Goal: In this chapter, the reader connects the school’s Chromebooks to the school’s local resources and Internet resources. The reader also learns about the various options for printing hard-copy documents from Chromebooks and how to implement printing.\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e            Connecting Chromebooks to Your School’s Local Resources\u003c\/p\u003e  \u003cp\u003e            Connecting Chromebooks to Online Resources\u003c\/p\u003e  \u003cp\u003e            Printing from Chromebooks\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eChapter 8: Giving Lessons Using Google Classroom (60 pages)\u003c\/b\u003e\u003c\/p\u003e  \u003cp\u003e\u003ci\u003eChapter Goal: In this chapter, the reader learns what Google Classroom is and how to use it to organize and run classes. Coverage includes getting started with Google Classroom; practical moves for running a class on Chromebooks with Google Classroom; and how to set, collect, and manage assignments.\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e            Understanding Google Classroom and Its Capabilities\u003c\/p\u003e  \u003cp\u003e            Getting Started with Google Classroom\u003c\/p\u003e  \u003cp\u003e            Running a Class with Classroom\u003c\/p\u003e  \u003cp\u003e            Setting, Collecting, and Managing Assignments\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eChapter 9: Troubleshooting Chromebooks in the Classroom (40 pages)\u003c\/b\u003e\u003c\/p\u003e  \u003cp\u003e\u003ci\u003eChapter Goal: In this chapter, the reader learns how to troubleshoot problems that frequently occur with Chromebooks, focusing especially on problems that teachers and administrators are likely to encounter in the classroom. The chapter starts by recommending a repair-and-replace strategy the reader can use to keep Chromebook-equipped classes and classrooms operational.\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e            Developing a Replace-and-Repair Strategy\u003c\/p\u003e  \u003cp\u003e            Troubleshooting Network and Internet Issues\u003c\/p\u003e  \u003cp\u003e            Troubleshooting Audio Issues\u003c\/p\u003e  \u003cp\u003e            Troubleshooting Display Issues\u003c\/p\u003e  \u003cp\u003e            Troubleshooting Keyboard Issues\u003c\/p\u003e  \u003cp\u003e            Troubleshooting Bluetooth Issues\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eAppendix: Chromebook Information Resources for Teachers and Educators (10 pages)\u003c\/b\u003e\u003c\/p\u003e\n\u003c\/div\u003e","brand":"APress","offers":[{"title":"Default Title","offer_id":48739665084759,"sku":"9781484237656","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"the-blended-learning-blueprint-for-elementary-teachers-9781544318639","title":"The Blended Learning Blueprint for Elementary","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\u003cstrong\u003eYour blueprint for empowering students through personalized learning \u003c\/strong\u003e\u003c\/em\u003e\u003cbr\u003e  \u003cbr\u003e  In today’s technologically-integrated world, blended learning is a natural fit for the elementary classroom, where many teachers already think flexibly about the learning environment, resources, and time in order to meet diverse student needs. As blended elementary classrooms become more common, teachers and administrators must develop a shared understanding of the characteristics of effective instruction in blended environments. \u003cbr\u003e  \u003cbr\u003e  This guide is designed to help K-5 teachers develop and carry out a plan for effective instruction in blended environments. Presented in a step-by-step workbook format, this resource identifies the competencies blended teachers need and strategies for development, culminating in a personalized implementation plan for successful blended instruction. Readers will\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eTake an in-depth look at the iNACOL Blended Learning Teacher Competency Framework, to foster a deeper understanding of the teacher proficiencies needed for effective blended learning environments.\u003c\/li\u003e\n\u003cli\u003eIdentify your own strengths and needs related to the blended teacher competencies. \u003c\/li\u003e\n\u003cli\u003eDevelop a personalized blueprint for designing and facilitating blended learning in your classrooms. \u003c\/li\u003e\n\u003cli\u003eTailor your needs and goals when it comes to maximizing instructional time, personalizing learning, empowering students, pursuing professional learning, and more.\u003c\/li\u003e\n\u003cli\u003eExplore specific strategies and examples of blended learning in elementary classrooms, and reflect on your own plans for blended instruction.\u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eMaking the shift to blended learning requires intentional planning and support. This workbook will guide you through the process of developing an actionable plan for blended learning in your classroom.\u003c\/p\u003e   \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface    Rationale    Organization    Possible Uses Acknowledgments    Publisher’s Acknowledgments About the Author INTRODUCTION Defining Blended Learning    Why Blended Learning?    Definition and Models of Blended Learning    Internet Safety in the Elementary Classroom CHAPTER 1 Blended Learning Teacher Competencies    Mindsets    Qualities    Adaptive Skills    Technical Skills CHAPTER 2 Crafting Your Vision    Adapting Blended Models    Rethinking the Role of Teachers and Learners    Letting Go of Control    Redesigning the Learning Space    Designing the Blueprint CHAPTER 3 Maximizing Instructional Time    Answering the Essential Question About Time    Rethinking the School Day    Cloning the Teacher    Designing the Blueprint CHAPTER 4 Making It Personal    Moving From Differentiation to Personalized Learning    Designing Personalized Pathways    Making Pathways Work    Designing the Blueprint CHAPTER 5 Empowering Students    Leveraging Formative Assessments    Managing Data and Goal-Setting    Tapping Into Student Passions    Designing the Blueprint CHAPTER 6 Expanding Your Toolbox    Designing Collaborative Learning Experiences    Leveraging Adaptive Tools for Self-Paced Learning    Amplifying Student Voice    Designing the Blueprint CHAPTER 7 Professional Learning    Collaborating With Colleagues    Connecting With Stakeholders    Owning Your Professional Learning    Designing the Blueprint CHAPTER 8 Getting Started    Starting Small    Planning for Sustainability    Designing the Blueprint Appendices    Appendix A: Blueprint for Blended Learning    Appendix B: iNACOL Blended Learning Teacher Competency Framework    Appendix C: Reflecting on the iNACOL Blended Learning Teacher Competencies    Appendix D: Recommended Reading    Appendix E: Guide for Coaching and Supporting Blended Teachers References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740472783191,"sku":"9781544318639","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544318639.jpg?v=1720054784"},{"product_id":"video-in-teacher-learning-through-their-own-eyes-9781544337258","title":"Video in Teacher Learning: Through Their Own Eyes","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eHarness the power of video to promote reflective practice and teacher growth\u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  Video is the only feedback method that allows educators to view their teaching through their own eyes, yet many K-12 professionals have yet to reap the benefits of this powerful technology. This practical and comprehensive guide takes advantage of new methods and tools to capture teaching and learning and a broad base of current research to impact teacher thinking and actions. Written for instructional coaches, administrators, supervisors, and individual teachers, it includes  \u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eguidance on how to get started and how to engage in nonjudgmental and descriptive analysis\u003c\/li\u003e\n\u003cli\u003escaffolding to counter anxiety and resistance, and to cultivate a growth mindset.\u003c\/li\u003e\n\u003cli\u003echapters on specific contexts including developmental, evaluative, and problems of practice.\u003c\/li\u003e\n\u003cli\u003eguidance for observation in specific grade bands and for specific student populations.\u003c\/li\u003e\n\u003cli\u003etemplates and links to videos for video analysis tasks, step-by-step process outlines, real-world vignettes and application questions.\u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eDrawing on broad evidence of the impact of video on teaching, this is \u003cem\u003ethe \u003c\/em\u003eguide for maximizing this powerful form of professional learning. \u003c\/p\u003e   \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments Reference List: 20 Video Analyses of Teaching Tasks About the Author PART 1 • LAYING THE GROUNDWORK FOR POWERFUL USE OF VIDEO IN TEACHER LEARNING Chapter 1 • Why Video for Teacher Learning? Chapter 2 • What Observation Skills Need to Be in Place Before I Get Started With Video? Chapter 3 • How Does the Way We Communicate Support Learning With Video? Chapter 4 • What Are the Technical Aspects of Creating Video Recordings of Teaching? PART 2 • 20 VIDEO ANALYSIS TASKS: A GUIDE FOR PRACTICE Chapter 5 • Video Used to Introduce Classroom Observation Chapter 6 • Video Used to Explore Dilemmas of Practice Chapter 7 • Video Used to Build a Shared Professional Vision Chapter 8 • Video Used For Developmental Feedback Chapter 9 • Video Used For Evaluative Feedback Chapter 10 • Creating a Video Library of Teaching Final Thoughts: Video Analysis at Work Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740475437399,"sku":"9781544337258","price":23.