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

Book SynopsisWe live in a time of educational transformations towards more 21st century pedagogies and learning. In the digital age children and young people need to learn critical thinking, creativity and innovation and the ability to solve complex problems and challenges. Traditional pedagogies are in crisis and many pupils experience school as both boring and irrelevant. As a response educators and researchers need to engage in transforming education through the invention of new designs in and for learning. This book explores how games can provide new ideas and new designs for future education. Computer games have become hugely popular and engaging, but as is apparent in this book, games are not magical solutions to making education more engaging, fun and relevant. Games and Education explores new designs in and for learning and offer inspiration to teachers, technologists and researchers interested in changing educational practices. Based on contributions from Scandinavian researchers, the book highlights participatory approaches to research and practice by providing more realistic experiences and models of how games can facilitate learning in school.Table of ContentsForeword  James Paul Gee Preface Acknowledgements List of Illustrations Notes on Contributors Introduction: Scandinavian Perspectives  Hans Christian Arnseth, Thorkild Hanghøj, Thomas Duus Henriksen, Morten Misfeldt, Robert Ramberg and Staffan Selander Part 1: Designs in Learning 1. Digital Games and Simulations for Learning  Staffan Selander, Victor Lim Fei, Mats Wiklund and Uno Fors 2. Unpacking the Domains and Practices of Game-Oriented Learning  Thorkild Hanghøj, Morten Misfeldt, Jeppe Bundsgaard and Simon Skov Fougt 3. Game-Based Learning in the Dialogical Classroom: Videogames for Collaborative Reasoning about Morality and Ethics in Citizenship Education  Filipa de Sousa 4. Designing for Increased Participation by Using Game-Informed Learning and Role Play: Pupils as Co-Researchers in a Study on Democracy  Johanna Öberg 5. Stories about History: Exploring Central Elements When Students Design Game Narratives  Kristine Øygardslia Part 2: Designs for Learning 6. A Theory of Play Dynamics  Jari Due Jessen and Carsten Jessen 7. Games as Tools for Dialogic Teaching and Learning: Outlining a Pedagogical Model for Researching and Designing Game-Based Learning Environments  Hans Christian Arnseth, Thorkild Hanghøj and Kenneth Silseth 8. Learning and Design Processes in a Gamified Learning Design: Students Creating Curriculum-Based Digital Learning Games  Charlotte Lærke Weitze 9. Designing with Teachers: Contrasting Teachers’ Experiences of the Implementation of a Gamified Application for Foreign Language Learners  Caroline Cruaud 10. Group Processes in Learning Games for Adults  Thomas Duus Henriksen 11. Motivated Learning through Production-Oriented Game Development  Henrik Schoenau-Fog, Lise Busk Kofoed, Lars Reng and Olga Timcenko Index

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Book SynopsisWe live in a time of educational transformations towards more 21st century pedagogies and learning. In the digital age children and young people need to learn critical thinking, creativity and innovation and the ability to solve complex problems and challenges. Traditional pedagogies are in crisis and many pupils experience school as both boring and irrelevant. As a response educators and researchers need to engage in transforming education through the invention of new designs in and for learning. This book explores how games can provide new ideas and new designs for future education. Computer games have become hugely popular and engaging, but as is apparent in this book, games are not magical solutions to making education more engaging, fun and relevant. Games and Education explores new designs in and for learning and offer inspiration to teachers, technologists and researchers interested in changing educational practices. Based on contributions from Scandinavian researchers, the book highlights participatory approaches to research and practice by providing more realistic experiences and models of how games can facilitate learning in school.Table of ContentsForeword  James Paul Gee Preface Acknowledgements List of Illustrations Notes on Contributors Introduction: Scandinavian Perspectives  Hans Christian Arnseth, Thorkild Hanghøj, Thomas Duus Henriksen, Morten Misfeldt, Robert Ramberg and Staffan Selander Part 1: Designs in Learning 1. Digital Games and Simulations for Learning  Staffan Selander, Victor Lim Fei, Mats Wiklund and Uno Fors 2. Unpacking the Domains and Practices of Game-Oriented Learning  Thorkild Hanghøj, Morten Misfeldt, Jeppe Bundsgaard and Simon Skov Fougt 3. Game-Based Learning in the Dialogical Classroom: Videogames for Collaborative Reasoning about Morality and Ethics in Citizenship Education  Filipa de Sousa 4. Designing for Increased Participation by Using Game-Informed Learning and Role Play: Pupils as Co-Researchers in a Study on Democracy  Johanna Öberg 5. Stories about History: Exploring Central Elements When Students Design Game Narratives  Kristine Øygardslia Part 2: Designs for Learning 6. A Theory of Play Dynamics  Jari Due Jessen and Carsten Jessen 7. Games as Tools for Dialogic Teaching and Learning: Outlining a Pedagogical Model for Researching and Designing Game-Based Learning Environments  Hans Christian Arnseth, Thorkild Hanghøj and Kenneth Silseth 8. Learning and Design Processes in a Gamified Learning Design: Students Creating Curriculum-Based Digital Learning Games  Charlotte Lærke Weitze 9. Designing with Teachers: Contrasting Teachers’ Experiences of the Implementation of a Gamified Application for Foreign Language Learners  Caroline Cruaud 10. Group Processes in Learning Games for Adults  Thomas Duus Henriksen 11. Motivated Learning through Production-Oriented Game Development  Henrik Schoenau-Fog, Lise Busk Kofoed, Lars Reng and Olga Timcenko Index

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Book SynopsisTurn to Film: Film in the Business School offers creative and powerful uses of film in the business school classroom and surveys the pedagogical and performative value of watching films with students. This volume examines not only how film offers opportunities for learning and investigation, but also how they can be sources of ideological poison, self-delusion and mis-representation. Throughout the text, renowned contributors embrace film’s power to embark on new adventures of thought by inventing images and signs, and by bringing novel concepts and fresh perspectives to the classroom. If film often reveals organizational dysfunctionality and absurdity, it also teaches us to understand the other, to see difference, and to accept experimentation. A wide spectra of films are examined for their pedagogical value in terms of what can be learned, explored and discussed by teaching with film and how film can be used as a tool of research and investigation. The book sees film in the classroom as an educational challenge wherein rich learning and personal development are encouraged.Table of ContentsNotes on Contributors Introduction Part 1: Film & Management 1. The Future Is Now!  Robert S. Earhart 2. Caligula – A Teratology of Power  Rémi Jardat> 3. The Limits of Control – Illusion or Delusion?  Peter Pelzer 4. Mentors and Mentees in Managerial Films  Charles Egert 5. Exploring Visual Production of Entrepreneurship: SoundCloud Going ‘All In’ with Adidas  David Sköld and Mikolaj Dymek Part 2: Audience in the Classroom 6. Who’s the Boss? Leadership, Fiction and Power According to “The Boss-of-It-All”  Philippe Mairesse and Stephane Debenedetti 7. Do We Have a Leader?  Robert van Boeschoten and Vincent Pieterse 8. Film as Shock to Thought  Luc Peters> 9. The Terrifying Thing with Film as Business Education and Research  Perttu Salovaara and Martin Wood Part 3: Film & Meaning 10. From the “Reel World” to Organizational Metaphors: Dialogue in a Parallel Discourse with Marshal McLuhan  Yvon Pesqueux 11. Adaptation: Not to Give in and Not to Give Up  Jean-Luc Moriceau 12. Nobody Knows My Tokyo Sonata: Or What does the Benshi Know?  Hugo Letiche 13. Conclusions: Affect and Ethics in Business and Management Education  Hugo Letiche 14. Films and Suggestion for Their Use &emps;Hugo Letiche and Jean-Luc Moriceau Index

