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

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

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Book SynopsisMake the most of your human services training or practice with these electronic tools!Human Services Technology: Innovations in Practice and Education shows how technology can help practitioners, educators, organizations, and agencies to overcome obstacles, develop problem-solving skills in adults and children, and resolve fear/anxiety issues. It also illustrates how the right software can make a profound difference in the learning experience by transforming students from passive consumers to proactive information hunters. The first half of this vital book highlights well-designed, user-friendly, practice-focused software for use with children and youth, including Funny Face, Bruce?s Multimedia Story, Say No With Donny, Talking it Out, and more. These can be used in play therapy, as a child welfare aid, as an educative/preventative intervention for a variety of issues, and for problem solving in school. This half of the book continues with six chapters discussing soTable of Contents Preface Introduction TECHNOLOGY FOR SOCIAL WORK PRACTICE Introduction to Technology for Social Work Practice YOUTH ?Funny Face?: Shareware for Child Counseling and Play Therapy Interactive Media for Child Care and Counseling: New Resources, New Opportunities Computer Integrated Drug Prevention?Combining Multi-Media and Social Group Work Practice to Teach Inner City Israeli 6th Graders How to Say No to Drugs ?Talking It Out?: A Computer-Based Mediation Process for Adolescents Clients as Co-Developers of Multimedia Software: Two HIV/AIDS Training Programs for Kids ADULTS An Online Stress Management Support Group for Social Workers Risk Management in Online Services Practice Computer-Supported Distance Art Therapy: A Focus on Traumatic Illness Electronic Technology for Social Work Education and Practice: The Application of Telephone Technology to Counseling Videoconferencing in Telepsychiatry Applying Group Support Systems in Social Work Education and Practice TECHNOLOGY IN EDUCATION Introduction: Technology in Education WEB-BASED COURSES COW: Conferencing on the Web Facilitating Interactions Among Students and Faculty via Web-Based Conferencing Systems DISTANCE LEARNING Connecting Aboriginal Learners in Remote Communities: An Online Social Work Course High Tech and High Touch: The Human Face of Online Education CD-ROM/VIDEODISC Counseling Simulations: An Interactive CD-ROM Approach Better Listening: Paraphrasing and Perception Checking?A Study of the Effectiveness of a Multimedia Skills Training Program Multimedia Interactive Training Development?Journey: Discovering Social Services CD-ROM The Development of a Multimedia Training Project: Rewards and Challenges of the Multidisciplinary Team Conclusion Bibliography Index Reference Notes Included