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544337258.jpg?v=1720054795"},{"product_id":"freaked-out-the-bewildered-teachers-guide-to-digital-learning-9781781351055","title":"Freaked Out: The Bewildered Teachers Guide to","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWhen you are a teacher and new technology is all your pupils and colleagues are talking about it can feel like the loneliest, hardest place in the world to be, but it doesn't have to be this way.    No one knows this better than author Simon Pridham, who faced with this problem set about improving his skillset as a head teacher and also developing a mobile device programme in his school. Drawing on his own experience, as well as other teachers and colleagues he has worked with, Simon openly discusses why this is so important in education and what to do when that tablet device is handed to you for the very first time by your head teacher or colleague. Simon will also take you on a journey which will highlight how empowered you feel when you reach the other side of the Digital Bridge. The book is the first of its kind in the education market as you are able to use your tablet or smartphone to scan images and QR codes to access screencasts, interviews, the Freaked Out YouTube channel and much more.    Freaked Out is packed full of information and useful tips as well as essential small steps, video tutorials and the story of Simon's journey to taking his school to be one of the leading tech schools in the UK. The book covers everything from anxieties around taking that first step to empowering your pupils to become Digital Leaders so that this is a digital journey you all take together.    In among the expert advice and practical tips, Freaked Out instils confidence, gives clear direction and a step by step guide on how you become an effective 21st century facilitator of learning in modern education. Inspire, engage and enthuse by reading Freaked Out today.    You can use the Aurasma app to scan the front cover of the book and view Simon's introductory video. Here's how it works.    Education Resources Awards finalist - Best Educational Book 2015.","brand":"Independent Thinking Press","offers":[{"title":"Default Title","offer_id":48741056577879,"sku":"9781781351055","price":18.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781781351055.jpg?v=1720056430"},{"product_id":"hybrid-learning-spaces-9783030885199","title":"Hybrid Learning Spaces","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAs we have come to accept the duality of physical and virtual learning spaces as a permanent feature of our educational landscape, we begin to question its validity. Is this really a dichotomy, or is it a continuum? Should this be the primary dimension around which we cluster educational experiences - how does it intersect and interact with other axes, such as formal-informal, vocational-recreational, open-closed, teacher-student? How do we adapt, as teachers, learners, designers, policy makers, to this changing landscape? How do we shape it to offer an optimal learning experience? Such questions led us to conduct a series of academic and professional events on the theme of Hybrid Learning Spaces (HLS) - spaces which challenge and defy the dichotomies above. This edited book collates some of the products of that endeavor, offering a multi-vocal, interdisciplinary approach to hybridity in education. It connects practical examples, design directives and theoretical analysis, combining perspectives from technology research and development, educational theory and practice, architecture and space and product design. This book addresses researchers, practitioners, innovators and policy makers in education, technology and design, offering broad perspectives and then distilling practical insights in the form of design principles and patterns, pedagogical models, and predictions of future trends.\u003cbr\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eTable of contents \u003cp\u003eChapter 1 Introduction \u003cbr\u003e Einat Gil, Yishay Mor, Yannis Dimitriadis \u0026amp; Christian Köppe\u003c\/p\u003e  Part I: Into the Hybrid  \u003cp\u003eChapter 2 Hybrid learning spaces - a three-fold evolving perspective \u003cbr\u003e Liat Eyal \u0026amp; Einat Gil\u003c\/p\u003e  \u003cp\u003eChapter 3 Hyper-hybrid learning spaces in higher education\u003cbr\u003e Rikke Toft Nørgård \u0026amp; Charlotta Hilli \u003c\/p\u003e  Part II: Pedagogy \u003cp\u003eChapter 4 How co-design can contribute to the ongoing development of hybrid learning spaces by empowering the users \u003cbr\u003e Bodil Boejer \u0026amp; Mie Guldbaek Broens\u003c\/p\u003e  \u003cp\u003eChapter 5 H2m pedagogy: Designing for hybrid learning in medical education \u003cbr\u003e Tim Fawns, Lina Markauskaite, Lucila Carvalho \u0026amp; Peter Goodyear\u003c\/p\u003e  \u003cp\u003eChapter 6 Covid-19 lock-down: hybrid learning cases using the lens of the Zone of Possibility\u003cbr\u003e John Cook \u0026amp; Debbie Holley \u003c\/p\u003e  \u003cp\u003eChapter 7 Socio-emotional Regulation in Collaborative Hybrid Learning Spaces of Formal–Informal Learning\u003cbr\u003e Mariano Velamazán, Patricia Santos \u0026amp; Davinia Hernández-Leo\u003c\/p\u003e  Chapter 8 Seamless hybrid science learning: streamlining the techno-pedagogical designs for wider diffusion\u003cbr\u003e Lung Hsiang-Wong \u0026amp; Chee-Kit Looi\u003cp\u003e\u003c\/p\u003e  \u003cp\u003eChapter 9 Designing synchronous hybrid learning spaces: Challenges and opportunities \u003cbr\u003e Morten Winter Bülow\u003c\/p\u003e  Part III: Technology \u003cp\u003eChapter 10 An analysis of mobile learning tools in terms of pedagogical affordances and support to the learning activity life cycle \u003cbr\u003e Gerti Pishtari \u0026amp; María Jesús Rodríguez-Triana\u003c\/p\u003e  \u003cp\u003eChapter 11 Classroom Analytics: Telling Stories about Learning Spaces using Sensor Data\u003cbr\u003e Roberto Martínez-Maldonado, Lixiang Yan, Joanne Deppeler, Michael Phillips \u0026amp; Dragan Gaševic\u003c\/p\u003e  Part IV: Space design \u003cp\u003eChapter 12 Co-creating futures through virtual ‘BAs’ \u003cbr\u003e Hank Kune \u0026amp; Jenny Quillien\u003c\/p\u003e  \u003cp\u003eChapter 13 Creativity Flourishes Using Hybrid Spaces Patterns \u003cbr\u003e Anat Mor-Avi \u0026amp; Lennie Scott-Webber\u003c\/p\u003e  \u003cp\u003eChapter 14 Patterns for a hybrid campus \u003cbr\u003e Christian Kohls, Dennis Dubbert \u0026amp; Guido Münster \u003c\/p\u003e  \u003cp\u003eChapter 15 Dialogic teaching and the architecture of hybrid learning spaces: Alexander meets Alexander \u003cbr\u003e Alyson Simpson \u0026amp; Peter Goodyear\u003c\/p\u003e  \u003cp\u003eChapter 16 Design for balance: addressing challenges of safety, privacy and identity management in online and hybridised learning and teaching spaces\u003cbr\u003e Steven Warburton \u0026amp; Mark Perry\u003c\/p\u003e  Part V: Concluding \u003cp\u003eChapter 17 Forward Looking: Predictions for the Future of Hybrid Learning Spaces \u003cbr\u003e Yishay Mor, Einat Gil, Yannis Dimitriadis \u0026amp; Christian Köppe\u003c\/p\u003e\u003cbr\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743056376151,"sku":"9783030885199","price":123.49,"currency_code":"GBP","in_stock":true}]},{"product_id":"guide-to-teaching-data-science-an-interdisciplinary-approach-9783031247576","title":"Guide to Teaching Data Science: An","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eData science is a new field that touches on almost every domain of our lives, and thus it is taught in a variety of environments. Accordingly, the book is suitable for teachers and lecturers in all educational frameworks: K-12, academia and industry.\u003c\/p\u003e\u003cp\u003eThis book aims at closing a significant gap in the literature on the \u003ci\u003epedagogy \u003c\/i\u003eof data science. While there are many articles and white papers dealing with the curriculum of data science (i.e., what to teach?), the pedagogical aspect of the field (i.e., how to teach?) is almost neglected. At the same time, the importance of the pedagogical aspects of data science increases as more and more programs are currently open to a variety of people.\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eThis book provides a variety of pedagogical discussions and specific teaching methods and frameworks, as well as includes exercises, and guidelines related to many data science concepts (e.g., data thinking and the data science workflow), main machine learning algorithms and concepts (e.g., KNN, SVM, Neural Networks, performance metrics, confusion matrix, and biases) and data science professional topics (e.g., ethics, skills and research approach).\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eProfessor \u003cb\u003eOrit Hazzan\u003c\/b\u003e is a faculty member at the Technion’s Department of Education in Science and Technology since October 2000. Her research focuses on computer science, software engineering and data science education. Within this framework, she studies the cognitive and social processes on the individual, the team and the organization levels, in all kinds of organizations.\u003c\/p\u003e\u003cp\u003eDr. \u003cb\u003eKoby Mike\u003c\/b\u003e is a Ph.D. graduate from the Technion's Department of Education in Science and Technology under the supervision of Professor Orit Hazzan. He continued his post-doc research on data science education at the Bar-Ilan University, and obtained a B.Sc. and an M.Sc. in Electrical Engineering from Tel Aviv University.