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Book SynopsisWhilst schools are transforming their physical and virtual environments at a relatively glacial pace in most countries across the globe, universities are under extreme pressure to adapt to the rapid emergence of the virtual campus. Competition for students by online course providers is resulting in a rapidly emerging understanding of what the nature of the traditional campus will look like in the 21st century. The blended virtual and physical technology enabled, hybrid learning environments now integrate the face-to-face and online virtual experience synchronously and asynchronously. Local branch campuses are emerging in city and town centres and international branch campuses are growing at a rapid rate. There is increasing pressure at various levels, i.e. the city, the urban and the campus, to create formal and informal learning spaces as well as re-purposing the library and social or third-spaces. Many new hybrid campus developments are not based on any form of rigorous scholarly evidence. The risk is that many of these projects may fail. In taking an evidence-based approach this book seeks to align with the model of translational research from medical practice, using a modified ‘translational design’ approach. The majority of the chapter material comes from the scholarly work of doctoral graduates and their dissertations. This book is the second in a series on the evidence-based translational design of educational institutions, with the first volume focussing on schools. This volume on Higher Education covers the city to the classroom and those elements in between. It also explores what the future might look like as judgements are made about what works in campus planning and design in our rapidly changing virtual and physical worlds. Contributors are: Neda Abbasi, Ronald Beckers, Flavia Curvelo Magdaniel, Mollie Dollinger, Robert A. Ellis, Kenn Fisher, Barry J. Fraser, Kobi (Jacov) Haina, Rifca Hashimshony, Leah Irving, Marian Mahat, Saadia Majeed, Jacqueline Pizzuti-Ashby, Leanne Rose-Munro, Mahmoud Reza Saghafi, Panayiotis Skordi, Alejandra Torres-Landa Lopez, and Ji Yu.Table of ContentsForeword: University Campuses as Complex Adaptive Assemblages  Wes Imms Preface Notes on Contributors List of Figures and Tables Part 1: Emerging Trends in Higher Education and their Impact on the Physical Campus Introduction to Part 1  Kenn Fisher 1. The Translational Design of Universities: From Campus to Classroom  Kenn Fisher 2. Scoping the Future of the Higher Education Campus  Kenn Fisher 3. Designing the University of the Future  Rifca Hashimshony and Jacov Haina 4. The Relationship between Innovation, Campuses and Cities: Lessons about Synergy from the Development of the MIT in Cambridge  Flavia Curvelo Magdaniel 5. “The Third Teacher” of the XXI Century: Educational Infrastructure, its Problems and Challenges  Alejandra Torres-Landa Lopez Part 2: The Socio-Cultural Implications in Aligning Virtual and Physical Learning Spaces Introduction to Part 1  Kenn Fisher 6. Virtual Worlds in Higher Education: Embodied Experiences of Academics  Leah Irving 7. The Assessment of the Psychosocial Learning Environment of University Statistics Classrooms  Panayiotis Skordi and Barry J. Fraser 8. Learning Space Design in Higher Education  Ronald Beckers 9. Implementing Grounded Theory in Research on Blended Learning Environments  Mahmoud Reza Saghafi 10. Modelling Learning Space and Student Learning in Higher Education: An Evidence-Based Exploration  Ji Yu 11. Mind the Gap: Co-Created Learning Spaces in Higher Education  Marian Mahat and Mollie Dollinger Part 3: Evaluating Learning Space/Place Planning and Design, and the Implications for Future Campus Planning and Design Introduction to Part 1  Kenn Fisher 12. A Critical Review of Post 2012 Scholarly Literature on the Evidence-Based Design and Evaluation of New Generation Active Learning Environments  Kenn Fisher and Robert A. Ellis 13. Designing for the Future: The Post-Occupancy Evaluation of the Peter Jones Learning Centre  Jacqueline Pizzuti-Ashby 14. Defining Quality in Academic Library Spaces: Criteria to Guide Space Planning and Ongoing Evaluation  Neda Abbasi and Kenn Fisher 15. At-scale Innovative University Learning Spaces of the Future: An Approach to Evidencing and Evaluating What Works?  Leanne Rose-Munro and Saadia Majeed 16. Afterword: 21st C Learner Modalities  Kenn Fisher

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Book SynopsisWhilst schools are transforming their physical and virtual environments at a relatively glacial pace in most countries across the globe, universities are under extreme pressure to adapt to the rapid emergence of the virtual campus. Competition for students by online course providers is resulting in a rapidly emerging understanding of what the nature of the traditional campus will look like in the 21st century. The blended virtual and physical technology enabled, hybrid learning environments now integrate the face-to-face and online virtual experience synchronously and asynchronously. Local branch campuses are emerging in city and town centres and international branch campuses are growing at a rapid rate. There is increasing pressure at various levels, i.e. the city, the urban and the campus, to create formal and informal learning spaces as well as re-purposing the library and social or third-spaces. Many new hybrid campus developments are not based on any form of rigorous scholarly evidence. The risk is that many of these projects may fail. In taking an evidence-based approach this book seeks to align with the model of translational research from medical practice, using a modified ‘translational design’ approach. The majority of the chapter material comes from the scholarly work of doctoral graduates and their dissertations. This book is the second in a series on the evidence-based translational design of educational institutions, with the first volume focussing on schools. This volume on Higher Education covers the city to the classroom and those elements in between. It also explores what the future might look like as judgements are made about what works in campus planning and design in our rapidly changing virtual and physical worlds. Contributors are: Neda Abbasi, Ronald Beckers, Flavia Curvelo Magdaniel, Mollie Dollinger, Robert A. Ellis, Kenn Fisher, Barry J. Fraser, Kobi (Jacov) Haina, Rifca Hashimshony, Leah Irving, Marian Mahat, Saadia Majeed, Jacqueline Pizzuti-Ashby, Leanne Rose-Munro, Mahmoud Reza Saghafi, Panayiotis Skordi, Alejandra Torres-Landa Lopez, and Ji Yu.Table of ContentsForeword: University Campuses as Complex Adaptive Assemblages  Wes Imms Preface Notes on Contributors List of Figures and Tables Part 1: Emerging Trends in Higher Education and their Impact on the Physical Campus Introduction to Part 1  Kenn Fisher 1. The Translational Design of Universities: From Campus to Classroom  Kenn Fisher 2. Scoping the Future of the Higher Education Campus  Kenn Fisher 3. Designing the University of the Future  Rifca Hashimshony and Jacov Haina 4. The Relationship between Innovation, Campuses and Cities: Lessons about Synergy from the Development of the MIT in Cambridge  Flavia Curvelo Magdaniel 5. “The Third Teacher” of the XXI Century: Educational Infrastructure, its Problems and Challenges  Alejandra Torres-Landa Lopez Part 2: The Socio-Cultural Implications in Aligning Virtual and Physical Learning Spaces Introduction to Part 1  Kenn Fisher 6. Virtual Worlds in Higher Education: Embodied Experiences of Academics  Leah Irving 7. The Assessment of the Psychosocial Learning Environment of University Statistics Classrooms  Panayiotis Skordi and Barry J. Fraser 8. Learning Space Design in Higher Education  Ronald Beckers 9. Implementing Grounded Theory in Research on Blended Learning Environments  Mahmoud Reza Saghafi 10. Modelling Learning Space and Student Learning in Higher Education: An Evidence-Based Exploration  Ji Yu 11. Mind the Gap: Co-Created Learning Spaces in Higher Education  Marian Mahat and Mollie Dollinger Part 3: Evaluating Learning Space/Place Planning and Design, and the Implications for Future Campus Planning and Design Introduction to Part 1  Kenn Fisher 12. A Critical Review of Post 2012 Scholarly Literature on the Evidence-Based Design and Evaluation of New Generation Active Learning Environments  Kenn Fisher and Robert A. Ellis 13. Designing for the Future: The Post-Occupancy Evaluation of the Peter Jones Learning Centre  Jacqueline Pizzuti-Ashby 14. Defining Quality in Academic Library Spaces: Criteria to Guide Space Planning and Ongoing Evaluation  Neda Abbasi and Kenn Fisher 15. At-scale Innovative University Learning Spaces of the Future: An Approach to Evidencing and Evaluating What Works?  Leanne Rose-Munro and Saadia Majeed 16. Afterword: 21st C Learner Modalities  Kenn Fisher

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Book SynopsisThe authors provide practical, research-informed, guidelines and detailed lesson plans that improve learning of chemical, physical, biological, and Earth & space sciences. The context for learning is the myriad of exciting opportunities provided by informal science institutions such as zoos, museums, space centers and the outdoors. Many such institutions seek to educate the public and inspire budding scientists. Visits outside school help students relate science to everyday life, providing strong motivation to learn science for all abilities. This book shows the key to making such visits effective, is when they are linked to classroom learning using a learning management system, drawing upon modern students’ fascination with digital technologies and mobile devices.Trade Review"The need to enhance the quality of the learning of science that takes place in formal educational contexts (schools) is now recognised world-wide. The value of other contexts as such- for example, museums, zoos, botanical gardens, and computer-based access to these- are gradually being identified and their contribution to the learning in formal contexts established. At the same time, the descriptors of the learning that may take place- free-choice, non-formal, informal – are being refined. This plethora of opportunities places great demands on science teachers, who have to address definite learning objectives in particular subjects –normally physics, chemistry, biology, earth science- and with specific groups of students. This volume gives practical advice, based on research, to teachers on how this may best be done. By using that advice, teachers will most effectively prepare students for the multi-model world in which the social media play an increasing part." - John K. Gilbert, Professor Emeritus, The University of ReadingTable of ContentsForeword  David F. Treagust About the Cover List of Figures and Tables Part 1: What Research Has to Tell Teachers about Learning Experiences outside School (LEOS) Chapter 1: Enhancing Science Learning  Chapter Overview  Introduction  Educational Context  Research in LEOS  Structure and Organization of the Book  Assumptions and Terms Used in LEOS Writing and Literature Chapter 2: Formal, Informal, Non-Formal Learning & Free-Choice Learning  Chapter Overview  Introduction  Theories of Learning  Behaviorist Theories of Learning  Constructivism  Social Constructivism  Sociocultural Theories of Learning  Types of Learning  Formal Learning  Non-Formal Learning  Informal Learning Chapter 3: Learning Experiences outside School  Chapter Overview  Introduction  Ways by Which LEOS May Be Facilitated  Learning Environments and LEOS  LEOS: Implications for School Science Chapter 4: The Learner-Integrated Field Trip Inventory (LIFTI)  Chapter Overview  Introduction  Learner-Integrated Field Trip Inventory (LIFTI) Chapter 5: Integrating Formal, Informal and Non-Formal Learning Using the Digitally-Integrated Fieldtrip Inventory (DIFI)  Chapter Overview  Introduction  Blended Learning  The Digitally-Integrated Fieldtrip Inventory (DIFI) Part 2: The Practice of Learning Experiences outside School Chapter 6: Learning Biological Sciences via Learning Experiences outside School  Introduction  Biological Sciences  Reflections and Conclusions Chapter 7: Learning Chemical Sciences via Learning Experiences outside School  Introduction  Chemical Sciences  Reflections and Conclusions Chapter 8: Learning Earth & Space Sciences via Learning Experiences outside School  Introduction  Earth & Space Sciences  Reflections and Conclusions Chapter 9: Learning Physical Sciences via Learning Experiences outside School  Introduction  Physical Sciences  Reflections and Conclusions Appendix: The New Zealand Curriculum and Science Curriculum Index

