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

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Book SynopsisFollowing Karl Kapp's earlier book The Gamification of Learning and Instruction , this Fieldbook provides a step-by-step approach to implementing the concepts from the Gamification book with examples, tips, tricks, and worksheets to help a learning professional or faculty member put the ideas into practice.Table of ContentsWebsite Contents xvi Figures, Tables, and Exhibits xvii Foreword xxv About the Authors xxix About the Contributors xxxiii Chapter 1 How to Read and Use This Fieldbook 1 Introduction 1 Key Definition 2 Why This Book? 2 What’s Coming in This Book 5 The Best Way to Read This Book 7 Continuing the Discussion 9 Section I: Getting Started Chapter 2 Why Games, Gamification, and Simulations for Learning? 13 Chapter Questions 13 Introduction 13 Wrong Reasons 14 Right Reasons 20 Questions to Ponder 31 Ensuring Success 31 Key Takeaways 33 Chapter 3 Game, Gamification, or Simulation: Which Is Best, When, Why? 35 Chapter Questions 35 Introduction 36 Games 37 Gamification 54 Simulations 58 Selecting the Right ILE 63 Key Takeaways 65 Chapter 4 Critical Questions for Creating an Interactive Learning Event 67 Chapter Questions 67 Introduction 67 Foundational Questions 69 Practical Questions 73 Scoring and Assessment Questions 75 Game Play Questions 79 Key Takeaways 81 Section II: Basic Elements Chapter 5 Foundational Elements 89 Chapter Questions 89 Introduction 89 Feedback 90 Constructs 95 Challenge 98 Story 99 Key Takeaways 100 Chapter 6 The Importance of Narrative/Context/Story 103 Chapter Questions 103 Introduction 103 Overview of Storytelling 104 Elements of Storytelling 106 How Is Storytelling Different in ILEs? 107 The Goal-Based Scenario 109 The Role of Reality 110 The Predictable Unexpected 112 Architecting Your Story 112 Key Takeaways 115 Chapter 7 Making the Case 117 Chapter Questions 117 Introduction 117 Research-Based Justification 118 Return on Investment Justification 127 1. Identify the Need 129 2. Determine Sponsor’s Goals 132 3. Decide How to Measure 133 4. Dollarize the Measurements 134 5. Conduct a Baseline Assessment 134 6. Implement and Deliver the Game, Gamification, or Simulation 136 7. Gather Post-Learning Data and Data from the Control Group 136 8. Determine the Return 137 Stealth Justification 139 Key Takeaways 140 Chapter 8 Managing the Process 141 By Jim Kiggens Chapter Questions 141 Introduction 141 The Process Required to Produce an Educational Game 142 Tips for a First-Time Producer 170 Key Takeaways 176 Section III: Design Considerations Chapter 9 Where Do Find Ideas 179 Chapter Questions 179 Introduction 179 Play Games 180 Brainstorming Techniques 184 Shazam Session 191 Sharing Output 193 Key Takeaways 197 Chapter 10 Games 199 Chapter Questions 199 Introduction 199 Designing a Game From Start to Finish 200 Wireframing 209 One-Page Design 211 Paper Prototyping 212 Storyboards 214 Design Document 216 Key Takeaways 217 Chapter 11 Gamification 219 Chapter Questions 219 Introduction 219 Controversial Nature of Gamification 220 Structural Gamification 224 Avoid Learners Gaming the System 235 Content Gamification 237 Key Takeaways 246 Chapter 12 Simulations 249 Chapter Questions 249 Introduction 249 Why Simulations Are Valuable for Learning 251 Designing a Simulation 252 The Illusion of Complexity 254 Using Flowcharts 256 Storytelling for Simulations 258 Creating Decisions for Simulations 259 Creating Simulation Feedback 263 Simulation Design Tool 264 Key Takeaways 269 Section IV: Development Chapter 13 Technology Tools 273 By Helmut Doll Chapter Questions 273 Introduction 273 Developing an Interactive Learning Experience 274 Development Terms 275 Template-Based Authoring Tools/Arcade-Style Games 276 Game Engines 278 Other Development Tools 280 Mobile Games 282 Adding Leaderboards or Badges 283 Key Takeaways 284 Chapter 14 Storyboarding 287 By Kevin Thorn Chapter Questions 287 Introduction 287 Why Storyboarding Is Important 290 The Storyboarding Process 293 Storyboarding in Action 294 Storyboarding Simulations 298 Storyboarding Techniques 300 Key Takeaways 300 Section V: Case Studies Chapter 15 The Knowledge Guru 305 By Sharon Boller Background 305 The Challenge 306 Why Game or Gamification? 307 Making the Case 309 The Solution 309 The Benefits and Results 316 Lessons Learned 317 Chapter 16 A Board Game: MPE 319 By Robert Bell Background 319 The Challenge 320 Why a Game? 321 Making the Case 323 The Solution 323 The Benefits 329 The Results 329 Lessons Learned 330 Chapter 17 Mobile Gamification: Mobile Cricket U 333 By Robert Gadd Background 333 The Challenge 334 Why Gamification? 336 Making the Case 337 The Solution 339 The Benefits 343 Lessons Learned 344 Chapter 18 Serious Game: Learning to Negotiate 347 By Bryan Austin Background 347 The Challenge 348 Why a Game? 349 The Solution 350 The Benefits 355 The Results 355 Lessons Learned 356 Chapter 19 Structural Gamification for On-Boarding Employees 359 By Mohit Garg Background 359 The Challenge 360 Why Gamification? 360 Making the Case 361 The Solution 363 The Results 365 Summary 368 Lessons Learned 368 Chapter 20 Medical Simulation 371 By Kevin R. Glover Background 371 The Challenge 372 Why a Simulation? 375 Making the Case 378 The Solution 379 The Results 387 Lessons Learned 388 Chapter 21 Financial Game-Based Learning 391 By Andrew Hughes Background 391 The Challenge 392 Why a Game? 392 Making the Case 392 The Solution 393 The Benefits 397 The Results 398 Lessons Learned 398 Chapter 22 Sales Training Game: An Avaya Case 399 By Anders Gronstedt Background 399 Why a Game-Based Simulation? 400 The Solution 400 Benefits and Results 404 Lessons Learned 404 Glossary 405 Notes 417 Index 423 About ASTD 441

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Book SynopsisA comprehensive exploration of technology's role in adult learning Technology and Innovation in Adult Learning introduces educators and students to the intersection of adult learning and the growing technological revolution.Table of ContentsPreface ix Acknowledgments xv Part 1: A Foundation for New Learning 1 1 The Digital Age Secret for Success: Adult Learning 3 2 Understanding the Evolution of the Digital Age 17 3 Adult Learning and Living in the Digital Age 43 4 Biological Concerns: Development, Aging, and Neuroscience 65 Part 2: Scaffolding Essential Skills for Learning in the Digital Age 83 5 Andragogy Illustrated 85 6 Motivation’s Essential Role 101 7 Critical Thinking and Problem-Solving 113 8 Self]Directed Learning Discovered 143 9 Required Intercultural Competencies 155 10 Transformative Learning Perspectives 169 Part 3: New Vistas in a Digital World 185 11 Mind, Body, and Spirit Connections 187 12 e]Learning Models: Distance, Mobile, Virtual, and Informal Learning 203 13 Psychology of Technology Use and Adoption 221 14 Conclusion: Emergent Research Opportunities 237 References 255 Index 281

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Book SynopsisThe 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledgethe knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice.Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: Current thoughts on TPACK Theory Research on Technological Pedagogical Content Knowledge in Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education andTrade Review"In 2008, the AACTE Handbook of Technological Pedagogical Content Knowledge established a new context for thinking about infusion of technology in teaching. The influence of this book has been reflected in the hundreds of articles, books, dissertations, conference presentations, and symposia stimulated by its publication. The second edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is a worthy successor to the first. Updated to reflect current research and understanding of best practices in this area, it is destined to become a key reference for anyone who is interested in technology in teaching and learning." --Glen L. Bull, Professor and Co-Director, Center for Technology & Teacher Education, Curry School of Education, University of Virginia, USA "A must read for TPACK researchers and practitioners, the second edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators provides a valuable and useable update on developments in the very active TPACK community in the 8 years since the first edition. From new methods and instruments designed to study TPACK to specific descriptions of successful approaches to developing and using TPACK in different subject areas, this second edition connects readers to the latest developments in this very important area." --Ann Thompson, Professor, Department of Curriculum and Instruction, College of Education, Iowa State University, USA "Having designed pre-service and graduate courses using the TPACK model and applied the model in our scholarship, we found the book provided us with insight, clarity, and inspiration for future use... Anyone with an advanced academic interest in TPACK should find something in the handbook that will enhance understanding of the model."-- Douglas M . Harvey, Ronald A. Caro, Tech Trends, Association for Educational Communications & Technology Table of ContentsAcknowledgements Chapter 1: Introduction to the 2nd Edition of the TPACK Handbook Mary C. Herring, Matthew J. Koehler, Punya Mishra, Joshua Rosenberg, Jolene Teske Section I: Theory Chapter 2: Theoretical Considerations and Alternative Conceptualizations TPACK Charoula Angeli, Nicos Valanides, Andri Christodoulou Chapter 3: Using Theoretical Perspectives in Developing an Understanding of TPACK Joke Voogt, Petra Fisser, Jo Tondeur, Johan van Braak Chapter 4: Developing TPACK: Envisioning Technological Pedagogical Reasoning Vicky Smart, Glenn Finger, Cheryl Sim Section II: Research Chapter 5: Exploring the Use of Qualitative Methods to Examine TPACK Leanna Archambault Chapter 6: A Review of the Quantitative Measures of Technological Pedagogical Content Knowledge (TPACK) Ching Sing Chai, Joyce Hwee Ling Koh, Chin Chung Tsai Chapter 7: Understanding Teachers’ TPACK Through Observation Denise A. Schmidt-Crawford, Shu-Ju Diana Tai, Wei Wang, Yi Jin Chapter 8: Support for Technology Integration: Implications From and For the TPACK Framework Noortje Janssen, Ard W. Lazonder Chapter 9: Transforming Teachers’ Knowledge for Teaching with Technologies: An Online Learning Trajectory Instructional Approach Margaret L. Niess Chapter 10: Universal Design for Learning (UDL) Infused Technological Pedagogical Content Knowledge (TPACK) Model Prepares Efficacious 21st Century Teachers Beatrice Hope Benton-Borghi Section III: Implications for Practice Chapter 11: Developing and Assessing TPACK among Pre-service Teachers: A Synthesis of Research Chrystalla Mouza Chapter 12: Inservice Teachers’ TPACK Development: Trends, Models, and Trajectories Judith B. Harris, Chapter 13: TPACK Development in Higher Education Mary C. Herring, Sohyun Meacham, Daniel Mourlam Chapter 14: Opportunities and Challenges of TPACK-based Professional Development on a Global Scale Mark Hofer, John Lee, David Slykhuis, James Ptaszynski Chapter 15: Understanding the Role of a School Principal in Setting the Context for Technology Integration: A TPACK Perspective Vinesh Chandra Chapter 16: Making Meaningful Advances: TPACK for Designers of Learning Tools Karin Forssell Chapter 17: Designing Professional Development to Support Teachers’ TPACK in Elementary School Mathematics Drew Polly, Chandra Hawley Orrill Chapter 18: TPACK-Based Professional Development Programs in In-service Science Teacher Education Evrim Baran, Sedef Canbazoglu Bilici, Erdem Uygun Chapter19: Music TPACK in Higher Education: Educating the Educators Jordan Mroziak, Judith Bowman Chapter 20: The Impact of Digital Storytelling on the Development of TPACK among Student Teachers in Taiwan Amber Y. Wang About the Contributors Index

