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

Book SynopsisMobile learning is a primary learning format in the education of young children from birth through 6th grade. This format has been found to have a positive impact on the academic achievement, self-efficacy, motivation, and learning attitudes of students, including those with special needs (Ciampa, 2014; Hwang, 2014; Nikou & Economides, 2018; Xie, Basham, Marino & Rice, 2018). In both formal and informal learning contexts, mobile learning affords opportunities to innovate and explore new forms of authentic experiences, meaning-making, and creativity with untethered technology (Choi, Land, & Zimmerman, 2018; Schuck, Kearney & Burden, 2017). This edited book acts as a springboard to expand discussions surrounding how mobiles might best be situated in contexts relating to young children. With a focus on early childhood and elementary settings, this book both expands the definition of mobiles to encompass digital-physical tools (e.g. Osmo, probeware) and wearables. It also provides insight into how intentional integration of mobiles supports the development and practice of both in-service and preservice teachers working with students in early childhood and elementary settings.

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Book SynopsisMobile learning is a primary learning format in the education of young children from birth through 6th grade. This format has been found to have a positive impact on the academic achievement, self-efficacy, motivation, and learning attitudes of students, including those with special needs (Ciampa, 2014; Hwang, 2014; Nikou & Economides, 2018; Xie, Basham, Marino & Rice, 2018). In both formal and informal learning contexts, mobile learning affords opportunities to innovate and explore new forms of authentic experiences, meaning-making, and creativity with untethered technology (Choi, Land, & Zimmerman, 2018; Schuck, Kearney & Burden, 2017). This edited book acts as a springboard to expand discussions surrounding how mobiles might best be situated in contexts relating to young children. With a focus on early childhood and elementary settings, this book both expands the definition of mobiles to encompass digital-physical tools (e.g. Osmo, probeware) and wearables. It also provides insight into how intentional integration of mobiles supports the development and practice of both in-service and preservice teachers working with students in early childhood and elementary settings.

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Book SynopsisAs the demand for education at all levels has increased, so have the models of meeting these increased demands for education. As in many other parts of the world, public education has expanded to serve large populations across the regions of Africa, the Caribbean, and the Middle East. Many nations in these regions have instituted mandates, policies, and frameworks intended to simultaneously increase access to public education opportunities as well as improve the quality of education provided and to address a wide populace. Because the increase in educational demand has occurred at all levels, these efforts often address various levels of education from early childhood through primary schooling, junior secondary and secondary schooling and into tertiary education. Efforts also have been made to increase participation in education by marginalized and/or special populations. The range of efforts is large with some focusing on involving migrants/immigrants/refugees in primary education while others aim at opening up choices at the university level.Recently, nations in the region have recognized the possibilities of digital learning (online learning) as cell phones and other widely used portable wireless devices have made it possible to sell the idea that one can learn from anywhere at any time. This widespread access to technology has made it possible for governments as well as private entities to expand learning opportunities even to populations previously unreached or to address difficult to reach sectors of the population. At the same time, the population itself has not only increased in numbers but in diversity. Maintaining quality through digital and other means of quick expansion of educational opportunities continues to be challenging if not problematic.Effects of Government Mandates and Policies on Public Education in Africa, the Caribbean, and the Middle East is Book IX of the series, Research on Education in Africa, the Caribbean, and the Middle East. Chapters document, describe and/or raise critical issues and/or questions resulting from government policies, mandates and frameworks intended to make available public education to an ever-growing populace while at the same time being mindful of improving quality of education being availed to an increasingly diverse populace.

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Book SynopsisAs the demand for education at all levels has increased, so have the models of meeting these increased demands for education. As in many other parts of the world, public education has expanded to serve large populations across the regions of Africa, the Caribbean, and the Middle East. Many nations in these regions have instituted mandates, policies, and frameworks intended to simultaneously increase access to public education opportunities as well as improve the quality of education provided and to address a wide populace. Because the increase in educational demand has occurred at all levels, these efforts often address various levels of education from early childhood through primary schooling, junior secondary and secondary schooling and into tertiary education. Efforts also have been made to increase participation in education by marginalized and/or special populations. The range of efforts is large with some focusing on involving migrants/immigrants/refugees in primary education while others aim at opening up choices at the university level.Recently, nations in the region have recognized the possibilities of digital learning (online learning) as cell phones and other widely used portable wireless devices have made it possible to sell the idea that one can learn from anywhere at any time. This widespread access to technology has made it possible for governments as well as private entities to expand learning opportunities even to populations previously unreached or to address difficult to reach sectors of the population. At the same time, the population itself has not only increased in numbers but in diversity. Maintaining quality through digital and other means of quick expansion of educational opportunities continues to be challenging if not problematic.Effects of Government Mandates and Policies on Public Education in Africa, the Caribbean, and the Middle East is Book IX of the series, Research on Education in Africa, the Caribbean, and the Middle East. Chapters document, describe and/or raise critical issues and/or questions resulting from government policies, mandates and frameworks intended to make available public education to an ever-growing populace while at the same time being mindful of improving quality of education being availed to an increasingly diverse populace.

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Book SynopsisOnline and blended learning requires the reconstruction of instructor and learner roles, relations, and practices in many aspects. Assessment becomes an important issue in non-traditional learning environments. Assessment literacy, i.e., understanding assessment and assessment strategies, is critical for both instructors and students in creating online and blended environments that are effective for teaching and learning. Instructors need to identify and implement assessment strategies and methods appropriate to online or blended learning. This includes an understanding of the potential of a variety of technology tools for monitoring student learning and improving their teaching effectiveness. From the students’ perspective, good assessment practices can show them what is important to learn and how they should approach learning; hence, engaging them in goal-oriented and self-regulatory cognitions and behaviours.The book targets instructors, instructional designers, and educational leaders who are interested in understanding and implementing either summative or formative assessment in online and blended learning environments. This book will assist the relevant audience in the theory and practice of assessment in online and blended learning environments. Providing both a research and practice perspective, this book can help instructors make the connection between pedagogy and technology tools to maximize their teaching and student learning. Among the questions addressed in this book are: What assessment strategies can be used in online or blended learning? How can instructors design effective assessment strategies? What methods or technology tools can be used for assessment in online or blended learning? How does peer-assessment work in online or blended learning environments?

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Book SynopsisOnline and blended learning requires the reconstruction of instructor and learner roles, relations, and practices in many aspects. Assessment becomes an important issue in non-traditional learning environments. Assessment literacy, i.e., understanding assessment and assessment strategies, is critical for both instructors and students in creating online and blended environments that are effective for teaching and learning. Instructors need to identify and implement assessment strategies and methods appropriate to online or blended learning. This includes an understanding of the potential of a variety of technology tools for monitoring student learning and improving their teaching effectiveness. From the students’ perspective, good assessment practices can show them what is important to learn and how they should approach learning; hence, engaging them in goal-oriented and self-regulatory cognitions and behaviours.The book targets instructors, instructional designers, and educational leaders who are interested in understanding and implementing either summative or formative assessment in online and blended learning environments. This book will assist the relevant audience in the theory and practice of assessment in online and blended learning environments. Providing both a research and practice perspective, this book can help instructors make the connection between pedagogy and technology tools to maximize their teaching and student learning. Among the questions addressed in this book are: What assessment strategies can be used in online or blended learning? How can instructors design effective assessment strategies? What methods or technology tools can be used for assessment in online or blended learning? How does peer-assessment work in online or blended learning environments?

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Book SynopsisThe research into how students’ attitudes affect learning of science related subjects have been one of the core areas of interest by science educators. The development in science education records various attempts in measuring attitudes and determining the correlations between behaviour, achievements, career aspirations, gender identity and cultural inclination. Some researchers noted that attitudes can be learned and teachers can encourage students to like science subjects through persuasion. But some view that attitude is situated in context and it is much to do with upbringing and environment. The critical role of attitude is well recognized in advancing science education, in particular designing curriculum and choosing powerful pedagogies and nurturing students.Since Noll’ (1935) seminal work on measuring the scientific attitudes, a steady stream of research papers that describe development and validation of scales appear in scholarly publications. Despite these efforts the progress in this area has been stagnated by limited understanding of the conception about attitude, dimensionality and inability to determine the multitude of variables that made up such concept. This book makes an attempt to take stock and critically examine the classical views on science attitudes and explore the contemporary attempts in measuring science related attitudes. The chapters in this book are reflection of researchers who work tirelessly in promoting science education and will illuminate the current trends and future scenarios in attitude measurement.

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Book SynopsisThe research into how students’ attitudes affect learning of science related subjects have been one of the core areas of interest by science educators. The development in science education records various attempts in measuring attitudes and determining the correlations between behaviour, achievements, career aspirations, gender identity and cultural inclination. Some researchers noted that attitudes can be learned and teachers can encourage students to like science subjects through persuasion. But some view that attitude is situated in context and it is much to do with upbringing and environment. The critical role of attitude is well recognized in advancing science education, in particular designing curriculum and choosing powerful pedagogies and nurturing students.Since Noll’ (1935) seminal work on measuring the scientific attitudes, a steady stream of research papers that describe development and validation of scales appear in scholarly publications. Despite these efforts the progress in this area has been stagnated by limited understanding of the conception about attitude, dimensionality and inability to determine the multitude of variables that made up such concept. This book makes an attempt to take stock and critically examine the classical views on science attitudes and explore the contemporary attempts in measuring science related attitudes. The chapters in this book are reflection of researchers who work tirelessly in promoting science education and will illuminate the current trends and future scenarios in attitude measurement.