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Book SynopsisThis book covers recent attempts to integrate 3D printing into the curriculum in schools and universities and research on its efficacies and usefulness from the practitioners' perspectives. The book unveils the exemplary works by educators and researchers in the field highlighting the current trends, theoretical and practical aspects of 3D printing in teaching and learning.Table of ContentsList of Figures and Tables Notes on Contributors 1 3D Printing: Practical Applications for K-16 Education  Jeremy Wendt, Jason Beach and Stephanie Wendt 2 3D Printing in Early Childhood Classrooms: Teacher Considerations and Decisions  Pamela Sullivan 3 Three-Dimensional Picto-Reconstructive Tinkering Tool for Creative Teaching  Sylvia Stavridi 4 Developing 21st-Century Skills through STEM Integration and Global Collaboration Using 3D Printing and CAD  Yujiro Fujiwara and Lee Kenneth Jones 5 Overcoming Barriers to the Implementation of 3D Printing in Schools  Song Min Jeong 6 3D Printing Applications in Mechanical Engineering Education  Issah M. Alhamad, Waleed K. Ahmed, Hayder Z. Ali and Hamad AlJassmi 7 Dragon STEAM: Using 3D Prints of Carboniferous Fossil Plants to Foster Unusual Partnerships  Dorothy Belle Poli, Lisa Stoneman, Jennifer Buckingham and Michael Buckingham 8 Bridging the Social and Environmental Dimensions of Global Sustainability in STEM Education with Additive Manufacturing  Chelsea Schelly and Joshua Pearce 9 Assessing Students’ Anatomical Knowledge on Bones, Commercial Models, and 3D Prints  Goran Štrkalj, Kehui Luo, Anneliese Hulme, Mirjana Štrkalj and Manisha Dayal 10 Using 3D Printing to Enhance STEM Teaching and Learning: Recommendations for Designing 3D Printing Projects  Sonya Wisdom and Elena Novak 11 Moving 3D Printing beyond the Desktop within Higher Education: Towards a Service Bureau Approach  James I. Novak and Jennifer Loy 12 A Case Study of Preparing Emirati Pre-Service Teachers to Integrate 3D Printing into Teaching and Learning  Nagla Ali, Dean Cairns, Myint Swe Khine and Muhammet Demirbilek

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Book SynopsisReflections on Technology for Educational Practitioners analyzes the use of philosophy of technology in technology education and unpacks the concept of ‘reflective practitioners’ (Donald Schön) in the field. Philosophy of technology develops ideas and concepts that are valuable for technology education because they show the basic characteristics of technology that are important if technology education is to present a fair image of what technology is. Each chapter focuses on the oeuvre of one particular philosopher of which a description is given and then insights are offered about technology as developed by that philosopher and how it has been fruitful for technology education in all its aspects: motives for having it in the curriculum, goals for technology education, content of the curriculum, teaching strategies, knowledge types taught, ways of assessing, resources, educational research for technology education, amongst others.Table of ContentsPreface List of Figures and Tables Notes on Contributors 1. Introduction  John R. Dakers, Jonas Hallström and Marc J. de Vries 2. Carl Mitcham: Descriptions of Technology  Johan Svenningsson 3. Peter Kroes and Anthonie Meijers: The Dual Nature of Artefacts  Marc J. de Vries 4. Günter Ropohl: Supporting a Technological Literacy for Future Citizenships  Vicki Compton 5. Pierre Rabardel: Instrumental Activity and Theory of Instrument  Marjolaine Chatoney and Patrice Laisney 6. Gilbert Simondon: On the Mode of Existence of Technical Objects in Technology Education  John R. Dakers 7. Bernard Stiegler: On the Origin of the Relationship between Technology and Humans  John R. Dakers 8. Bruno Latour: Actor Network Theory  John R. Dakers 9. Andrew Feenberg: Implications of Critical Theory for Technology Education  Piet J. Ankiewicz 10. Langdon Winner: A Call for Critical Theory for Technology Education  Cecilia Axell 11. Kevin Kelly: Technology Education for the Technicum  David Barlex 12. Don Ihde: Praxis Philosophy and Design and Technology Education  Steve Keirl 13. Albert Borgmann: The Device Paradigm  John R. Dakers and Marc J. de Vries 14. Clive Staples Lewis: Social, Environmental and Biomedical Implications of Technology  Jonas Hallström

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Book SynopsisReflections on Technology for Educational Practitioners analyzes the use of philosophy of technology in technology education and unpacks the concept of ‘reflective practitioners’ (Donald Schön) in the field. Philosophy of technology develops ideas and concepts that are valuable for technology education because they show the basic characteristics of technology that are important if technology education is to present a fair image of what technology is. Each chapter focuses on the oeuvre of one particular philosopher of which a description is given and then insights are offered about technology as developed by that philosopher and how it has been fruitful for technology education in all its aspects: motives for having it in the curriculum, goals for technology education, content of the curriculum, teaching strategies, knowledge types taught, ways of assessing, resources, educational research for technology education, amongst others.Table of ContentsPreface List of Figures and Tables Notes on Contributors 1. Introduction  John R. Dakers, Jonas Hallström and Marc J. de Vries 2. Carl Mitcham: Descriptions of Technology  Johan Svenningsson 3. Peter Kroes and Anthonie Meijers: The Dual Nature of Artefacts  Marc J. de Vries 4. Günter Ropohl: Supporting a Technological Literacy for Future Citizenships  Vicki Compton 5. Pierre Rabardel: Instrumental Activity and Theory of Instrument  Marjolaine Chatoney and Patrice Laisney 6. Gilbert Simondon: On the Mode of Existence of Technical Objects in Technology Education  John R. Dakers 7. Bernard Stiegler: On the Origin of the Relationship between Technology and Humans  John R. Dakers 8. Bruno Latour: Actor Network Theory  John R. Dakers 9. Andrew Feenberg: Implications of Critical Theory for Technology Education  Piet J. Ankiewicz 10. Langdon Winner: A Call for Critical Theory for Technology Education  Cecilia Axell 11. Kevin Kelly: Technology Education for the Technicum  David Barlex 12. Don Ihde: Praxis Philosophy and Design and Technology Education  Steve Keirl 13. Albert Borgmann: The Device Paradigm  John R. Dakers and Marc J. de Vries 14. Clive Staples Lewis: Social, Environmental and Biomedical Implications of Technology  Jonas Hallström

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Book SynopsisNew digital technologies offer many exciting opportunities to educators who are looking to develop better teaching practices. When technologies are new, however, the potential for beneficial and effective implementations and applications is not yet fully recognized. This book is intended to provide teachers and researchers with a wide range of ideas from researchers working to integrate the new technology of Augmented Reality into educational settings and processes. It is hoped that the research and theory presented here can support both teachers and researchers in future work with this exciting new technology. Contributors are: Miriam Adamková, Gilles Aldon, Panayiota Anastasi, Ferdinando Arzarello, Martina Babinská, Robert Bohdal, Francisco Botana, Constadina Charalambous, Eva Csandova, Omer Deperlioglu, Monika Dillingerová, Christos Dimopoulos, Jiri Dostal, Jihad El-Sana, Michael N. Fried, Maria Fuchsová, Marianthi Grizioti, Tomas Hlava, Markus Hohenwarter, Kateřina Jančaříková, Konstantinos Katzis, Lilla Korenova, Utku Köse, Zoltán Kovács,Blanka Kožík Lehotayová, Maria Kožuchová, Chronis Kynigos, Ilona-Elefteryja Lasica, Zsolt Lavicza, Álvaro Martínez, Efstathios Mavrotheris, Katerina Mavrou, Maria Meletiou-Mavrotheris, Georgios Papaioannou, Miroslava Pirháčová Lapšanská, Stavros Pitsikalis, Corinne Raffin, Tomás Recio, Cristina Sabena, Florian Schacht, Eva Severini, Martina Siposova, Zacharoula Smyrnaiou, Nayia Stylianidou, Osama Swidan, Christos Tiniakos, Melanie Tomaschko, Renata Tothova, Christina Vasou, and Ibolya Veress-Bágyi.Table of ContentsList of Figures and Tables Notes on Contributors Introduction PART 1: Early Education 1 Uses of Augmented Reality in Pre-Primary Education  Eva Severini, Blanka Kožík Lehotayová and Eva Csandová 2 Uses of Augmented Reality for Development of Natural Literacy in Pre-Primary Education  Kateøina Janèaøíková and Eva Severini 3 Empowering Teachers to Augment Students’ Reading Experience: The Living Book Project Approach  Maria Meletiou-Mavrotheris, Constadina Charalambous, Katerina Mavrou, Christos Dimopoulos, Panayiota Anastasi, Ilona-Elefteryja Lasica, Nayia Stylianidou and Christina Vasou 4 Uses of Augmented Reality in Primary Education  Lilla Korenova, Eva Csandova and Renata Tothova 5 Augmented Reality Applications in Early Childhood Education  Lilla Korenova, Zsolt Lavicza and Ibolya Veress-Bágyi PART 2: Advanced Education 6 Mathematics Learning and Augmented Reality in a Virtual School  Gilles Aldon and Corinne Raffin 7 Engaging Students in Covariational Reasoning within an Augmented Reality Environment  Osama Swidan, Florian Schacht, Cristina Sabena, Michael Fried, Jihad El-Sana and Ferdinando Arzarello 8 Uses of Augmented Reality in Biology Education  Mária Fuchsová, Miriam Adamková and Miroslava Pirháèová Lapšanská 9 Uses of Augmented Reality in Tertiary Education  Martina Siposova and Tomas Hlava 10 An Augmented Reality Based Intelligent Diagnosis Platform for Medical Training  Utku Kose and Omer Deperlioglu 11 Augmented Reality and Future Mathematics Teachers  Martina Babinská, Monika Dillingerová and Lilla Korenová PART 3: All ages and outside the school 12 Enlivened Laboratories within STEM Education (EL-STEM): A Case Study of Augmented Reality in Secondary Education  Ilona-Elefteryja Lasica, Maria Meletiou-Mavrotheris, Efstathios Mavrotheris, Stavros Pitsikalis, Konstantinos Katzis, Christos Dimopoulos and Christos Tiniakos 13 Augmented Playgrounds: Questioning Simulations to Question Intuitions  Chronis Kynigos, Zacharoula Smyrnaiou and Marianthi Grizioti 14 Augmented Reality in Mathematics Education: The Case of GeoGebra AR  Melanie Tomaschko and Markus Hohenwarter 15 Automatically Augmented Reality with GeoGebra  F. Botana, Z. Kovács, A. Martínez-Sevilla and T. Recio 16 Augmented Reality in Museums and Cultural Heritage Settings  Georgios Papaioannou 17 Applications of Augmented Reality Apps in Teaching Technical Skills Courses  Lilla Korenova, Maria Kozuchova, Zsolt Lavicza and Jiri Dostal 18 Devices for Virtual and Augmented Reality  Robert Bohdal Index