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart A - Overview of Data Science and Data Science Education1. Introductiona. How to use this bookb. Chapter overviews2. What is data science3. Introduction to data science educationa. Curriculum initiativesb. Data science education research4. Data science thinkinga. Computational thinkingb. Statistical thinkingc. Data thinkingd. Data literacyPart B - Challenges of Data Science Education5. The pedagogical challenge of data science education6. Data science education and the variety of learnersa. Data science as 21st century skillsb. Prerequisite knowledge for data sciencec. Data science for K-12d. Data science for undergraduatese. Data science for researchers: graduate studentsf. Data science for researchers: senior researchersg. Data science for industry7. The interdisciplinarity challengea. Multidisciplinarity, interdisciplinarity and transdisciplinarityb. Integration of the data domainc. Interdisciplinary pedagogyd. Interdisciplinary PCK (Pedagogical Content Knowledge)e. Interdisciplinary PBL (Project Based Learning)8. Data science skillsa. Professional skillsb. Soft skillsc. Research skillsPart C - Data science Teaching frameworks9. Teacher Preparation - the Method for Teaching Data Science course10. Data Science for Social Sciencea. Interdisciplinary CS1b. Machine learning for social science and digital humanities11. Conclusion","brand":"Springer International Publishing AG","offers":[{"title":"Default Title","offer_id":48743077216599,"sku":"9783031247576","price":52.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783031247576.jpg?v=1720064009"},{"product_id":"radical-solutions-and-open-science-an-open-approach-to-boost-higher-education-9789811542756","title":"Radical Solutions and Open Science: An Open","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eThis open access book presents how Open Science is a powerful tool to boost Higher Education. The book introduces the reader into Open Access, Open Technology, Open Data, Open Research results, Open Licensing, Open Accreditation, Open Certification, Open Policy and, of course, Open Educational Resources. It brings all these key topics from major players in the field; experts that present the current state of the art and the forthcoming steps towards a useful and effective implementation.\u003c\/p\u003e  \u003cp\u003eThis book presents radical, transgenic solutions for recurrent and long-standing problems in Higher Education. \u003cb\u003e\u003ci\u003e \u003c\/i\u003e\u003c\/b\u003eEvery chapter presents a clear view and a related solution to make Higher Education progress and implement tools and strategies to improve the user’s performance and learning experience. This book is part of a trilogy with companion volumes on \u003ci\u003eRadical Solutions \u003c\/i\u003e\u003ci\u003e\u0026amp;\u003c\/i\u003e\u003ci\u003e Learning Analytics\u003c\/i\u003e and \u003ci\u003eRadical Solutions \u003c\/i\u003e\u003ci\u003e\u0026amp;\u003c\/i\u003e\u003ci\u003e eLearning\u003c\/i\u003e.\u003c\/p\u003e\u003cbr\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1 Open Science as a way of Education Diversity.- 2 Open Licensing, Publishing and Accreditation.- 3 Integration of Formal and Informal Education Through Open Content.- 4 Open Data and Research Processes.- 5 Open Educational Resources: Development.- 6 Open Educational Resources: Assessment.- 7 Open Educational Resources: Quality.- 8 Open, Universal and Free Access to Education.- 9 Open Software as Cultural Heritage.- 10 Integration of Open Science with Regular Academic Programmes.- 11 The Student as a Center of His Learning Itinerary. The Prosumer Role.- 12 The Teacher as a Facilitator of the Student’s Self-Learning Itinerary. The Mentoring Role.- 13 The Institution as an Ecosystem for Integration and Learning Sharing.- 14 Case Study 1: Practical Use of Open Science in the Classroom.- 15 Case Study 2: Practical Use of Open Science in the Classroom.","brand":"Springer Verlag, Singapore","offers":[{"title":"Default Title","offer_id":48743289356631,"sku":"9789811542756","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"flipped-classrooms-with-diverse-learners-international-perspectives-9789811541704","title":"Flipped Classrooms with Diverse Learners:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book addresses the background of classroom flipping, explores the theoretical underpinnings for why flipping works, and shares current success stories in practice. It provides diverse international examples of classroom flipping for all ages, includes discussions of the authors’ studies in the context of the existing research, and illustrates the impact that classroom flipping has had across a range of educational settings instead of focusing on a specific domain or learner context. Intended as a handbook for practitioners, the analysis of commonly used, highly effective techniques for learners of various ages fills a major gap in the literature. It offers a valuable resource for educators, helping them make the flipped learning experience an impactful and meaningful one.\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e1 An Introduction to Flipping the Classroom.- 2 Instructional Design: Evidence-based Practices in the Flipped Classroom.- 3 Flipping the Math Classroom.- 4 Flipping the English Language Arts \u0026amp; Literacy Classroom.- 5 A Flipped English Class in a Korean Middle School: Changes in English Language Teaching, Classroom Interaction, and Learning Outcomes.- 6 Flipping Physical Education Classrooms for Grades K-12.- 7 Flipping for Diverse Learners.- 8 The Flipped Computer Science Classroom: A Modern Approach to Programmed Instruction.- 9 Flipping the Secondary Classroom in China.- 10 Flipped Learning at the University Level.- 11 Improved learning performance based on a flipped classroom concept: A case study based on the course introduction to management accounting for business engineers.- 12 Flipping the Business Administration Classroom.- 13 Flipping the Classroom in Teacher Education.- 14 Flipping Biomedical Science.- 15 Why Flip the Medical Resident Classroom? A Pilot Study in Singapore.- 16 Flipped Instruction among Medical Students in Singapore.- 17 Current Issues and Future Implications.\u003cbr\u003e\u003c\/p\u003e","brand":"Springer Verlag, Singapore","offers":[{"title":"Default Title","offer_id":48743289454935,"sku":"9789811541704","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"handbook-of-open-distance-and-digital-education-9789811920790","title":"Handbook of Open, Distance and Digital Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis open access handbook offers a one-stop-shop for both new and established researchers, educators, policy makers and administrators in the field of open, distance and digital education (ODDE) to gain a comprehensive overview of the history, theory and practice at all levels of ODDE, and at the same time stimulates in-depth discussions on various themes and issues of ODDE for today and future. Researchers, scholars and students in the field of ODDE can use this handbook as a major reference to conduct their own research and learning agendas.\u003cbr\u003eTo cover the field comprehensively, the handbook is structured following the 3M framework developed by one of the chief editors Zawacki-Richter. The 3M framework categorizes the major research areas and issues in ODDE on three levels. Accordingly, the handbook is divided into six sections in total, two section at each of the three levels: 1) Macro Level – ODDE Systems and Theories, 2) Meso Level - Institutional Perspectives, Management and Organization, and 3) Micro Level – Learning and Teaching in ODDE.\u003cp\u003eThis is an open access book.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSection 1: History, Theory and Research in ODDE.- Section 2: Global Perspectives and Internationalization.- Section 3: Organization, Leadership and Change.- Section 4: Infrastructure, Quality Assurance and Support Systems.- Section 5: Learners, Teachers, Media and Technology.- Section 6: Design, Delivery and Assessment.","brand":"Springer Verlag, Singapore","offers":[{"title":"Default Title","offer_id":48743293387095,"sku":"9789811920790","price":374.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9789811920790.jpg?v=1720064960"},{"product_id":"design-for-how-people-learn-9780134211282","title":"Design for How People Learn","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eChapter 1: Where do we start?\u003c\/p\u003e \u003cp\u003eChapter 2: Who are your learners?\u003c\/p\u003e \u003cp\u003eChapter 3: What is the goal?\u003c\/p\u003e \u003cp\u003eChapter 4: How do we remember?\u003c\/p\u003e \u003cp\u003eChapter 5: How do you get their attention?\u003c\/p\u003e \u003cp\u003eChapter 6: Design for knowledge\u003c\/p\u003e \u003cp\u003eChapter 7: Design for skills\u003c\/p\u003e \u003cp\u003eChapter 8: Design for habit - NEW!\u003c\/p\u003e \u003cp\u003eChapter 9: Design for motivation   \u003c\/p\u003e \u003cp\u003eChapter 10: Design for environment\u003c\/p\u003e \u003cp\u003eChapter 11: Evaluating learning - NEW!\u003c\/p\u003e","brand":"Pearson Education (US)","offers":[{"title":"Default Title","offer_id":48864169853271,"sku":"9780134211282","price":30.14,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780134211282.jpg?v=1722270716"},{"product_id":"this-is-learning-experience-design-9780137950737","title":"This is Learning Experience Design","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eNiels 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.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eChapter 1 The power of experience\u003c\/p\u003e \u003cp\u003eChapter 2 Why learning experience design matters\u003c\/p\u003e \u003cp\u003eNine rules of learning experience design\u003c\/p\u003e \u003cp\u003eChapter 3 What is learning experience design?\u003c\/p\u003e \u003cp\u003eChapter 4 Experiential learning\u003c\/p\u003e \u003cp\u003eChapter 5 How to design a learning experience\u003c\/p\u003e \u003cp\u003eChapter 6 The Learning Experience Canvas\u003c\/p\u003e \u003cp\u003eChapter 7 Design tools\u003c\/p\u003e \u003cp\u003eChapter 8 Case studies\u003c\/p\u003e \u003cp\u003eChapter 9 What's next?