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Book SynopsisIn the past decades wide-ranging research on effective integration of technology in instruction have been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and learning process. However, in order to put the technology in optimum use, knowledge about how and in what way technology can enhance the instruction is also essential. A number of theories and models have been proposed in harnessing the technology in everyday lessons. Among these attempts Technological and Pedagogical Content Knowledge (TPACK) framework introduced by Mishra and Koehler has emerged as a representation of the complex relationships between technology, pedagogy and content knowledge. The TPACK framework extends the concept of Shulman's pedagogical content knowledge (PCK) which defines the need for knowledge about the content and pedagogical skills in teaching activities. Since then the framework has been embraced by the educational technology practitioners, instructional designers, and educators. TPACK research received increasing attention from education and training community covering diverse range of subjects and academic disciplines and significant progress has been made in recent years. This book attempts to bring the practitioners and researchers to present current directions, trends and approaches, convey experience and findings, and share reflection and vision to improve science teaching and learning with the use of TPACK framework.A wide array of topics will be covered in this book including applications in teacher training, designing courses, professional development and impact on learning, intervention strategies and other complex educational issues. Information contained in this book will provide knowledge growth and insights into effective educational strategies in integration of technology with the use of TPACK as a theoretical and developmental tool. The book will be of special interest to international readers including educators, teacher trainers, school administrators, curriculum designers, policy makers, and researchers and complement the existing literature and published works.

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Book SynopsisIn the past decades wide-ranging research on effective integration of technology in instruction have been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and learning process. However, in order to put the technology in optimum use, knowledge about how and in what way technology can enhance the instruction is also essential. A number of theories and models have been proposed in harnessing the technology in everyday lessons. Among these attempts Technological and Pedagogical Content Knowledge (TPACK) framework introduced by Mishra and Koehler has emerged as a representation of the complex relationships between technology, pedagogy and content knowledge. The TPACK framework extends the concept of Shulman's pedagogical content knowledge (PCK) which defines the need for knowledge about the content and pedagogical skills in teaching activities. Since then the framework has been embraced by the educational technology practitioners, instructional designers, and educators. TPACK research received increasing attention from education and training community covering diverse range of subjects and academic disciplines and significant progress has been made in recent years. This book attempts to bring the practitioners and researchers to present current directions, trends and approaches, convey experience and findings, and share reflection and vision to improve science teaching and learning with the use of TPACK framework.A wide array of topics will be covered in this book including applications in teacher training, designing courses, professional development and impact on learning, intervention strategies and other complex educational issues. Information contained in this book will provide knowledge growth and insights into effective educational strategies in integration of technology with the use of TPACK as a theoretical and developmental tool. The book will be of special interest to international readers including educators, teacher trainers, school administrators, curriculum designers, policy makers, and researchers and complement the existing literature and published works.

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Book SynopsisIn recent years, virtual teams have become a feature of most corporate workplaces, yet few academic programs prepare students to work in virtual teams, and few textbooks support the development of key skills for virtual teamwork. The primary purpose of this book is to enable higher education students to participate in virtual teams with students from other institutions, who potentially operate in different countries, time zones, and/or cultures. The book guides students through the process of working in virtual team projects for their classes, and helps them to engage with the learning experiences, and to respond to potential challenges.The book is directed towards students within any of the following disciplines: Business; Information Technology; Communication Studies; and Engineering. One section of the book also guides teachers through the process of organizing virtual team projects, and explores the teacher/teacher collaboration that is an inevitable consequence of organizing inter-institutional student virtual team projects. It provides advice for teachers on how to manage administrative challenges such as conflicting institutional schedules and grading mechanisms. In addition, it discusses research themes and data gathering and analysis techniques for teachers who wish to publish findings about the virtual team process and outcomes.As well as students and teachers, the book is also useful for researchers exploring any of the following themes: Technology use in virtual teams; Communication strategies and international communication in virtual teams; Communities of learning, e-learning, and virtual teams; Challenges of virtual teamwork; Planning a virtual team collaboration project; and Gathering and analyzing data about virtual collaboration.

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Book SynopsisIn recent years, virtual teams have become a feature of most corporate workplaces, yet few academic programs prepare students to work in virtual teams, and few textbooks support the development of key skills for virtual teamwork. The primary purpose of this book is to enable higher education students to participate in virtual teams with students from other institutions, who potentially operate in different countries, time zones, and/or cultures. The book guides students through the process of working in virtual team projects for their classes, and helps them to engage with the learning experiences, and to respond to potential challenges.The book is directed towards students within any of the following disciplines: Business; Information Technology; Communication Studies; and Engineering. One section of the book also guides teachers through the process of organizing virtual team projects, and explores the teacher/teacher collaboration that is an inevitable consequence of organizing inter-institutional student virtual team projects. It provides advice for teachers on how to manage administrative challenges such as conflicting institutional schedules and grading mechanisms. In addition, it discusses research themes and data gathering and analysis techniques for teachers who wish to publish findings about the virtual team process and outcomes.As well as students and teachers, the book is also useful for researchers exploring any of the following themes: Technology use in virtual teams; Communication strategies and international communication in virtual teams; Communities of learning, e-learning, and virtual teams; Challenges of virtual teamwork; Planning a virtual team collaboration project; and Gathering and analyzing data about virtual collaboration.

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Book SynopsisThe book provides new conceptual frameworks to understand good practice in the field of mobile learning. The book fills a gap in the current literature by drawing on examples of best practice from leading schools in the United States, Canada and Australia.The author visited thirty educational sites and interviewed over 100 eminent teachers, principals, district superintendents and academics in the three aforementioned countries to study the implementation of mobile devices such as smartphones and tablets in teaching and learning.During that period evidence and exemplars on issues that currently challenge educators worldwide such as modern pedagogies, digital citizenship, institutional change, equity and professional development were collected. The book presents a large number of case studies illustrating an effective integration of mobile learning and other technologies into the curriculum.The contents include topics that are at the core of current attempts by educators to meet the demands of 21st century learning.The book: Addresses issues related to the delivery of mobile learning (e.g., smartphones, tablets) Presents real life scenarios from leading practitioners in the United States, Canada and Australia Introduces a four?conversion model for whole?school school transformation Provides principals with practical strategies to create effective communities of practice Provides teachers with best practice examples and recommendations for using mobile devices in teaching and learning Suggests practical activities and insights as to how to implement digital citizenship in schools

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Book SynopsisThe book provides new conceptual frameworks to understand good practice in the field of mobile learning. The book fills a gap in the current literature by drawing on examples of best practice from leading schools in the United States, Canada and Australia.The author visited thirty educational sites and interviewed over 100 eminent teachers, principals, district superintendents and academics in the three aforementioned countries to study the implementation of mobile devices such as smartphones and tablets in teaching and learning.During that period evidence and exemplars on issues that currently challenge educators worldwide such as modern pedagogies, digital citizenship, institutional change, equity and professional development were collected. The book presents a large number of case studies illustrating an effective integration of mobile learning and other technologies into the curriculum.The contents include topics that are at the core of current attempts by educators to meet the demands of 21st century learning.The book: Addresses issues related to the delivery of mobile learning (e.g., smartphones, tablets) Presents real life scenarios from leading practitioners in the United States, Canada and Australia Introduces a four?conversion model for whole?school school transformation Provides principals with practical strategies to create effective communities of practice Provides teachers with best practice examples and recommendations for using mobile devices in teaching and learning Suggests practical activities and insights as to how to implement digital citizenship in schools

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Book SynopsisInternational Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that focuses primarily on empowering children, adolescents, and young adults from diverse educational, socio-cultural, linguistic, religious, racial, ethnic, and socio-economic settings to become non-exploited/ non-exploitive contributing members of the global community. The series draws on the international community of investigators, academics, and community organizers that have contributed to the evidence base for developing sound educational policies, practices, and innovative programs to optimize the potential of all students. Each themed volume includes multi-disciplinary theory, research, and practice that provides an enriched understanding of the drivers of human potential via education to assist readers in exploring, adapting and replicating innovative strategies that enable ALL students to realize their full potential.Among these strategies are the integration of digital technologies (DT) and information and communication technologies (ICT) into contemporary education platforms. However, technology must be more than just a tool to deliver content and stimulate engagement; it must become a means to broaden access to learning, advance equity, promote social justice, and encourage social inclusion. Especially reaching out to address the academic and social needs of rural, impoverished, marginalized, and displaced populations. Though the digital divide continues to hinder educational attainment for underprivileged populations, ICTs are providing significant opportunities to deliver literacy and basic skills instruction to disadvantaged segments of the global population as well as engage, motivate, and customize learning to address local needs. Nonetheless, the availability of ICT is not a deterministic process. Other societal, cultural, political and contextual factors are of fundamental importance to acceptance and integration that enables people to benefit from technology. The relationship between educational access, instructional delivery, and ICT should be considered in more complex terms. In particular, digital technologies should be viewed as instructional tools that improve access to educational opportunities, strengthen cultural resources, promote social and economic equity, and provide students with the knowledge and competencies to prepare them for a future that cannot be predicted. Therefore, developing ICT and media capabilities that instill citizenship and stewardship in today’s students is crucial to gleaning the social and the cultural advantages of a contemporary global society that encourages full and equal citizenship.personality of children to the community of solidarity and shared norms. The second understanding of citizenship complements the `roots’ with `roads’, with the choices made by the individual, with the capacity to form and develop the child’s personality into the actor and author of his/her educational, professional, and life projects. The adolescent prepares to become an active, committed, and engaged citizen with the intellectual capacity for critical thinking that leads to responsible actions. Digital citizenship expresses the transformations of both belonging to and engaging in the information society and contributes to the development of generation “Y” with the aspiration to innovate and experiment, to explore the possibilities of the new digital world, to question authorities and instances of knowledge and power. Education addresses digital citzenship by opening more avenues for the intersection of Internet, imagination, and exploration.Volume 10, E-learning and Social Media: Education and Citizenship for the digital 21st century addresses the use of technology in: developing and expanding educational delivery systems to reach rural populations, providing access to equitable education opportunities for disadvantaged and marginalized populations, and encouraging student civic engagement. The volume evaluates e-learning programs (distributed through the internet, via satellite and hosted on social media) that promote equitable education for disadvantaged populations; examines the challenge and benefits of social media on student self-identity collaboration, and academic engagement; shares promising practices associated with technology in education an e-citizenship in the 21st century, and advances the discussion on blending global citizenship education and social media that raises student awareness, accountability and social justice involvement.

