* The book breaks down common assumptions and misconceptions about the utility of educational technologies in effective teaching. * Each chapter uses vivid, accessible classroom scenarios to close the distance between traditional learning and competence in technologies. * After covering a wide array of classroom issues and applicable technologies, the author concludes with a unifying critical position on sound research methods.

The designers of educational or training programs that employ electronic technology might have many questions about a project while it is still in the early stages of development. For instance: Is the program's presentation too simple, or too complex for its target audience? Does the pacing of the program help or hinder comprehension? Which aspects of the program are the most appealing, and why? Formative evaluation can answer these, or similar questions. It can help guide designers of television programs, microcomputer software, interactive videodiscs, or virtually any other educational item, in making modifications that can lead to the development of a final product that fully achieves its stated goals.
Until very recently, however, the person interested in avoiding potential problems through the use of formative evaluation would have been faced with difficulties of a different kind. Comprehensive treatment of formative evaluation has been scarce, and published discussion on formative evaluation of computer-based materials has been virtually nonexistent. Until now, that is.
Barbara Flagg's "Formative Evaluation" for Educational Technologies provides comprehensive treatment of formative evaluation. The book offers:
* extensive coverage of all the methods evaluators might use to assess the user friendliness, the appeal, and the outcome effectiveness of an educational program.
* extensive focus on new technologies
* coverage of all phases of program development, from initial idea to final product
* discussion of formative evaluation as part of the broader field of curriculum evaluation
* numerous case studies.
This volume will appeal to a widevariety of people engaged in formative evaluation. It is an excellent guide for newcomers to the field; it is a state-of-the art document for established practitioners of instructional design and curriculum evaluation.

This handbook is essential for all those who are concerned with mounting eductional exhibitions, whether they be administrators, designers, educationalists, planners or in specific subject areas.

Discussing the future value of computers as tools for cognitive development, the volume reviews past literature and presents new data from a Piagetian perspective. Constructivism in the Computer Age includes such topics as: teaching LOGO to children; the computers effects on social development; computer graphics as a new language; and computers as a means of enhancing reflective thinking.

Textbooks have been standard schoolroom fixtures for as long as most living citizens of this country can remember. Many turn-of-the-century students were introduced to reading through the moralistic McGuffey Readers and struggled through the rather drab and colorless pages of volumes on history, geography and civics. In contrast, today's textbooks contain not only narrative content accompanied by colorful photographs and graphics, but also section and chapter exercises that are extended through the use of worksheets and other materials. Moreover, the textbook and its related student materials are packaged together with teacher's editions and tests in grade-level sets that amount to content area programs rather than mere texts.

New online resources are opening doors for education and outreach in the Earth sciences. One of the most innovative online earth science portals is Macrostrat and its mobile client Rockd - an interface that combines geolocated geological maps with stratigraphic information, lithological data, and crowd-sourced images and descriptions of outcrops. These tools provide a unique educational opportunity for students to interact with primary geological data, create connections between local outcrops and global patterns, and make new field observations. Rockd incorporates an aspect of social media to its platform, which creates a sense of community for users. This Element outlines these resources, gives instructions on how to use them, and provides examples of how to integrate these resources into a variety of paleontology and earth science courses.

Integration of research experiences into the undergraduate classroom can result in increased recruitment, retention, and motivation of science students. 'Big data' science initiatives, such as the Paleobiology Database (PBDB), can provide inexpensive and accessible research opportunities. This Element provides an introduction to what the PBDB is, how to use it, how it can be deployed in introductory and advanced courses, and examples of how it has been used in undergraduate research. The PBDB aims to provide information on all fossil organisms, across the tree of life, around the world, and through all of geologic time. The PBDB Resource Page contains a range of PBDB tutorials and activities for use in physical geology, historical geology, paleontology, sedimentology, and stratigraphy courses. As two-year colleges, universities, and distance-based learning initiatives seek research-based alternatives to traditional lab exercises, the PBDB can provide opportunities for hands-on science activities.