\u003c\/p\u003e","brand":"Pearson Education (US)","offers":[{"title":"Default Title","offer_id":48864176931159,"sku":"9780137950737","price":26.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780137950737.jpg?v=1722270751"},{"product_id":"from-the-campfire-to-the-holodeck-9781118633939","title":"From the Campfire to the Holodeck","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eHow 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.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword \u003ci\u003ePrakash Nair\u003c\/i\u003e vii\u003c\/p\u003e \u003cp\u003eAbout the Author xiii\u003c\/p\u003e \u003cp\u003eAcknowledgments xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction xvii\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 The Problem with Traditional Classrooms 1\u003c\/p\u003e \u003cp\u003e2 Campfires 11\u003c\/p\u003e \u003cp\u003e3 Watering Holes 17\u003c\/p\u003e \u003cp\u003e4 Caves 23\u003c\/p\u003e \u003cp\u003e5 Life 31\u003c\/p\u003e \u003cp\u003e6 The Challenge of Technology 37\u003c\/p\u003e \u003cp\u003e7 Technological Campfires 51\u003c\/p\u003e \u003cp\u003e8 Technological Watering Holes 65\u003c\/p\u003e \u003cp\u003e9 Technological Caves 77\u003c\/p\u003e \u003cp\u003e10 Technological Life Spaces 85\u003c\/p\u003e \u003cp\u003e11 Learning on the Holodeck 105\u003c\/p\u003e \u003cp\u003eNotes 127\u003c\/p\u003e \u003cp\u003eIndex 133\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48866374648151,"sku":"9781118633939","price":21.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781118633939.jpg?v=1722278346"},{"product_id":"math-s-fix-the-an-education-blueprint-of-the-ai-age-9781579550295","title":"Math(s) Fix, The: An Education Blueprint Of The","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWhy 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?","brand":"Wolfram Media Inc","offers":[{"title":"Default Title","offer_id":48867617571159,"sku":"9781579550295","price":18.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781579550295.jpg?v=1722284146"},{"product_id":"math-s-fix-an-education-blueprint-for-the-ai-age-9781579550363","title":"Math(s) Fix: An Education Blueprint for the AI","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWhy 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?","brand":"Wolfram Media Inc","offers":[{"title":"Default Title","offer_id":48867617702231,"sku":"9781579550363","price":14.4,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781579550363.jpg?v=1722284148"},{"product_id":"how-we-read-now-9780197656884","title":"How We Read Now","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAn engaging and authoritative guide to the impact of reading medium on learning, from a foremost expert in the fieldWe face constant choices about how we read. Educators must select classroom materials. College students weigh their textbook options. Parents make decisions for their children. The digital revolution has transformed reading, and with the recent turn to remote learning, onscreen reading may seem like the only viable option. Yet selecting digital is often based on cost or convenience, not on educational evidence. Now more than ever it is imperative to understand how reading medium actually impacts learning--and what strategies we need in order to read effectively in all formats. In How We Read Now, Naomi Baron draws on a wealth of knowledge and research to explain important differences in the way we concentrate, understand, and remember across multiple formats. Mobilizing work from international scholarship along with findings from her own studies of reading practices, Baro\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eBaron's work provides a weighted and critical description of printed and digital environments from an educational point of view, focusing on those factors of improvement that each of them entails. One of its main contributions is the introduction of audio and video analysis as complementary forms of reading that are becoming more and more important as the platforms for their use expand, and the services offered increase. * José Antonio Cordón, University of Salamanca, Escola de Llibreria *\u003cbr\u003eBeyond being eminently readable, How We Read Now is also inspiring in terms of design. Recommended. Graduate students, researchers, faculty, and professionals; general readers. * P. Finley, University of Nevada, Las Vegas, CHOICE *\u003cbr\u003eA well-researched, accessible treatise on all the ways we experience and absorb words... Educating tomorrowâs generations is of urgent importance to all of us, and for that reason, How We Read Now is must reading. Baron does not prescribe particular reading platforms, but rather enables us to better assess all the possibilities... Baron's light, conversational style makes for enjoyable reading - whether in print or on a screen. * Bárbara Mujica, Washington Independent Review of Books *\u003cbr\u003eHow We Read Now is a wonderful guide to the complicated landscape where our minds meet the written word; it helps us understand how we read, how we learn, and how we navigate a changing world of text, information, stories, and connection, for ourselves and for our children. * Perri Klass, Professor of Journalism and Pediatrics, New York University, and author A Good Time to Be Born *\u003cbr\u003eNaomi Baron has done a huge service to everyone involved in the study, teaching, and practice of reading-which means all of us. Written in a friendly and informal style, with well-placed signposts and summaries, her succinct synthesis of research findings provides a wealth of timely and relevant advice for policy-makers, teachers, students, parents, and children. * David Crystal, Honorary Professor of Linguistics, Bangor University, and author of Let's Talk *\u003cbr\u003eNaomi Baron has done it again. She has enticed us to take a long, hard look at reading in this technological age. How We Read Now brings the advantages and disadvantages of each medium into the light, and guides us on what, when, or why to read in one medium or another. This eye-opening book is truly a 'must read' for educators, parents, and students. * Patricia Alexander, Distinguished University Professor, University of Maryland *\u003cbr\u003eDr. Baron clearly synthesizes the issues surrounding how we read from printed and screen texts. Everyone needs to read this book. * Larry D. Rosen, Professor Emeritus of Psychology, California State University, Dominguez Hills, and co-author of The Distracted Mind *\u003cbr\u003eNaomi Baron expertly presents the latest research on the cognitive and behavioral facets of 'reading to learn' in multiple formats. She offers an accessible translation of points and strategies for policymakers and educators, including parents, to consider for readers at all levels. This book is essential reading in a time of transition to digital publishing. * Diane Mizrachi, UCLA Library, and Alicia Salaz, Carnegie Mellon University Libraries *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Maryanne Wolf List of Tables and Figures  Introduction: The New Great Debate in Reading  Part I  Sizing Up Reading What's at Stake? Chapter 1: What Do We Mean by \"Reading\" and \"Reader\"?  Chapter 2: What are You Reading? Chapter 3: Print Reading: A Gold Standard?  Part II  Reading in Print versus Onscreen What's at Stake? Chapter 4: What Research Tells Us: Single Texts Chapter 5: What Research Tells Us: Multiple Texts  Chapter 6: Strategies for Effective Reading Onscreen  Part III Reading with Audio What's at Stake? Chapter 7: What Research Tells Us about Audio (and Video) Chapter 8: Strategies for Effective Reading with Audio (and Video)  Part IV What's Next?  What's at Stake? Chapter 9: Strategizing Reading in a Digital World Chapter 10: The Road Ahead   Acknowledgments Notes References Index","brand":"Oxford University Press Inc","offers":[{"title":"Default Title","offer_id":48883839959383,"sku":"9780197656884","price":15.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780197656884.jpg?v=1722529263"},{"product_id":"pupil-as-scientist-9780335101788","title":"PUPIL AS SCIENTIST","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe 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.\u003cbr\u003e\u003cbr\u003eOne 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.\u003cbr\u003e\u003cbr\u003eDespite 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.\u003cbr\u003e\u003cbr\u003eThis is an accessible, authoritative and very helpful book for all concerned with the teaching of science in the secondary\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe 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.\u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e","brand":"Open University Press","offers":[{"title":"Default Title","offer_id":48883980829015,"sku":"9780335101788","price":28.