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Book SynopsisInternational Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that focuses primarily on empowering children, adolescents, and young adults from diverse educational, socio-cultural, linguistic, religious, racial, ethnic, and socio-economic settings to become non-exploited/ non-exploitive contributing members of the global community. The series draws on the international community of investigators, academics, and community organizers that have contributed to the evidence base for developing sound educational policies, practices, and innovative programs to optimize the potential of all students. Each themed volume includes multi-disciplinary theory, research, and practice that provides an enriched understanding of the drivers of human potential via education to assist readers in exploring, adapting and replicating innovative strategies that enable ALL students to realize their full potential.Among these strategies are the integration of digital technologies (DT) and information and communication technologies (ICT) into contemporary education platforms. However, technology must be more than just a tool to deliver content and stimulate engagement; it must become a means to broaden access to learning, advance equity, promote social justice, and encourage social inclusion. Especially reaching out to address the academic and social needs of rural, impoverished, marginalized, and displaced populations. Though the digital divide continues to hinder educational attainment for underprivileged populations, ICTs are providing significant opportunities to deliver literacy and basic skills instruction to disadvantaged segments of the global population as well as engage, motivate, and customize learning to address local needs. Nonetheless, the availability of ICT is not a deterministic process. Other societal, cultural, political and contextual factors are of fundamental importance to acceptance and integration that enables people to benefit from technology. The relationship between educational access, instructional delivery, and ICT should be considered in more complex terms. In particular, digital technologies should be viewed as instructional tools that improve access to educational opportunities, strengthen cultural resources, promote social and economic equity, and provide students with the knowledge and competencies to prepare them for a future that cannot be predicted. Therefore, developing ICT and media capabilities that instill citizenship and stewardship in today’s students is crucial to gleaning the social and the cultural advantages of a contemporary global society that encourages full and equal citizenship.personality of children to the community of solidarity and shared norms. The second understanding of citizenship complements the `roots’ with `roads’, with the choices made by the individual, with the capacity to form and develop the child’s personality into the actor and author of his/her educational, professional, and life projects. The adolescent prepares to become an active, committed, and engaged citizen with the intellectual capacity for critical thinking that leads to responsible actions. Digital citizenship expresses the transformations of both belonging to and engaging in the information society and contributes to the development of generation “Y” with the aspiration to innovate and experiment, to explore the possibilities of the new digital world, to question authorities and instances of knowledge and power. Education addresses digital citzenship by opening more avenues for the intersection of Internet, imagination, and exploration.Volume 10, E-learning and Social Media: Education and Citizenship for the digital 21st century addresses the use of technology in: developing and expanding educational delivery systems to reach rural populations, providing access to equitable education opportunities for disadvantaged and marginalized populations, and encouraging student civic engagement. The volume evaluates e-learning programs (distributed through the internet, via satellite and hosted on social media) that promote equitable education for disadvantaged populations; examines the challenge and benefits of social media on student self-identity collaboration, and academic engagement; shares promising practices associated with technology in education an e-citizenship in the 21st century, and advances the discussion on blending global citizenship education and social media that raises student awareness, accountability and social justice involvement.

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Book SynopsisThis book serves as a platform for educators and researchers to unite educational technology and social justice. While educational technology is a rapidly changing and progressive field of research and practice, it remains largely separate from education for social justice. Current literature about educational technology is often approached from a technical, how-to perspective that emphasizes ways to implement technology into the classroom. Technology is often viewed as inevitable, yet neutral and value-free. Educational technology, however, is anything but neutral. The contributors collectively advance a hopeful discourse by exploring the potential of technology as a vehicle to transform and emancipate, while not forgoing a critically reflective measure of self-conscious critique of our own role as educators, students, or scholars in oppressive silences, constraints and conditions. This edited collection makes an important and unique contribution to the field, as it will be the first published volume to detail research, theory, and practice regarding student use of technology in achieving liberatory aims since IAP’s 2009 publication, ICT for Education, Development and Social Justice.The fields of educational technology and social justice are vast and applicable in many domains, including teacher education, graduate programs, and K-12 education. This work is intended to appeal to a diverse academic and professional audience of K-12 teachers, teacher educators, educational technology and social justice scholars, and policy makers. Scholars and academics instructing graduate-level educational technology courses can reference this edited collection as the most current text on socially just educational technology. Educational practitioners from teacher education programs and the K-12 sector may use this book as a source of ideas and inspiration to incorporate student use of technology toward emancipatory aims. This title could be adopted as a course text for both undergraduate and graduate education courses in: media literacy, digital literacy, distance education, education for social justice, and teacher preparation, and educational technology courses. Readers will also be able to use the book as a guide when critically analyzing their own professional practice, whether it is in research, working with K-12 students, or preparing future educators or scholars.Table of Contents CONTENTS: Foreword, Brad Porfilio. Introduction, Libbi R. Miller, Daniel Becker, & Katherine Becker. SECTION I: QUESTIONING TECHNOLOGY. Approaching the Ground of Our Assumptions About Educational Technologies, Matthew Kruger-Ross. Claiming Technology for Democracy and Social Justice: An Approach to Educational Technology, Libbi R. Miller. Creating Citizens Capable of Advancing Democratic Deliberation in a Networked World, Daniel H. Becker. SECTION II: STRIVING FOR SOCIAL JUSTICE THROUGH TECHNOLOGY. Indigenous Peoples and the Role of Technology in Language Preservation: Navajo Nation, Rosemary Papa and Jon Reyhner. Open Access in Education Publishing: A Movement Toward More Socially Just Knowledge Dissemination and Exchange, Katherine Becker and Sonia Mastrangelo. Network Learning Literacy: PLE & ONLE For Digital Lifelong Learning, Chih-Hsiung Tu, Cherng-Jyh Yen, & Laura Sujo-Montes. SECTION III: EDUCATING FOR SOCIAL JUSTICE IN TEACHER EDUCATION. Questioning Technology Integration in Teacher Preparation, Shadow W. J. Armfield. Transformative Learning: Musings on Space, Place, Pedagogy and the Role of Educational Technology, Susan Crichton and Deb Carter. Technology in Teacher Education: A Study of Pre-Service Teacher Perspectives, Liz Breton. SECTION IV: EDUCATIONAL TECHNOLOGY AND SOCIAL JUSTICE IN THE K-12 CLASSROOM. Disrupting a Diversity Desert: A Rural Teacher’s Journey, Jennice McCafferty-Wright. Social Divides, Digital Bridges: Exploring the Potential of Technology in Inclusive Education, Stacy Gherardi. Pathways for All: Teens, Tech, and Learning, Cassandra Scharber, Cynthia Lewis, Tracey Pyscher, and Kris Isaacson. Global Digital Citizenship, J. Michael Blocher. Facilitating Social Justice Inquiry Through Project-Based Learning and Technology, Rebecca Fraser. About the Editors. About the Contributors.