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Book SynopsisNew digital technologies offer many exciting opportunities to educators who are looking to develop better teaching practices. When technologies are new, however, the potential for beneficial and effective implementations and applications is not yet fully recognized. This book is intended to provide teachers and researchers with a wide range of ideas from researchers working to integrate the new technology of Augmented Reality into educational settings and processes. It is hoped that the research and theory presented here can support both teachers and researchers in future work with this exciting new technology. Contributors are: Miriam Adamková, Gilles Aldon, Panayiota Anastasi, Ferdinando Arzarello, Martina Babinská, Robert Bohdal, Francisco Botana, Constadina Charalambous, Eva Csandova, Omer Deperlioglu, Monika Dillingerová, Christos Dimopoulos, Jiri Dostal, Jihad El-Sana, Michael N. Fried, Maria Fuchsová, Marianthi Grizioti, Tomas Hlava, Markus Hohenwarter, Kateřina Jančaříková, Konstantinos Katzis, Lilla Korenova, Utku Köse, Zoltán Kovács,Blanka Kožík Lehotayová, Maria Kožuchová, Chronis Kynigos, Ilona-Elefteryja Lasica, Zsolt Lavicza, Álvaro Martínez, Efstathios Mavrotheris, Katerina Mavrou, Maria Meletiou-Mavrotheris, Georgios Papaioannou, Miroslava Pirháčová Lapšanská, Stavros Pitsikalis, Corinne Raffin, Tomás Recio, Cristina Sabena, Florian Schacht, Eva Severini, Martina Siposova, Zacharoula Smyrnaiou, Nayia Stylianidou, Osama Swidan, Christos Tiniakos, Melanie Tomaschko, Renata Tothova, Christina Vasou, and Ibolya Veress-Bágyi.Table of ContentsList of Figures and Tables Notes on Contributors Introduction PART 1: Early Education 1 Uses of Augmented Reality in Pre-Primary Education  Eva Severini, Blanka Kožík Lehotayová and Eva Csandová 2 Uses of Augmented Reality for Development of Natural Literacy in Pre-Primary Education  Kateøina Janèaøíková and Eva Severini 3 Empowering Teachers to Augment Students’ Reading Experience: The Living Book Project Approach  Maria Meletiou-Mavrotheris, Constadina Charalambous, Katerina Mavrou, Christos Dimopoulos, Panayiota Anastasi, Ilona-Elefteryja Lasica, Nayia Stylianidou and Christina Vasou 4 Uses of Augmented Reality in Primary Education  Lilla Korenova, Eva Csandova and Renata Tothova 5 Augmented Reality Applications in Early Childhood Education  Lilla Korenova, Zsolt Lavicza and Ibolya Veress-Bágyi PART 2: Advanced Education 6 Mathematics Learning and Augmented Reality in a Virtual School  Gilles Aldon and Corinne Raffin 7 Engaging Students in Covariational Reasoning within an Augmented Reality Environment  Osama Swidan, Florian Schacht, Cristina Sabena, Michael Fried, Jihad El-Sana and Ferdinando Arzarello 8 Uses of Augmented Reality in Biology Education  Mária Fuchsová, Miriam Adamková and Miroslava Pirháèová Lapšanská 9 Uses of Augmented Reality in Tertiary Education  Martina Siposova and Tomas Hlava 10 An Augmented Reality Based Intelligent Diagnosis Platform for Medical Training  Utku Kose and Omer Deperlioglu 11 Augmented Reality and Future Mathematics Teachers  Martina Babinská, Monika Dillingerová and Lilla Korenová PART 3: All ages and outside the school 12 Enlivened Laboratories within STEM Education (EL-STEM): A Case Study of Augmented Reality in Secondary Education  Ilona-Elefteryja Lasica, Maria Meletiou-Mavrotheris, Efstathios Mavrotheris, Stavros Pitsikalis, Konstantinos Katzis, Christos Dimopoulos and Christos Tiniakos 13 Augmented Playgrounds: Questioning Simulations to Question Intuitions  Chronis Kynigos, Zacharoula Smyrnaiou and Marianthi Grizioti 14 Augmented Reality in Mathematics Education: The Case of GeoGebra AR  Melanie Tomaschko and Markus Hohenwarter 15 Automatically Augmented Reality with GeoGebra  F. Botana, Z. Kovács, A. Martínez-Sevilla and T. Recio 16 Augmented Reality in Museums and Cultural Heritage Settings  Georgios Papaioannou 17 Applications of Augmented Reality Apps in Teaching Technical Skills Courses  Lilla Korenova, Maria Kozuchova, Zsolt Lavicza and Jiri Dostal 18 Devices for Virtual and Augmented Reality  Robert Bohdal Index

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Book SynopsisThis book covers recent attempts to integrate 3D printing into the curriculum in schools and universities and research on its efficacies and usefulness from the practitioners' perspectives. The book unveils the exemplary works by educators and researchers in the field highlighting the current trends, theoretical and practical aspects of 3D printing in teaching and learning.Table of ContentsList of Figures and Tables Notes on Contributors 1 3D Printing: Practical Applications for K-16 Education  Jeremy Wendt, Jason Beach and Stephanie Wendt 2 3D Printing in Early Childhood Classrooms: Teacher Considerations and Decisions  Pamela Sullivan 3 Three-Dimensional Picto-Reconstructive Tinkering Tool for Creative Teaching  Sylvia Stavridi 4 Developing 21st-Century Skills through STEM Integration and Global Collaboration Using 3D Printing and CAD  Yujiro Fujiwara and Lee Kenneth Jones 5 Overcoming Barriers to the Implementation of 3D Printing in Schools  Song Min Jeong 6 3D Printing Applications in Mechanical Engineering Education  Issah M. Alhamad, Waleed K. Ahmed, Hayder Z. Ali and Hamad AlJassmi 7 Dragon STEAM: Using 3D Prints of Carboniferous Fossil Plants to Foster Unusual Partnerships  Dorothy Belle Poli, Lisa Stoneman, Jennifer Buckingham and Michael Buckingham 8 Bridging the Social and Environmental Dimensions of Global Sustainability in STEM Education with Additive Manufacturing  Chelsea Schelly and Joshua Pearce 9 Assessing Students’ Anatomical Knowledge on Bones, Commercial Models, and 3D Prints  Goran Štrkalj, Kehui Luo, Anneliese Hulme, Mirjana Štrkalj and Manisha Dayal 10 Using 3D Printing to Enhance STEM Teaching and Learning: Recommendations for Designing 3D Printing Projects  Sonya Wisdom and Elena Novak 11 Moving 3D Printing beyond the Desktop within Higher Education: Towards a Service Bureau Approach  James I. Novak and Jennifer Loy 12 A Case Study of Preparing Emirati Pre-Service Teachers to Integrate 3D Printing into Teaching and Learning  Nagla Ali, Dean Cairns, Myint Swe Khine and Muhammet Demirbilek

