A workbook on the process of writing research and the journey a dissertation researcher has to take. Underlying themes are scholarship, thinking and writing.

Aimed at students completing Master's degrees, doctoral candidates and also supervisors of research.

TEACHERS DISCOVERING COMPUTERS: INTEGRATING TECHNOLOGY IN A CHANGING WORLD, EIGHTH EDITION introduces future educators to technology and digital media in order to help them successfully teach the current generation of digital students.

Mathematics for Young Learners, A Guide for South African Educators is designed to be used by students in training and by teachers in service in early childhood education and Grade R. It was developed in line with the requirements set out by the Curriculum and Assessment Policy Statement (CAPS), which sets out the curriculum for Foundation Phase mathematics. To the student, this text introduces the excitement and extensiveness of mathematics experiences in programmes for young children. For teachers in the field, it presents an organised, sequential approach to creating a developmentally appropriate mathematics curriculum for preschool and primary school children.

Most people working within the higher education sector understand the importance of making e-learning accessible to students with disabilities, yet it is not always clear exactly how this should be accomplished. E-Learning and Disability in Higher Education evaluates current accessibility practice and critiques the extent to which 'best' practices can be confidently identified and disseminated. This second edition has been fully updated and includes a focus on research that seeks to give 'voice' to disabled students in a way that provides an indispensible insight into their relationship with technologies and the institutions in which they study. Examining the social, educational, and political background behind making online learning accessible in higher and further education, E-Learning and Disability in Higher Education considers the roles and perspectives of the key stake-holders involved in e-learning: lecturers, professors, instructional designers, learning technologists, student support services, staff developers, and senior managers and administrators.

Why do we assess reading? What do we assess when we assess reading? How, where, and when do we assess reading? Reading instruction and assessment expert Peter Afflerbach addresses these questions and much more in the 3rd edition of Understanding and Using Reading Assessment, K-12. Using the CURRV model to evaluate reading assessment methods-including reading inventories, teacher questioning, performance assessment, and high-stakes reading tests-Afflerbach considers the consequences and usefulness of each method, the roles and responsibilities of key stakeholders, and the reliability and validity of the assessments. In addition, he examines four important but often overlooked aspects of reading assessment: Assessment accommodation for English-language learners and students with special needs. Assessment of noncognitive aspects of reading, such as motivation, engagement, self-concept, and self-efficacy. The use of formative and summative assessment. The importance of self-assessment in building reading independence. The book provides detailed case studies from all grade levels to illustrate reading assessment done well. It also includes 15 reproducible forms and checklists that teachers and administrators can use to optimize their reading assessment efforts. Students are expected to read increasingly complex texts and to complete increasingly complex reading-related tasks to demonstrate their growth as readers. This book offers teachers and administrators alike a clear path to helping students meet those expectations. This book is a co-publication of ASCD and ILA. New to the 3rd edition:: New chapter "Formative and Summative Assessment". Three significantly revised chapters-Performance Assessment; Assessment Accommodation for English Learners and Students With Special Needs ("Accommodation and Reading Assessment" in 2nd edition); Assessing "the Other": Important Noncognitive Aspects of Reading. Fifteen reproducible and downloadable forms and checklists.

Mapping the uncertain landscape of education in the wake of the COVID-19 pandemic, Digital Learning in Higher Education examines how higher education (HE) institutions have moved to widespread digital learning in an effort to maintain the educational experience. The book navigates the possibilities that lie ahead, exploring the beginnings of a new future for HE. Reflections from HE practitioners on this rapid transition to digital and remote learning offer key perspectives on the new online learning mode, as experienced by students, teaching staff, and those in the wider field of education, including learning technologists, librarians, and publishers. Spurred on by the changes in thinking necessitated by the pandemic, the book highlights the possibilities facilitated by online learning, from enhanced inclusivity to making education accessible to wider audiences. It concludes with a proposal for how we might "build back better" and continue to evolve the sector. Timely and comprehensive, this book will support the pedagogical decision-making of HE practitioners both now and in the future. Offering an insight into what the "new normal" of education may soon resemble, it will also be beneficial to HE management and other educational professionals, helping to guide their policy and financial decision-making processes regarding digital technology.