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Book SynopsisThis book serves as a platform for educators and researchers to unite educational technology and social justice. While educational technology is a rapidly changing and progressive field of research and practice, it remains largely separate from education for social justice. Current literature about educational technology is often approached from a technical, how-to perspective that emphasizes ways to implement technology into the classroom. Technology is often viewed as inevitable, yet neutral and value-free. Educational technology, however, is anything but neutral. The contributors collectively advance a hopeful discourse by exploring the potential of technology as a vehicle to transform and emancipate, while not forgoing a critically reflective measure of self-conscious critique of our own role as educators, students, or scholars in oppressive silences, constraints and conditions. This edited collection makes an important and unique contribution to the field, as it will be the first published volume to detail research, theory, and practice regarding student use of technology in achieving liberatory aims since IAP’s 2009 publication, ICT for Education, Development and Social Justice.The fields of educational technology and social justice are vast and applicable in many domains, including teacher education, graduate programs, and K-12 education. This work is intended to appeal to a diverse academic and professional audience of K-12 teachers, teacher educators, educational technology and social justice scholars, and policy makers. Scholars and academics instructing graduate-level educational technology courses can reference this edited collection as the most current text on socially just educational technology. Educational practitioners from teacher education programs and the K-12 sector may use this book as a source of ideas and inspiration to incorporate student use of technology toward emancipatory aims. This title could be adopted as a course text for both undergraduate and graduate education courses in: media literacy, digital literacy, distance education, education for social justice, and teacher preparation, and educational technology courses. Readers will also be able to use the book as a guide when critically analyzing their own professional practice, whether it is in research, working with K-12 students, or preparing future educators or scholars.Table of Contents CONTENTS: Foreword, Brad Porfilio. Introduction, Libbi R. Miller, Daniel Becker, & Katherine Becker. SECTION I: QUESTIONING TECHNOLOGY. Approaching the Ground of Our Assumptions About Educational Technologies, Matthew Kruger-Ross. Claiming Technology for Democracy and Social Justice: An Approach to Educational Technology, Libbi R. Miller. Creating Citizens Capable of Advancing Democratic Deliberation in a Networked World, Daniel H. Becker. SECTION II: STRIVING FOR SOCIAL JUSTICE THROUGH TECHNOLOGY. Indigenous Peoples and the Role of Technology in Language Preservation: Navajo Nation, Rosemary Papa and Jon Reyhner. Open Access in Education Publishing: A Movement Toward More Socially Just Knowledge Dissemination and Exchange, Katherine Becker and Sonia Mastrangelo. Network Learning Literacy: PLE & ONLE For Digital Lifelong Learning, Chih-Hsiung Tu, Cherng-Jyh Yen, & Laura Sujo-Montes. SECTION III: EDUCATING FOR SOCIAL JUSTICE IN TEACHER EDUCATION. Questioning Technology Integration in Teacher Preparation, Shadow W. J. Armfield. Transformative Learning: Musings on Space, Place, Pedagogy and the Role of Educational Technology, Susan Crichton and Deb Carter. Technology in Teacher Education: A Study of Pre-Service Teacher Perspectives, Liz Breton. SECTION IV: EDUCATIONAL TECHNOLOGY AND SOCIAL JUSTICE IN THE K-12 CLASSROOM. Disrupting a Diversity Desert: A Rural Teacher’s Journey, Jennice McCafferty-Wright. Social Divides, Digital Bridges: Exploring the Potential of Technology in Inclusive Education, Stacy Gherardi. Pathways for All: Teens, Tech, and Learning, Cassandra Scharber, Cynthia Lewis, Tracey Pyscher, and Kris Isaacson. Global Digital Citizenship, J. Michael Blocher. Facilitating Social Justice Inquiry Through Project-Based Learning and Technology, Rebecca Fraser. About the Editors. About the Contributors.

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Book SynopsisBeyond the Online Course: Leadership Perspectives on e-Learning addresses a need for the growing body of professionals who are called upon to lead the online/distance learning efforts at their various organizations. It will also be of interest to those wishing to prepare for leadership positions or who are engaged in research and study of issues “beyond the online course.” The book brings together scholarly and practice-based writings from the pages of the Quarterly Review of Distance Education and Distance Learning for Educators, Trainers and Leaders.

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Book SynopsisBeyond the Online Course: Leadership Perspectives on e-Learning addresses a need for the growing body of professionals who are called upon to lead the online/distance learning efforts at their various organizations. It will also be of interest to those wishing to prepare for leadership positions or who are engaged in research and study of issues “beyond the online course.” The book brings together scholarly and practice-based writings from the pages of the Quarterly Review of Distance Education and Distance Learning for Educators, Trainers and Leaders.

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Book SynopsisDeep Learning in Introductory Physics: Exploratory Studies of Model?Based Reasoning is concerned with the broad question of how students learn physics in a model?centered classroom. The diverse, creative, and sometimes unexpected ways students construct models, and deal with intellectual conflict, provide valuable insights into student learning and cast a new vision for physics teaching. This book is the first publication in several years to thoroughly address the “coherence versus fragmentation” debate in science education, and the first to advance and explore the hypothesis that deep science learning is regressive and revolutionary. Deep Learning in Introductory Physics also contributes to a growing literature on the use of history and philosophy of science to confront difficult theoretical and practical issues in science teaching, and addresses current international concern over the state of science education and appropriate standards for science teaching and learning.The book is divided into three parts. Part I introduces the framework, agenda, and educational context of the book. An initial study of student modeling raises a number of questions about the nature and goals of physics education. Part II presents the results of four exploratory case studies. These studies reproduce the results of Part I with a more diverse sample of students; under new conditions (a public debate, peer discussions, and group interviews); and with new research prompts (model?building software, bridging tasks, and elicitation strategies). Part III significantly advances the emergent themes of Parts I and II through historical analysis and a review of physics education research.

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Book SynopsisDeep Learning in Introductory Physics: Exploratory Studies of Model?Based Reasoning is concerned with the broad question of how students learn physics in a model?centered classroom. The diverse, creative, and sometimes unexpected ways students construct models, and deal with intellectual conflict, provide valuable insights into student learning and cast a new vision for physics teaching. This book is the first publication in several years to thoroughly address the “coherence versus fragmentation” debate in science education, and the first to advance and explore the hypothesis that deep science learning is regressive and revolutionary. Deep Learning in Introductory Physics also contributes to a growing literature on the use of history and philosophy of science to confront difficult theoretical and practical issues in science teaching, and addresses current international concern over the state of science education and appropriate standards for science teaching and learning.The book is divided into three parts. Part I introduces the framework, agenda, and educational context of the book. An initial study of student modeling raises a number of questions about the nature and goals of physics education. Part II presents the results of four exploratory case studies. These studies reproduce the results of Part I with a more diverse sample of students; under new conditions (a public debate, peer discussions, and group interviews); and with new research prompts (model?building software, bridging tasks, and elicitation strategies). Part III significantly advances the emergent themes of Parts I and II through historical analysis and a review of physics education research.

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Book SynopsisInfants and toddlers—the so?called “touchscreen generation”—are living in a screen mediasaturated world. They are the target market for ever?growing numbers of apps, TV shows, electronic toys, and e?books. Making sense of the complex issues associated with screen media in the lives of children under 3 can be challenging for the adults who care for them. There is a strong need among teachers (and parents) of infants and toddlers for guidance related to the appropriate role of screen media in early care and education.Unlike most other books about technology in early childhood, this book focuses specifically on infants and toddlers. It explores why and how infant and toddler teachers need to be techwise in order to understand the implications of screenmedia for children’s learning and development. The book serves as a single, accessible resource to relevant research findings from the fields of pediatric medicine, child development, developmental psychology, social and behavioral sciences, and brain science. It provides infant/toddler teachers with a comprehensive approach and strategies to guide their decisionmaking and promote practices that are evidence?based, family?centered, culturally responsive, and collaborative. It is a call for teachers to think carefully and act wisely when making decisions about screen media—both the technology that they are encountering now and the technology they will encounter in the future—in order to optimize the learning and healthy development of infants and toddlers.

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Book SynopsisInfants and toddlers—the so?called “touchscreen generation”—are living in a screen mediasaturated world. They are the target market for ever?growing numbers of apps, TV shows, electronic toys, and e?books. Making sense of the complex issues associated with screen media in the lives of children under 3 can be challenging for the adults who care for them. There is a strong need among teachers (and parents) of infants and toddlers for guidance related to the appropriate role of screen media in early care and education.Unlike most other books about technology in early childhood, this book focuses specifically on infants and toddlers. It explores why and how infant and toddler teachers need to be techwise in order to understand the implications of screenmedia for children’s learning and development. The book serves as a single, accessible resource to relevant research findings from the fields of pediatric medicine, child development, developmental psychology, social and behavioral sciences, and brain science. It provides infant/toddler teachers with a comprehensive approach and strategies to guide their decisionmaking and promote practices that are evidence?based, family?centered, culturally responsive, and collaborative. It is a call for teachers to think carefully and act wisely when making decisions about screen media—both the technology that they are encountering now and the technology they will encounter in the future—in order to optimize the learning and healthy development of infants and toddlers.

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Book SynopsisIn this book, Larry Cuban looks at the uses and effects of digital technologies in K–12 classrooms, exploring if and how technology has transformed teaching and learning. In particular, he examines forty-one classrooms across six districts in Silicon Valley that have devoted special attention and resources to integrating digital technologies into their education practices.Cuban observed all of the classrooms and interviewed each of the teachers in an effort to answer several straightforward, if also elusive, questions: Has technology integration been fully implemented and put into practice in these classrooms, and has this integration and implementation resulted in altered teaching practices? Ultimately, Cuban asks if the use of digital technologies has resulted in transformed teaching and learning in these classrooms.The answers to these questions reflect Cuban’s assessment not only of digital technologies and their uses, but of the complex interrelations of policy and practice, and of the many—often unintended—consequences of reforms and initiatives in the education world. Similarly, his answers reflect his subtle understanding of change and continuity in education practice, and of the varying ways in which different actors in the education world—policy makers, school leaders, teachers, and others— understand, and sometimes misinterpret, those changes.The result is a crucial contribution to our knowledge of digital technologies and their place in contemporary education practice from one of our leading scholars of education policy, practice, and reform.