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Book SynopsisDue to the rapid development of gaming technologies in recent years, there has been a surge of interest in the role that digital games can play in foreign and second language learning. Bringing together innovative research from an international team of contributors, this book provides a comprehensive overview of the use of digital games in computer-assisted language learning (CALL). The book firstly lays the theoretical foundations and outlines various rationales for using digital games, incorporating contemporary theories of second language acquisition. It also explores the development and impact of digital games designed specifically for language learning, giving due consideration to design principles, pedagogical requirements and student health. Chapters then draw on case studies from Europe and Japan to analyse in-game interaction, attitudes and participation in both institutional and out-of-classroom settings. Seamlessly combining theory with practical application, this book outTrade ReviewThis edited book is an ideal choice for readers willing to learn about the status quo of digital games in language education. It is particularly informative and valuable for language teachers who attempt to use digital games in their instructional practices ... this book makes a timely contribution to this research area as it demonstrates the breadth of topics for investigation and the pedagogical potential of digital games for language education. * Language Learning & Technology *A timely and comprehensive book, it encompasses important aspects of theory, research, design and application of digital games as an extension of CALL … [Digital Games and Language Learning] can be an ideal choice for researchers, practitioners and game developers alike, who want to have a more profound understanding of current state in theory, research and practice of language learning in the context of digital games. * The Reading Matrix *Provid[es] a timely boost to several areas of CALL … This book would make a good starting point for those wishing to become involved in the field, as well as scholars and practitioners wanting to consider the theory and future direction of digital games and language learning. * CALL-EJ *This collection of work by both recognized and emerging scholars is a significant contribution towards the wider understanding of the important role that digital games play in CALL. The combination of theoretical background and practical examples of development and application will be invaluable for researchers and instructors in foreign language teaching and learning. * Nina Langton, Associate Professor, University of British Columbia Okanagan, Canada *Table of ContentsPreface Foreword, Jozef Colpert (The University of Antwerp, Belgium) Acknowledgements 1. Digital Games and Language Learning: The State of Play, Mark Peterson (Kyoto University Japan), Kasumi Yamazaki (University of Toledo, USA) and Michael Thomas (Liverpool John Moores University, UK) Part I: Theory and Research 2. A Critical Review of Game-Based Learning, Gamification and Second Language Acquisition, Silvia Benini (University of Limerick, Ireland) and Michael Thomas (Liverpool John Moores University, UK) 3. Second Language Development in the Context of Massively Multiplayer Online Games: Theoretical Perspectives, Nasser Jabbari (University of Essex, UK) 4. Not All MMOGs are Created Equal: A Design-Informed Approach to the Study of L2 Learning in Multiplayer Online Games, Jonathon Reinhardt (University of Arizona, USA) 5. Human Linguistics as a Framework for Analyzing Simulation-Gaming, Douglas W. Coleman (University of Toledo, USA) Part II: Development and Implementation of Digital Games in CALL 6. Playing with Digital Game Pedagogies, Alex Bacalja and Kate Euphemia Clark (University of Melbourne, Australia) 7. The Use of Avatars in Digital Role-Playing Games (RPGS ) in Computer-Assisted Language Learning (CALL), Charly Harbord, Euan Dempster and Darshana Jayemanne (Abertay University, UK) 8. Reinforcing International Students’ Language Skills for Disaster Preparedness, Kazuhiro Yonemoto (Tokyo Medical and Dental University, Japan) 9.The Relationship between Extramural Digital Gameplay and 21st Century Skills in the Language Classroom, Daniel J. Mills and Benjamin Thanyawatpokin (Ritsumeikan University, Japan) 10. Gaming as a Gateway to L2 English Learning, Liss Kerstin Sylven (University of Gothenburg, Sweden) Part III: Towards the Future of Game-Based Language Learning 11. Issues in the Current State of Teaching Languages with Games, Benjamin Thanyawatpokin (Ritsumeikan University, Japan) and James York (Tokyo Denki University, Japan) 12. Is Game-Based Language Teaching “Vaporware”?, Jonathan deHaan (University of Shizuoka, Japan) Index

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Book SynopsisTechnology is integral to teaching in the English language arts. This indispensable guide shows how to teach and model digital diligence--an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly.Trade Review"Hicks takes readers on a powerful journey toward teaching students to be digitally diligent. The book provides a deep-dive exploration of purposeful activities that can be incorporated into asynchronous and synchronous instruction. Chapters on topical learning outcomes include teaching points and guiding questions that help teachers creatively customize lessons, assignments, and assessments. Hicks offers numerous examples of how technology can be used for connected reading and writing characterized by empathy, intention, and persistence. Whether you teach young learners or train future educators, you will learn much from this book."--Julie Coiro, PhD, School of Education, University of Rhode Island "Mindful Teaching with Technology belongs on the desk of every school librarian or technology integration specialist. The lessons that Hicks outlines are relevant and purposeful, and, for some learners, could be life altering. With the lessons, Hicks provides irresistible, ready-to-go tools and resources that can be adapted for different purposes. Readers will want to have a device nearby for digital play and exploration. Hicks is writing for right now--the timeliness and forward-thinking approach are part of what makes this book so special."--Kristin Patrick, MLIS, technology integration coach, Noblesville Schools, Indiana "Hicks introduces the concept of digital diligence and invites readers to engage in a deeper conversation about how we use technology. Framing tech use through a lens of digital literacy, Hicks continues his excellent contributions to the field by doing what he does best--providing practical lesson and activity ideas along with specific tools to achieve desired outcomes. English teachers of all levels and in all stages of their careers will find something new or reaffirming in this book. From teaching reading and writing to helping students navigate digital modalities, the book presents strategies for helping learners to engage purposefully with technology as a tool of literate life."--Kristen Hawley Turner, PhD, Caspersen School of Graduate Studies, Drew University-Table of ContentsForeword, Lesley Mandel Morrow 1. The Case for Digital Diligence in English Language Arts Classrooms - Interlude: From Synchronous to Real Time; from Asynchronous to Anytime 2. Planning for Purposeful Arcs of Instruction - Interlude: The Rationale for Focusing on Google Chrome 3. Protecting Privacy 4. Maximizing Our Own Attention 5. Popping Filter Bubbles and Breaking Algorithms 6. Understanding How Knowledge Gets Created and Circulated - Interlude: Repurposing Existing Materials and a Brief Overview of Copyright, Fair Use, Creative Commons, and the Public Domain 7. Extending Opportunities for Digital Writing 8. Embracing Opportunities for Connected Reading 9. Conclusion References Index