In today's globalized world, telecollaboration offers a valuable tool to foster language learners' intercultural communicative competence, which is strongly related to pragmatic competence. Therefore, both pragmatic and intercultural skills need to be fostered in the foreign language classroom. As telecollaboration projects can be carried out in many ways, further study on the latest original research is required. Telecollaboration Applications in Foreign Language Classrooms reports current empirical research methods and reviews relevant theoretical advances in the implementation of telecollaboration for the teaching of foreign languages, second languages, languages for specific purposes, and telecollaboration as a means to foster intercultural and pragmatic competence. Covering key topics such as augmented reality, second language learning, and foreign language learning, this premier reference source is ideal for policymakers, administrators, scholars, researchers, academicians, instructors, and students.

The study of learning versus teaching development has a significant impact on facilitating learners' development to use ICT-based digital technology. As innovation has developed, it has also changed how instructors connect with their understudies and study halls. To better understand these technological developments, further study is required. Facilitating Learning in Language Classrooms Through ICT-Based Digital Technology considers technology from the fields of ICT-based digital technology, facilitating learning, teaching development, language, and linguistics. This book also assesses the effectiveness of technology uses in ICT-based digital technology and language classrooms as well as considers the successful methods of teaching and language topics in the teaching-learning phase through technology. Covering key topics such as artificial intelligence, gamification, media, and technology tools, this premier reference source is ideal for computer scientists, administrators, principals, researchers, academicians, practitioners, scholars, instructors, and students.

Extended reality (XR) is an umbrella term that includes all the immersive technologies, either the ones already existing - augmented reality (AR), virtual reality (VR), and mixed reality (MR) - or those that will be developed in the forthcoming years. Immersive technologies extend the experienced reality by either blending the virtual and real worlds or by creating a fully immersive experience. XR has been applied in training and educational settings to transform teaching/learning experiences through immersive environments. The incorporation of extended reality into classrooms and training sessions can provide students and trainees with more meaningful learning and training experiences by increasing their motivation. We are experiencing a rapid spread of the usage of extended reality applications in several domains. The book describes the current research status of extended reality usage and discusses the foreseen advancements in the design and development of various types of immersive learning environments, as well as the emerging pedagogical innovations in the field. The book is ideal for teachers, instructional designers, curriculum developers, program developers, administrators, educational software developers, policymakers, researchers, education professionals, training professionals, privacy practitioners, government officials, consultants, IT researchers, academicians, and students.

Instructional technologies used to be optional and supplemental pedagogical tools until the global health crisis of 2020 compelled education systems to rely on digital devices and services to guarantee academic continuity. Suddenly, the contemporary principles and practices utilized in delivering health education curricula were insufficient and ineffective. Acknowledging the vital role of technology in shaping the future of education, there is now a greater demand to foster innovative interventions and continuous improvement in strategies, methodologies, and systems to empower learners, educators, and leaders in the digital age. Instructional Technologies in Health Education and Allied Disciplines provides comprehensive coverage of innovative methods and strategies to produce the next generation of health professionals. The book lays the groundwork for an implementable teaching and learning model that facilitates basic knowledge acquisition, enhances perceptual variation, improves skill coordination, and develops a scientific and technological mindset. Covering key topics such as gamification, telehealth, and robotics, this reference work is ideal for healthcare professionals, nurses, administrators, researchers, academicians, scholars, practitioners, instructors, and students.