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Book SynopsisThis practical and forward-focused book presents a framework that uses social infrastructure to produce effective and inclusive professional development options in education.Although technology has increased our capacity for social networking both in the digital space and face-to-face, Kira J. Baker-Doyle contends that most professional development opportunities for educators are still fundamentally asocial. She calls for the adoption of humanizing network practices to create meaningful continuing education experiences that leverage the collective knowledge, expertise, and social capital of educators to spark educational change.Baker-Doyle shows how the critical network literacy (CNL) framework overlays critical theory, multiliteracies theory, and social network theory in a way that encourages critical reflection and collaboration among participants. She draws from sources including empirical studies of teacher educators and teacher activists, meta-analytical studies of social network research in education, and professional experience with collective organizing efforts, to detail the many benefits of cultivating CNL in educational spaces. Baker-Doyle provides evidence of how the framework’s practices and protocols can increase transparency, improve representation, and incorporate affirmation and restoration discourse. Her work demonstrates how CNL helps create environments that honor teachers’ social identities, their social networks, and the broader social context in which they work.This thought-provoking book is filled with exercises that reinforce social competencies, questions that prompt dialogue and understanding, and real-world examples that underscore the framework's relevance to key educational practices. The generous guidance offered in Critical Network Literacy can be used as a launching point to promote innovation and leadership in teaching. Trade ReviewKira Baker-Doyle’s book represents a critical contribution to teacher scholarship and practice. At once highly engaging and deeply theoretical, this book outlines how a critical network literacy framework can support the development of teacher networks in a digital age, offering concrete, actionable suggestions for nurturing critical and sustainable teacher community practices." —Amy Stornaiuolo, associate professor, University of Pennsylvania Graduate School of Education "Critical Network Literacy offers a vital pathway for humanizing, generative approaches to learning in our current moment. Rather than looking toward solutions in a digital cloud or on pixelated screens, Kira Baker-Doyle’s necessary book gently centers the enthusiasm, expertise, and joy of students and teachers." — Antero Garcia, associate professor, Stanford Graduate School of Education

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Book SynopsisIn this lively and approachable volume based on his popular blog series, Martin Weller demonstrates a rich history of innovation and effective implementation of ed tech across higher education. From Bulletin Board Systems to blockchain, Weller follows the trajectory of education by focusing each chapter on a technology, theory, or concept that has influenced each year since 1994. Calling for both caution and enthusiasm, Weller advocates for a critical and research-based approach to new technologies, particularly in light of disinformation, the impact of social media on politics, and data surveillance trends. A concise and necessary retrospective, this book will be valuable to educators, ed tech practitioners, and higher education administrators, as well as students.

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Book SynopsisIn this engaging volume, Jon Dron views education, learning, and teaching through a technological lens that focuses on the parts we play in technologies, from language and pedagogies to computers and regulations. He proposes a new theory of education whereby individuals are not just users but co-participants in technologies— technologies that are intrinsic parts of our cognition, of which we form intrinsic parts, through which we are entangled with one another and the world around us. Dron reframes popular families of educational theory (objectivist, subjectivist, and complexivist) and explains a variety of educational phenomena, including the failure of learning style theories, the nature of literacies, systemic weaknesses in learning management systems, the prevalence of cheating in educational institutions, and the fundamental differences between online and in-person learning. Ultimately, How Education Works articulates how practitioners in education can usefully understand technology, education, and their relationship to improve teaching practice.

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Book SynopsisThis collection is comprised of seven key books on the topic of increasing student engagement. These titles provide international coverage on the subject with a variety of practical applications and how they can be used in real settings by students and teachers.

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Book SynopsisTechnology plays a significant role in doctoral leadership studies providing a channel for teaching, learning, research, and administrative processes. Advancing Doctoral Leadership Education Through Technology addresses the growing need for universities to explore, revise, and develop the content and delivery of doctoral leadership education. A growing number of programs and the more recent inclusion of leadership courses within varied postgraduate disciplines illustrates the rising interest in doctoral leadership education. Advances in technology provide a vehicle to deliver content and information to a wide array of learners, therefore it is time to ask questions about the benefits, challenges and needed solutions to prepare for the future design and delivery of leadership education.This book offers valuable information for faculty and administrators responsible for developing and delivering doctoral studies through technology in order to provide access, convenience, enriched learning, and to create new pathways to achieve a doctorate. Professors working in a classroom-based, or primarily in virtual environments, or in a hybrid of both could also benefit from reading this book. Doctoral students engaged in completing their dissertations and research projects will also find a wealth of information related to higher education teaching, learning, and technology.Contributors include: S. Allen, E.E. Bennett, S.J. Blackmon, S. Brierton, C.J. Brown, J. Bruce, W. Cain, L. Dinauer, K. Einola, M. Gorman, D. Henriksen, L. Hyatt, E. Jean-Francois, S. Kahai, J. Martin, J. Moss Breen, S. Robinson, D. Volkert, B.E. Winston, P. ZettinigTrade Review'Technology has expanded access, broadening the opportunity for advanced leadership education. This timely and informative book focuses on the building of communities comprised of experienced practitioners jointly engaged in doctoral-level learning. Advancing Doctoral Leadership Education Through Technologybrings together educational innovators who are experienced hands at creating new modes of technology-mediated educational outreach, delivery and instructional innovation. The book's chapters thoughtfully describe diverse educational innovations grounded in both quality connections among faculty and students and evidence-based instructional design. Through its diverse approaches and examples, readers will identify key questions to ask in designing their own instructional programs and appreciate the critical conditions that need to be in place for effective program implementation.' --Denise M. Rousseau, Carnegie Mellon University, US'Preparing quality leaders is vital . . . more now than ever before. As technology is transforming education, it is also transforming how we prepare and teach leaders at the graduate and postgraduate level. Hyatt and Allen carefully guide us through the various ways that technology is propelling leadership education. From innovations in collaborative online learning environments to new models of sharing and acknowledging expertise, they provide thorough and meaningful insights on how technology drives learning in innovative programs. All current and promising faculty and educational leaders will gain valuable insights from this work.' --Paul Sparks, Pepperdine University, USTable of ContentsContents: Foreword by Ronald E. Riggio PART I DISCOVERY: INTRODUCTION AND CONTEXT 1. Introduction Laura Hyatt and Stuart Allen 2. E-Leadership: An Essential Part of Doctoral Leadership Education Surinder Kahai 3. Into the New: A Creatively Focused and Technology Fluent (CFTF) Mindset for Emerging Doctoral Contexts Danah Henriksen and William Cain PART II DESIGN: LEARNING APPLICATIONS 4. Beyond Cybernation: Technology and Teaching in Doctoral Educational Leadership Stephanie J. Blackmon 5. Selecting and Implementing Technology in Support of Doctoral Curriculum and Program Management Bruce E. Winston 6. Informal and Experiential Learning in Virtually Mediated Organizational Leadership Doctoral Studies Elisabeth E. Bennett and Margaret Gorman PART III DELIVERY: ACROSS DISCIPLINES, COURSES AND BORDERS 7. Online Doctoral Programs: A Call for Caring Educators Cynthia J. Brown and Delene Volkert 8. Social Media Identity in Doctoral Leadership Education: SMILE Jackie Bruce and Sara Brierton 9. Beating Anxiety and Building Community: Best Practices for Teaching Doctoral Research Methods and Statistics Online Leslie Dinauer 10. Teaching Leadership Research Courses Online at the Doctoral Level: Why We Do it and How It Works Jennifer Moss Breen and Jim Martin 11. A Technology-Based Glocal Perspective for Teaching in Doctoral Educational Leadership Programs Emmanuel Jean-Francois 12. Integrating Doctoral Research and Teaching with Technology: A Case from a Finnish Business School Peter Zettinig and Katja Einola 13. E-Mentoring in a Technology Mediated World: Implications for Doctoral Leadership Education Sean Robinson Index