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Book SynopsisWhat ideas do children hold about the natural world?How do these ideas affect their learning of science?Young learners bring to the classroom knowledge and ideas about many aspects of the natural world constructed from their experiences of education and from outside school. These ideas contribute to subsequent learning, and research has shown that teaching of science is unlikely to be effective unless it takes learners' perspectives into account.Making Sense of Secondary Science provides a concise, accessible summary of international research into learners' ideas about science, presenting evidence-based insight into the conceptions that learners hold, before and even despite teaching. With expert summaries from across the science domains, it covers research findings from life and living processes, materials and their properties and physical processesThis classic text is essential reading fTable of ContentsPart I: Children's ideas about life and living processes. Living things. Nutrition. Growth. Responding to the environment. Reproduction and inheritance. Microbes. Ecosystems. Part II: Children's ideas about materials and their properties. Materials. Solids, liquids and gases. Chemical change. Particles. Water. Air. Rocks. Part III: Children's ideas about physical processes.

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Book SynopsisThis book offers a clear-eyed perspective on the potential and peril of this new form of education.Trade ReviewProfessor Rhoads chronicles the rise of massive open online courses (MOOCs) from 2008 to 2014...Recommended [for] upper-division undergraduates through graduates, faculty and professional readers. ChoiceTable of ContentsAcknowledgments1. Introduction2. The Organizational System of the World of the MOOC3. Connectivism, Social Learning, and the cMOOC/xMOOC Distinction4. Blowback and Resistance to the MOOC Movement5. ConclusionNotesBibliographyIndex

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Book SynopsisOver the last decade virtual learning environments have become an important innovation in the student learning experience. This title presents a collection of research on the growth, innovation and implementation of learning technologies for educators, technologists and trainers.

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Book SynopsisEducators who engage with today's students appreciate the impact digital media has on the lives of our younger generations. Learners of today consume, create, and publish multimedia content continuously, using a variety of devices such as cell phones, tablets, and computers. They generate original and innovative products through programs, apps, and the Internet as a means of communicating and representing their lives, ideas, and feelings. Unfortunately, not all students understand how to apply media literacy or media safety, and many lack knowledge of how to truly analyze media content for its value in society. Today's educators must learn to harness the enthusiasm students have for digital media (content that uses a combination of text, images, audio, animation, and video) into daily lessons in order to enhance student interest, engagement, motivation, and achievement in classroom environments. This book addresses these vital considerations, thereby empowering teachers and studenTrade ReviewThis book offers a compelling argument for multimedia as a tool that teachers and students can use to support instruction and learning. The authors provide a strong theoretical base to support their ideas. Important considerations such as guiding students in media literacy, safety and privacy concerns, and copyright are addressed. Several curriculum design frameworks are discussed, along with the role of multimedia to enhance instruction. The authors pose many helpful questions to be asked by teachers as they plan for the effective use of multimedia and emphasize that desired learning outcomes are paramount. This practical guide describes many pre-existing resources, as well as ways that student-centered multimedia use can help students acquire complex thinking skills. The authors offer many things to consider when assessing students' multimedia products and include examples of rubrics for assessing both individual and group projects. -- Jane L. Howland, PhD, teaching professor, LT Program Coordinator, School of Information Science & Learning Technologies, The iSchool at University of MissouriWe often hear that we need to “meet students where they are”. With the ever growing world of technology and the understanding that the minds of the digital natives are developing differently than the digital immigrants, this statement is more true than ever! This book addresses the all facets of multimedia in the classroom by first answering the “whys” and then giving educators ideas to address the “hows”. The research presented is undeniable and really drives home the importance of both teacher centered and student centered technology. Multimedia as a “hook” or pre-assessment gives teachers the opportunity to quickly engage students, bring the new content to life while also helping to drive future instruction. As part of a lesson, it can enhance the learning through interactive media that touches on all styles of learning and, finally, when students create their own multimedia projects, their learning comes to life as they construct using their knowledge along with their own creativity. In my experiences as a classroom teacher, former graduate student and now Digital Learning Specialist, when you allow students to assess their learning through creating their own products you are enhancing their critical thinking skills and letting them take ownership of their learning. More importantly, students become a consumer of what they learn which ultimately leads toward real life application and understanding. Isn’t that what we all want for our students? I highly recommend you read this book and really immerse yourself in the ideas presented for you as a teacher and the creations presented for your students. I think you will be thrilled you did! -- Monica Crane, Digital Learning Specialist, Fort Bend ISDDigital Media in Today's Classrooms offers a complete look at the use of multimedia and technology in the classroom. Educators at any comfort level will walk away from this book with new ideas on how to use technology with their students. From the current research backing the use of technology in the classroom, to real application of technology, readers will find what they need to implement better technology usage at their school. Not only does the book offer specific technology tools to use in the classroom, but the thought process behind using technology appropriately and effectively. Where ever you are in your journey with technology, this book can meet you there and guide you further! -- Emily Morris, Ninth Grade Social Studies Teacher, J. Frank Dobie High School, Pasadena ISD, Summit Public Schools Pilot ParticipantTable of ContentsAcknowledgements Introduction Chapter 1: Digital Media — What Is It, and Why Does It Matter? oWho Are These 21st Century Learners? oWhat Is Digital Media and How Does It Impact Learning? oDigital Media: The Ever-Present Companion of Today’s Students oHow Can Teachers Enhance Students’ 21st Century Literacy Skills? oHow Do Educational Standards and Media Correlate? oEssential Ideas to Remember oReferences Chapter 2: Research Findings and the Implications on Learning oHow Does Technology Impact Learning? oHow Does Multimedia Content Impact Learning? oHow Is the Role of Video Content in Student Leaning Evolving? oResearch Implications oEssential Ideas to Remember oReferences Chapter 3: Essential Considerations in Using Digital Media oThe Growing Imperative of Media Literacy oSuffering Not from Lack of Innovation, but Rather Lack of Education oIn the Digital World, as in the Physical World, Student Safety is Paramount oCoping with COPPA oNow Playing in a Classroom Near You… oGiving Credit Where Credit Is Due oThe Code of Best Practices in Fair Use for Media Literacy Education oEssential Ideas to Remember oReferences Chapter 4: Planning for Digital Media: Settings, Groupings, and Platforms oFirst Things First oThe Understanding by Design Framework oThe Universal Design for Learning (UDL) Model oBloom’s Taxonomy oClassroom Instruction That Works oDigital Media’s Role Within These Frameworks oSharpening the Axe: Crucial Factors to Consider When Planning for Digital Media Integration oReady, Set, Learn! oWhere to Begin? oEssential Ideas to Remember oReferences Chapter 5: Using Digital Media to READY Students for Learning: Preparing Learners to Acquire Key Knowledge and Skills oReadying Instructional Resources oReadying the Learners: Activating Engagement, Motivation, and Interest oWhat’s the Point? oThe Power of Prior Knowledge oThe Potential of a Focused Mind oThe Promise of Personal Interest oThe Potent Influence of Personal Motivation o“TEASe”ing the Students to Impact Attention, Motivation, and Interest oEssential Ideas to Remember oTEASe Making Resources oReferences Chapter 6: SETTING Meaningful Learning: Supporting Students with Content Acquisition oWhy Reinvent the Wheel? The Benefits of Pre-Created Digital Media oLights, Camera, Action! The Enchanting Features of Film in Classroom Settings oLearners as Viewers: Leveraging the Transportive Potential of Media oTapping the Riches of Pre-Created Digital Media Content oLearners as Participants: Actively Engaging Students with Interactive Resources oThe Best of Both Worlds: Digital Media Options that Enable Students to Interact as Viewers and Participants oDigital Media in Action: Examples of Digital Media Lessons in Classroom Settings oEssential Ideas to Remember Chapter 7: LEARNING with Digital Media: Empowering Students to Demonstrate Learning through Design and Creation oIt’s Not Going to Be Easy, But It Will Be Worth It! oPositioning Students in the Driver’s Seat oPutting the Pedal to the Metal: Encouraging Students to Lead the Way through Authoring oWhat’s the Point? Driving Media Integration with Purpose oDecisions, Decisions: Crucial Considerations for Successfully Implementing Student-Centered Digital Media oInspiration for the Journey: Examples of Student-Centered Digital Media Projects oEssential Ideas to Remember Chapter 8: Assessing the Use of Digital Media oAn Assortment of Assessment Types oA Time and a Place for Every Assessment Type oAssessing with Purpose oAesthetic Appeal: Stressing the Significance of Style oPresentation Is Everything... Or at Least Highly Important! oTeamwork Makes the Dream Work: Fostering Classroom Collaboration oAssessment in Action: Representative Rubrics to Guide the Journey oEssential Ideas to Remember oReferences Chapter 9: Digital Media for Flipped or Distance Learning oWhat Is Virtual Learning, and What’s the Big Deal? oBlended Learning: The Best of Both Worlds? oFlip It! Flip It Good! oThe Art of Flipping: Putting It into Practice oMaking the Most of Increased Class Time oTools for Creating oEvaluating oAnalyzing oApplying oUnderstanding and Remembering oTo Create or Not to Create? That Is the Question! oThink Before You Flip: Key Considerations Prior to Flipping oCreating Screencasts with a Computer oCreating Screencasts with an iPad oThe Challenge: Finding the Perfect Place to Store Resources for Sharing and Viewing oInspiration for Future Flipping Endeavors oEssential Ideas to Remember oReferences Chapter 10: Looking Forward to What is Next: Future Technologies and Their Role in the Classroom oSilicon Valley’s Influence oSoftware-Supported Personalized Learning oVirtual Reality and Augmented Reality oChanging Landscapes and Changing Students oEssential Ideas to Remember oReferences