First, let's commend ourselves: how in the midst of a pandemic we faculty stepped up at record speed to teach in such a foreign learning environment. Try we did, adapt we did, and learn we did. But to be clear, and we already recognize this, this past spring was less about distance learning and more about crisis teaching. This time around we have the opportunity to be much more purposeful and intentional, and that's where The Distance Learning Playbook for College and University Instruction will prove absolutely indispensable. Much more than a collection of cool tools and apps, The Distance Learning Playbook for College and University Instruction mobilizes decades of Visible Learning (R) research to reveal those evidence-based strategies that work best in an online environment. Supplemented by video footage and opportunities to self-assess and reflect, the book addresses every dynamic that must be in place for students to learn, even at a distance: Faculty-student relationships from a distance Teacher credibility from a distance Teacher clarity from a distance Engaging tasks from a distance Planning learning experiences from a distance Feedback, assessment, and grading from a distance Keeping the focus on learning, from a distance or otherwise What does our post-COVID future hold? "We suspect," Fisher, Frey, Almarode, and Hattie write, "it will include increased amounts of distance learning. In the meantime, let's seize on what we have learned to improve post-secondary education in any format, whether face-to-face or from a distance." "We are all still active faculty members, committed to teaching, scholarship, and service. The unexpected transition to remote learning doesn't mean we no longer know how to teach. We can still impact the lives of our students and know that we made a difference. The Distance Learning Playbook for College and University Instruction will show you how." ~Douglas Fisher, Nancy Frey, John Almarode, and John Hattie

A practical, educational technology resource for educators teaching remotely or in the classroom The most effective hybrid teachers are those that have a vast knowledge of instructional strategies, technologies, tools, and resources, and can masterfully build meaningful relationships with students in-person and through a screen. The Hybrid Teacher: Using Technology to Teach In-Person and Online will teach educators to leverage the technology they have access to both in their traditional brick-and-mortar classrooms and in remote learning environments, including established online and hybrid schools; emergency response models for pandemics, natural disasters; rural education; and connecting with students who can't make it to school. Many of us had to adapt to online teaching during the COVID-19 pandemic, but we still need resources for optimizing our instruction and becoming the best teachers we can be. This book is a practical guide for teachers who want to prepare for current and future remote instruction or leverage the best practices of remote instruction and EdTech tools to bring back to their brick-and-mortar classrooms. Inside, you'll learn about the impact of social and economic differences on classroom technology, and you'll find strategies and advice for maximizing success in each situation. Learn how best to leverage technology in traditional brick-and-mortar and remote classrooms, with case studies of the hybrid school model Gain tips and techniques to ensure that your teachers, students, and parents have the skills to succeed with technology Discover strategies for setting norms and expectations and transitioning between online and traditional learning Put into place proven methods for accountability and assessment of classroom successes Gain resources to the most effective educational technologies available today in multiple subject areas including English language arts, science, math, social studies, visual arts, dance, drama, music, and general education View sample lesson plans for how to implement tools into your classroom, build culture and community, and adapt for different learners Given the current push to remote teaching during the pandemic and the uncertainty over what the return to school and the traditional brick-and-mortar classroom will look like, The Hybrid Teacher will be an invaluable resource on the shelves of teachers and administrators alike.

This volume narrates and shares the often-unheard voices of students, parents, and educators during the COVID-19 pandemic. Through close analysis of their lived experiences, the book identifies key patterns, pitfalls, and lessons learnt from pandemic education. Drawing on contributions from all levels of the US education system, the book situates these myriad voices and perspectives within a prismatic theory framework in order to recognise how these views and experiences interconnect. Detailed narrative and phenomenological analysis also call attention to patterns of inequality, reduced social and emotional well-being, pressures on parents, and the role of communication, flexibility, and teacher-led innovation. Chapters are interchanged with interludes that showcase a lyrical and authentic approach to understanding the multiplicity of experience in the text. Providing a valuable contribution to the contemporary field of pandemic education research, this volume will be of interest to researchers, academics, and educators with an interest in the sociology of education, online teaching and eLearning, and those involved with the digitalization of education at all levels. Those more broadly interested in educational research methods and the effects of home-schooling will also benefit.

Presenting original studies and rich conceptual analyses, this volume explores how cognitive and affective metrics can be used to effectively assess, modify, and enhance learning and assessment outcomes of simulations and games used in education and training. The volume responds to the increasing use of computer-based simulations and games across academic and professional sectors by bringing together contributions from different research communities, including K-12 and postsecondary education, medical, and military contexts. Drawing on empirical results, the chapter authors focus on the design and assessment of educational simulations and games. They describe how quantitative and qualitative metrics can be used effectively to evaluate and tailor instructional resources to the cognitive and affective needs of the individual learner. In doing so, the volume enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes. Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.