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Book SynopsisGathering insightful and stimulating contributions from leading global experts in Artificial Intelligence in Education (AIED), this comprehensive Handbook traces the development of AIED from its early foundations in the 1970s to the present day. The Handbook evaluates the use of AI techniques such as modelling in closed and open domains, machine learning, analytics, language understanding and production to create systems aimed at helping learners, teachers, and educational administrators. Chapters examine theories of affect, metacognition and pedagogy applied in AIED systems; foundational aspects of AIED architecture, design, authoring and evaluation; and collaborative learning, the use of games and psychomotor learning. It concludes with a critical discussion of the wider context of Artificial Intelligence in Education, examining its commercialisation, social and political role, and the ethics of its systems, as well as reviewing the possible challenges and opportunities for AIED in the next 20 years. Providing a broad yet detailed account of the current field of Artificial Intelligence in Education, researchers and advanced students of education technology, innovation policy, and university management will benefit from this thought-provoking Handbook. Chapters will also be useful to support undergraduate courses in AI, computer science, and education.Trade Review‘The Handbook of Artificial Intelligence in Education is a great resource for people studying the field of AI and data-directed education, which is a complex tapestry, with many different elements feeding into its design and development. The Handbook supports readers to experience the full tapestry and to pull out and examine individual threads, without losing the underlying purpose. The field has grown tremendously in the past 30 years. Intelligent tutors now listen to and speak to learners, model student expertise and knowledge, examine theories (about how humans learn, think, collaborate and socialize), and support classroom orchestration, learning at scale, assessment, and human-machine interaction. The Handbook nicely documents progress in the field without overwhelming a new generation of AIED researchers.’ -- Beverly Woolf, author of Building Intelligent Interactive Tutors and University of Massachusetts, Amherst, US‘This is a really great Handbook written by some of the most well known authors in the field of Artificial Intelligence in Education (AIED). It describes both the most important topics and future trends in a very comprehensive way for a wide range of stakeholders.’ -- Cristóbal Romero, University of Córdoba, SpainTable of ContentsContents: Foreword xii PART I SCENE SETTING 1 Introduction 2 Benedict du Boulay, Antonija Mitrovic and Kalina Yacef 2 The history of artificial intelligence in education – the first quarter century 10 Gordon McCalla PART II THEORIES UNDERPINNING AIED 3 The role and function of theories in AIED 31 Stellan Ohlsson 4 Theories of metacognition and pedagogy applied to AIED systems 45 Roger Azevedo and Megan Wiedbusch 5 Theories of affect, meta-affect, and affective pedagogy 68 Ivon Arroyo, Kaśka Porayska-Pomsta and Kasia Muldner 6 Scrutable AIED 101 Judy Kay, Bob Kummerfeld, Cristina Conati, Kaśka Porayska-Pomsta and Ken Holstein PART III THE ARCHITECTURE AND DESIGN OF AIED SYSTEMS 7 Domain modeling for AIED systems with connections to modeling student knowledge: a review 127 Vincent Aleven, Jonathan Rowe, Yun Huang and Antonija Mitrovic 8 Student modeling in open-ended learning environments 170 Cristina Conati and Sébastien Lallé 9 Six instructional approaches supported in AIED systems 184 Vincent Aleven, Manolis Mavrikis, Bruce M. McLaren, Huy A. Nguyen, Jennifer Olsen and Nikol Rummel 10 Theory-driven design of AIED systems for enhanced interaction and problem-solving 229 Susanne Lajoie and Shan Li 11 Deeper learning through interactions with students in natural language 250 Vasile Rus, Andrew M. Olney and Arthur C. Graesser 12 Authoring tools to build AIED systems 273 Stephen Blessing, Stephen B. Gilbert and Steven Ritter PART IV ANALYTICS 13 Continuous student modeling for programming in the classroom: challenges, methods, and evaluation 287 Ye Mao, Samiha Marwan, Preya Shabrina, Yang Shi, Thomas W. Price, Min Chi and Tiffany Barnes 14 Human–AI co-orchestration: the role of artificial intelligence in orchestration 309 Ken Holstein and Jennifer Olsen 15 Using learning analytics to support teachers 322 Stanislav Pozdniakov, Roberto Martinez-Maldonado, Shaveen Singh, Hassan Khosravi and Dragan Gašević 16 Predictive modeling of student success 350 Christopher Brooks, Vitomir Kovanović and Quan Nguyen 17 Social analytics to support engagement with learning communities 370 Carolyn Rosé, Meredith Riggs and Nicole Barbaro PART V AIED SYSTEMS IN USE 18 Intelligent systems for psychomotor learning: A systematic review and two cases of study 390 Alberto Casas-Ortiz, Jon Echeverria and Olga C. Santos 19 Artificial intelligence techniques for supporting face-to-face and online collaborative learning 422 Roberto Martinez-Maldonado, Anouschka van Leeuwen and Zachari Swiecki 20 Digital learning games in artificial intelligence in education (AIED): a review 440 Bruce M. McLaren and Huy A. Nguyen 21 Artificial intelligence-based assessment in education 487 Ying Fang, Rod D. Roscoe and Danielle S. McNamara 22 Evaluations with AIEd systems 507 Kurt VanLehn 23 Large-scale commercialization of AI in school-based environments 526 Steven Ritter and Kenneth R. Koedinger 24 Small-scale commercialisation: the golden triangle of AI EdTech 539 Rosemary Luckin and Mutlu Cukurova 25 Critical perspectives on AI in education: political economy, discrimination, commercialization, governance and ethics 555 Ben Williamson, Rebecca Eynon, Jeremy Knox and Huw Davies 26 The ethics of AI in education 573 Kaśka Porayska-Pomsta, Wayne Holmes and Selena Nemorin PART VI THE FUTURE 27 The great challenges and opportunities of the next 20 years 608 1. AIED and equity 608 Maria Mercedes T. Rodrigo 2. Engaging learners in the age of information overload 610 Julita Vassileva 3. Pedagogical agents for all: designing virtual characters for inclusion and diversity in STEM 613 H. Chad Lane 4. Intelligent textbooks 616 Peter Brusilovsky and Sergey Sosnovsky 5. AI-empowered open-ended learning environments in STEM domains 620 Gautam Biswas 6. Ubiquitous-AIED: pervasive AI learning technologies 626 James C. Lester 7. Culture, ontology and learner modeling 629 Riichiro Mizoguchi 8. Crowdsourcing paves the way for personalized learning 632 Ethan Prihar and Neil Heffernan 9. AIED in developing countries: breaking seven WEIRD assumptions in the global learning XPRIZE field study 635 Jack Mostow 10. The future of learning assessment 639 Claude Frasson 11. Intelligent mentoring systems: tapping into AI to deliver the next generation of digital learning 642 Vania Dimitrova Index 653

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Book SynopsisEvery chapter in the widely distributed first edition has been updated,and four new chapters on current issues such as connectivism and socialsoftware innovations have been added. Essays by practitioners andscholars active in the complex, diverse, and rapidly evolving field ofdistance education blend scholarship and research; practical attentionto the details of teaching and learning; and mindful attention to theeconomics of the business of education.Table of ContentsFOREWORD TO THE SECOND EDITION INTRODUCTION / Terry Anderson PART I: Role and Function of Theory in Online EducationDevelopment and Delivery 1. Foundations of Educational Theory for Online Learning /Mohamed Ally 2. Towards a Theory of Online Learning / Terry Anderson 3. Situating Prior Learning Assessment and Recognition (PLAR) in anOnline Learning Environment / Dianne Conrad 4. Understanding e-Learning Technologies-in-Practice throughPhilosophies-in-Practice / Heather Kanuka PART II: Infrastructure and Support for ContentDevelopment 5. Developing an Infrastructure for Online Learning / AlanDavis, Paul Little & Brian Stewart 6. Technologies of Online Learning (E-learning) / Rory McGreal& Michael Elliott 7. Characteristics of Interactive Online Learning Media /Patrick. J. Fahy 8. “In-Your-Pocket” and “On-the-Fly:”Meeting the Needs of Today’s New Generation of Online Learnerswith Mobile Learning Technology / Maureen Hutchison, Tony Tin &Yang Cao 9. Social Software to Support Distance Education Learners /Terry Anderson PART III: Design and Development of OnlineCourses 10. The Development of Online Courses / Dean Caplan & RodgerGraham 11. Value Added – The Editor in Design and Development ofOnline Courses / Jan Thiessen & Vincent Ambrock 12. Making Relevant Financial Decisions about Technology inEducation / David Annand 13. The Quality Dilemma in Online Education Revisited / Nancy K.Parker PART IV: Delivery, Quality Control, and Student Support ofOnline Courses 14. Teaching in an Online Learning Context / TerryAnderson 15. Call Centres in Distance Education / Alex Z. Kondra, ColleenHuber, Kerri Michalczuk & Andrew Woudstra 16. Library Support for e-Learners: e-Resources, e-Services, and theHuman Factors / Kay Johnson, Houda Trabelsi & ElaineFabbro 17. Supporting the Online Learner / Susan D. Moisey & JudithA. Hughes 18. Developing Team Skills and Accomplishing Team Projects Online /Deborah Hurst & Janice Thomas

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Book SynopsisBooks and articles on instructional design in online learning aboundbut rarely do we get such a comprehensive picture of what instructionaldesigners do, how they do it, and the problems they solve as theiruniversity changes. Power documents the emergence of an adaptedinstructional design model for transforming courses from single-mode todual-mode instruction, making this designer’s log a uniquecontribution to the field of online learning.Trade ReviewI believe this book to be more valuable than a stack of academic articles for novice designers... they can use the kind of practical wisdom and previously unwritten advice this book gives. - Andrew S. Gibbons, Chair, Instructional Psychology & Technology, Brigham Young University This book reads like a personal journal, but packs a universal punch. - Peggy Ertmer, Professor, Educational Technology Department, Purdue UniversityTable of ContentsForeword Preface Introduction The Case Studies Case Study 1: Walking the Walk Case Study 2: Beating the Clock Case Study 3: Experiencing a Eureka! Moment Case Study 4: Getting Off to a Good Start Case Study 5: Getting from A to B Case Study 6: I Did It My Way Case Study 7: Let's Shake to That! Case Study 8: Managing Volume Case Study 9: I and Thou Case Study 10: Integrating Technology Synthesis and Final Prototype Conclusion Epilogue Bibliography Appendices

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Book SynopsisWhat does memory mean for learning in an age of smartphones and search engines?Human minds are made of memories, and today those memories have competition. Biological memory capacities are being supplanted, or at least supplemented, by digital ones, as we rely on recording—phone cameras, digital video, speech-to-text—to capture information we'll need in the future and then rely on those stored recordings to know what happened in the past. Search engines have taken over not only traditional reference materials but also the knowledge base that used to be encoded in our own brains. Google remembers, so we don't have to. And when we don't have to, we no longer can. Or can we?Remembering and Forgetting in the Age of Technology offers concise, nontechnical explanations of major principles of memory and attention—concepts that all teachers should know and that can inform how technology is used in their classes. Teachers will come away with a new appreciation of the importance of memory for learning, useful ideas for handling and discussing technology with their students, and an understanding of how memory is changing in our technology-saturated world.Table of Contents Introduction: Machines, Memory, and Learning 1. What Technology Does to Us (and for Us): Taking a Critical Look at Common Narrative 2. Why We Remember, Why We Forget 3. Enhancing Memory and Why It Matters (Even though Google Exists) 4. Memory Requires Attention 5. The Devices We Can't Put Down: Smartphones, Laptops, Memory, and Learning Conclusion: How Memory Can Thrive in a Technology-Saturated Future Notes Acknowledgments Index