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780335101788.jpg?v=1722529885"},{"product_id":"how-to-thrive-as-a-coach-in-a-digital-world-coaching-with-technology-9780335250615","title":"How to Thrive as a Coach in a Digital World","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTechnology 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. \u003cbr\u003e\u003cbr\u003eBy 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:\u003cbr\u003e\u003cbr\u003eâ\u003cspan\u003e\u003c\/span\u003eUnearth the truth behind the glossy veneer of techno\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAbbreviations\u003cbr\u003eAcknowledgements\u003cbr\u003eIntroduction: The rise of the robot coach? (14 minute read)\u003cbr\u003ePART 1: CONTEXT SETTING\u003cbr\u003e1 The story so far (23 minute read)\u003cbr\u003e2 Back to basics (24 minute read)\u003cbr\u003e3 Undeniable opportunities (28 minute read)\u003cbr\u003e4 Inevitable risks (36 minute read)\u003cbr\u003e5 Ethical quandaries (25 minute read)\u003cbr\u003ePART 2: THE COACHING TECHNOLOGY LANDSCAPE\u003cbr\u003e6 Breakdown of the coaching lifecycle (15 minute read)\u003cbr\u003e7 Administration and productivity (25 minute read)\u003cbr\u003e8 Coaching management and oversight (34 minute read)\u003cbr\u003e9 Data gathering and analytics (31 minute read)\u003cbr\u003e10 Coaching conversations (42 minute read)\u003cbr\u003e11 Robot coaches (37 minute read)\u003cbr\u003ePART 3: THE FUTURE\u003cbr\u003e12 A bleak future (15 minute read)\u003cbr\u003e13 A bright future (26 minute read)\u003cbr\u003e14 A likely future (14 minute read)\u003cbr\u003e15 A clarion call to action (15 minute read)\u003cbr\u003e16 Conclusion: The rise of the human coach (11 minute read)\u003cbr\u003eGlossary\u003cbr\u003eBibliography\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e","brand":"Open University Press","offers":[{"title":"Default Title","offer_id":48884001603927,"sku":"9780335250615","price":20.89,"currency_code":"GBP","in_stock":true}]},{"product_id":"the-turtle-hypodermic-of-sickenpods-9780773521056","title":"The Turtle Hypodermic of Sickenpods","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDavid Solway's The Turtle Hypodermic of Sickenpods is an eye-opening polemic against technology in the classroom and pedagogical theory as furthered by current administrative policy. He dissects the way computers have affected the learning process and students' ability to understand material presented to them in books.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"David Solway is a genius. He has things to say of the utmost significance. The Turtle Hypodermic of Sickenpods is a highly important and timely work that tackles the subject of computers and their impact on the learning process. These are wise, bold words whose sentiments desperately need to be heard and disseminated\" W.J. Keith, emeritus, professor of English, University College, University of Toronto","brand":"McGill-Queen's University Press","offers":[{"title":"Default Title","offer_id":48884596244823,"sku":"9780773521056","price":77.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780773521056.jpg?v=1722532681"},{"product_id":"chromebook-for-dummies-9781394168804","title":"Chromebook For Dummies","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eThe return of the bestselling Chromebook guide on the market\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eChromebook For Dummies, Third Edition, \u003c\/i\u003eis your easy-to-follow guide to the low-cost alternative to a traditional laptop. This beginner's manual walks you through setting up your Chromebook, transitioning from using a traditional computer, and customizing the system to fit your needs. In case you're wondering, the Chromebook can be used for anything you''d normally do onlinechecking email, browsing websites, watching videos. This book takes you through all of it, giving you the latest updates on new Chromebook hardware and software features. Navigate apps, apply advanced settings and features, and turn to this guide time and again as you customize and optimize your Chromebook's performance. \u003c\/p\u003e\u003cul\u003e \u003cli\u003eGet all the basics on using your Chromebook, in easy-to-follow Dummies style\u003c\/li\u003e \u003cli\u003eSet up and start using your Chromebook with ease \u003c\/li\u003e \u003cli\u003eLearn about the latest features in the Chrome operating system\u003c\/li\u003e \u003cli\u003eDiscover the benefits of Chromebook versus traditional laptops\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eNew and novice Chromebook users will love this approachable intro to Google's little portable computer.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1: Getting Started with Chromebook 5\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 1: Choosing and Setting Up Your Chromebook 7\u003c\/p\u003e \u003cp\u003eChapter 2: Working with the Chromebook Desktop 19\u003c\/p\u003e \u003cp\u003eChapter 3: Surveying the Chrome Browser 33\u003c\/p\u003e \u003cp\u003eChapter 4: Getting Your Hands on the Keyboard and Touchpad 49\u003c\/p\u003e \u003cp\u003eChapter 5: Finding and Exploring Chromebook Apps 67\u003c\/p\u003e \u003cp\u003eChapter 6: Working with Gmail and Google Calendar 77\u003c\/p\u003e \u003cp\u003eChapter 7: Working with Files and Google Drive 105\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2: Harnessing Business Power with the Chromebook 121\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 8: Writing with Word Processing. 123\u003c\/p\u003e \u003cp\u003eChapter 9: Summarizing Spreadsheets 149\u003c\/p\u003e \u003cp\u003eChapter 10: Preparing Presentations 185\u003c\/p\u003e \u003cp\u003eChapter 11: Using Other Office Tools 221\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3: The Chromebook Recreational Vehicle 239\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 12: Managing Your Music 241\u003c\/p\u003e \u003cp\u003eChapter 13: Having Fun with Photos 261\u003c\/p\u003e \u003cp\u003eChapter 14: Playing Video on the Chromebook 277\u003c\/p\u003e \u003cp\u003eChapter 15: Chatting with Friends and Family 297\u003c\/p\u003e \u003cp\u003eChapter 16: Reading Ebooks on the Chromebook 319\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4: Advanced Chromebook Settings 335\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 17: Customizing Your Chromebook 337\u003c\/p\u003e \u003cp\u003eChapter 18: Securing Your Chromebook 357\u003c\/p\u003e \u003cp\u003eChapter 19: Troubleshooting Your Chromebook 383\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 5: The Part of Tens 401\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter 20: Ten (Plus One) Hardware Features to Consider When Buying a Chromebook 403\u003c\/p\u003e \u003cp\u003eChapter 21: Ten (Plus One) Handy Chromebook Shortcuts 411\u003c\/p\u003e \u003cp\u003eChapter 22: Ten Great ChromeOS Apps 417\u003c\/p\u003e \u003cp\u003eChapter 23: Ten Chromebook Security Tips 423\u003c\/p\u003e \u003cp\u003eIndex 429\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48885458862423,"sku":"9781394168804","price":17.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781394168804.jpg?v=1722536485"},{"product_id":"the-blackbird-academy-foundations-9781495069345","title":"The Blackbird Academy Foundations","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eÊThe Blackbird Academy Foundations: Must-Know Audio and Recording PrinciplesÊ is designed to build your music engineering and audio production skills. The principles are directed at beginners to more advanced music creators  remixers  musicians  songwriters  singers  and those curious about what it takes to record  overdub  and mix quality music. Those who aspire to music  from ages 10 and up  will gain operational skills and understanding of basic to advanced recording concepts including:ÞÞÛ Signal flowÞÛ Microphone recognition and advanced placementÞÛ The keys to achieving great results when recordingÞÛ Essential analog and digital gear used in audio productionÞÛ Using a digital audio workstationÞÛ Understanding analog to digital  and digital to analog  conversionÞÛ Using plug-ins and analog processing when recording  overdubbing  and mixingÞÛ Developing software skills  such as tuning processing  editing  and mixingÞÛ Console basics and operationÞÛ Using auziliary tracks and busesÞÛ","brand":"Hal Leonard Corporation","offers":[{"title":"Default Title","offer_id":48885887828311,"sku":"9781495069345","price":19.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781495069345.jpg?v=1722538051"},{"product_id":"artificial-intelligence-engineering-for-postsecondary-education-digital-transformation-9781536163902","title":"Artificial Intelligence Engineering for","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWe present conceptual foundations for artificial intelligence, expert systems, and knowledge engineering and management and discuss high quality in education. Following, we discuss the basics of our vision and prospective about higher education (HE): the battle for the future with digital transformation (DT). Next, we present our central Chapter 4 on DT: our dual model of knowledge and data, as befits a HE institution. Below, we present a succinct outline of our architectural model. The pillars of the architecture are funding, research, entrepreneurship and social projection (Chapter 8); recognizing from the start that knowledge has its ethos in the university; these pillars correspond to: Productive ecosystem of the DT DT that enhances knowledge and innovation in the universities for the habilitation of the digital capabilities A new economy that requires the U transformation as social projection. New DT human talent required by the new knowledge and intelligence industry. The student hyper-personalization by competences and skills is required. Ten Views of Our DT Model, given its complex process that takes place in long ways, a process required for the successful survival of an organization into the IV Industrial Revolution, with the final purpose of being very competitive, productive and of high quality (HQ). The DT views, namely: 1-The DT Ecosystem. 2-The structural vision or the pillars of the DT mentioned. 3-The DT strategic map, showing scenarios, actors and vision-mission. 4-The architectural components for DT: 8 architectures were developed and implemented, applying some intelligent constructs that we have developed and documented in the last 10 years at FESSANJOSE (U. San José), leading DT in postsecondary education (PSEd). 