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Book SynopsisInformation acquisition and management has always had a profound impact on societal and organizational progression. This is due to higher education programs continuously expanding, students and academics being engaged in modern research, and the constant evaluating of current processes in education for optimization for the future. The Handbook of Research on Innovative Techniques, Trends, and Analysis for Optimized Research Methods is a comprehensive reference sources focused on the latest research methods currently facing educational technology and learners. While highlighting the innovative trends and methods, readers will learn valuable ways to conduct research and advance the understanding of ideas based on the results of their research. This publication is an important asset for teachers, researchers, practitioners, and graduate students looking to gain more knowledge on research trends and their applications.

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Book SynopsisEducation is increasingly being involved with technological resources in order to meet the needs of emerging generations, consequently changing the way people teach and learn. Game-based learning is a growing aspect of pedagogical practice, and it is important to disseminate research trends and innovations in this field.The Handbook of Research on Immersive Digital Games in Educational Environments provides emerging research exploring the theoretical and practical aspects of digital games and technological resources and applications within contemporary education. Featuring coverage on a broad range of topics such as digital integration, educational simulation, and learning theories, this book is ideally designed for teachers, pre-service teachers, students, educational researchers, and education software developers seeking current research on diverse immersive platforms and three-dimensional environments that support the creation of digital games and other applications to improve teaching and learning processes.

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Book SynopsisHarness the power of video to promote reflective practice and teacher growth Video is the only feedback method that allows educators to view their teaching through their own eyes, yet many K-12 professionals have yet to reap the benefits of this powerful technology. This practical and comprehensive guide takes advantage of new methods and tools to capture teaching and learning and a broad base of current research to impact teacher thinking and actions. Written for instructional coaches, administrators, supervisors, and individual teachers, it includes guidance on how to get started and how to engage in nonjudgmental and descriptive analysis scaffolding to counter anxiety and resistance, and to cultivate a growth mindset. chapters on specific contexts including developmental, evaluative, and problems of practice. guidance for observation in specific grade bands and for specific student populations. templates and links to videos for video analysis tasks, step-by-step process outlines, real-world vignettes and application questions. Drawing on broad evidence of the impact of video on teaching, this is the guide for maximizing this powerful form of professional learning. Table of ContentsAcknowledgments Reference List: 20 Video Analyses of Teaching Tasks About the Author PART 1 • LAYING THE GROUNDWORK FOR POWERFUL USE OF VIDEO IN TEACHER LEARNING Chapter 1 • Why Video for Teacher Learning? Chapter 2 • What Observation Skills Need to Be in Place Before I Get Started With Video? Chapter 3 • How Does the Way We Communicate Support Learning With Video? Chapter 4 • What Are the Technical Aspects of Creating Video Recordings of Teaching? PART 2 • 20 VIDEO ANALYSIS TASKS: A GUIDE FOR PRACTICE Chapter 5 • Video Used to Introduce Classroom Observation Chapter 6 • Video Used to Explore Dilemmas of Practice Chapter 7 • Video Used to Build a Shared Professional Vision Chapter 8 • Video Used For Developmental Feedback Chapter 9 • Video Used For Evaluative Feedback Chapter 10 • Creating a Video Library of Teaching Final Thoughts: Video Analysis at Work Index

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Book SynopsisClosing the Gap is an ISTE book series designed to reflect the contributions of multiple stakeholders seeking to ensure that digital equity is achieved on campuses, in classrooms, and throughout education. In this series, authors Nicol R. Howard, Sarah Thomas, and Regina Schaffer offer historical and philosophical insights while exploring challenges and solutions unique to teacher preparation programs, pre-service and in-service teachers, and instructional coaches. The first book in the series, Closing the Gap: Digital Equity Strategies for Teacher Prep Programs, includes: a discussion of historical placement of “digital equity” content in teacher education programs; research- and evidence-based vignettes from teacher educators, higher education deans, and department coordinators demonstrating best practices; examples of ISTE Standards in action; practical tips for preparing future teachers to navigate the process; positive applications of digital equity; and a hypothesis for the future direction of digital equity in teacher education. This book will inform teacher education programs and future research, providing positive examples and recommendations for educational technology leaders and educators on moving toward digital equity in K12 and teacher education.

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Book SynopsisKids are naturally curious about the world around them. They seek ways to understand and interact with their environment, often using digital tools to do so. Imagine a world where children’s curiosities are amplified -- helping them see the power of their thinking, perspective and voice. Spark Change examines the multitude of possibilities available when students are given the opportunity to amplify their learning online, centering on three ideas of citizenship: be a good person, be critical and be an advocate for something you care about in life. The book introduces readers to Liv, a young changemaker empowered to use digital tools to create and share content online. Liv’s story offers readers an opportunity to explore how students can use technology as a tool for empathy, equity and activism. Kids can’t become changemakers if they aren’t empowered to think beyond their own community. Liv’s online sense of agency serves as an example of maximizing opportunities, developing a powerful voice and making global connections that deepen her compassion for people and the world.Connected-learning opportunities help students develop key understandings about the world around them. This book shows how these understandings lead to social action, and how students develop a deeper sense of empathy and kindness from interacting with the world.

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Book SynopsisToday’s students are ready to design, dream and MAKE the future. Teach Boldly: Using Edtech for Social Good is a guide for educators ready to activate positive change in teaching and learning through innovative practices, meaningful use of technology and global collaboration. The book offers a human-centered approach with design- and empathy-driven practices that address many aspects of teaching and learning. Topics covered include constructing agile classrooms, digital storytelling and communicating across lines of difference, and prioritizing feedback and active listening. This book invites readers to create a customized plan to leverage innovative practice, education technology and global networks to activate positive change in the classroom and the world; discusses learning space design through the lens of empathy and amplification of student voice; provides easy-to-implement ideas for transforming learning and classroom culture through space; showcases the power of narrative and bringing focus to the need for storytelling in education and the world; and offers direction for seeking out authentic feedback and steps for iterating on ideas with emphasis on preservation of voice and prioritization of creativity in expression of ideas. With inspiration from real-world peaceMAKERS in education, Teach Boldly invites readers to create ready-to-go action plans for themselves as educators, for classroom communities and for the global community.

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Book SynopsisInstead of drill-and-practice apps and worksheets, what if technology enabled exploration of math concepts? Instead of screens for disconnected individual learning, what if technology fostered mathematical discourse and collaboration? Instead of a one-size-fits-all approach to teaching mathematics, what if we used technology to differentiate to meet students’ diverse needs? Technology has the power and potential to support the teaching and learning of math content at all grade levels, but the presence of technology is insufficient unless it’s paired with effective teaching practices and meaningful content. This book poses and unpacks the above questions and many more, with detailed classroom examples to illustrate practical strategies for integrating technology in the K-5 math classroom, highlighting opportunities to amplify and transform mathematics teaching through strategic technology use.

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Book SynopsisThis insider’s guide from a seasoned technology coach provides classroom teachers with ideas and strategies to help students develop real-world projects to support authentic learning.Not every teacher has a dedicated coach who can support them in the classroom. Even those who do can benefit from additional ideas and support from a seasoned coach. Written by an experienced instructional technologist, this book is designed to help fill this role, showing teachers how to empower students to take charge of their own learning and provide creative and authentic opportunities for students to demonstrate their knowledge through projects. With this book, teachers will get the guidance they need to help students engage in learning experiences that allow them to reflect on their level of knowledge and what they need to learn, while exploring topics that correspond with their interests. Instead of providing text-based slideshow presentations that students read off a screen, teachers will learn to guide students in creating tutorial videos, providing peer reviews, curating their own resources and participating in debates. The book: Shows how to take the fear out of edtech projects and presentations, while helping educators solve the problem of finding time to develop and manage authentic projects. Offers a blueprint for implementing high-quality strategies and lesson ideas in classes, with a plethora of practical resources to inspire students. Demonstrates the importance of pedagogy before tech, with some activities highlighting a blend of hands-on learning and technology. Aligns projects to the ISTE Standards, providing a road map for creating valuable opportunities to help students become successful lifelong learners. Includes at least three thematically linked projects in every chapter, as well as examples from other educators who are modeling the ideas in the book. For those just beginning to implement projects in their classroom, this book provides a framework for getting started. For those who have been incorporating student projects successfully for years, this book provides fresh ideas and strategies to help students further develop as creative communicators.