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Book SynopsisThe authors provide practical, research-informed, guidelines and detailed lesson plans that improve learning of chemical, physical, biological, and Earth & space sciences. The context for learning is the myriad of exciting opportunities provided by informal science institutions such as zoos, museums, space centers and the outdoors. Many such institutions seek to educate the public and inspire budding scientists. Visits outside school help students relate science to everyday life, providing strong motivation to learn science for all abilities. This book shows the key to making such visits effective, is when they are linked to classroom learning using a learning management system, drawing upon modern students’ fascination with digital technologies and mobile devices.Trade Review"The need to enhance the quality of the learning of science that takes place in formal educational contexts (schools) is now recognised world-wide. The value of other contexts as such- for example, museums, zoos, botanical gardens, and computer-based access to these- are gradually being identified and their contribution to the learning in formal contexts established. At the same time, the descriptors of the learning that may take place- free-choice, non-formal, informal – are being refined. This plethora of opportunities places great demands on science teachers, who have to address definite learning objectives in particular subjects –normally physics, chemistry, biology, earth science- and with specific groups of students. This volume gives practical advice, based on research, to teachers on how this may best be done. By using that advice, teachers will most effectively prepare students for the multi-model world in which the social media play an increasing part." - John K. Gilbert, Professor Emeritus, The University of ReadingTable of ContentsForeword  David F. Treagust About the Cover List of Figures and Tables Part 1: What Research Has to Tell Teachers about Learning Experiences outside School (LEOS) Chapter 1: Enhancing Science Learning  Chapter Overview  Introduction  Educational Context  Research in LEOS  Structure and Organization of the Book  Assumptions and Terms Used in LEOS Writing and Literature Chapter 2: Formal, Informal, Non-Formal Learning & Free-Choice Learning  Chapter Overview  Introduction  Theories of Learning  Behaviorist Theories of Learning  Constructivism  Social Constructivism  Sociocultural Theories of Learning  Types of Learning  Formal Learning  Non-Formal Learning  Informal Learning Chapter 3: Learning Experiences outside School  Chapter Overview  Introduction  Ways by Which LEOS May Be Facilitated  Learning Environments and LEOS  LEOS: Implications for School Science Chapter 4: The Learner-Integrated Field Trip Inventory (LIFTI)  Chapter Overview  Introduction  Learner-Integrated Field Trip Inventory (LIFTI) Chapter 5: Integrating Formal, Informal and Non-Formal Learning Using the Digitally-Integrated Fieldtrip Inventory (DIFI)  Chapter Overview  Introduction  Blended Learning  The Digitally-Integrated Fieldtrip Inventory (DIFI) Part 2: The Practice of Learning Experiences outside School Chapter 6: Learning Biological Sciences via Learning Experiences outside School  Introduction  Biological Sciences  Reflections and Conclusions Chapter 7: Learning Chemical Sciences via Learning Experiences outside School  Introduction  Chemical Sciences  Reflections and Conclusions Chapter 8: Learning Earth & Space Sciences via Learning Experiences outside School  Introduction  Earth & Space Sciences  Reflections and Conclusions Chapter 9: Learning Physical Sciences via Learning Experiences outside School  Introduction  Physical Sciences  Reflections and Conclusions Appendix: The New Zealand Curriculum and Science Curriculum Index

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Book SynopsisWithin the era of the Fourth Industrial Revolution, we are living in a technologically advanced society, and students and teacher educators need to be adequately prepared to succeed within this progressive society. Teaching and Learning in the 21st Century: Embracing the Fourth Industrial Revolution is an edited volume that situates teaching and learning for the 21st century within diverse contexts globally so that teacher educators could make sense of their professional knowledge, curriculum, classroom contexts and diverse students. This book intends to frame and explore the different responsive and innovative pedagogies that are used for embracing the Fourth Industrial Revolution. Additionally, it aims to clarify some key concepts (for example blended learning, coding, digital, E-Learning, Internet, M-Learning, simulation and tools) in addition to other issues that surround teaching and learning for the 21st century. The book also exemplifies authentic case studies located within global contexts focusing on: the 21st-century curriculum, the 21st-century classroom environment, teachers in the 21st century and students in the 21st century. Contributors from around the world (Australia, Indonesia, Mauritius, South Africa, Tanzania and the United States of America) share their innovations in education by interrogating research experiences and examples of good practice.Table of ContentsPreface Acknowledgments List of Figures and Tables Notes on Contributors 1 Exploring Teaching and Learning in the 21st Century  Jayaluxmi Naidoo PART 1: The 21st-Century Curriculum 2 The Fourth Industrial Revolution: Implications for School Mathematics  Ajay Ramful and Sitti Maesuri Patahuddin 3 Embracing the Fourth Industrial Revolution by Developing a More Relevant Educational Spectrum: Coding, Robotics, and More  Reginald Gerald Govender PART 2: The 21st-Century Classroom Environment 4 Visualizing as a Means of Understanding in the Fourth Industrial Revolution Environment  Vimolan Mudaly 5 Transforming the Classroom Context: Mathematics Teachers’ Experiences of the Use of Technology-Enabled Pedagogy for Embracing the Fourth Industrial Revolution  Jayaluxmi Naidoo PART 3: The 21st-Century Teacher 6 Teaching and Assessment Skills Needed by 21st-Century Teachers: Embracing the Fourth Industrial Revolution  Septimi Kitta and Jaquiline Amani 7 Pre-Service Technology Teachers’ Learning Experiences of Teaching Methods for Integrating the Use of Technologies for the Fourth Industrial Revolution  Asheena Singh-Pillay 8 Pre-Service Teacher Educators’ Experiences of Using Mobile Technologies in the Teaching and Learning of Mathematics and Technology Education for the Fourth Industrial Revolution  Asheena Singh-Pillay and Jayaluxmi Naidoo PART 4: The 21st-Century Student 9 Teaching and Learning Science in the 21st Century: A Study of Critical Thinking of Learners and Associated Challenges  Yashwantrao Ramma, Ajeevsing Bholoa, Shobha Jawaheer, Sandhya Gunness, Henri Tin Yan Li Kam Wah, Ajit Kumar Gopee and Deewarkarsingh Authelsingh 10 Genius-Hour: Student-Led Learning in the Fourth Industrial Revolution  Jen Schneider and Guy Trainin Glossary Index

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Book SynopsisWithin the era of the Fourth Industrial Revolution, we are living in a technologically advanced society, and students and teacher educators need to be adequately prepared to succeed within this progressive society. Teaching and Learning in the 21st Century: Embracing the Fourth Industrial Revolution is an edited volume that situates teaching and learning for the 21st century within diverse contexts globally so that teacher educators could make sense of their professional knowledge, curriculum, classroom contexts and diverse students. This book intends to frame and explore the different responsive and innovative pedagogies that are used for embracing the Fourth Industrial Revolution. Additionally, it aims to clarify some key concepts (for example blended learning, coding, digital, E-Learning, Internet, M-Learning, simulation and tools) in addition to other issues that surround teaching and learning for the 21st century. The book also exemplifies authentic case studies located within global contexts focusing on: the 21st-century curriculum, the 21st-century classroom environment, teachers in the 21st century and students in the 21st century. Contributors from around the world (Australia, Indonesia, Mauritius, South Africa, Tanzania and the United States of America) share their innovations in education by interrogating research experiences and examples of good practice.Table of ContentsPreface Acknowledgments List of Figures and Tables Notes on Contributors 1 Exploring Teaching and Learning in the 21st Century  Jayaluxmi Naidoo PART 1: The 21st-Century Curriculum 2 The Fourth Industrial Revolution: Implications for School Mathematics  Ajay Ramful and Sitti Maesuri Patahuddin 3 Embracing the Fourth Industrial Revolution by Developing a More Relevant Educational Spectrum: Coding, Robotics, and More  Reginald Gerald Govender PART 2: The 21st-Century Classroom Environment 4 Visualizing as a Means of Understanding in the Fourth Industrial Revolution Environment  Vimolan Mudaly 5 Transforming the Classroom Context: Mathematics Teachers’ Experiences of the Use of Technology-Enabled Pedagogy for Embracing the Fourth Industrial Revolution  Jayaluxmi Naidoo PART 3: The 21st-Century Teacher 6 Teaching and Assessment Skills Needed by 21st-Century Teachers: Embracing the Fourth Industrial Revolution  Septimi Kitta and Jaquiline Amani 7 Pre-Service Technology Teachers’ Learning Experiences of Teaching Methods for Integrating the Use of Technologies for the Fourth Industrial Revolution  Asheena Singh-Pillay 8 Pre-Service Teacher Educators’ Experiences of Using Mobile Technologies in the Teaching and Learning of Mathematics and Technology Education for the Fourth Industrial Revolution  Asheena Singh-Pillay and Jayaluxmi Naidoo PART 4: The 21st-Century Student 9 Teaching and Learning Science in the 21st Century: A Study of Critical Thinking of Learners and Associated Challenges  Yashwantrao Ramma, Ajeevsing Bholoa, Shobha Jawaheer, Sandhya Gunness, Henri Tin Yan Li Kam Wah, Ajit Kumar Gopee and Deewarkarsingh Authelsingh 10 Genius-Hour: Student-Led Learning in the Fourth Industrial Revolution  Jen Schneider and Guy Trainin Glossary Index

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Book SynopsisHow would you implement Critical Digital Literacies in your own classrooms and educational programs? You will find a valuable resource to answer that question in this volume, with a pronounced focus on social justice. Seventeen contributors advance the theories and praxis of Critical Digital Literacies. Aimed at literacy, teacher education, and English Education practitioners, this volume explores critical practices with digital tools. The chapters highlight activities and approaches which cross the boundaries of: genre; critical data literacy; materiality; critical self-reflection; preservice teacher education; gender; young adult literature; multimodal composition; assessment; gaming; podcasting; and second-language teacher education. Authors also explore the challenges of carrying out both the critical and the digital within the context and confines of traditional schooling. Contributors are: Claire Ahn, JuliAnna Ávila, Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillón Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raúl Alberto Mora, Luci Pangrazio, Ernesto Peña, Amy Piotrowski, Amanda Miller Plaizier, Holger Pötzsch, Mary Rice and Anna Smith.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Glimpsing the Kaleidoscope of Praxis  JuliAnna Ávila PART 1: Extending and Reimagining the Original Definition of Critical Digital Literacies 1 Reality as Genre  Claire Ahn and Ernesto Peña 2 “Your Data Can Go to Anyone”: The Challenges of Developing Critical Data Literacies in Children  Luci Pangrazio and Lourdes Cardozo-Gaibisso 3 Bringing Materiality into Thinking about Digital Literacy: Theories and Practices of Critical Education in a Digital Age  Holger Pötzsch PART 2: Critical Digital Literacies in Teacher Education 4 Critical Self-Reflection and Teaching Tensions: Activating Critical Approaches to Digital Literacies Pedagogy among Preservice English Teachers  Amber Jensen 5 Anticipating Genders: Critical Digital Assignments as Sites of Engagement  Elisabeth Johnson and Elena Galdeano 6 Utilizing Young Adult Literature to Develop Preservice English Teachers’ CDL-Based Pedagogical Practices  Amy Piotrowski and Amanda Miller Plaizier PART 3: CDL Activities in the Classroom 7 Mobilities of Youth Print Practices in Cosmopolitan Conversation Video Composition  Anna Smith and Matthew Hall 8 Assessing Critical Digital Literacies: Challenging Theory/Illustrating Practice  Mary Frances Rice 9 “There’s More Going On”: Critical Digital Game Literacies and the Imperative of Praxis  Alexander Bacalja 10 Rethinking CDL Practices in Second-Language Teacher Education: Podcasting as CDL Narratives  Edison F. Castrillón-Ángel and Raúl Alberto Mora Conclusion: From Mimeographs to New Learning Ecologies  Anna Smith Index