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Book SynopsisWhat does memory mean for learning in an age of smartphones and search engines?Human minds are made of memories, and today those memories have competition. Biological memory capacities are being supplanted, or at least supplemented, by digital ones, as we rely on recording—phone cameras, digital video, speech-to-text—to capture information we'll need in the future and then rely on those stored recordings to know what happened in the past. Search engines have taken over not only traditional reference materials but also the knowledge base that used to be encoded in our own brains. Google remembers, so we don't have to. And when we don't have to, we no longer can. Or can we?Remembering and Forgetting in the Age of Technology offers concise, nontechnical explanations of major principles of memory and attention—concepts that all teachers should know and that can inform how technology is used in their classes. Teachers will come away with a new appreciation of the importance of memory for learning, useful ideas for handling and discussing technology with their students, and an understanding of how memory is changing in our technology-saturated world.Table of Contents Introduction: Machines, Memory, and Learning 1. What Technology Does to Us (and for Us): Taking a Critical Look at Common Narrative 2. Why We Remember, Why We Forget 3. Enhancing Memory and Why It Matters (Even though Google Exists) 4. Memory Requires Attention 5. The Devices We Can't Put Down: Smartphones, Laptops, Memory, and Learning Conclusion: How Memory Can Thrive in a Technology-Saturated Future Notes Acknowledgments Index

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Book Synopsis

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Book Synopsis

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Book SynopsisThis edited book is comprised of original research that focuses on technological advancements for effective teaching with an emphasis on learning outcomes, ICT trends in higher education, sustainable developments and digital ecosystem in education, management and industries. The contents of the book are classified as; (i) Emerging ICT Trends in Education, Management and Innovations (ii) Digital Technologies for advancements in education, management and IT (iii) Emerging Technologies for Industries and Education, and (iv) ICT Technologies for Intelligent Applications. The book represents a useful tool for academics, researchers, industry professionals and policymakers to share and learn about the latest teaching and learning practices supported by ICT. It also covers innovative concepts applied in education, management and industries using ICT tools.Table of ContentsDigitization of Financial Markets: A Literature Review on White-collar crimes.- Intervention of Chatbots –Recruitment Made Easy!!!!.- Affecting attributes to use food ordering app by young consumers.- Exploring influencing factors for m payment apps uses in the Indian context.- Modelling Enablers of Customer-Centricity in Convenience Food Retail.- Emotion AI: Integrating Emotional Intelligence with Artificial Intelligence in the digital workplace.- Factors affecting online grocery shopping in Indian culture.- A Study on Role of Digital Technologies & Employee Experience.- Driving employee engagement in today’s dynamic workplace: A literature review.- Is Online Teaching Learning Process An Effective Tool For Academic Advancement.

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Book SynopsisThis book addresses the importance of human factors in optimizing the learning and training process. It reports on the latest research and best practices relating to the application of behavioral and cognitive science, and new technologies in the design of instructional and training content. It proposes innovative strategies for improving the learning and training experience and outcomes in different contexts, including lower and higher education, and different industry sectors. A special emphasis is given to digital and distance learning, gamification, and virtual training. Gathering contributions to the AHFE 2021 Conference on Human Factors in Training, Education, and Learning Sciences, held virtually on July 25-29, 2021, from USA, this book offers extensive information and a thought-provoking guide for both researchers and practitioners in the field of education and training.Table of ContentsStructure of a socio-technical learning and innovation factory.- Teaching robotics with virtual reality: Developing curriculum for the 21st century workforce.- I feel the need for speed - empirical evidence of the effectiveness of VR training technology on knowledge and skill acquisition.- Digital creative abilities for achieving digital maturity.- AI and learning in the context of digital transformation.- Impacts on cognitive decay and memory recall during long duration spaceflight.- Spiritual accompaniment training in pediatric palliative care - A case study from Spain.- Evolution of an approach for digital learning and training in nursing.

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Book SynopsisThis book is about the Internet of Things in the field of education. Specifically, it focuses on two major topics: IoT (Internet of Things) solutions to support distance education and new pedagogical approaches to support development of computational thinking with educational devices possessing the characteristics of IoT. As the educational landscape has dramatically changed in times of global pandemic, online resources and media, such as IoT, have become increasingly important. This situation compels all educational scholars, researchers and practitioners to search for new solutions, new educational pathways and new agents for knowledge development to support learning. This book presents the possibilities of IoT as both a catalyst and performance tool for education. The convergence of multiple technologies, real-time analytics, machine learning, commodity sensors, and embedded systems can serve as tools for learning support and this book details exactly how these powerful tools can be utilized to best effect.Table of Contents1.Introduction: contextualizing and conceptualizing the iot for distance education.- 2.Web-based scientific multilingual writing instruction.- 3.Introduction of iot concepts into steam - driven computer science education.- 4. The role of iot in migration to emergency remote teaching during the confinement of covid-19.- 5.An instrument to evaluate software designed to facilitate knowledge building communities.- 6.Self-learning of experimental measurements of rainfall, runoff and erosion in small rural catchments by using the virtual lab with an automatic system of improvement based on internet of the things.- 7.Using iot in behavioral analysis in education.- 8.Pedagogical considerations in using internet of things for learning purposes.- 9.Enhancing students’ voices in a voiceless iot ecosystem.- 10.Internet of things in education: a reflection from fieldwork about hypersituated experience.- 11.Learning analytics through internet of things for better learning.- 12.Internet of things’ m-learning for effective higher education curriculums.- 13.The design-thinkers guide for using iot to foster cognitive maturity.- 14.Inclusive education made possible through iot.- 15.Conclusions.

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Book SynopsisThis book presents recent research on interactive collaborative learning. We are currently witnessing a significant transformation in the development of education and especially post-secondary education. To face these challenges, higher education has to find innovative ways to quickly respond to these new needs. On the one hand, there is a pressure by the new situation in regard to the COVID pandemic. On the other hand, the methods and organizational forms of teaching and learning at higher educational institutions have changed rapidly in recent months. Scientifically based statements as well as excellent experiences (best practice) are absolutely necessary.These were the aims connected with the 24th International Conference on Interactive Collaborative Learning (ICL2021), which was held online by Technische Universität Dresden, Germany, on 22–24 September 2021.Since its beginning in 1998, this conference is devoted to new approaches in learning with a focus on collaborative learning in Higher Education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in Learning and Engineering Pedagogy. In this way, we try to bridge the gap between ‘pure’ scientific research and the everyday work of educators.This book contains papers in the fields of Teaching Best Practices Research in Engineering Pedagogy Engineering Pedagogy Education Entrepreneurship in Engineering Education Project-Based Learning Virtual and Augmented Learning Immersive Learning in Healthcare and Medical Education. Interested readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etcTable of ContentsCollaborative learningAdapting Materials for Diverse Contexts to Help Faculty Adopt Process Oriented Guided Inquiry Learning (POGIL) Kussmaul, Clifton Characteristics of Team Dynamics Influencing Success in Engineering Student Teams Malyashova, Anna + Sultanova, Dilbar + Sanger, Phillip A. Where are we with Inclusive Digital Further Education? Accessibility through Digitalization Engel, Christin + Branig, Meinhardt + Schmalfuß-Schwarz, Jan + Müller, Emma Franziska + Weber, Gerhard Critical Teaching-Learning Situations In Higher Education And Vocational Education – A Qualitative Analysis Of The Use Of Digital Approaches And Tools In Virtual Collaborative Görl-Rottstädt, Dörte + Köhler, Marcel + Arnold, Maik + Heinrich-Zehm, Michael + Hähnlein, Vera Internationalization in Microbiology and Bioengineering Courses: Experiences between Mexico and Ecuador García García, Rebeca María + Alvarez Barreto, Jose Francisco + Membrillo Hernandez, Jorge + Chapa Guillén, Gloria Alicia + Larrrea Rosero, Fernando Innovative Capacity Of Faculty Development Programs Khatsrinova, Olga + Gorodetskaya, Inna + Serezhkina, Anna + Murtazina, Elina The Role of Inter-institutional Cooperation in Engineering Training Karstina, Svetlana Linguistic Personality: Requirements To a Modern Textbook Volkova, Elena Vyacheslavovna + Khatsrinova, Olga Yurievna + Galikhanov, Mansur Floridovich Acceptance of ICT in Institutional Collaboration in Vocational Education. Empirical Findings based on Unified Theory of Acceptance and Use of Technology (UTAUT) Schaarschmidt, Nadine + Fischer, Helge + Köhler, Thomas + Schilk, Felix + Schrader, Maybritt + Blass, Silvia Designing an Architecture for Structuring Didactic Concepts, Methods and Tools Thurner, Veronika + Böttcher, Axel Exploring Pre-service Computer Science Teachers' Perception of Collaborative Learning in Online Teaching from a TPK Perspective Standl, Bernhard + Schlomske-Bodenstein, Nadine A Review: Status Quo and Current Trends in E-Learning Ontologies Heiyanthuduwage, Sudath Rohitha Design of a Vehicle for Modern Mobilities in Metropolitan Areas Centea, Dan + Srinivasan, Seshasai How to Overcome the Difficulties Emerged When Applying Student-centered Approach? Justino, Júlia + Rafael, Silviano Smart Pedestrian Crossing - An EPS@ISEP Project Caruso, Bárbara + Stenskie, Charlie + Duivenboden, David + Starosta, Jan + Hörnschemeyer, Jens + Peytard, Solenne + Malheiro, Benedita + Ribeiro, Cristina + Justo, Jorge + Silva, Manuel