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Book SynopsisThe second edition of this best-selling classroom guide helps students understand why digital literacy is a crucial skill for their education, future careers, and participation in democracy. Offering practical strategies for assessing information online, this guide provides students with the tools to locate reliable sources and websites among the clickbait and viral videos that pervade the web. The guide's hands-on activities, germane readings, and lesson plans give students strategies for reading and analyzing data visualizations; finding and evaluating credible sources; learning how to spot fake news; fact-checking; crafting a research question; effectively conducting searches on Google and on library catalogs and databases; finding peer-reviewed publications; evaluating primary sources; and understanding disinformation and misinformation, filter bubbles, propaganda, and satire in a variety of sources—including websites, social media posts, infographics, videos, and more (on platforms like Facebook, Twitter, Instagram, TikTok, and YouTube). New to the second edition:• attention to the ethical dimensions of digital technology, including privacy issues and bias in search algorithms—with an accompanying lesson plan• an emphasis on how digital literacy can help stem racism, sexism, ableism, and the perpetuation of harmful stereotypes• instruction on inclusive research and citation practices to avoid perpetuating systemic bias • a new chapter, "Composing in Digital Spaces," that offers instruction in multimodal composition and foregrounds accessibility • a new and up-to-date reading, "The Real History of Fake News" • a section on avoiding plagiarism • updated references and examples • resource lists of digital tools, platforms, and software that can support the practices described in the guide

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Book SynopsisMany early childhood professionals are unfamiliar with computer science, robotics, and engineering concepts. This user-friendly and accessible book gives teachers great ideas for engaging young children with 100 exciting, hands-on computer science and engineering activities. The book can be easily included in a developmentally appropriate curriculum and offer a balance of adult-facilitated and child-centered activities.

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Book SynopsisDigital Technologies in Modeling and Management: Insights in Education and Industry explores the use of digital technologies in the modeling and control of complex systems in various fields, such as social networks, education, technical systems, and their protection and security. The book consists of two parts, with the first part focusing on modeling complex systems using digital technologies, while the second part deals with the digitalization of economic processes and their management. The book results from research conducted by leading universities' teaching staff and contains the results of many years of scientific experiments and theoretical conclusions. The book is for a wide range of readers, including the teaching staff of higher educational institutions, graduate students, students in computer science and modeling, and management technologies, including economics. It is also a valuable resource for IT professionals and business analysts interested in using digital technologies to model and control complex systems.

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Book SynopsisWhen you are a teacher and new technology is all your pupils and colleagues are talking about it can feel like the loneliest, hardest place in the world to be, but it doesn't have to be this way. No one knows this better than author Simon Pridham, who faced with this problem set about improving his skillset as a head teacher and also developing a mobile device programme in his school. Drawing on his own experience, as well as other teachers and colleagues he has worked with, Simon openly discusses why this is so important in education and what to do when that tablet device is handed to you for the very first time by your head teacher or colleague. Simon will also take you on a journey which will highlight how empowered you feel when you reach the other side of the Digital Bridge. The book is the first of its kind in the education market as you are able to use your tablet or smartphone to scan images and QR codes to access screencasts, interviews, the Freaked Out YouTube channel and much more. Freaked Out is packed full of information and useful tips as well as essential small steps, video tutorials and the story of Simon's journey to taking his school to be one of the leading tech schools in the UK. The book covers everything from anxieties around taking that first step to empowering your pupils to become Digital Leaders so that this is a digital journey you all take together. In among the expert advice and practical tips, Freaked Out instils confidence, gives clear direction and a step by step guide on how you become an effective 21st century facilitator of learning in modern education. Inspire, engage and enthuse by reading Freaked Out today. You can use the Aurasma app to scan the front cover of the book and view Simon's introductory video. Here's how it works. Education Resources Awards finalist - Best Educational Book 2015.

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Book SynopsisThis book details online academic collaborations between universities in Europe, the USA and Palestine. The chapters recount the challenges and successes of online collaborations which promote academic connections and conversations with the Gaza Strip, despite a continuing blockade imposed on Gaza since 2007, and forge relationships between individuals, institutions and cultures. The chapters examine, from different perspectives, what happens when languages and the internet facilitate encounters, and the fundamental importance this has as a form of defiance and of resistance to the physical confinement experienced by Palestinian academics, students and the general population of Gaza. They highlight the limitations of multilingual and intercultural encounters when they are deprived of the sensory proximity of face-to-face situations and what is lost in the translation of languages, practices and experiences from the ‘real’ to the ‘virtual’ world. This book is open access under a CC BY NC ND licence.Trade ReviewThis book documents and enacts a creative improvisation that challenges, resists and connects. Produced by powerful academic online collaborators, it opens a window into the cultural resilience that stubbornly co-created curious academic bridges in spite of the impassable borders. This book offers a rare and valuable opportunity to learn from and about resilient education and scholarly innovation in areas torn by war, like the Gaza Strip. It challenges us to rethink our remits of possibility. * Khawla Badwan, Manchester Metropolitan University, UK *The book opens a discussion on what it means to collaborate through the internet when one of the two partners is living in a situation of forced closure. The collected stories of collaboration are not only stories of resistance and resilience, but narratives of innovation and openness. They represent an immense source of inspiration for the whole Mediterranean community and beyond, and examples of equitable and sustainable international academic collaboration. * Marcello Scalisi, UNIMED - Mediterranean Universities Union *Table of ContentsPrologue: Collaborating Under Siege: A Whatsapp Tale Introduction: Alison Phipps, Giovanna Fassetta And Nazmi Al Masri: Can You ‘Here’ Me? Editors’ Reflections on Online Collaborations Between the Gaza Strip and the Global North Part 1. English as an Additional Language and Online Technologies Chapter 1. Bill Guariento: Engineers Operating Multilingually: Reflections on Four Years of Glasgow-Gaza Pre-Sessional English Telecollaboration Chapter 2. Sanaa Abou-Dagga: Islamic University of Gaza (IUG) Internationalization Endeavours at the Level of Postgraduate Programmes Chapter 3. Gary Motteram, Nazmi Al-Masri, Heba Hamouda, and Shaiffadzillah Omarali: Exploring Mobile Support for English Language Teachers in a Context of Conflict: Syrian Refugee Teachers in Jordan Part 2. Finding Motivation for Language Learning in a Situation of Forced Immobility Chapter 4. Abedrabu Abu Alyan: Motivational Strategies and Online Technologies: Are Palestinian EFL University Students in the Gaza Strip Empowered to be Bilingual? Chapter 5. Anna Rolinska, Bill Guariento, Ghadeer Abo Uda and Ongkarn Nakprada: ‘Really Talking’ to Gaza: From Active to Transformative Learning in Distributed Environments and Under Highly Pressured Conditions Part 3. Palestine and the Arabic Language Chapter 6. Giovanna Fassetta, Nazmi Al-Masri, Mariam Attia And Alison Phipps: Gaza Teaches Arabic Online: Opportunities, Challenges and Ways Forward Chapter 7. Maria Grazia Imperiale: (In)Articulability of Pain and Trauma: Idioms of Distress in the Gaza Strip Part 4. Making Connections Chapter 8. Ahmed S. Muhaisen: The Experience of The Islamic University of Gaza in Cross-Border Academic Collaboration: T-MEDA Project as a Case Study Chapter 9. Chantelle Warner and David Gramling: From the Kitchen to Gaza: Networked Places and the Collaborative Imagination Afterword: Alison Phipps: “I Am Here”: Savouring the ‘Selfie Moments’ List of Contributors (in Alphabetical Order)

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Book SynopsisAs part of e-learning, adaptive systems are more specialized and focus on the adaptation of learning content and presentation of this content. An adaptive system focuses on how knowledge is learned and pays attention to the activities, cognitive structures, and context of the learning material. The adaptive term refers to the automatic adaptation of the system to the learner. The needs of the learner are borne by the system itself. The learner did not ask to change the parameters of the system to his own needs; it is rather the needs of the learner that will be supposed by the system. The system adapts according to this necessity.Personalization and Collaboration in Adaptive E-Learning is an essential reference book that aims to describe the specific steps in designing a scenario for a collaborative learning activity in the particular context of personalization in adaptive systems and the key decisions that need to be made by the teacher-learner. By applying theoretical and practical aspects of personalization in adaptive systems and applications within education, this collection features coverage on a broad range of topics that include adaptive teaching, personalized learning, and instructional design. This book is ideally designed for instructional designers, curriculum developers, educational software developers, IT specialists, educational administrators, professionals, professors, researchers, and students seeking current research on comparative studies and the pedagogical issues of personalized and collaborative learning.

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Book SynopsisHigher education is undergoing radical changes with the arrival of emerging technology that can facilitate better teaching and learning experiences. However, with a lack of technical awareness, technophobia, and security and trust issues, there are several barriers to the uptake of emerging technologies. As a result, many of these new technologies have been overlooked or underutilized. In the information systems and higher education domains, there exists a need to explore underutilized technologies in higher education that can foster communication and learning. Fostering Communication and Learning With Underutilized Technologies in Higher Education is a critical reference source that provides contemporary theories in the area of technology-driven communication and learning in higher education. The book offers new knowledge about educational technologies and explores such themes as artificial intelligence, digital learning platforms, gamification tools, and interactive exhibits. The target audience includes researchers, academicians, practitioners, and students who are working or have a keen interest in information systems, learning technologies, and technology-led teaching and learning. Moreover, the book provides an understanding and support to higher education practitioners, faculty, educational board members, technology vendors and firms, and the Ministry of Education.