5-Digital 360° architecture of DT Academy and Administration LOCUS: this architecture is the digital portfolio that implies the organization of the subsystems to obtain better and\/or new functionalities based on knowledge to obtain an intelligent behavior. The DT multilayer-architecture approach is a system of systems (SoS) one, which ensures compliance with government policies, norms and standards, in a highly complex social institution with digital assets; this approach describes the subsystems at a higher level, where a system is composed, and with the protocols by which the subsystems communicate. It provides a 360° business vision map and a planning framework for commercial and technological changes. 6-The computational-mathematical perspective of DT, identifying endogenous and exogenous variables and their interrelations. 7-The synthesis, the Matrix of End-Means (EMM) that summarizes in DT: Where the HE is. In addition, where can the HE go? 8-The MIR Matrix, which describes DT Objectives, impacts-indicators and results. 9-The dynamic model of the DT system, based on computational intelligence, representing the system information control of all the components to achieve the completion of the DT. The intelligent management information system (iMIS) for PSEd, shows the dynamics of DT, integrating several multilevel system hybrid architectures, as a space to respond to the solution of the HE problems, tending to the desired competitiveness, specifically pointing out the way that these modern technologies can be included for their adaptation and evolution in PSEd in post-modernity, making governability, and teaching and student productivity compatible with educational high quality, the purpose of DT. The interface Results of the iMIS includes: high quality metrics, digitization rate progress, indicators (an special appendix on KPI were included) and values of management, desertion, answers, and plans. The Input Interface includes data, information and knowledge acquisition, where the attributes, parameters.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of FiguresList of TablesIntroduction: Digital Transformation Inside UniversitiesBasic and Conceptual Aspects for Digital TransformationThe Battle for the FuturePostsecondary Education Digital TransformationPortfolio AnalyticsSelf-Evaluation and High Quality Education AnalyticsIntelligent Architecture of Position Audit of Digital Transformation USANJOSE-Arch-Level-DTDigitalization of the Social Projection and Relationship with the External SectorConclusionAppendixReferencesAbout the AuthorsIndex.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886146761047,"sku":"9781536163902","price":138.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781536163902.jpg?v=1722538984"},{"product_id":"the-musicians-guide-to-audio-9781540026927","title":"The Musician's Guide to Audio","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTHE MUSICIAN''S GUIDE TO AUDIO","brand":"Hal Leonard Corporation","offers":[{"title":"Default Title","offer_id":48886228713815,"sku":"9781540026927","price":18.58,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781540026927.jpg?v=1722539288"},{"product_id":"new-educational-technology-9781604560374","title":"New Educational Technology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eEducational technology is a creative blending of ''idea'' and ''product'' technologies with subject-matter content in order to engender and improve teaching and learning processes. Educational technology is often associated with the terms instructional technology or learning technology. ''Product'' technologies are tangible; for example, computer hardware or software. ''Idea'' technologies are cognitive frameworks or schemes; for example, the Multiple Intelligence Theory proposed by Howard Gardner. When products are thoughtfully blended with subject matter content (such as mathematics or science concepts) for a specific audience in a specific educational context (such as a school), one is using ''educational technology''. The words educational and technology in the term educational technology have the general meaning. Educational technology is not restricted to the education of children, nor to the use of high technology.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886625829207,"sku":"9781604560374","price":149.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781604560374.jpg?v=1722540933"},{"product_id":"easy-enjoyable-effective-e-learning-9781604566345","title":"Easy, Enjoyable, Effective E-Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book illustrates an \"Easy\", \"Enjoyable\", \"Effective\" e-Learning system called \"Apty\" (Automated Practice \u0026amp; Test System). Today, the Internet is just as available in homes as it is in companies, schools and anywhere else where broad-band communication lines are available. This establishes the social environments for e-Learning. However, under present circumstances, e-Learning systems cannot be used without conditions. The spread of e-Learning in elementary schools, junior high schools, senior high schools, colleges and universities is not wide enough. There are a number of issues with current e-learning systems: there are difficulties in installing and administering e-Learning systems; the development of courseware is time-consuming; educators are often forced to use ready-made products; student-users need to perform several operations to reach their desired page of interest because of the complexity of current e-Learning systems; and finally, quality e-Learning systems are costly. This book is divided into three parts: Introduction, Advanced, and Expert. The introduction part explains the general functions of the Apty system. Although the Advanced and Expert parts may require background information in certain cases, nearly all functions of the Apty system can be utilised according to the instructions outlined in this book. The Apty system is \"enjoyable\". Students can enjoy studying with the Apty system. The system randomly chooses questions from the pool of those previously created and stored. Each time students log in, they can practice a few new questions in a short time. In practice drills and examinations that consist of a series of short quizzes, those top ten scores appear in a subject home page, and anyone can view these scores without logging in. Since the top ten practice scores can be summarised for each week or even for each day, it is possible for anyone to get the top score. The order of the top ten scores changes very often. This can encourage students to study hard by competing with each other.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886644703575,"sku":"9781604566345","price":67.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781604566345.jpg?v=1722541020"},{"product_id":"learning-in-the-network-society-the-digitized-school-9781607411727","title":"Learning in the Network Society \u0026 the Digitized","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eLearning in the Network Society and the Digitized School is a refereed research anthology focusing on how digitisation of society and school influence communities of practise, pedagogy, didactics, ICT and learning in the 21st century. This has become increasingly important during the digital revolution the last ten years and e.g. in Norway digital literacy have enjoyed a historic rise in their academic status, becoming the fifth core competence to be incorporated in all subjects at all age levels under the new national curriculum. This digitisation of society and school presents opportunities, challenges and dilemmas in the running of schools and the question that arises is to what extent this has any impact on young people''s learning as well as students in higher education. The anthology aims to examine these issues from different methodological and theoretical perspectives, based on the overall theme \"research meets practise - practise meets research\". The anthology consists of 16 chapters with thematic areas as: ICT and personalisation, ICT and creativity, ICT and dialogical approaches, ICT and school development, Digital divides, Situated learning in the Network society, ICT in English-teaching, collaboration in virtual student-settings, ICT and learning, Digital didactics, Adapted education and ICT, and ICT and Pedagogy. The anthology aims to reflect ongoing educational research within these areas in Sweden, Norway and United Kingdom, but the anthology is highly relevant for all other countries dealing with implementation of ICT in education.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886720790871,"sku":"9781607411727","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"cloud-9-learning-in-the-information-age-9781634832496","title":"Cloud 9: Learning in the Information Age","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eEducation is the harbinger of change; technological learning in the Information Age is at the cusp of that change, bringing new technologies, enhanced interfaces, dialogue, mobile learning and networked resources that shape content, sharing and distribution of information. These aspects influence the people and society of the \"climate century\". The Information Age follows the production of data in previously unheard quantities. In the early days of widespread computer usage, we had a plethora of theories with only a paucity of data. Now, the data we produce is so large that it requires new analytics and new patterns of interpretative meaning. New methods of storage and analysis are needed in order to quantify big data.'' But we live in uncertain times, in which even the climatelike financial markets is more volatile than it was in the pre-industrial second millennium, making technological adaptation ever more critical. This technological adaptation needs to occur in conjunction with an attitude which fosters a caring curiosity'' for the biosphere which sustains us. Education is about gaining qualifications, but it is also about intrinsically dispelling uncertainty in the quest for knowledge and techniques to enhance the experience of life and living. Cloud 9: Learning in the Information Age explores some of the methods and learning techniques and technologies that help us to do this.