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Book SynopsisHow would you implement Critical Digital Literacies in your own classrooms and educational programs? You will find a valuable resource to answer that question in this volume, with a pronounced focus on social justice. Seventeen contributors advance the theories and praxis of Critical Digital Literacies. Aimed at literacy, teacher education, and English Education practitioners, this volume explores critical practices with digital tools. The chapters highlight activities and approaches which cross the boundaries of: genre; critical data literacy; materiality; critical self-reflection; preservice teacher education; gender; young adult literature; multimodal composition; assessment; gaming; podcasting; and second-language teacher education. Authors also explore the challenges of carrying out both the critical and the digital within the context and confines of traditional schooling. Contributors are: Claire Ahn, JuliAnna Ávila, Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillón Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raúl Alberto Mora, Luci Pangrazio, Ernesto Peña, Amy Piotrowski, Amanda Miller Plaizier, Holger Pötzsch, Mary Rice and Anna Smith.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Glimpsing the Kaleidoscope of Praxis  JuliAnna Ávila PART 1: Extending and Reimagining the Original Definition of Critical Digital Literacies 1 Reality as Genre  Claire Ahn and Ernesto Peña 2 “Your Data Can Go to Anyone”: The Challenges of Developing Critical Data Literacies in Children  Luci Pangrazio and Lourdes Cardozo-Gaibisso 3 Bringing Materiality into Thinking about Digital Literacy: Theories and Practices of Critical Education in a Digital Age  Holger Pötzsch PART 2: Critical Digital Literacies in Teacher Education 4 Critical Self-Reflection and Teaching Tensions: Activating Critical Approaches to Digital Literacies Pedagogy among Preservice English Teachers  Amber Jensen 5 Anticipating Genders: Critical Digital Assignments as Sites of Engagement  Elisabeth Johnson and Elena Galdeano 6 Utilizing Young Adult Literature to Develop Preservice English Teachers’ CDL-Based Pedagogical Practices  Amy Piotrowski and Amanda Miller Plaizier PART 3: CDL Activities in the Classroom 7 Mobilities of Youth Print Practices in Cosmopolitan Conversation Video Composition  Anna Smith and Matthew Hall 8 Assessing Critical Digital Literacies: Challenging Theory/Illustrating Practice  Mary Frances Rice 9 “There’s More Going On”: Critical Digital Game Literacies and the Imperative of Praxis  Alexander Bacalja 10 Rethinking CDL Practices in Second-Language Teacher Education: Podcasting as CDL Narratives  Edison F. Castrillón-Ángel and Raúl Alberto Mora Conclusion: From Mimeographs to New Learning Ecologies  Anna Smith Index

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Book SynopsisAre you looking for evidence-based hands-on approaches to quality assurance in online programs in higher education? Then this is the book you are looking for. Quality in Online Programs includes approaches and practices to creating and maintaining quality in online programs from across disciplines, institutions, and countries. In this book, leaders in the field of online higher education share their lessons learned using customized approaches to online program quality, student support, and faculty development. These cases will be useful to those seeking to adopt or adapt such practices in their own contexts. The authors also focus on quality assurance at the program level, which has not often been addressed before and which is crucial to ensure faculty satisfaction, program outcomes, and a successful student experience. Contributors are: Beverly Araújo Dawson, Patricia Arnold, Alexandra Bitton-Bailey, Bettyjo Bouchey, Elizabeth Counselman-Carpenter, Michelle Dennis, Henrik Dindas, Cathy DuBois, Jo Anne Durovich, Sarah Fornero, John C. Gillham, Michael Graham, Amy Grincewicz, Montse Guitert, James D. Halbert, Paul Huckett, Kevin Hulen, Swapna Kumar, Nikki Lyons, Olysha Magruder, Bernhard Minke, Steven T. Nagel, Marleigh L. Perez, Jennifer L. Plahovinsak, Amy Poland, Mary L. Raber Johnson, Teresa Romeu, Albert Sangrà, Frank P. Schulte, Zaina Sheets, Bethany Simunich, Alfredo Soeiro, Nicole V. Williams and Veronica Wilson.

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Book SynopsisAre you looking for evidence-based hands-on approaches to quality assurance in online programs in higher education? Then this is the book you are looking for. Quality in Online Programs includes approaches and practices to creating and maintaining quality in online programs from across disciplines, institutions, and countries. In this book, leaders in the field of online higher education share their lessons learned using customized approaches to online program quality, student support, and faculty development. These cases will be useful to those seeking to adopt or adapt such practices in their own contexts. The authors also focus on quality assurance at the program level, which has not often been addressed before and which is crucial to ensure faculty satisfaction, program outcomes, and a successful student experience. Contributors are: Beverly Araújo Dawson, Patricia Arnold, Alexandra Bitton-Bailey, Bettyjo Bouchey, Elizabeth Counselman-Carpenter, Michelle Dennis, Henrik Dindas, Cathy DuBois, Jo Anne Durovich, Sarah Fornero, John C. Gillham, Michael Graham, Amy Grincewicz, Montse Guitert, James D. Halbert, Paul Huckett, Kevin Hulen, Swapna Kumar, Nikki Lyons, Olysha Magruder, Bernhard Minke, Steven T. Nagel, Marleigh L. Perez, Jennifer L. Plahovinsak, Amy Poland, Mary L. Raber Johnson, Teresa Romeu, Albert Sangrà, Frank P. Schulte, Zaina Sheets, Bethany Simunich, Alfredo Soeiro, Nicole V. Williams and Veronica Wilson.

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Book SynopsisThe Survey of Instructional Design Models, now in its 6th edition, is part literature review, part discussion. The literature review provides a broad foundation to understanding the diversity and use of instructional design models used in research and practice while reflecting on the many changes experienced in the field. The updated taxonomy and assumptions provide guidance on how to consider instructional design models as conceptual and operational tools. From learning space to contextual factors and elements, the taxonomy benefits anyone of interest with practically any level of prior knowledge about the systematic design of instruction. However, the taxonomy is likely to be most useful to people at the ends of the instructional design knowledge continuum: novice instructional designers on one end and instructional design scholars on the other end. The streamlined layout in the latest edition reviews 12 instructional design models currently encountered in a variety of contexts and should assist you in creating a personal mental model to aid in adopting or adapting existing models or when encountering a new model.Table of ContentsList of Figures 1 Background of Instructional Design  1 Instructional Design Defined  2 Assumptions 2 Reflecting on Instructional Design  1 A Brief History  2 Other Reviews  3 The Role of Instructional Design Models  4 Linear and Concurrent Aspects of Instructional Design 3 A Taxonomy for Instructional Design Models  1 Need for an Organizing Framework  2 The Taxonomy  3 Delimitation 4 The Models  1 The Four-Component Instructional Design (4C/ID) Model  2 Agile Development Model  3 The Culture Based Model  4 The Dick, Carey and Carey Model  5 The Gerlach and Ely Model  6 The Instructional Project Development and Management (IPDM) Model  7 The Interservices Procedures for Instructional Systems Development (IPISD) Model  8 The ISD Model 2  9 The Kemp Model  10 The Layers-of-Necessity Model  11 The Pebble in the Pond Model  12 The Understanding by Design (UbD) Model 5 Discussion  1 Conclusion References Annotated Bibliography

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Book SynopsisThe Survey of Instructional Design Models, now in its 6th edition, is part literature review, part discussion. The literature review provides a broad foundation to understanding the diversity and use of instructional design models used in research and practice while reflecting on the many changes experienced in the field. The updated taxonomy and assumptions provide guidance on how to consider instructional design models as conceptual and operational tools. From learning space to contextual factors and elements, the taxonomy benefits anyone of interest with practically any level of prior knowledge about the systematic design of instruction. However, the taxonomy is likely to be most useful to people at the ends of the instructional design knowledge continuum: novice instructional designers on one end and instructional design scholars on the other end. The streamlined layout in the latest edition reviews 12 instructional design models currently encountered in a variety of contexts and should assist you in creating a personal mental model to aid in adopting or adapting existing models or when encountering a new model.Table of ContentsList of Figures 1 Background of Instructional Design  1 Instructional Design Defined  2 Assumptions 2 Reflecting on Instructional Design  1 A Brief History  2 Other Reviews  3 The Role of Instructional Design Models  4 Linear and Concurrent Aspects of Instructional Design 3 A Taxonomy for Instructional Design Models  1 Need for an Organizing Framework  2 The Taxonomy  3 Delimitation 4 The Models  1 The Four-Component Instructional Design (4C/ID) Model  2 Agile Development Model  3 The Culture Based Model  4 The Dick, Carey and Carey Model  5 The Gerlach and Ely Model  6 The Instructional Project Development and Management (IPDM) Model  7 The Interservices Procedures for Instructional Systems Development (IPISD) Model  8 The ISD Model 2  9 The Kemp Model  10 The Layers-of-Necessity Model  11 The Pebble in the Pond Model  12 The Understanding by Design (UbD) Model 5 Discussion  1 Conclusion References Annotated Bibliography