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Book SynopsisTechnology is integral to teaching in the English language arts. This indispensable guide shows how to teach and model digital diligence--an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly.Trade Review"Hicks takes readers on a powerful journey toward teaching students to be digitally diligent. The book provides a deep-dive exploration of purposeful activities that can be incorporated into asynchronous and synchronous instruction. Chapters on topical learning outcomes include teaching points and guiding questions that help teachers creatively customize lessons, assignments, and assessments. Hicks offers numerous examples of how technology can be used for connected reading and writing characterized by empathy, intention, and persistence. Whether you teach young learners or train future educators, you will learn much from this book."--Julie Coiro, PhD, School of Education, University of Rhode Island "Mindful Teaching with Technology belongs on the desk of every school librarian or technology integration specialist. The lessons that Hicks outlines are relevant and purposeful, and, for some learners, could be life altering. With the lessons, Hicks provides irresistible, ready-to-go tools and resources that can be adapted for different purposes. Readers will want to have a device nearby for digital play and exploration. Hicks is writing for right now--the timeliness and forward-thinking approach are part of what makes this book so special."--Kristin Patrick, MLIS, technology integration coach, Noblesville Schools, Indiana "Hicks introduces the concept of digital diligence and invites readers to engage in a deeper conversation about how we use technology. Framing tech use through a lens of digital literacy, Hicks continues his excellent contributions to the field by doing what he does best--providing practical lesson and activity ideas along with specific tools to achieve desired outcomes. English teachers of all levels and in all stages of their careers will find something new or reaffirming in this book. From teaching reading and writing to helping students navigate digital modalities, the book presents strategies for helping learners to engage purposefully with technology as a tool of literate life."--Kristen Hawley Turner, PhD, Caspersen School of Graduate Studies, Drew University-Table of ContentsForeword, Lesley Mandel Morrow 1. The Case for Digital Diligence in English Language Arts Classrooms - Interlude: From Synchronous to Real Time; from Asynchronous to Anytime 2. Planning for Purposeful Arcs of Instruction - Interlude: The Rationale for Focusing on Google Chrome 3. Protecting Privacy 4. Maximizing Our Own Attention 5. Popping Filter Bubbles and Breaking Algorithms 6. Understanding How Knowledge Gets Created and Circulated - Interlude: Repurposing Existing Materials and a Brief Overview of Copyright, Fair Use, Creative Commons, and the Public Domain 7. Extending Opportunities for Digital Writing 8. Embracing Opportunities for Connected Reading 9. Conclusion References Index

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Book SynopsisÊThe Blackbird Academy Foundations: Must-Know Audio and Recording PrinciplesÊ is designed to build your music engineering and audio production skills. The principles are directed at beginners to more advanced music creators remixers musicians songwriters singers and those curious about what it takes to record overdub and mix quality music. Those who aspire to music from ages 10 and up will gain operational skills and understanding of basic to advanced recording concepts including:ÞÞÛ Signal flowÞÛ Microphone recognition and advanced placementÞÛ The keys to achieving great results when recordingÞÛ Essential analog and digital gear used in audio productionÞÛ Using a digital audio workstationÞÛ Understanding analog to digital and digital to analog conversionÞÛ Using plug-ins and analog processing when recording overdubbing and mixingÞÛ Developing software skills such as tuning processing editing and mixingÞÛ Console basics and operationÞÛ Using auziliary tracks and busesÞÛ

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Book SynopsisTHE MUSICIAN''S GUIDE TO AUDIO

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

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Book SynopsisWith 30+ years’ experience developing and using EdTech products, distilled down into an easy-to-read format, My Secret EdTech Diary aims to get you thinking about the past, present and future role of educational technology and how it influences and shapes our education system. My Secret EdTech Diary reflects on the history of EdTech, lessons learned pre and post-Covid, best practice suggestions, how to select the right solutions and the questions you need to consider before pursuing your digital ambitions. With unique insights from an Educators’ and Vendors’ perspective, advice for budding EduPreneurs, guidance for schools considering how to co-produce technology solutions with vendors and how to make the right choices, Al aims to shine a light on Educational Technology through the widest possible lens.With links to research, insights from trusted peers, quick ready-reckoner checklists, questions you need to be asking, alongside voices aligned from the sector, this book aims to get you up to speed and thinking big picture EdTech.Trade ReviewAl is a shining light of the EdTech world. He is a fantastic advocate of EdTech collaboration between school leaders, education systems and the EdTech industry. Al champions and creates opportunities for teachers, school leaders and EdTech suppliers to work-together constructively to share knowledge and best-practice. -- Caroline Wright * Director General, British Educational Suppliers Association *