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Book SynopsisThis book constitutes the refereed proceedings of the 10th Iberian Conference on Pattern Recognition and Image Analysis, IbPRIA 2022, held in Aveiro, Portugal, in May 2022. The 54 papers accepted for these proceedings were carefully reviewed and selected from 72 submissions. They deal with document analysis; medical image processing; biometrics; pattern recognition and machine learning; computer vision; and other applications. Table of ContentsDOCUMENT ANALYSIS.- Test Sample Selection for Handwriting Recognition through Language Modeling.- Classification of Untranscribed Handwritten Notarial Documents by Textual Contents.- Incremental Vocabularies in Machine Translation through Aligned Embedding Projections.- An Interactive Machine Translation Framework for Modernizing the Language of Historical Documents.- From Captions to Explanations: A Multimodal Transformer-based Architecture for Natural Language Explanation Generation.- MEDICAL IMAGE PROCESSING.- Diagnosis of Skin Cancer Using Hierarchical Neural Networks and Metadata.- Lesion-Based Chest Radiography Image Retrieval for Explainability in Pathology Detection.- Deep Learning for Diagnosis of Alzheimer’s Disease with FDG-PET Neuroimaging.- Deep Aesthetic Assessment and Retrieval of Breast Cancer Treatment Outcomes.- Increased Robustness in Chest X-ray Classification through Clinical Report-driven regularization.- MEDICAL APPLICATIONS.- Deep Detection Models for Measuring Epidermal Bladder Cells.- On the performance of deep learning models for respiratory sound classification trained on unbalanced data.- Automated Adequacy Assessment of Cervical Cytology Samples using Deep Learning.- Exploring Alterations in Electrocardiogram during the Postoperative Pain.- Differential Gene Expression Analysis of the Most Relevant Genes for Lung Cancer Prediction and Sub-type Classification.- Detection of epilepsy in EEGs using Deep Sequence models - A Comparative Study.- BIOMETRICS.- Facial Emotion Recognition for Sentiment Analysis of Social Media Data.- Heartbeat selection based on outlier removal.- Characterization of emotions through facial Electromyogram signals.- Feature selection for emotional well-being monitorization.- Temporal Convolutional Networks for Robust Face Liveness Detection.- PATTERN RECOGNITION & MACHINE LEARNING.- MaxDropoutV2: An Improved Method to Drop out Neurons in Convolutional Neural Networks.- Transparent management of adjacencies in the cubic grid.- Abbreviating Labelling Cost for Sentinel-2 Image Scene Classification through Active Learning.- Feature-based classification of archaeal sequences using compression-based methods.- A first approach to Image Transformation Sequence Retrieval.- Discriminative Learning of Two-Dimensional Probabilistic Context-Free Grammars for Mathematical Expression Recognition and Retrieval.- COMPUTER VISION.- Golf Swing Sequencing using Computer Vision.- Domain Adaptation in Robotics: A Study Case on Kitchen Utensil Recognition.- An Innovative Vision System for Floor-Cleaning Robots based on YOLOv5.- LIDAR Signature based Node Detection and Classification in graph topological maps for indoor navigation.- Event Vision in Egocentric Human Action Recognition.- An edge-based computer vision approach for determination of sulfonamides in water.- IMAGE PROCESSING.- Visual Semantic Context Encoding for Aerial Data Introspection and Domain Prediction.- An End-to-End Approach for Seam Carving Detection using Deep Neural Networks.- Proposal of a comparative framework for face super-resolution algorithms in forensics.- On the use of Transformers for end-to-end Optical Music Recognition.- Retrieval of Music-Notation Primitives via Image-to-Sequence.- Digital image conspicuous features classification using TLCNN model with SVM classifier.- Contribution of low, mid and high-level image features in predicting human similarity judgements.- On the Topological Disparity Characterization of Square-pixel Binary Image Data by a Labeled Bipartite Graph.- Learning Sparse Masks for Diffusion-based Image Inpainting.- Extracting Descriptive Words from Untranscribed Handwritten Images.- OTHER APPLICATIONS.- GMM-aided DNN Bearing Fault Diagnosis using Sparse Autoencoder Feature Extraction.- Identification of External Defects on FruitsUsing Deep Learning.- Improving Action Quality Assessment using Weighted Aggregation.- Improving Licence Plate Detection using Generative Adversarial Networks.- Film shot type classification based on camera movement styles.- The CleanSea Set: A Benchmark Corpus for Underwater Debris Detection and Recognition.- A case of study on traffic cone detection for autonomous racing on a Jetson platform.- Energy savings in residential buildings based on adaptive thermal comfort models.- Opt-SSL: An Enhanced Self-Supervised Framework for Food Recognition.- Using bus tracking data to detect potential hazard driving zones.- Dynamic PCA based statistical monitoring of air pollutant concentrations in wildfire scenarios.

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Book SynopsisThis book demonstrates the benefits and drawbacks of using digital technology in preparing online lessons and educational activities. The experience of the last year has shown that online education is becoming a priority. This gave impetus to the creation and development of a new generation of equipment for online education. The book presents latest innovative technologies and modern digital trends in the field of information and communication technology for online education, including personalized learning, neuro-information systems, mobile learning, development of software and hardware infrastructure, and the use of robotics technologies. Key technologies for managing risk and cybersecurity, such as cloud and data security, identity and trust convolution systems, computational intelligence and cryptography techniques, malware and attack analysis, are presented. The topic of cybersecurity is one of the most important issues in the modern digital world. The results of the research on recently developed software, decision support systems, and cloud technologies make a huge contribution to the development of information technology in the context of digitalization.This book is of interest for developers of applications and programs for online education, for software and hardware suppliers who want to keep up with the times and reorient existing IT systems for use in online education.Table of ContentsComparative Study between Traditional Learning and Digital Learning amid the COVID 19 Pandemic.- The Use of Information and Communication Technologies in the Activities of Higher Educational Institutions of Ukraine.- Using Polar Indexes to Improve the Efficiency of Regional Management.- Performance Management of Wicker Industry Employees to Drive Local Economy in Southern Thailand.

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Book SynopsisThis proceedings, LCT 2022, constitutes the refereed proceedings of the 9th International Conference on Learning and Collaboration Technologies, LCT 2022, held as Part of the 24th International Conference, HCI International 2022, which took place in June/July 2022. Due to COVID-19 pandemic the conference was held virtually.The total of 1271 papers and 275 poster papers included in the 39 HCII 2022 proceedings volumes was carefully reviewed and selected from 5487 submissions. The papers of LCT 2022 are organized in topical sections named: Designing and Developing Learning Technologies; Learning and Teaching Online; Diversity in Learning; Technology in Education: Practices and Experiences.

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Book SynopsisThe 3-volume set LNAI 13280, LNAI 13281 and LNAI 13282 constitutes the proceedings of the 26th Pacific-Asia Conference on Advances in Knowledge Discovery and Data Mining, PAKDD 2022, which was held during May 2022 in Chengdu, China. The 121 papers included in the proceedings were carefully reviewed and selected from a total of 558 submissions. They were organized in topical sections as follows: Part I: Data Science and Big Data Technologies, Part II: Foundations; and Part III: Applications.Table of ContentsData Science.- Big Data.- Data mining. Model selection,.- Biological data.- IoT data,.- Deep learning. Meta-learning.- Security.- Privacy.

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Book SynopsisThe proceedings set LNCS 13231, 13232, and 13233 constitutes the refereed proceedings of the 21st International Conference on Image Analysis and Processing, ICIAP 2022, which was held during May 23-27, 2022, in Lecce, Italy,The 168 papers included in the proceedings were carefully reviewed and selected from 307 submissions. They deal with video analysis and understanding; pattern recognition and machine learning; deep learning; multi-view geometry and 3D computer vision; image analysis, detection and recognition; multimedia; biomedical and assistive technology; digital forensics and biometrics; image processing for cultural heritage; robot vision; etc. Table of ContentsBrave New Ideas.- Biomedical and Assistive Technology.- Multimedia.- Deep Learning.- Image Processing for Cultural Heritage.- Robot Vision.

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Book SynopsisThis book constitutes the refereed proceedings of the 15th IFIP WG 11.8 World Conference on Information Security Education, WISE 2022, held in Copenhagen, Denmark, in June 2021. The 8 papers presented were carefully reviewed and selected from 17 submissions. The papers are categorized into the following topical sub-headings: Securing the Fourth Industrial Revolution through Programming; Cybersecurity in the Fourth Industrial Revolution: Charting the Way Forward in Education; and Real-World Cybersecurity-Inspired Capacity Building.Table of ContentsSecuring the Fourth Industrial Revolution through Programming.- Analyzing Error Rates in Cryptological Programming Assignments.- SecTutor: An Intelligent Tutoring System For Secure Programming .- Cybersecurity in the Fourth Industrial Revolution: Charting the Way Forward in Education.- How to Overcome Staff Shortage in Professionals for SOCs and NSICs.- Collaborative Cybersecurity Learning: Establishing Educator and Learner Expectations and Requirements.- A Maturity Assessment Model for Cyber Security Education in Europe.- Real-World Cybersecurity-Inspired Capacity Building.- ForCyRange: An Educational IoT Cyber Range for Live Digital Forensics.- South Africa’s taxi industry as a cybersecurity-awareness game changer: why and how?.- Maritime Cyber Threats Detection Framework: Building Capabilities.

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