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Book SynopsisContrary to popular myth, we do not yet live in the “Information Age.” At best, we live the “Data Age,” obsessed with the production, collection, storage, dissemination, and monetization of digital data. But data, in and of itself, isn’t valuable. Data only becomes valuable when we make sense of it. We rely on “information professionals” to help us understand data, but most fail in their efforts. Why? Not because they lack intelligence or tools, but mostly because they lack the necessary skills. Most information professionals have been trained primarily in the use of data analysis tools (Tableau, PowerBI, Qlik, SAS, Excel, R, etc.), but even the best tools are only useful in the hands of skilled individuals. Anyone can pick up a hammer and pound a nail, but only skilled carpenters can use a hammer to build a reliable structure. Making sense of data is skilled work, and developing those skills requires study and practice. Weaving data into understanding involves several distinct but complementary thinking skills. Foremost among them are critical thinking and scientific thinking. Until information professionals develop these capabilities, we will remain in the dark ages of data. This book is for information professionals, especially those who have been thrust into this important work without having a chance to develop these foundational skills. If you’re an information professional and have never been trained to think critically and scientifically with data, this book will get you started. Once on this path, you’ll be able to help usher in an Information Age worthy of the name.

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Book SynopsisThis book constitutes the proceedings of the 15th International Conference on Intelligent Tutoring Systems, ITS 2019, held in Kingston, Jamaica, in June 2019. The 14 full papers and 13 short papers presented in this volume were carefully reviewed and selected from 42 submissions. In the back matter of the volume 4 poster papers are included. They deal with the use of advanced computer technologies and interdisciplinary research for enabling, supporting, and enhancing human learning.Table of ContentsA Learning Early-warning Model Based on Knowledge Points.- Adaptive Learning Spaces with Context-Awareness.- Agents’ Cognitive vs. Socio-affective Support in Response to Learner’s Confusion.- An Adaptive Approach to Provide Feedback for Students in Programming Problem Solving.- Analysis and Prediction of Student Emotions While Doing Programming Exercises.- Analyzing Best Hints for a Programming IST.- Analyzing the Group Formation Process in Intelligent Tutoring Systems.- Analyzing the usage of the classical ITS software architecture and refining it.- Assessing Students’ Clinical Reasoning using Gaze and EEG Features.- Computer-Aided Intervention for Reading Comprehension Disabilities.- Conceptualization of IMS that Estimates Learners’ Mental States from Learners’ Physiological Information Using Deep Neural Network Algorithm.- Data-Driven Student Clusters Based on Online Learning Behavior in a Flipped Classroom with an Intelligent Tutoring System.- Decision Support for an Adversarial Game Environment using Automatic Hint Generation.- Detecting Collaborative Learning through Emotions: An Investigation using Facial Expression Recognition.- Fact Checking Misinformation Using Recommendations from Emotional Pedagogical Agents.- Intelligent On-line Exam Management and Evaluation System.- Learning by Arguing in Argument-Based Machine Learning Framework.- Model for data analysis process and its relationship to the hypothesis-driven and data-driven research approaches.- On the discovery of educational patterns using biclustering.- Parent-Child Interaction in Children's Learning How to Use a New Application.- Patterns of Collaboration Dialogue Acts in Typed-Chat Group Problem-Solving.- PKULAE: A Learning Attitude Evaluation Method Based on Learning Behavior.- Predicting MOOCs Dropout Using only two easily obtainable Features from the First Week’s Activities.- Predicting subjective enjoyment of aspects of a videogame from psychophysiological measures of arousal and valence.- Providing the Option to Skip Feedback – A Reproducibility Study.- Reducing Annotation Effort in Automatic Essay Evaluation Using Locality Sensitive Hashing.- Representing and Evaluating Strategies for Solving Parsons Puzzles.- Testing the Robustness of Inquiry Practices once Scaffolding is Removed.- Toward Real-Time System Adaptation using Excitement Detection from Eye Tracking.- Towards Predicting Attention And Workload During Math Problem Solving.- Using a Simulator to Choose the Best Hints in a Reinforcement Learning-Based Multimodal ITS.

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Book SynopsisThis book is an information packed overview of how to structure a data science career, a data science degree program, and how to hire a data science team, including resources and insights from the authors experience with national and international large-scale data projects as well as industry, academic and government partnerships, education, and workforce. Outlined here are tips and insights into navigating the data ecosystem as it currently stands, including career skills, current training programs, as well as practical hiring help and resources. Also, threaded through the book is the outline of a data ecosystem, as it could ultimately emerge, and how career seekers, training programs, and hiring managers can steer their careers, degree programs, and organizations to align with the broader future of data science. Instead of riding the current wave, the author ultimately seeks to help professionals, programs, and organizations alike prepare a sustainable plan for growth in this ever-changing world of data. The book is divided into three sections, the first “Building Data Careers”, is from the perspective of a potential career seeker interested in a career in data, the second “Building Data Programs” is from the perspective of a newly forming data science degree or training program, and the third “Building Data Talent and Workforce” is from the perspective of a Data and Analytics Hiring Manager. Each is a detailed introduction to the topic with practical steps and professional recommendations. The reason for presenting the book from different points of view is that, in the fast-paced data landscape, it is helpful to each group to more thoroughly understand the desires and challenges of the other. It will, for example, help the career seekers to understand best practices for hiring managers to better position themselves for jobs. It will be invaluable for data training programs to gain the perspective of career seekers, who they want to help and attract as students. Also, hiring managers will not only need data talent to hire, but workforce pipelines that can only come from partnerships with universities, data training programs, and educational experts. The interplay gives a broader perspective from which to build. Trade Review Table of Contents

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Book SynopsisThis book constitutes the refereed proceedings of the 25th International Conference, CRIWG+CollabTech 2019, held in Kyoto, Japan in September 2019. The 12 full papers presented in this book together with 8 work-in-progress papers were carefully reviewed and selected from 28 submissions, and the program also included an invited talk. This year presented a merger of the CRIWG and CollabTech conferences after having been jointly held since 2014. The papers published in this proceedings focus on innovative collaboration technologies and social computing.Table of ContentsAwareness of Complementary Knowledge in CSCL: Impact on Learners’ Knowledge Exchange in Small Groups.- Identifying Socio-Technical Means to Support Small Loosely Coupled Groups of Volunteers.- The analysis of collaborative science learning with simulations through dual eye-tracking techniques.- Hybrid Meetings in the Modern Workplace: Stories of Success and Failure.- A CSCL script for supporting moral reasoning in the ethics classroom.- Tailorable Remote Assistance with RemoteAssistKit: A Study of and Design Response to Remote Assistance in the Manufacturing Industry.- Vision-Based Indoor Positioning (VBIP) - An Indoor AR Navigation System With A Virtual Tour Guide.- Developing Hyper-stories in the Context of Cultural Heritage Appreciation.- A Method for Automated Detection of Cultural Difference.- FootstepsMixer: a Tool to Express Multiple People’s Footsteps in a Footstep Transmission System for Awareness Support.- Speech Speed Awareness System Slows Down Native Speaker’s Talk.- A Comic-style Chat System with Japanese Expression Techniques for More Expressive Communication.- Modeling of non-verbal behaviors of students in cooperative learning by using OpenPose.- Implementing a Serious Game to Improve Communication and Social Skills for Children with Autism.- DiAna-AD: Dialog Analysis for Adjusting Duration during Face-to-face Collaborative Discussion.- Group Dynamics in Gameful Collaborative Innovation Processes.- Discovering Latent Country Words: A Step towards Cross-cultural Emotional Communication.- Evaluation of a campus navigation application using an AR character guide.- An Automated Structural Approach to Support Theatrical Performances by Introducing Gesture Recognition to a Cuing System.- Proposal of Emphasized Pseudo Expression for Improving the Recognition of the Presence and Contribution of Remote Participants in Cooperative Work.

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Book SynopsisThis book constitutes the refereed proceedings of the 13th International Conference on Blended Learning, ICBL 2020, held in Bangkok, in August 2020.The 33 papers presented were carefully reviewed and selected from 70 submissions. The conference theme of ICBL 2020 is Blended Learning : Education in a Smart Learning Environment. The papers are organized in topical sections named: Blended Learning, Hybrid Learning, Online Learning, Enriched and Smart Learning, Learning Management System and Content and Instructional Design. Table of Contents