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Book Synopsis.- Curricula and Computer Science Concepts..- New Standards for Lower Secondary Education in Informatics in Germany..- Optimising Programming Curriculum Gradation Using the ProgramBuilds Count Method..- Measuring the Impact of Curriculum Reforms through Bebras: TheCase for Standalone Informatics Education..- Principles of Computers – Model Lessons for Lower Secondary School:Experience Report..- Teachers’ Perspective..- Method Meets Mindset: A Survey Instrument for Teachers’ Beliefs andSelf-Efficacy on Social Issues in Secondary Computing Education..- Professional Development for Bavarian Computer Science Teachers:Evaluation and Effects on Attitudes towards AI..- Teaching Computational Thinking Through Active Games: Insightsfrom Teacher Training..- AI and Digital Literacy..- Assessing AI Literacy: A Systematic Review of Questionnaires withEmphasis on Affective, Behavioral, Cognitive, and Ethical Aspects..- How Aligned Are Humans and Large Language Models in EvaluatingComputational Thinking Tasks?..- Girls and Boys in the Digital World: Gender-specific Differences in anInterdisciplinary Subject..- Programming, Problem Solving, and Computational Thinking..- On the Use of Tracing to Diagnose Misconceptions about Iteration..- A Teaching and Learning Oriented Decomposition of DebuggingSubskills Informed by Cognitive Load Theory..- BeLLE: Exploring the Accuracy of the Task Difficulty Ratings in theBebras Challenge.

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Book SynopsisPostdigital Imaginations as Emancipatory Practices.- Beyond Our Depths: Imagining and (Un)Forgetting Education.- Speculating on the Futures of Highly Collaborative Practices in Higher Education.- Imagining Multispecies Communities: AI-driven Artistic Exploration of the More-than-Human Interdependences.- Reimaginations ‘My Mother was a Computer Fish’: Re-Thinking the Human and Re-Imagining the Humane in the Postdigital Turn.- Arab Gothic (Un)Imaginaries: A Postdigital Feminist Tale.- Crafting Digital Tomorrows: Unlocking Radical Imaginaries for Transformed Futures.- Critiques Postdigital Conversations: Architecture, Imagination and Language.- Greener, Smarter, Better? Imaginaries of Postdigital Educational Futures in South Korea.- Learning as Input and Downloading in the ‘Artificialocene’: Biocapitalism, Neuroenhancement, and the Insertion of Knowledge.- Methods Future Workshops between Imaginaries and Imagination.- Reflexive Futures Literacies: Using Story Completion Methods with Youth to Envision Diverse Education Futures.- The Unbearable Lightness of Imagination in the GenAI Era: Changing Creative Writing Practices in School.- Youth, Imagination, and the Postdigital: Reflections from Participatory Speculative Design Activities.- The PAD Framework: Postdigital Design Education for Post-Anthropocentric Futures.- Postdigital failures, fissures, flows, and fixes in schools in Argentina and South Africa: from imaginaries to repair practices.- Chapter by editors of The Geopolitics of Postdigital Educational Development.

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Book SynopsisThis book provides an introduction to the philosophy of technology that is accessible to non-philosophers. It offers a survey of the current state-of-affairs in the philosophy of technology and also discusses the relevance of that for teaching about technology. The book includes questions and assignments and offers an extensive annotated bibliography for those who want to read more about the discipline.Table of ContentsPreface.- Chapter 1. Philosophy of technology: what and why?.- Chapter 2. Technological artifacts.- Chapter 3. Technological knowledge.- Chapter 4. Technological processes.- Chapter 5. Technology and the nature of humans.- Chapter 6. Ethics and aesthetics of technology.- Chapter 7. Learners’ philosophies of technology.- Chapter 8. Reconceptualizing technology through education.- Chapter 9. Practical issues in teaching about technology.- Chapter 10. Questions and assignments.- Chapter 11. Resources for further reading and thinking.- Subject Index.- Name Index.

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