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48887202546007,"sku":"9781634832496","price":209.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781634832496.jpg?v=1722543492"},{"product_id":"mobile-learning-trends-attitudes-effectiveness-9781634834292","title":"Mobile Learning: Trends, Attitudes \u0026","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48887206773079,"sku":"9781634834292","price":195.19,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781634834292.jpg?v=1722543507"},{"product_id":"essential-windows-10-1st-anniversary-edition-9781911174165","title":"Essential Windows 10: 1st Anniversary Edition","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Elluminet Press","offers":[{"title":"Default Title","offer_id":48888532304215,"sku":"9781911174165","price":13.45,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781911174165.jpg?v=1722549860"},{"product_id":"how-the-computer-went-to-school-australian-government-policies-for-computers-in-schools-1983-2013-9781922235169","title":"How the Computer went to School: Australian","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Monash University Publishing","offers":[{"title":"Default Title","offer_id":48888690508119,"sku":"9781922235169","price":24.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781922235169.jpg?v=1722550648"},{"product_id":"mass-media-and-methods-of-education-9788126125562","title":"Mass Media and Methods of Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Anmol Publications Pvt Ltd","offers":[{"title":"Default Title","offer_id":48889516163415,"sku":"9788126125562","price":28.12,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9788126125562.jpg?v=1722554691"},{"product_id":"media-and-learning-9788126125623","title":"Media and Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Anmol Publications Pvt Ltd","offers":[{"title":"Default Title","offer_id":48889516294487,"sku":"9788126125623","price":29.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9788126125623.jpg?v=1722554692"},{"product_id":"increasing-role-of-technology-in-education-9788182051416","title":"Increasing Role of Technology in Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe book \"Increasing Role of Technology In Education\" by Sarita Kumari explores the importance of technology in education, covering teaching methods, IT's role, and teacher education. Published in 2004 by Isha Books, it has 300 pages and an ISBN of 9788182051416.","brand":"Isha Books","offers":[{"title":"Default Title","offer_id":48889685442903,"sku":"9788182051416","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"encyclopaedia-of-education-and-technology-9788182741706","title":"Encyclopaedia of Education and Technology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eCovers more than 200 entries relevant in many important educational contexts, including kindergarten, corporate and industrial training, and distance education.","brand":"Pentagon Press","offers":[{"title":"Default Title","offer_id":48889687408983,"sku":"9788182741706","price":118.12,"currency_code":"GBP","in_stock":false}]},{"product_id":"educational-development-and-technology-9788189005467","title":"Educational Development and Technology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eESD promotes new ways of learning to foster sustainable personal integrity and social change. Principles include awareness, voluntary action, collective responsibility, and partnership. UNESCO suggests a fifth pillar: learning to transform oneself and society.","brand":"Saurabh Publishing House","offers":[{"title":"Default Title","offer_id":48889752584535,"sku":"9788189005467","price":18.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9788189005467.jpg?v=1722555751"},{"product_id":"educational-development-and-technology-9788189005610","title":"Educational Development and Technology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe Brahmanic Age evolved Vedic education into shakha, charana, and parishad, leading to Ashramas and monasteries. It also produced Sutra literature and six Indian philosophical systems. K.R. Thakur, a Delhi lecturer, has significant experience in education and has contributed to research papers and magazines.","brand":"Saurabh Publishing House","offers":[{"title":"Default Title","offer_id":48889752813911,"sku":"9788189005610","price":7.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9788189005610.jpg?v=1722555753"},{"product_id":"elearning-and-the-science-of-instruction-proven-guidelines-for-consumers-and-designers-of-multimedia-learning-9781394177370","title":"eLearning and the Science of Instruction  Proven","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Foundations of e-Learning and the Science of Instruction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 e-Learning: Promise and Pitfalls 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is e-Learning? 4\u003c\/p\u003e \u003cp\u003eThe Evolution of e-Learning for Training 7\u003c\/p\u003e \u003cp\u003eIs e-Learning Better? 9\u003c\/p\u003e \u003cp\u003eThe Promise of e-Learning 10\u003c\/p\u003e \u003cp\u003eThe Pitfalls of e-Learning 13\u003c\/p\u003e \u003cp\u003ee-Learning Architectures 14\u003c\/p\u003e \u003cp\u003eTwenty Years Later 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 How People Learn from e-Courses 19\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Do People Learn? 21\u003c\/p\u003e \u003cp\u003eGuiding the Learner’s Cognitive Processing During Learning 25\u003c\/p\u003e \u003cp\u003eCore Goals for Instructional Design in e-Learning 27\u003c\/p\u003e \u003cp\u003eHow e-Lessons Affect Learning 31\u003c\/p\u003e \u003cp\u003eSummary of Learning Processes 34\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Learning 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Evidence-Based Practice 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Evidence-Based Practice? 40\u003c\/p\u003e \u003cp\u003eRationale for Evidence-Based Practice 41\u003c\/p\u003e \u003cp\u003eThree Approaches to Research on Instructional Effectiveness 42\u003c\/p\u003e \u003cp\u003eWhat to Look for in Experimental Comparisons 43\u003c\/p\u003e \u003cp\u003eWhat Are Boundary Conditions? 49\u003c\/p\u003e \u003cp\u003eWhat Is a Meta-Analysis? 49\u003c\/p\u003e \u003cp\u003eLimits of Experimental Research 50\u003c\/p\u003e \u003cp\u003eWhere Can You Find Relevant Research? 50\u003c\/p\u003e \u003cp\u003eThe Evolution of Evidence-Based Practice 51\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Evidence-Based Practice 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II How to Leverage Visuals and Words in e-Learning 55\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Applying the Multimedia Principle: Use Words and Graphics Rather than Words Alone 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDo Visuals Make a Difference? 59\u003c\/p\u003e \u003cp\u003eMultimedia Principle: Include Both Words and Graphics 60\u003c\/p\u003e \u003cp\u003eSome Ways to Use Graphics to Promote Learning 63\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Multimedia Principle 66\u003c\/p\u003e \u003cp\u003eEvidence for Using Words and Pictures 67\u003c\/p\u003e \u003cp\u003eWhen to Use Animations 72\u003c\/p\u003e \u003cp\u003eHow to Optimize Learning from Graphics 73\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Visuals 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Applying the Contiguity Principle: Align Words to Corresponding Graphics 81\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSpatial Contiguity Principle: Place Printed Words near Corresponding Graphics 83\u003c\/p\u003e \u003cp\u003eViolations of Spatial Contiguity 85\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Spatial Contiguity Principle 90\u003c\/p\u003e \u003cp\u003eEvidence for the Spatial Contiguity Principle 90\u003c\/p\u003e \u003cp\u003eTemporal Contiguity Principle: Synchronize Spoken Words with Corresponding Graphics 94\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Temporal Contiguity Principle 96\u003c\/p\u003e \u003cp\u003eEvidence for the Temporal Contiguity Principle 97\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Contiguity 98\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Applying the Signaling Principle: Use Verbal and Visual Cues to Direct Attention 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Signaling? 104\u003c\/p\u003e \u003cp\u003eHow Does Signaling Work? 105\u003c\/p\u003e \u003cp\u003eEvidence for the Benefits of Signaling 106\u003c\/p\u003e \u003cp\u003eSignaling: The Bottom Line 110\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Signaling 110\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eModality Principle: Present Words as Speech Rather Than On-Screen Text 117\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Modality Principle 119\u003c\/p\u003e \u003cp\u003eEvidence for Using Spoken Rather Than Printed Text 121\u003c\/p\u003e \u003cp\u003eWhen Audio Is Not Effective: Boundary Conditions for the Modality Principle 123\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Modality 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 When to Add Text to Audio Narration: Applying the Redundancy Principle 131\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is the Redundancy Principle? 