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Book SynopsisThis textbook evolves from the intersection between ‘Research’, ‘Educational Information Technologies’ and recent ‘Best Practices’. It offers diplomacy and erudite rhetoric in order to harvest from innovation projects and see how new professional needs for teachers are emerging day by day. The volume launches the compact background for the 21st century education that every teacher faces after being in charge for 3 or 6 years after pre-service training. ‘Sources for a better education’ refers to the deep understanding and to the incentives for encouraging teachers to leave the comfort zone and experiment the next steps into a further sophisticated professionalism, without the threat of feeling in a ‘Dilemma’.The first candidate for extending one’s teaching effectiveness is to tailor one’s teaching to the test to be expected. ‘Teaching to the Test’ is an understandable tactic, however it endangers the students’ full understanding of underlying concepts and analogies. The second candidate for professionalism is the deeper layer of knowledge on how curricular domains are related. In simpler terms: better teachers know how to ‘bridge’ topics and subjects so that students develop a deeper understanding on the patterns and structure in knowledge. The 21st century education prioritizes higher degrees of flexible-, divergent and abstract thinking, so that creative problem solving comes into reach. ICT tools for making prior knowledge explicit is a major example on how learners harvest upon prior knowledge, thinking and intuition. The third source for a better education is the courage to envisage one’s meta knowledge in order to see patterns in learning and understanding. The more conscious prior knowledge gets decompiled into genetic metaphors; the better future learning can be anticipated. The fourth asset for meta-cognitive skills is the wide spectrum of tools that the web offers for building knowledge infra-structures so that knowledge becomes transformed into problem solving skills; the availability of knowledge is no longer sufficient for finding creative and authentic solutions in future situations. This is the case for both students and teachers. By tradition, the bottom-up strategy from reproductive factual learning up to the levels of problem solving and creative thinking has been favoured. The ‘one-click away’ access to information on the web asks a more strategic attitude from learners and practitioners to cope with the periphery between known and unknown, so that a more effective meta-cognition develops. The fifth stimulus for more effective learning is the expanding impact of social media. Social media tend to intimidate learners with incomplete understanding to jump on biases as delivered through political and conspiracy agendas. This books aims at the challenge to build upon learners’ existential needs and developing interest for a longer-term learning perspective.“Renaissance man and philosopher Piet Kommers presents us with an interesting question: What makes education exciting? His book covers a range of lessons learnt through research and practice, covering philosophies and paradoxes, ranging from learning to learn to machine learning for learning. In 35 chapters he takes us on an exciting, comprehensive journey of just about every conceivable aspect of technology and education. This is a must-have for every 21st Century bookshelf!” By: Johannes Cronjé, professor of Digital Teaching and Learning in the Department of Information Technology at the Cape Peninsula University of Technology, South Africa.“Piet Kommers has in 400 pages provided an overview of teaching based on practical experience. It is not a summary of pedagogic models, but a guide to important factors in how to motivate students and thus improve their learning. New technologies changes teaching, and we need to understand how application of such technologies can improve the learning. This book provides such knowledge and I wish I had it when I started teaching at university many years ago.” By: Jan Frick, Professor Business School, University of Stavanger, Norway."Piet Kommers delivers a very thorough book with a holistic perspective on Learning Technologies. This book is a result of many years of experience that the author has in Higher Education. It comprises lessons learned from the author´s professional career, including inputs from European Union research projects, as well as diversified interactions with a wide range of Peoples and Cultures. The result is a unique perspective that is a must-read for anyone interested in Learning Technologies, past, present, and future!" By: Pedro Isaias, associate professor at the Information Systems & Technology Management School of The University of New South Wales (UNSW – Sydney), Australia. “Distinguished Professor and Thinker Dr. Piet Kommers presents the academic community with a new horizon on education that reflects the current and future technology trends in the e-Learning and Fast Internet ubiquity. The Book discusses the current and most recent advances in research and application of most effective learning methods in conjunction with the future directions in machine learning in support of learning. The Book's 35 chapters present cutting-edge technologies and state-of-the-art learning methods in support of best educational practices and the student's best learning experience. The Book is most valuable asset to educator's community pursuing the mission of excellence in the Third Millennium!” By: Eduard Babulak, Professor, Computational Sciences, Liberty University, Lynchburg, USA."Well-known scientist, (e-)learning expert and philosopher Piet Kommers presents us with an interesting question: What makes education exciting? His book covers a range of lessons learnt through research and practice, covering philosophies and paradoxes, ranging from ‘learning to learn’ to ‘machine learning for learning’. In 35 chapters he takes us on an exciting, comprehensive journey of just about every conceivable aspect of technology and education. This is an interesting and useful publication for all educators as well as learners and must-have for every 21st Century bookshelf!" By: Eugenia Smyrnova-Trybulska, Dr. hab., associate professor, Institute of Pedagogy, Faculty of Art and Sciences of Education, University of Silesia in Katowice, Poland.“The book presents a mosaic of assets reflecting the vast international experience in research and realization of learning technologies of the author, honourable professor of the UNESCO Chair in New information technologies in education for all, Piet Kommers. Describing various aspects of learning strategies, approaches, techniques and technologies in a concise way, he engages the readers into the mental construction of a "big picture" and makes them reconsider routine processes of teaching and learning. Exciting and thought-provoking reading for educators, researchers, and devoted learners.” By: professor Volodymyr Gritsenko, Director of the International Research and Training Centre for Information Technologies and Systems, National Academy of Sciences and Ministry of Education and Science of Ukraine, Head of the UNESCO Chair. Table of Contents1. Tempting paradoxes.- 2. Learning: A Diverse process.- 3. Philosophical Pillars.- 4. Nature and Culture.- 5. Smart Education.- 6. The entrance of Technology.- 7. Cognitive Learning Tools.- 8. Concept Mapping.- 9. Mapping and Memory Load.- 10. Conceptual Entailments.- 11. Navigation in Hypertext.- 12. Mapping for Hypertext.- 13. Conceptual Awareness.- 14. Explicit Representations.- 15. Trailectics for conscience.- 16. Learning, playing, working.- 17. Media as Catalyst.- 18. The Information Age.- 19. ICT in Secondary Education.- 20. Twenty-First Century.- 21. The Use of Web Tools.- 22. Teacher Training.- 23. Searching for Search Engines.- 24. Visual Imagination.- 25. Virtual Reality for Learning.- 26. Virtual Surgical Training.- 27. Educational Design.- 28. Vocational Education.- 29. Construals.- 30. Open Educational Resources.- 31. Steam During Covid-19.- 32. Programming Skills.- 33. Communities of Practice.- 34. Professional Development.- 35. International Exchange.

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Book SynopsisThis book contains a comprehensive treatment of advanced LaTeX features. The focus is on the development of high quality documents and presentations, by revealing powerful insights into the LaTeX language. The well-established advantages of the typesetting system LaTeX are the preparation and publication of platform-independent high-quality documents and automatic numbering and cross-referencing of illustrations or references. These can be extended beyond the typical applications, by creating highly dynamic electronic documents. This is commonly performed in connection with the portable document format (PDF), as well as other programming tools which allow the development of extremely flexible electronic documents.Trade Review“This book can serve as a guide for long-term users of the language in any discipline. Along with online resources, any professor or researcher could benefit from having this book in their library as a reference guide when writing and editing a lengthy work, like a book or an article collection, or when preparing presentations and posters. … Finally, teachers and instructors, whether in higher or secondary education, will find useful information for preparing consistent exam tests and textbooks.” (Lazaros Moysis, zbMATH 1491.68005, 2022)Table of ContentsIntroduction: The Basics.- Advanced Formatting.- Floating Objects.- Presentations.- Exams (Tests, Quizzes).- E-Learning: Blended Learning and Flipped Classroom Support.

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Book SynopsisThis book constitutes the thoroughly refereed post-conference proceedings of the Third International Workshop on Higher Education Learning Methodologies and Technologies Online, HELMeTO 2021, held in Pisa, Italy, in September 2021. Due to the COVID-19 pandemic the conference was held online. The 26 revised full papers and 3 short papers presented were carefully reviewed and selected from a total of 65 submissions. The papers present recent research on challenges of implementing emerging technology solution for online, online learning pedagogical frameworks, facing COVID19 emergency in higher education teaching and learning, online learning technologies in practice, online learning strategies and resources, etc. Table of ContentsMethodologies for distance learning in higher education.- Technologies for Distance Learning in Higher Education.- Facing COVID19 Emergency in Higher Education Teaching.- Digital skills in e-learning and continuous online training.- Student’s perception of online learning, teaching, and assessment in higher education.- Faculty Development, Distance Education and online learning systems in higher education.- E-learning and disciplinary teaching: issues and innovations in contemporary higher education.- From an emergency DaD to new forms of blended learning via effectie methodologies to design, deliver and evaluate learning.

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Book SynopsisThis book constitutes the refereed proceedings of the 15th International Conference on Brain Informatics, BI 2022, held as hybrid event in Padua, Italy (in person) and Queensland, Australia (online) in July 2022. The 29 papers were selected from 65 submissions and the main theme of BI 2022 is Brain Science meets Artificial Intelligence with respect to the five tracks: Cognitive and computational foundations of brain science; human information processing systems; brain big data analytics, curation and management; informatics paradigms for brain and mental health research; and brain-machine intelligence and brain inspired computing.Table of ContentsCognitive and Computational Foundations of Brain Science.- Estimating the Temporal Evolution of Synaptic Weights from Dynamic Functional Connectivity.- From concrete to abstract rules: A computational sketch.- Detection of Healthy and Unhealthy Brain States from Local Field Potentials using Machine Learning.- COSLETS: Recognition of Emotion Based on EEG signals.- Influences of Social Learning in Individual Perception and Decision Making in People with Autism: A Computational Approach.- Investigations of Human Information Processing Systems.- Analysis of Semantic Processes as an Indication for Focal Point Selection by Decomposing Alpha Frequency Band.- Toward the study of the neural-underpinnings of dyslexia during Final-phoneme Elision: A machine learning approach.- Root-Cause Analysis of Activation Cascade Differences in Brain Networks.- Unstructured Categorization with Probabilistic Feedback: Learning Accuracy versus Response Time.- Brain Big Data Analytics, Curation and Management.- Optimizing measures of information encoding in astrocytic calcium signals.- Introducing the Rank-Biased Overlap as Similarity measure for Feature Importance in Explainable Machine Learning: a case study on Parkinson’s disease.- Prediction of neuropsychological scores from functional connectivity matrices using deep autoencoders.- Feature Fusion-Based Capsule Network for Cross-Subject Mental Workload Classification.- Brain Source Reconstruction Solution Quality Assessment with Spatial Graph Frequency Features.- Enhancing the MR Neuroimaging by Using the Deep Super-Resolution Reconstruction.- Towards Machine Learning Driven Self-guided Virtual Reality Exposure Therapy based on Arousal State Detection from Multimodal Data.- Convex Hull in Brain Tumor Segmentation.- Informatics Paradigms for Brain and Mental Health Research.- Computer Added Diagnosis Framework for ADHD Detection using Quantitative EEG.- A Machine Learning Approach for Early Detection of Postpartum Depression in Bangladesh.- Epilepsy Detection from EEG Data using a Hybrid CNN-LSTM Model.- Classifying Brain Tumor from MRI Images Using Parallel CNN Model.- Triplet-loss based Siamese Convolutional Neural Network for 4-Way Classification of Alzheimer’s Disease.- Understanding syntax structure of language after a head injury.- A Belief Rule Based Expert System To Diagnose Alzheimer’s disease Using Whole Blood Gene Expression Data.- Feature-selected Graph Spatial Attention Network for Addictive Brain-Networks Identification.- Brain-Machine Intelligence and Brain-Inspired Computing.- Biologically Inspired Neural Path Finding.- A Second-Order Adaptive Social-Behavioural Model for Individual and Duo Motor Learning.- EEG signal classification using Shallow FBCSP ConvNet with a new cropping strategy.- Becoming Attuned To Each Other Over Time: A Computational Neural Agent Model for the Role of Time Lags in Subjective Synchrony Detection and Related Behavioural Adaptivity.