This book critically examines how the COVID-19 pandemic has stimulated digital innovation within higher education using case studies from Africa. Imagining a future for post-pandemic higher education, it analyses the challenges and opportunities of remote teaching and learning. The book explores the structural barriers around access to higher education and how these were reconfigured and amplified by technology-dependent teaching and learning. Case studies from countries across Africa provide unique insights into the challenges experienced by Higher Education Institutions (HEIs) during the COVID-19 pandemic, examining examples of emergent pedagogies such as online, mobile and social media-enhanced teaching, and blended learning. The chapters consider online assessment and teacher professional development, critically examining some of the benefits and structural challenges of digital technology integration in the context of pre-existing education disparities (such as students and teachers living in poverty-stricken and highly unequal societies). Offering invaluable insights into higher education in Africa, the book will be essential reading for researchers, scholars, and students in the fields of higher education study, digital education and educational technology, and African and comparative education. It will also be of interest to higher education managers and policymakers.

The author is a leading expert on teaching history with games and on historical games studies It offers very practical and specific suggestions and insights It includes a number of templates for worskheets, analytical questions and rubrics Updated and added talking points for the value of historical video games in education for colleagues, administrators, parents, and students A new cutting-edge exploration of the features of historical games including the author's Historical Problem Space framework for historical game analysis. Extensive discussion of how to use the Historical Problem Space framework to study games and guide students in game analysis. A new cutting-edge investigation of the main genres of historical games and how those genres address history and academic history content Revised and expanded updated lesson and unit structures, for introducing students to historical games through video clips, whole class play, and individual gameplay Revised and expanded activities and assessments using current games as examples A fully updated appendix with a current list of most available history games and the academic standards they address

Harnessing Formative Data for K-12 Teachers prepares teachers to apply real-time formative data to classroom instruction amid the expansion of online and blended learning in schools. In today's changing, technology-enhanced educational landscape, teachers must rethink how to generate and use formative data to inform planning and develop systems that lead to all students' success. This book's strategic insights into actionable formative data use will yield differentiated supports for students, helping teachers to foster greater academic outcomes, independent self-monitoring, and readiness for college, career, and lifelong learning. Each chapter includes connections to social justice, best practices for applying data points and field-tested tips for technology integration, and a host of interactive planning guides to support implementation.

* Explores the emergent movement away from transmission based to coaching based learning * Champions education as a dialogic process between learners and coaches * Strives for a training model in which the motivated learner embraces challenges and learns to assess his/her own level, * Includes data and examples from schools in the Netherlands, Finland, Sweden, and Norway.

Teachers' active online participation and engagement with students are critical factors to the success of online courses. Essentials of Online Teaching is a standards-based, straightforward guide to teaching online in higher education, high school and vocational training, or corporate learning environments. This brief but powerful book encourages immediate application of concepts with the help of real-world examples, technical insights, and professional advice. The guide includes: a practical approach informed by, but not about, relevant learning theories; clear models and examples from a wide variety of online courses; teachers' reflections about their online practice; a checklist of standards to help guide teaching decisions; and an accompanying website (www.essentialsofonlineteaching.com) with additional resources. Essentials of Online Teaching addresses key instructional challenges in online teaching and presents the reader with practical solutions for each phase of a course-preparation, beginning, middle, and end.

Given how educators have come to rely on online modes of teaching and learning over the past two years, this handbook is a timely and much-needed exploration of how media educators are coping with changes in an online learning environment It showcases how educators and practitioners around the world adapted their routine media pedagogies to meet the challenges of the COVID-19 pandemic, which often led to significant social, economic, and cultural hardships The book combines an innovative mix of traditional chapters, autoethnography, case studies, and dialogue within an intercultural framework It focuses on the future of media education and provides a deeper understanding of the challenges and affordances of media education as we move forward The book covers vast-ranging topics, such as fighting disinformation, how vulnerable communities cope with disadvantages using media, transforming educational T.V. or YouTube to reach larger audiences, supporting students' wellbeing through various online strategies, examining early childhood, parents, and media mentoring using digital tools, reflecting on educators' intersectionality on video platforms, youth produced-media to fight injustice, teaching remotely and providing low tech solutions to address the digital divide, and searching for solutions collaboratively using social media It offers a unique and broad multicultural perspective on how we can learn from the challenges of addressing varied pedagogical issues that have arisen in the context of the pandemic It will allow researchers, educators, practitioners, institution leaders and graduate students to explore how media education evolved during 2020 and 2021, and how these experiences can shape the future direction of media education

In recent years, digital badging systems have become a credible means through which learners can establish portfolios and articulate knowledge and skills for both academic and professional settings. Digital Badges in Education provides the first comprehensive overview of this emerging tool. A digital badge is an online-based visual representation that uses detailed metadata to signify learners' specific achievements and credentials in a variety of subjects across K-12 classrooms, higher education, and workplace learning. Focusing on learning design, assessment, and concrete cases in various contexts, this book explores the necessary components of badging systems, their functions and value, and the possible problems they face. These twenty-five chapters illustrate a range of successful applications of digital badges to address a broad spectrum of learning challenges and to help readers formulate solutions during the development of their digital badges learning projects.