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Book SynopsisToday’s teachers are charged with not only finding meaningful ways to integrate student use of technology in their classrooms, but also ways to more authentically assess student learning. The advancements in video technology have made classroom video production activities both affordable and feasible. Collaborative Video Production (CVP) is a method of increasing higher order thinking, engagement, collaboration, and technology through the creation of video. The information provided in this book about the seven-step process of CVP, stems from both field research and practical classroom application. The video production process and the corresponding activities that are described by Joe P. Gaston and Byron Havard have been successfully conducted with students from elementary grades through higher ed. The focus of this book is on how to manage and facilitate CVP projects in the classroom. Educators who are interested in more authentically engaging and assessing students' understanding of academic content will find this book to be of great benefit.Table of ContentsSeries Editors’ Foreword  Christopher T. Miller and Anthony A. Piña Preface Acknowledgements List of Figures and Tables About the Authors Introduction  Joe P. Gaston 1 Collaborative Video Production Overview: Collaborative Video Production  1 Layout of the Chapters  2 The Foundations of CVP  3 Summary 2 Interest, Engagement, and Collaboration  1 Four Phase Interest Model and CVP  2 Engagement and CVP  3 Collaboration and CVP  4 Summary 3 Step 1: Establishing Collaborative Groups and Step 2: Creative Thinking and Decision Making  1 Step 1: Establishing Groups  2 Step 2: Creative Thinking & Decision Making  3 Summary 4 Step 3: Storyboarding and Script Writing  1 Storyboarding  2 Summary 5 Step 4: Scene Creation  1 Setting Parameters for Location  2 Props and Effects  3 Summary 6 Step 5: Shooting Video and Capturing Audio  1 Teacher’s Role in Managing the Video Shoot  2 Summary 7 Step 6: Editing Video and Step 7: Presenting Video  1 Managing the Editing Process  2 Step 7: Presenting Video  3 Summary 8 Digging Deeper  1 Other Types of Shots  2 Additional Lighting Considerations  3 Video Pacing, Timing, and Rhythm  4 Summary 9 Summary of the CVP Steps  1 Step 1: Establishing Collaborative Groups  2 Step 2: Creative Thinking and Decision Making  3 Step 3: Storyboarding and Script Writing  4 Step 4: Scene Creation  5 Step 5: Shooting Video and Capturing Audio  6 Step 6: Editing Video  7 Step 7: Presenting Video 10 CVP History and Research  1 Historical Foundations of CVP  2 CVP Research  3 Summary Index of Terms References Index

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Book SynopsisToday’s teachers are charged with not only finding meaningful ways to integrate student use of technology in their classrooms, but also ways to more authentically assess student learning. The advancements in video technology have made classroom video production activities both affordable and feasible. Collaborative Video Production (CVP) is a method of increasing higher order thinking, engagement, collaboration, and technology through the creation of video. The information provided in this book about the seven-step process of CVP, stems from both field research and practical classroom application. The video production process and the corresponding activities that are described by Joe P. Gaston and Byron Havard have been successfully conducted with students from elementary grades through higher ed. The focus of this book is on how to manage and facilitate CVP projects in the classroom. Educators who are interested in more authentically engaging and assessing students' understanding of academic content will find this book to be of great benefit.Table of ContentsSeries Editors’ Foreword  Christopher T. Miller and Anthony A. Piña Preface Acknowledgements List of Figures and Tables About the Authors Introduction  Joe P. Gaston 1 Collaborative Video Production Overview: Collaborative Video Production  1 Layout of the Chapters  2 The Foundations of CVP  3 Summary 2 Interest, Engagement, and Collaboration  1 Four Phase Interest Model and CVP  2 Engagement and CVP  3 Collaboration and CVP  4 Summary 3 Step 1: Establishing Collaborative Groups and Step 2: Creative Thinking and Decision Making  1 Step 1: Establishing Groups  2 Step 2: Creative Thinking & Decision Making  3 Summary 4 Step 3: Storyboarding and Script Writing  1 Storyboarding  2 Summary 5 Step 4: Scene Creation  1 Setting Parameters for Location  2 Props and Effects  3 Summary 6 Step 5: Shooting Video and Capturing Audio  1 Teacher’s Role in Managing the Video Shoot  2 Summary 7 Step 6: Editing Video and Step 7: Presenting Video  1 Managing the Editing Process  2 Step 7: Presenting Video  3 Summary 8 Digging Deeper  1 Other Types of Shots  2 Additional Lighting Considerations  3 Video Pacing, Timing, and Rhythm  4 Summary 9 Summary of the CVP Steps  1 Step 1: Establishing Collaborative Groups  2 Step 2: Creative Thinking and Decision Making  3 Step 3: Storyboarding and Script Writing  4 Step 4: Scene Creation  5 Step 5: Shooting Video and Capturing Audio  6 Step 6: Editing Video  7 Step 7: Presenting Video 10 CVP History and Research  1 Historical Foundations of CVP  2 CVP Research  3 Summary Index of Terms References Index

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Book SynopsisThe authors in this volume offer a new set of lenses that brings into focus the possibilities offered by different pedagogical approaches. With these lenses, this volume recognizes and answers the growing call from learners, parents, educators, communities, and national leaders for a re-imagined way to educate. This volume creates a vision of the future of education that calls for engagement in such pedagogies as blended learning, disruptive technology, connected and personalized. Contributors are: Vinita Abichandani, Fatma Nur Aktaş, Anastasios Athanasiadis, Anastasios (Tasos) Barkatsas, Seth Brown, Athina Chalkiadaki, Grant Cooper, Carlos García Cuadrado, Kimberley Daly, Yüksel Dede, Zara Ersozlu, Andrew Gilbert, James Goring, Anne K. Horak, Kathy Jordan, Katerina Kasimatis, Gillian Kidman, Peter Kelly, Manolis Koutouzis, Alex Koutsouris, Huk-Yuen Law, Susan Ledger, Kathy Littlewood, Simone Macdonald, Elisa Arranz Martín, Tricia McLaughlin, Juanjo Mena, Claudia Orellana, Anastasia Papadopoulou, Vassiliki Papadopoulou, Kate Park, Scott K. Phillips, Ioanna Skaltsa, Micah Swartz, Hazel Tan, and Lisa Williams.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors 1 Reimagining STEM Education: Developing Agency through STEA+M and Design Thinking  Gillian Kidman, Hazel Tan and Simone Macdonald 2 Computer Algebra System (CAS) Technology Integration in Secondary Mathematics Classrooms: Pedagogical Approaches and Challenges  Claudia Orellana, Tasos Barkatsas and Hazel Tan 3 Re-Imagining Mathematics Teacher Education for 21st Century Skills in the Context of Harmful Mathematics Educational Values  Fatma Nur Aktas and Yüksel Dede 4 Reimagining Professional Growth for 21st Century’s Mathematics Teachers: Promoting Professional Agency for Developing Creative and Innovative Pedagogy  Huk Yuen Law 5 Improving Authenticity of Learning and Assessment: Reflecting on Professional Noticing through 360-Degree Videos  Zara Ersozlu, Susan Ledger and Micah Swartz 6 Wonder-Infused Pedagogy: Pathway to Courage in the Classroom  Andrew Gilbert 7 We Didn’t Light It but We’re Trying to Fight It: Developing Teacher Competence with Pedagogy that Promotes Global Perspectives  Kimberley Daly, Anne K. Horak, Kate Park and Vinita Abichandani 8 Practicum Profiles Tool (PPT): Matching Mentoring Dyads and Triads through the Use of an Online App  Juanjo Mena, Carlos García, Elisa Arranz and Tasos Barkatsas 9 The Experiences of Low Socioeconomic Status (SES) Undergraduate Students in the 21st Century Work Integrated Learning Practicum  Lisa Williams, Tricia McLaughlin and Kathy Jordan 10 Applying an Extended Theory of Planned Behaviour Model to Predict Students’ University Intentions: A Structural Equation Model  Grant Cooper and Tasos Barkatsas 11 Capability Development and Micro-Credentials: A Case Study of Community-Based, Value Creation for Neurodiverse Young People  Seth Brown, Scott K. Phillips, James Goring and Peter Kelly 12 Lifelong Learning and Adult Education: The Dropout of Trainees in Greek Second Chance Schools  Koutouzis Manolis, Papadopoulou Anastasia and Chalkiadaki Athina 13 Reimagining Higher Education: Competences Development towards Sustainability  Ioanna G. Skaltsa, Katerina Kasimatis and Alex Koutsouris 14 The Mentoring of Emerging Teachers: A Crucial Component of 21st Century Teaching and Learning  Kathy Littlewood and Tricia McLaughlin 15 The EppekQual Scale: An Instrument Designed to Measure Service Quality in Prospective Teacher-Training Programs  Anastasios Athanasiadis, Vassiliki Papadopoulou and Katerina Kasimatis Index