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Book SynopsisThis book constitutes the proceedings of the 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, held in Toulouse, France, in September 2022.The 30 research papers and 31 demo and poster papers presented in this volume were carefully reviewed and selected from 109 submissions. Chapter “Learners’ Strategies in Interactive Sorting Tasks” is available open access under a CC BY 4.0 license.Table of ContentsWho are my peers? Learner Controlled Social Comparison in a Programming Course.- A Dashboard to Support Teachers during Students’ Self-paced AI-supported Problem-solving Practice.- Pyrates: a serious game designed to support the transition from block-based to text-based programming.- Privacy-preserving and scalable affect detection in online synchronous learning.- Video Assisted Self-Regulated Learning (SRL) Training: COVID-19 Edition.- An Empirical Study of the Effects of Virtual Currency on Learners in Out of Class Practicing.- Effects of discipline, gender, and remediation on both the achievement and realism of Undergraduates on pre-requisite testing.- Enhancing Instructors’ Capability to Assess Open-Response using Natural Language Processing and Learning Analytics.- Exploring the Connections Between the Use of Automated Feedback System and Learning Behavior in a MOOC for Programming.- Integrating Podcasts into MOOCs: Comparing Effects of Audio- and Video-Based Education for Secondary Content.- The digitalization of teaching practices in K-12 education: insights from teachers’ perspective.- Representation-driven Mixed Initiative in Computer Supported Collaborative Learning in Secondary Education.- When and How to Update Online Analytical Models For Predicting Students Performance?.- Computational thinking : focus on pattern identification.- Towards modelling the technology integration in elementary school. A diachronic study of teachers' digital practices during and after Covid-19 lockdown.-Learning to Give a Complete Argument with a Conversational Agent: An Experimental Study in Two Domains of Argumentation.- Video Segmentation and Characterisation to Support Learning.- Assessing the Quality of Student-Generated Short Answer Questions using GPT-3.- Designing Playful Intelligent Tutoring Software to Support Engaging and Effective Algebra Learning.- Towards Generalized Methods for Automatic Question Generation in Educational Domains.- Learners’ Strategies in Interactive Sorting Tasks.- Adapting learning analytics dashboards by and for university students.- The Evaluation of One-to-One Initiatives: Exploratory Results from a Systematic Review.- Designing a Moodle Plugin for Promoting Learners' Self-Regulated Learning in Blended Learning.- Uncovering Student Temporal Learning Patterns.- The Disciplinary Learning Companion: the impact of disciplinary and topic-specific reflection on students' metacognitive abilities and academic achievement.- Medical Students’ Perception of a Serious Game (ECOGAME) of simulating an OSCE station: Case of Mohammed VI University of Health Sciences (UM6SS).- Integrating DLR in classroom teaching: effects on teaching practices and student perceptions.- Privacy-Preserving Synthetic Educational Data Generation.- Supporting Self-regulated Learning in BL: Exploring learners' tactics and strategies.- Promoting Universal Design for Learning through Digital Assistive Tools in GamesHUB.- iTeachApp, a teaching analytics tool for providing self-assessment and recommendations to teachers.- Deliberate Practice of Handwriting: Supervision under the ghost of an expert.- CHEST: a Linked Open Data-based application to annotate and carry out learning tasks about Cultural Heritag.- Towards an automated adaptive learning web platform through personalization of language learning pathways.- Miranda: A Chatbot for Supporting Self-Regulated Learning.- Superpowers in the Classrom: Hyperchalk is an Online Whiteboard for Learning Analytics Data Collection.- An educational conversational agent for GDPR.- e-FeeD4Mi: Automating Tailored LA-Informed Feedback in Virtual Learning Environments.- Digital?Sicher! – an educational game to build digital competences.- Towards effective blended learning through the eyes of students: A survey study in transition into face-to-face education.- Measuring students’ self-regulated learning skills from their digital traces and learning pathways.- Digital Media in Schools During the Covid-19 Lockdown: Teachers’ Experiences with Choosing Teaching Strategies.- Providing Novice Programmers with Process and Self-regulation Explainable Feedback Appears Ineffectual.- Exploring teacher's orchestration actions in Online and In-class Computer-Supported Collaborative Learning.- Using dialogic feedback to create learning communities during COVID-19: lessons for future teacher development.- Development of actionable insights for regulating students' collaborative writing of scientific texts.- Design a Dashboard for Secondary School Learners to Support Mastery Learning in a Gamified Learning Environment.- Towards an Authoring Tool to Help Teachers Create Mobile Collaborative Learning Games for Field Trips.- Design Pattern for Exploration and Experimentation: Result of Field Study on a Toy-Based Serious Game Design Method.- The enablers and barriers of using Slack for computer-mediated communication to support the learning journey: A case study at a university of applied sciences.- Mobile telepresence robots in education: Strengths, opportunities, weaknesses, and challenges.- What Teachers Would Expect from a Pedagogical Agent System Working at a Classroom Level: a Focus Group Study.- Designing LADs that promote sensemaking: a participatory tool.- Designing LADs that promote sensemaking: a participatory tool.- A conceptual framework for the creation of mobile collaboration tools.- Does Deliberately Failing Improve Learning in Introductory Computer Science?.- CLP: A Platform for Competitive Learning.- Studying cohort influence on student performance prediction in multi-cohort university courses.- What kind and How many?: Exploring feedback in remote training of procedural skills in physiotherapy.- Personalizing the Sequencing of Learning Activities by using the Q-Learning and the Bayesian Knowledge Tracing.

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Book SynopsisThis book constitutes the refereed proceedings of the 17th International Conference onInformation and Communication Technologies in Education, Research, and Industrial Applications, ICTERI 2021, held in Kherson, Ukraine, during September 28–October 2, 2021.The 12 full papers were included in this book were carefully reviewed and selected from 24 submissions. They were organized in topical sections as follows: The Fundamentals of ICT; Natural Language Processing for the Ukrainian Language; The Applications of Novel ICT; and ICT in Teaching and Learning.Table of ContentsThe Fundamentals of ICT.- An Approach to Construct Final Random System with Output.- Machine and its Applications.- Cellular Technology Based Overlay Networks for the Secure Control of Intelligent Mobile Objects: Models and Numerical Study.- Learned and Native Concepts in Latent Representations of Terrain Images.- Natural Language Processing for the Ukrainian Language.- Automated Identification of Discourse Connectives in Ukrainian.- Evaluation and Analysis of the NLP Model Zoo for Ukrainian Text Classification.- The Applications of Novel ICT.- An Information Technology for Detection and Fixing Effort Estimation of Business Process Model Structuredness Errors.- Development of Software Architecture and Machine Learning Modules of Robo-Advisor System for Personalized Investment Portfolio Generation.- Algebraic Modeling as One of the Methods for Solving Organic Chemistry Problems.- Performance Evaluation of Raspberry Pi 4B Microcomputer: Case Studies on MPICH Cluster, VMware ESXi ARM Fling, and Windows 11 ARM OS.- ICT in Teaching and Learning.- Experimental Research of Educational Content Tracking by Students Group for Distance Learning.- Assessment of Test Items Quality and Adaptive Testing on the Rasch Model.

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Book SynopsisThis book constitutes the refereed proceedings of the 15th International Conference on Multi-disciplinary Trends in Artificial Intelligence, MIWAI 2022, held online on November 17–19, 2022.The 14 full papers and 5 short papers presented were carefully reviewed and selected from 42 submissions. Table of ContentsComputing Nash Equilibrium among Crops in Real World Agriculture Domain.- Evolutionary Feature Weighting Optimization and Majority Voting Ensemble Learning for Curriculum Recommendation in the Higher Education.- Fuzzy Soft Relations-Based Rough Soft Sets Classified by Overlaps of Successor Classes with Measurement Issues.- Helmet Detection System for Motorcycle Riders with Explainable Artificial Intelligence Using Convolutional Neural Network and Grad-CAM.- Hierarchical Human Activity Recognition based on Smartwatch Sensors using Branch Convolutional Neural Networks.- Improving Predictive Model to Prevent Students’ Dropout in Higher Education Using Majority Voting and Data Mining Techniques.- LCIM: Mining Low Cost High Utility Itemsets.- MaxFEM: Mining Maximal Frequent Episodes in Complex Event Sequences.- Method for Image-based Preliminary Assessment of Car Park for the Disabled and the Elderly using Convolutional Neural Networks and Transfer Learning.- Multi-resolution CNN for Lower Limb Movement Recognition based on Wearable Sensors.- News Feed: A Multiagent-based Push Notification System.- News Feed: A Multiagent-based Push Notification System.- Recognizing Driver Activities using Deep Learning Approaches based on Smartphone Sensors.- Sentence-Level Sentiment Analysis for Student Feedback Relevant to Teaching Process Assessment.- Sentiment Analysis of Local Tourism in Thailand from YouTube Comments by using BiLSTM.- Stable Coalitions of Buyers in Real World Agriculture Domain.- The Analysis of Explainable AI via Notion of Congruence.- Using Ensemble Machine Learning Methods to Forecast Particulate Matter (PM2.5) in Bangkok, Thailand.- Wearable Fall Detection Based on Motion Signals using Hybrid Deep Residual Neural Network.

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Book SynopsisThis book constitutes the refereed proceedings of the 51st Annual Conference of the Southern African Computer Lecturers' Association, SACLA 2022, held in Cape Town, South Africa, during July 21–22, 2022.The 10 full papers were included in this book were carefully reviewed and selected from 31 submissions. They were organized in topical sections as follows: ​curriculum; assessment; teaching in context; innovative teaching; and pandemic pedagogy.Table of Contents​Curriculum.- Relevant Cybersecurity: Curriculum Guidance for the South African context.- Experiences, motivations and plans of Humanities students pursuing a major in Information Systems in South Africa.- Assessment.- Towards an automated assistant for generating mathematics problems.- The Use of Binary Scales in Rubrics to Evaluate Computer Science Assessments.- Teaching in Context.- Guidelines for Introducing Learners to Computer Programming in a Developing Country.- First-Year Students’ IT Career Awareness.- Innovative Teaching.- Gamification to increase undergraduate students’ teamwork skills.- Nested-Decider: An animation program for aiding teaching and learning of decisions/nested decisions.- Pandemic Pedagogy.- Student experiences with blended learning at a South African University during the pandemic.- “I feel like I am teaching myself”: An Exploratory Study of the Factors andImplications of Online Learning.