Elementary Online Learning offers school- and district-level leaders and administrators a field-tested approach to developing formal and interdisciplinary online education, in-house and from scratch, for grades K-5. While it is possible today to purchase off-the-shelf online platforms from for-profit companies, many elementary schools have the option of creating their own programs, curricula, and instructional strategies that are deliberately tailored to the strengths and needs of their own communities. This book provides practical and effective approaches to cohesive, data-driven program design, synchronous and asynchronous teaching, professional development, family partnerships, and much more. Each chapter is full of research-based ideas, recommendations, and prompts that will help schools yield online education that is interdisciplinary, socially just, and student-driven.

Digital Learning in Motion provides a theoretical analysis of learning and related learning media in society. The book explores how changing media affects learning environments, which changes the learning itself, showing that learning is always in motion. This book expounds upon the concept of learning, reconstructing how learning unfolds and analyzing the discourse around pedagogy and Bildung in the age of new digital media. It further discusses in detail the threefold relationship between learning and motion, considering how learning is based on motion, generated by new experiences and changes with the environment and through its own mediatization. The book presents a normative model that outlines how learning can be structured on the basis of society's values and self-understanding discourses in the digital age. This book will be of great interest for academics, postgraduate students, and researchers in the fields of digital learning and inclusion, education research, educational theory, communication and cultural studies.

This book examines networked science and the pedagogy of tele-proximity, a paradigm that integrates eLearning theories, information technology, and visual media competencies. The book conceptualises the idea of tele-proximity as a means to foster diversity and human-to-human contact online. It uses the lens of Social Physics and considers how to bridge the distance in eLearning, examining social connections, collective intelligence, and personal well-being. The book draws on qualitative and quantitative research in higher education to form fine-tuned eLearning networks that achieve demosophia, the core of democracy. It charts the progress of technology-enhanced learning approaches and shows the need for a sound pedagogical framework that is holistic and sustainable to promote mindful presence. Contributing to the literature on eLearning, this timely book will be of great interest to educational philosophers, policymakers, educators, researchers, and students in the field of distance education.

The use of e-learning strategies in teaching is becoming increasingly popular, particularly in higher education. Online Learning and Assessment in Higher Education recognises the key decisions that need to be made by lecturers in order to introduce e-learning into their teaching. An overview of the tools for e-learning is provided, including the use of Web 2.0 and the issues surrounding the use of e-learning tools such as resources and support and institutional policy. The second part of the book focuses on e-assessment; design principles, different forms of online assessment and the benefits and limitations of e-assessment.
Provides an accessible introduction to teaching with technologyAddresses the basic aspects of decision-making for successful introduction of e-learning, drawing on relevant pedagogical principles from contemporary learning theoriesCrosses boundaries between the fields of higher education and educational technology (within the discipline of education), drawing on discourse from both areas

The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author s direct experience gained through applying NCL to his university teaching.
Delineates a framework for NCL sustainabilityProvides an instructional design model for NCDescribes an original approach to the evaluation of collaborative learning processes"

This practical work provides a comprehensive collection of tried and tested old favourites together with modern innovative games designed to enhance and promote children's self-esteem, drawing on the authors' own in-depth knowledge of teaching group games.

Learner Choice, Learner Voice offers fresh, forward-thinking supports for teachers creating an empowered, student-centered classroom. Learner agency is a major topic in today's schools, but what does it mean in practice, and how do these practices give students skills and opportunities they will need to thrive as citizens, parents, and workers in our ever-shifting climate? Showcasing authentic activities and classrooms, this book is full of diverse instructional experiences that will motivate your students to take an agile, adaptable role in their own learning. This wealth of pedagogical ideas - from specific to open-ended, low-tech to digital, self-expressive to collaborative, creative to critical - will help you discover the transformative effects of providing students with ownership, agency, and choice in their learning journeys.