This book focuses on teaching and learning in distance learning virtual universities. The emergence of distance learning virtual universities has provided increased opportunities for adult learners to obtain higher education degrees in a remote teaching-learning environment. During the pandemic, for-profit online learning institutions experienced increases in enrollment while face-to-face institutions experienced decreasing enrollments. Increasing learner enrollments, increasing numbers of courses delivered, and an increasingly competitive environment forces influence how higher education institutions will respond to the anticipated growth in distance learning. Higher education accreditation bodies have legitimized distance learning virtual universities as sites for adult learners, especially part-time adult learners, and made distance education an accepted way to receive a higher education degree. Virtual universities are challenging the supremacy of the land-based university as the only legitimate form of educational delivery. However, little has been published concerning how virtual universities have addressed access, availability, quality, retention, and better life opportunities. As the educational marketplace becomes predominately adult-dominated and higher education institutions compete for adult enrollment, understanding how virtual distance learning institutions are changing the higher education landscape will be an increasingly important issue. This book explores, describes, and questions the role of these institutions in the higher education landscape. Can for-profit education (education as a commodity) also be high quality and serve a societal function of providing adult learners access and opportunity? When critiquing the value and place of the for-profit university, one must ask, is the concern for the profit motive justified, or is it a move by traditional universities to reduce the influence of the virtual university? For-profit distance learning institutions were initially developed to provide access to higher education for adult learners who may experience barriers to attending a traditional university and, as such, tend to address better the needs of working adult learners. These institutions provided increased accessibility and availability for learners who may not otherwise pursue higher education. It is also important to note that distance education is not exclusive to for-profit universities. However, little is known about how learners learn and how teachers teach in these institutions. While sometimes neglected in publications and research, these institutions have been and continue to be disruptive while driving innovations in distance education.

Rooted in the day-to-day experience of teaching and written for those without specialist technical knowledge, this is a new edition of the go-to guide to using digital tools and resources in the humanities classroom. In response to the rapidly changing nature of the field, this new edition has been updated throughout and now features: - A brand-new Preface accounting for new developments in the broader field of DH pedagogy - New chapters on 'Collaborating' and on 'Teaching in a Digital Classroom' - New sections on collaborating with other teachers; teaching students with learning differences; explaining the benefits of digital pedagogy to your students; and advising graduate students about the technologies they need to master - New 'advanced activities' and 'advanced assignment' sections (including bots, vlogging, crowd-sourcing, digital storytelling, web scraping, critical making, automatic text generation, and digital media art) - Expanded chapter bibliographies and over two dozen tables offering practical advice on choosing software programs Accompanied by a streamlined companion website, which has been entirely redesigned to answer commonly asked questions quickly and clearly, this is essential reading for anyone looking to incorporate digital tools and resources into their daily teaching.

Gamification is an increasingly popular technology that has been utilized across a number of fields such as business, medicine, and education. As education continues to turn toward online teaching and learning, gamification is one of many new technologies that have been proven to assist educators in providing holistic and effective instruction. Additional research is required to ensure this technology is utilized appropriately within the classroom. The Handbook of Research on the Influence and Effectiveness of Gamification in Education considers the importance of gamification in the current learning environment and discusses the best practices, opportunities, and challenges of this innovative technology within an educational setting. Covering a wide range of critical topics such as engagement, serious games, and escape rooms, this major reference work is essential for policymakers, academicians, administrators, scholars, researchers, practitioners, instructors, and students.

How can you create an authentic learning environment-one where students ask questions, do research, and explore subjects that fascinate them-in today's standards-driven atmosphere? Author Larissa Pahomov offers insightful answers based on her experience as a classroom teacher at the Science Leadership Academy, a public high school in Philadelphia that offers a rigorous college-prep curriculum and boasts a 99 percent graduation rate. Pahomov outlines a framework for learning structured around five core values: inquiry, research, collaboration, presentation and reflection. For each value, she presents: A detailed description of how the value can transform classroom practice and how a ""digital connection"" can enhance its application. A step-by-step outline for how to implement the value, with examples from teachers in all subject areas. Solutions to possible challenges and roadblocks that teachers may experience. Suggestions for how to expand the value beyond the classroom to schoolwide practice. Anecdotes from students, offering their perspectives on how they experienced the value in the classroom and after graduation. The framework is a guide, not a prescription, and middle and high school teachers-individually or as a team-can use it to structure whatever content and skills their current school or district requires. The book also includes suggestions for how to integrate technology into inquiry-based education, but the principles and approaches it describes can be applied successfully even in places without abundant technology. Both practical and inspiring, Authentic Learning in the Digital Age is an indispensable handbook for reinvigorating teaching and learning in a new era.