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Book SynopsisData science is a new field that touches on almost every domain of our lives, and thus it is taught in a variety of environments. Accordingly, the book is suitable for teachers and lecturers in all educational frameworks: K-12, academia and industry.This book aims at closing a significant gap in the literature on the pedagogy of data science. While there are many articles and white papers dealing with the curriculum of data science (i.e., what to teach?), the pedagogical aspect of the field (i.e., how to teach?) is almost neglected. At the same time, the importance of the pedagogical aspects of data science increases as more and more programs are currently open to a variety of people.This book provides a variety of pedagogical discussions and specific teaching methods and frameworks, as well as includes exercises, and guidelines related to many data science concepts (e.g., data thinking and the data science workflow), main machine learning algorithms and concepts (e.g., KNN, SVM, Neural Networks, performance metrics, confusion matrix, and biases) and data science professional topics (e.g., ethics, skills and research approach).Professor Orit Hazzan is a faculty member at the Technion’s Department of Education in Science and Technology since October 2000. Her research focuses on computer science, software engineering and data science education. Within this framework, she studies the cognitive and social processes on the individual, the team and the organization levels, in all kinds of organizations.Dr. Koby Mike is a Ph.D. graduate from the Technion's Department of Education in Science and Technology under the supervision of Professor Orit Hazzan. He continued his post-doc research on data science education at the Bar-Ilan University, and obtained a B.Sc. and an M.Sc. in Electrical Engineering from Tel Aviv University.Table of ContentsPart A - Overview of Data Science and Data Science Education1. Introductiona. How to use this bookb. Chapter overviews2. What is data science3. Introduction to data science educationa. Curriculum initiativesb. Data science education research4. Data science thinkinga. Computational thinkingb. Statistical thinkingc. Data thinkingd. Data literacyPart B - Challenges of Data Science Education5. The pedagogical challenge of data science education6. Data science education and the variety of learnersa. Data science as 21st century skillsb. Prerequisite knowledge for data sciencec. Data science for K-12d. Data science for undergraduatese. Data science for researchers: graduate studentsf. Data science for researchers: senior researchersg. Data science for industry7. The interdisciplinarity challengea. Multidisciplinarity, interdisciplinarity and transdisciplinarityb. Integration of the data domainc. Interdisciplinary pedagogyd. Interdisciplinary PCK (Pedagogical Content Knowledge)e. Interdisciplinary PBL (Project Based Learning)8. Data science skillsa. Professional skillsb. Soft skillsc. Research skillsPart C - Data science Teaching frameworks9. Teacher Preparation - the Method for Teaching Data Science course10. Data Science for Social Sciencea. Interdisciplinary CS1b. Machine learning for social science and digital humanities11. Conclusion

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Book SynopsisThis book reimagines education in today's Artificial Intelligence (AI) world and the Fourth Industrial Revolution. This book presents a comprehensive study of how AI improves teaching and learning, from AI-based learning platforms to AI-assisted proctored examinations.

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Book SynopsisPart 1 - Tracing AI and learning across disciplines and histories.- CHAPTER 1. Machine Learning and Human Learning (Bill Cope and Mary Kalantzis).- CHAPTER 2: Exploring the Potential of AI Models in Education: A Post-Phenomenological and Digital Hermeneutic Perspective on Transposition Literacies (Eduardo de Moura Almeida - Rodrigo Abrantes da Silva).- CHAPTER 3: Re-Introducing Reinforcement Learning Algorithms to Human Learning (Dora Kourkoulou).- Part 2 - Emerging Debates: this section includes overviews on specialized areas of AI technology and its relationship to learning, such as generative models, Deep learning, explainable AI, and inclusive AI technology.- CHAPTER 4: Generative AI and Its Educational Implications (John T. Behrens, Peter W. Foltz, & Kacper Lodzikowski).- CHAPTER 5: Deep Learning For Educational Data Science (Juan Pinto, & Luc Paquette).- CHAPTER 6: A surveyof the use of explainable AI in education (Sophie Liu & Luc Paquette).- CHAPTER 7: AI and Inclusive Education (Shafagh Hadinezhad, Sourabh Garg, & Robb Lindgren).- CHAPTER 8: Utilizing VR and AI for training and professional development in education (Akash Shaini and Matthew Montebello).- Part 3- Research from the field (this part will focus on recent usages of various AI technologies, in learning practices across levels of education).- CHAPTER 9: Artificial intelligence in translingual language learning (Anastasia O. Tzirides).- CHAPTER 10: Using Machine-generated Review and Revision in Academic and Technical Writing Courses (Jen Whiting).- CHAPTER 11: "Mirror, Mirror, on theWall" - Promoting Self-Regulated Learning using Affective States Recognition via Facial Movements (Si Chen, Huang Yun, Yixin Liu, Yuqian Zhou, Yi-Chieh Lee, Risheng Lu).- CHAPTER 12: Assisting EFL Writers Plan for English Writing Task by ChatGPT (Yu-ling You).

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Book SynopsisThis 544-page book has 22 chapters prepared by experienced and renowned scholars and researchers from different parts of the world. Grouped into three sections- "Information Technology, Science and Mathematics", "Social Sciences and General Studies", and "Languages" - the chapters represent an important collection of international endeavours committed to facilitate the much needed paradigm shift in subject curriculum and pedagogy and reinforce the quest for a new knowledge base that can support the search for new conceptions, models, perspectives, innovations, and practices for teaching effectiveness and teacher development in different parts of the world. The target audiences are teacher educators, educators, graduate students, researchers, policy makers and those interested to reform education and teacher education in the new century.Table of ContentsPreface. 1. Searching for Paradigm Shift in Subject Teaching and Teacher Education. 2. Technology and Design Education: Are We Developing Professionals or Technicians? M. Fleer. 3. Integration of Information Technology into Teaching: The Complexity and Challenges of Implementation of Curricular Changes in Singapore; Z. Deng, S. Gopinathan. 4. Information Technology in Education: The Challenge of Adopting World Wide Web as Learning Resources; E.M.W. Ng, R.M.W. Leung. 5. IT Training for Science Teachers Through a Subject-based Approach: Framework and Needs Analysis; Y.Y. Yeung, et al. 6. Teacher's Attitudes on the Use of Information Technology in Primary Science Education; W.W.M. So. 7. Introducing IT in Mathematics Education: Prospects for Curriculum Revision and Teacher Training; G. Dettori. 8. A Framework to Facilitate Professional Growth in Mathematics Teaching Through Action Research; M. Taplin. 9. In-service Training of Mathematics Teachers in Ashram Schools; S.C. Agarkar, H.C. Pradhan. 10. Pre-service Primary Teacher's Affective Characteristics Towards Mathematics and Mathematics Education; H.K. Leung. 11. Preparing Teachers for the New Civics Education; K.J. Kennedy. 12. Preparing Future Secondary Teachers for Citizenship Educator Roles: A Possible Direction for Pre-service Education in the New Century; P.K. Kubow. 13. An Inclusive Curriculum Proposal for Teacher Education in the 21st Century; C.Y.M. Yuen. 14. Implementation of Sex Education in Secondary Schools and Implications for Teacher Education and Development; S.C. Fok. 15. Interdisciplinary Curriculum: A Case Study of General Studies Teaching; N.Y. Cheng, Y.W. Lo-Fu. 16. Teaching Through a Lens: The Role of Subject Expertise in the Teaching of Geography; D. Lambert. 17. Marginal Subjects: Towards a Site of Possibility in the Teaching of Home Economics; D. Pendergast. 18. `Why Does She Call Me `Darling'?' &endash; and Affect in Overseas Language Immersion Programs; V. Crew, P. Bodycott. 19. Teacher Education for TESOL in Malaysia: The Pursuance of Conformity in the Context of Cultural Diversity; M. Nalliah, R. Thiyagarajah. 20. An Alternative Team Teaching Model for Content-based Instruction; T. Stewart, et al. 21. The Native-speaking English Teacher Scheme in Hong Kong; D.H. Lu, B.F. Wong. 22. The Effectiveness of Developing Pre-service Foreign Language Teachers Through a School-University Partnership; D.W. Robinson.

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Book SynopsisThis book explores the notion of software literacy, a key part of digital literacy which all contemporary students and citizens need to understand. Software literacy involves a critical understanding of how the affordances and conceptual approaches of everything from operating systems, creative apps and media editors, to software-based platforms and infrastructures work to inform and shape the ways we think and act. As a cultural artefact, programing code plays a role in reproducing, reinforcing, and augmenting existing cultural practices, as well as generating completely new coded practices. A proposed three-tier framework for software literacy is the focus for a two-year empirical investigation into how tertiary students become more literate about the nature and implications of software they encounter as part of their tertiary studies. Two case studies of software learning and use in university-level engineering and screen & media studies courses are presented, investigating the mapping of students’ trajectory of the learning of desktop applications against this framework for software literacy. Though the book’s focus is primarily educational, its content also has implications for any field that makes use of software and information & communication technology systems and applications. As such, the book will be of interest to all readers whose work involves the challenges and opportunities presented by software-based teaching and learning; and to those interested in how software impacts the workplace and leisure activities that make up our day-to-day lives.Table of ContentsChapter 1 Introduction: Software and other literacies.- Chapter 2 A genealogy of software applications.- Chapter 3 The learning, use and critical understanding of software in Media Studies.- Chapter 4 The learning, use and critical understanding of software in Engineering.- Chapter 5 Comparing the cases: What do they tell us about Software Literacy?.- Chapter 6 Software Literacy: Education and beyond.

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