133\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Redundancy Principle 133\u003c\/p\u003e \u003cp\u003eEvidence for Omitting Redundant On-Screen Text 137\u003c\/p\u003e \u003cp\u003eAdd On-Screen Text to Narration in Special Situations 138\u003c\/p\u003e \u003cp\u003eThe Bottom Line 142\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Redundancy 142\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Applying the Coherence Principle: Adding Extra Material Can Hurt Learning 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePrinciple 1: Avoid e-Lessons with Extraneous Words 152\u003c\/p\u003e \u003cp\u003ePrinciple 2: Avoid e-Lessons with Extraneous Graphics 156\u003c\/p\u003e \u003cp\u003ePrinciple 3: Avoid e-Lessons with Extraneous Audio 165\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Coherence 166\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III How to Promote Skill Building in e-Learning 171\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Engagement in e-Learning: Activities for Promoting Generative Learning 173\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Engagement? 175\u003c\/p\u003e \u003cp\u003eEngagement and Generative Processing 176\u003c\/p\u003e \u003cp\u003eBehavioral Versus Psychological Engagement 177\u003c\/p\u003e \u003cp\u003eWhen Behavioral Engagement Impedes Learning 178\u003c\/p\u003e \u003cp\u003eThree Engagement Activities That Can Promote Generative Processing 180\u003c\/p\u003e \u003cp\u003eThe Bottom Line to Engagement in e-Learning 185\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Generative Learning 186\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Leveraging Examples in e-Learning 191\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Example-Based Instruction? 192\u003c\/p\u003e \u003cp\u003eThe Psychology of Example-Based Instruction 195\u003c\/p\u003e \u003cp\u003eEvidence for the Benefits of Example-Based Instruction 196\u003c\/p\u003e \u003cp\u003eHow to Optimize the Benefits of Example-Based Instruction 197\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Worked Examples 208\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Does Practice Make Perfect? 213\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Practice in e-Learning? 215\u003c\/p\u003e \u003cp\u003eIs Practice a Good Investment? 217\u003c\/p\u003e \u003cp\u003ePrinciple 1: Add Sufficient Practice Interactions to Achieve the Objective 219\u003c\/p\u003e \u003cp\u003ePrinciple 2: Make Sure Practice Mirrors the Job 221\u003c\/p\u003e \u003cp\u003ePrinciple 3: Provide Effective Feedback on Practice Performance 221\u003c\/p\u003e \u003cp\u003ePrinciple 4: Distribute and Mix Practice Among Learning Events 227\u003c\/p\u003e \u003cp\u003ePrinciple 5: Arrange Practice That Increases in Challenge as Learners Progress 229\u003c\/p\u003e \u003cp\u003ePrinciple 6: Provide Scaffolding to Support Guided Practice When Needed 229\u003c\/p\u003e \u003cp\u003ePrinciple 7: Apply Multimedia Principles in Designing Feedback 231\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Practice 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV How to Organize Content in e-Learning 235\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Organizing Instruction: Applying the Segmenting and Pretraining Principles 237\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is the Segmenting Principle? 239\u003c\/p\u003e \u003cp\u003eWhat Is the Pretraining Principle? 244\u003c\/p\u003e \u003cp\u003ePsychological Reasons for the Pretraining Principle 248\u003c\/p\u003e \u003cp\u003eManaging Essential Overload 249\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Segmenting and Pretraining 250\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Who’s in Control?: Guidelines for e-Learning Navigation 255\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearner Control Versus Program Control 257\u003c\/p\u003e \u003cp\u003eDo Learners Make Good Instructional Decisions? 260\u003c\/p\u003e \u003cp\u003eThe Psychology of Learner Decisions 263\u003c\/p\u003e \u003cp\u003eFour Principles for Learner Control in e-Learning 264\u003c\/p\u003e \u003cp\u003eThe Bottom Line 271\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Learner Control 271\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V How to Leverage Social Cues in e-Learning 275\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Applying the Personalization Principle: Use Conversational Style, Polite Wording, Friendly Voice, On-Screen Agents, and Social Presence in e-Learning 277\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePersonalization Principle 1: Use Conversational Rather Than Formal Style 280\u003c\/p\u003e \u003cp\u003ePersonalization Principle 2: Use Polite Wording 285\u003c\/p\u003e \u003cp\u003ePersonalization Principle 3: Use a Friendly Human Voice Quality for Narrations 286\u003c\/p\u003e \u003cp\u003eCan On-Screen Agents Promote Learning in Asynchronous e-Learning? 287\u003c\/p\u003e \u003cp\u003eHow Can Instructors in Video Lessons Leverage Personalization? 293\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Personalization 295\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Online Collaborative Learning 299\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Collaborative Learning? 301\u003c\/p\u003e \u003cp\u003eThe Psychology of Collaborative Learning 303\u003c\/p\u003e \u003cp\u003eWhat Is Computer-Supported Collaborative Learning (CSCL)? 304\u003c\/p\u003e \u003cp\u003ePrinciple 1: Design Tasks and Team Assignments to Foster Interdependence 307\u003c\/p\u003e \u003cp\u003ePrinciple 2: Optimize Group Size, Prior Knowledge, and Collaboration Experience 309\u003c\/p\u003e \u003cp\u003ePrinciple 3: Consider Tradeoffs Between Synchronous and Asynchronous Collaboration 310\u003c\/p\u003e \u003cp\u003ePrinciple 4: Maximize Social Presence in Online Collaborative Environments 312\u003c\/p\u003e \u003cp\u003ePrinciple 5: Use Scripts to Optimize Team Outcomes 313\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Online Collaborative Learning 316\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VI Special Applications of e-Learning 319\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 e-Learning to Build Thinking Skills 321\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Are Thinking Skills? 323\u003c\/p\u003e \u003cp\u003eWhat to Teach: Focused Target Skills Versus Improving the Mind in General 325\u003c\/p\u003e \u003cp\u003eWhere to Teach: Domain-General Versus Domain-Specific Thinking Skills 325\u003c\/p\u003e \u003cp\u003eHow to Teach: Expert Modeling with Learner Practice Versus Direct Instruction 326\u003c\/p\u003e \u003cp\u003eCan Thinking Skills Be Trained? 326\u003c\/p\u003e \u003cp\u003ePrinciple 1: Build Explicit Instruction to Teach Specific Job-Relevant Thinking Skills 328\u003c\/p\u003e \u003cp\u003ePrinciple 2: Incorporate Online Simulations of Authentic Work Scenarios 332\u003c\/p\u003e \u003cp\u003ePrinciple 3: Identify Job-Specific Thinking Processes 335\u003c\/p\u003e \u003cp\u003eTeaching Thinking Skills: The Bottom Line 336\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Teaching Thinking Skills 336\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Designing Effective Instructional Video 341\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Challenge of Instructional Video 343\u003c\/p\u003e \u003cp\u003eHistorical Foundations of Instructional Video 343\u003c\/p\u003e \u003cp\u003eUses of Instructional Video 343\u003c\/p\u003e \u003cp\u003ePrinciple 1: Record a Demonstration Video from a First-Person Perspective 345\u003c\/p\u003e \u003cp\u003ePrinciple 2: Have the Instructor Draw on the Board While Lecturing 346\u003c\/p\u003e \u003cp\u003ePrinciple 3: Embed Generative Activities During Breaks in the Video 347\u003c\/p\u003e \u003cp\u003ePrinciple 4: Add Subtitles for Learning in a Second Language 348\u003c\/p\u003e \u003cp\u003ePrinciple 5: Have the Instructor Exhibit Positive Voice and Gestures 349\u003c\/p\u003e \u003cp\u003ePrinciple 6: Have the Instructor Use Pointing and Eye Gaze to Direct Attention 350\u003c\/p\u003e \u003cp\u003ePrinciple 7: Avoid Overuse of Talking Heads or Static Instructor Images 351\u003c\/p\u003e \u003cp\u003ePrinciple 8: Apply Multimedia Design Principles 352\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Instructional Video 353\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Learning with Computer Games 357\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDo Games Have a Place in the Serious Business of Training? 359\u003c\/p\u003e \u003cp\u003eWhich Features Improve a Game’s Effectiveness? 359\u003c\/p\u003e \u003cp\u003eWhat Are the Cognitive Consequences of Playing Off-the-Shelf Computer Games? 365\u003c\/p\u003e \u003cp\u003eAre Games More Effective Than Conventional Media? 368\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Learning with Computer Games 375\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Immersive Virtual Reality for Instruction 379\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Promise and Pitfalls of Learning in Immersive Virtual Reality 381\u003c\/p\u003e \u003cp\u003eWhat Is Immersive Virtual Reality? 382\u003c\/p\u003e \u003cp\u003eThree Levels of Immersion 383\u003c\/p\u003e \u003cp\u003eIs Immersive Virtual Reality Better for Learning Than Traditional Media? 383\u003c\/p\u003e \u003cp\u003eWhen to Use Immersive Virtual Reality Learning Environments 386\u003c\/p\u003e \u003cp\u003eHow to Use Immersive Virtual Reality Training Environments 386\u003c\/p\u003e \u003cp\u003eWhat We Don’t Know About Immersive Virtual Reality 389\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21 Applying the Multimedia Guidelines 395\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Strong Is the Evidence for the Multimedia Principles? 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