Emerging technologies in education are dramatically reshaping the way we teach, learn, and create meaning-both formally and informally. The use of emerging technologies within educational contexts requires new methodological approaches to teaching, learning, and educational research. This leads educational technology developers, researchers, and practitioners to engage in the creation of diverse digital learning tools that can be used in a wide range of learning situations and scenarios. Ultimately, the goal of today's digital learning experiences includes situational experiences wherein learners and teachers symbiotically enroll in meaning-making processes. Discussion, critical reflection, and critique of these emerging technologies, tools, environments, processes, and practices require scholars to involve themselves in critical conversation about the challenges and promises afforded by emerging technologies and to engage in deliberate thinking about the critical aspects of these emerging technologies that are drastically reshaping education. Global Education and the Impact of Institutional Policies on Educational Technologies deepens this discussion of emerging technologies in educational contexts and is centered at the intersection of educational technology, learning sciences, and socio-cultural theories. This book engages a critical conversation that will further the discussion about the pedagogical potential of emerging technologies in contemporary classrooms. Covering topics such as communication networks, online learning environments, and preservice teacher education, this text is an essential resource for educational professionals, preservice teachers, professors, teachers, students, and academicians.

For years, language teachers have increasingly been using technologies of all kinds, from computers to smartphones, to help their students learn. Current trends in TELTL (technology-enhanced language teaching and learning), such as artificial intelligence, virtual reality, augmented reality, gamification, and social networking, appear to represent major shifts in the digital language learning landscape. However, various applications of technology to mediate language learning may be informed by reflecting not only on the present but perhaps more importantly on relevant insights from past research and practice. Emerging Concepts in Technology-Enhanced Language Teaching and Learning explores the recent development of the new technologies for language teaching and learning to gain insights into and synergy of the theories, pedagogies, technological design, and evaluation of TELTL environments for comprehending the trends and strategies of the new digital era as well as investigate the possibility of future TELTL research direction. The book includes trends shaped by contemporary issues such as the COVID-19 pandemic. Covering topics such as digital education tools, L2 learnings, and sentiment analysis, this book serves as an essential resource for researchers, language teachers, educational software developers, administrators, IT consultants, technologists, professors, pre-service teachers, academicians, and students.

Science is unique among the disciplines since it is inherently hands-on. However, the hands-on nature of science instruction also makes it uniquely challenging when teaching in virtual environments. How do we, as science teachers, deliver high-quality experiences in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science? The expansion of online environments for education poses logistical and pedagogical challenges for early childhood and elementary science teachers and early learners. Despite digital media becoming more available and ubiquitous and increases in online spaces for teaching and learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers consistently report feeling underprepared or overwhelmed by online learning environments (Molnar et al., 2021; Seaman et al., 2018). This is coupled with persistent challenges related to elementary teachers' lack of confidence and low science teaching self-efficacy (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011). Teaching and Learning Online: Science for Elementary Grade Levels comprises three distinct sections: Frameworks, Teacher's Journeys, and Lesson Plans. Each section explores the current trends and the unique challenges facing elementary teachers and students when teaching and learning science in online environments. All three sections include alignment with Next Generation Science Standards, tips and advice from the authors, online resources, and discussion questions to foster individual reflection as well as small group/classwide discussion. Teacher's Journeys and Lesson Plan sections use the 5E model (Bybee et al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher candidates, graduate students, teacher educators, classroom teachers, parents, and administrators, this book addresses why and how teachers use online environments to teach science content and work with elementary students through a research-based foundation.