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Book SynopsisThe authors in this volume offer a new set of lenses that brings into focus the possibilities offered by different pedagogical approaches. With these lenses, this volume recognizes and answers the growing call from learners, parents, educators, communities, and national leaders for a re-imagined way to educate. This volume creates a vision of the future of education that calls for engagement in such pedagogies as blended learning, disruptive technology, connected and personalized. Contributors are: Vinita Abichandani, Fatma Nur Aktaş, Anastasios Athanasiadis, Anastasios (Tasos) Barkatsas, Seth Brown, Athina Chalkiadaki, Grant Cooper, Carlos García Cuadrado, Kimberley Daly, Yüksel Dede, Zara Ersozlu, Andrew Gilbert, James Goring, Anne K. Horak, Kathy Jordan, Katerina Kasimatis, Gillian Kidman, Peter Kelly, Manolis Koutouzis, Alex Koutsouris, Huk-Yuen Law, Susan Ledger, Kathy Littlewood, Simone Macdonald, Elisa Arranz Martín, Tricia McLaughlin, Juanjo Mena, Claudia Orellana, Anastasia Papadopoulou, Vassiliki Papadopoulou, Kate Park, Scott K. Phillips, Ioanna Skaltsa, Micah Swartz, Hazel Tan, and Lisa Williams.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors 1 Reimagining STEM Education: Developing Agency through STEA+M and Design Thinking  Gillian Kidman, Hazel Tan and Simone Macdonald 2 Computer Algebra System (CAS) Technology Integration in Secondary Mathematics Classrooms: Pedagogical Approaches and Challenges  Claudia Orellana, Tasos Barkatsas and Hazel Tan 3 Re-Imagining Mathematics Teacher Education for 21st Century Skills in the Context of Harmful Mathematics Educational Values  Fatma Nur Aktas and Yüksel Dede 4 Reimagining Professional Growth for 21st Century’s Mathematics Teachers: Promoting Professional Agency for Developing Creative and Innovative Pedagogy  Huk Yuen Law 5 Improving Authenticity of Learning and Assessment: Reflecting on Professional Noticing through 360-Degree Videos  Zara Ersozlu, Susan Ledger and Micah Swartz 6 Wonder-Infused Pedagogy: Pathway to Courage in the Classroom  Andrew Gilbert 7 We Didn’t Light It but We’re Trying to Fight It: Developing Teacher Competence with Pedagogy that Promotes Global Perspectives  Kimberley Daly, Anne K. Horak, Kate Park and Vinita Abichandani 8 Practicum Profiles Tool (PPT): Matching Mentoring Dyads and Triads through the Use of an Online App  Juanjo Mena, Carlos García, Elisa Arranz and Tasos Barkatsas 9 The Experiences of Low Socioeconomic Status (SES) Undergraduate Students in the 21st Century Work Integrated Learning Practicum  Lisa Williams, Tricia McLaughlin and Kathy Jordan 10 Applying an Extended Theory of Planned Behaviour Model to Predict Students’ University Intentions: A Structural Equation Model  Grant Cooper and Tasos Barkatsas 11 Capability Development and Micro-Credentials: A Case Study of Community-Based, Value Creation for Neurodiverse Young People  Seth Brown, Scott K. Phillips, James Goring and Peter Kelly 12 Lifelong Learning and Adult Education: The Dropout of Trainees in Greek Second Chance Schools  Koutouzis Manolis, Papadopoulou Anastasia and Chalkiadaki Athina 13 Reimagining Higher Education: Competences Development towards Sustainability  Ioanna G. Skaltsa, Katerina Kasimatis and Alex Koutsouris 14 The Mentoring of Emerging Teachers: A Crucial Component of 21st Century Teaching and Learning  Kathy Littlewood and Tricia McLaughlin 15 The EppekQual Scale: An Instrument Designed to Measure Service Quality in Prospective Teacher-Training Programs  Anastasios Athanasiadis, Vassiliki Papadopoulou and Katerina Kasimatis Index

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Book SynopsisThis book details a unique training evaluation approach developed by David J. Basarab, Sr. currently the Manager of Evaluation at Motorola University. This approach was developed in part based on information from his graduate coursework with Dr. Darrell K. Root, professor of program evaluation and educational administration at the University of Dayton. It enabled Motorola to evaluate their corporate training programs to determine whether money spent on training was an investment or an expense. This evaluation approach is also significant in determining either the effectiveness of or the opportunities to improve corporate training programs. In this text, The Training Evaluation Process, David Basarab and Darrell Root provide commercial industry training with a step-by-step approach to use when evaluating training progrruns, thus allowing training to be viewed as an investment rather than an expense. This text focuses on assessing training programs, so that they may be improved. This approach provides a successful procedure to use when evaluating training programs. Included in the text is a comprehensive explanation of the evaluation model developed by D. L. Kirkpatrick (Kirkpatrick, D. L., November 1959) in which he described four levels of evaluating training progrruns: Level 1 -Reaction: Evaluate to learn participants' perception to the training program. Level 2 -Learning: Evaluate to determine whether participants have learned the course subject matter. Level 3 -Behavior: Evaluate participants' use of newly acquired job skills on the job. Level 4 -Results: Evaluate the organizational impact of training on company's workforce.Table of ContentsPreface. 1. Introduction to Evaluation. 2. Training Evaluation Phases. 3. Developing an Evaluation Plan. 4. Develop Evaluation Procedures. 5. Obtain Evaluation Data. 6. Analyze Evaluation Data. 7. Report Evaluation Results. 8. Measuring Effective Evaluations. 9. Glossary of Terms. 10. Index.

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Book Synopsis.- AI-Powered Educational Innovation..- Empowering Elementary School English Review Lessons with Generative AI: Constructing the RCPA Human-Machine Collaborative Teaching Model..- Design and Development of an LLM-empowered Arguing Pedagogical Agent with a Personalized Avatar, Movements, and Voice..- Student Emotion Recognition Research Based on Deep Learning Techniques: An Example of Primary and Secondary School Classrooms..- The Influence of GAI on the Development of Students’ Higher-Order Thinking Ability: Meta-Analysis Based on Relevant Empirical Studies at Home and Abroad Since 2022..- Design of Knowledge Graph Solutions to Enhance Resilience in STEM Education..- Understanding College Students' AI Literacy in Course Essays: A Topic Modeling-Based Method..- Emotion Recognition for Learners Based on Facial Expressions and BVP Signals..- Making AI Forget You: Removing Educational Data from Intelligent Education Models..- A Low-consumption Teaching Role Recognition Method for Teaching Analysis..- Open Management of Research-oriented Laboratories in Universities Based on an “AI for Science” Paradigm..- Tech-Enhanced Curriculum & Teaching InnovationsSTE..- STEM, Cultural Heritage, and Junior High School Labor Curriculum: An Example of the 3-way Luban Lock C-STEAM Project..- LIDT Framework and Implementation of Life-Oriented Instructional Design for Preschool Children’s Scientific Activities Empowered by Digital Intelligence Technology..- A Practical Study of AR Technology-enabled Children's Immersion Learning..- Research on the Construction and Application of a Multi-agent Collaborative Digital Volunteer Education Model..- Can Information Technology Bridge Cultural Differencesc? Design and Effectiveness Analysis of COIL Based on Intercultural Communication..- Design, Implementation, and Application of a 3-D Virtual Simulation Visualization Experiment System for Camera Calibration..- AI-driven Learning Analytics & Assessment..- Optimizing the Assessment System of Integrated Course Design through Causal Inference..- Evaluation and Continuous Improvement of Graduation Design Based on Causal Inference..- Assessment of an AI-Assisted Power Supply Experiment Design Based on Causal Inference..- A Measurement Method of Knowledge Contribution by Learners During a Design Process..- Investigating How Self-Recording and Playback Influence Music Students’ Self-Assessment..- Exploring the Influencing Factors of Pupil Gratification towards Elementary School Library Services: A TAM-Based Study..- What Characteristics of Social Media Make Teachers' Learning and Training Effective..- Undersea Adventure (UA): A Stealth Approach to Collaborative Skills Assessment in Schools.

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Book SynopsisExtended Reality Technology in Education and Game-Based Learning.- Enhancing Employability through Virtual Reality (VR) Simulations: Empirical Evidence from Higher Education.- Playful First Steps: Virtual Reality and Gamification to Ease Employee Onboarding.- Using the Online Game-Based Learning Tool Kahoot! to Enhance Learning Experiences in Virtual Lectures.- Enhancing Scientific Concept Retention and Critical Thinking Skills in Grade 9 Students Through Gamification.- Caesar’s Adventure and the Enhancement of Cryptography Learning through Gamification.- Transforming Language Education through Jigsaw Puzzle: A Focus on Enhancing Learning Continuity and Recovery Amidst Educational Crisis.- A Theoretical Framework for Integrating Artificial Intelligence, Virtual Reality, and Metaverse in Speaking Skills Enhancement.- A Stimulus-Response Theory Approach: Integrating Board Game Design and Storytelling for Enhanced Educational Engagement.- Integrating Virtual Reality Technology in Tourism and Hospitality Education: Student Learning Experiences and Implications.- Exploring Filipino Senior High School Students’ Digital Competencies in Technology-Driven Classrooms.

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Book SynopsisThis book constitutes the refereed proceedings of the 7th International Conference on Technology in Education, ICTE 2024, held in Hradec Kralove, Czech Republic, during December 25, 2024. The 21 full papers presented in this volume were carefully reviewed and selected from 65 submissions.

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Book SynopsisIntroduction to computational thinking and design based learning.- Theoretical framework for integrating computational thinking in education.- Design based learning approaches for computational thinking.- Integrating computational thinking via ai based design based learning activities.- Computational thinking integration by design based learning perspective implementation example of ai.- Integrating computational thinking into computer assisted language learning from theoretical foundations to design based learning applications.- CT integration by design based learning perspective implementation example of foreign language training.- CT integration by design based learning perspective implementation example of digital storytelling.- Computational thinking integration by design based learning perspective implementation example of math education.- Promoting computational thinking through stem education.

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