This book focuses on the topic of the multiple-stakeholders that comprise the education community across the P-20 continuum. In various ways and forms, the authors of the chapters found within this book promote the importance of engaging with the diverse array of stakeholders in order to truly improve education in an increasingly interconnected world. The book itself is divided into two major arcs, the first of which covers community relations and stakeholder engagement in P-12 schools, while the second addresses those same issues in higher education. When one considers the activities that take place within education institutions, there is a realization that they are influenced and driven by much more than just the educators and administrators who occupy the schools. In the editors' own work, (e.g., see Tran & Bon, 2016), the importance of the inclusion of the viewpoints and inputs of multiple-stakeholders in school decisions when appropriate has been consistently argued, given that the school is considered by many to be a social and communal environment. To address these issues, in this text, this book is lucky to have a collection of peer-reviewed writing that explore various aspects of how multiple-stakeholder input can be used to improve school decisions.

This book explores the implementation of an online representational tool, GroupScribbles, in Chinese-as-a-second-language classrooms from primary school to secondary school. It demonstrates the effectiveness of combining online representational tools with face-to-face classroom learning, and provides a workable approach to analysing interactions interweaving social and cognitive dimensions, which take place in the networked classroom. A series of suggestions regarding networked second language learning will help educators effectively implement information and communication technology tools in the classroom.

* 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 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.

This book explores the ways in which education impacts labor markets. Specifically, the contributions in this book indicate that the future of labor is creative, socially aware and inter-disciplinary while identifying the changes and innovations needed in our educational systems to meet this demand. Due to an increasing automatization (robotic manufacturing), the character of labor and work in general will change dramatically in the near future. This will be the case not only in the western countries, but also in the larger emerging economies in Asia, for example China and India. While societal environments, economy and the character of labor are increasingly in a process of dramatic changes, the educational systems and the leading principles of research about labor and employment are not changing adequately. Cross-disciplinary (inter-disciplinary and trans-disciplinary) thinking and learning is not the main focus of our educational systems. Consequently, the systems of academic research follow and apply disciplinary or even sub-disciplinary strategies, avoiding cross-disciplinary research approaches, and not supporting inter-disciplinary academic career models. This book introduces such strategic models to better prepare the next generation of workers for the new knowledge economy, and the future of democratic societies.

Mobile technologies combined with an interdisciplinary approach to knowledge and organization of learning experiences that are meaningful to children could create a creative and interactive learning environment different from that of traditional teaching. Making good use of mobile learning with appropriate devices will increase the learning motivations of the students and help them bring about positive performance. Mobile Learning Applications in Early Childhood Education is a collection of innovative research on the methods and applications of mobile learning techniques and strategies within diversified teaching settings. While highlighting topics including computational thinking, ubiquitous learning, and social development, this book is ideally designed for researchers, teachers, parents, curriculum developers, instructional designers, academicians, students, and practitioners seeking current research on the application of mobile technology within child education.

This book offers various perspectives on the complex and crosscutting concepts of the science, technology, engineering, and mathematics (STEM) disciplines in the classroom context. Presenting empirical studies, it reveals how researchers in the Asia-Pacific Region planned and implemented STEM education in the classroom. Further, it discusses the assessment of STEM learning to clarify what important elements should be included and how researchers and educators frame and design assessment tools. The book consists of four parts: potential and trends in STEM education; teachers' practical knowledge for STEM teaching; STEM teaching practices; and assessment of STEM learning. Providing evidence on developing curriculums, implementing instructional practices and educating classroom teachers, it is intended for readers wanting to explore STEM education from multiple perspectives.

This edited volume provides a critical discussion of theoretical, methodological, and practical developments of contemporary forms of educational technologies. Specifically, the book discusses the use of contemporary technologies such as the Flipped Classroom (FC), Massive Open Online Course (MOOC), Social Media, Serious Educational Games (SEG), Wikis, innovative learning software tools, and learning analytic approach for making sense of big data. While some of these contemporary educational technologies have been touted as panaceas, researchers and developers have been faced with enormous challenges in enhancing the use of these technologies to arouse student attention and improve persistent motivation, engagement, and learning. Hence, the book examines how contemporary technologies can engender student motivation and result in improved engagement and learning. Each chapter also discusses the road ahead and where appropriate, uses the current trend to predict future affordances of technologies.

You have heard about the Internet of Things. You know that it is having an impact on higher education. So, what is it? Now that students have the entire computing power of 1975 in a pocket device, the college of the 2020s is entering a new educational age. For teens and tweens, the magic world of Harry Potter is all around. With a wave of a hand, they can control lights and surround themselves with music. In minutes, they can make a catalog of devices appear using a 3D printer. And now, they are ready to travel by driverless cars, summoned from a cellphone. Embedded technology, that is, computing built into everyday devices, is all around. Known as the Internet of Things, embedded sensors in our home, in our tools, and even in our baseball bats have changed the world as we know it. As with every stage of evolution, leaders have the options to resist, adapt, or to get ahead of the change.

This book describes and explains how digital technologies enter adolescents' everyday life and learning in different contexts and environments. The book is based on research conducted in recent years in the Czech Republic, the results of which are set within a broad theoretical and international framework. The authors consider the theoretical and methodological anchoring of the topic, describing various approaches in an effort to comprehensively describe and understand the learning process of today's pupils. They focus on ways to explore learning in the digital era, domestication of digital technology in families, and parents' approaches to digital technology. Attention is paid to adolescents' competences and autonomy in the use of digital technologies, as well as their views on technology in their lives and learning. The authors summarize the most important results of the research, but also consider the options of empirical research and their own experience with the research of such a complex concept.

Although new technologies are embedded in students' lives today, there is often an assumption that their use is transparent, inconsequential, or a distraction. This book combines complex systems theory with sociocultural theory and the multimodal theory of communication, providing an innovative theoretical framework to examine how communication and meaning-making in the language classroom have developed over time, how technology impacts on meaning-making, and what the implications are for learners, teachers, institutions and policy makers. Recent studies provide evidence for the disruptive effect of technology which has resulted in a phase shift that is reshaping language education by creating new interaction patterns, allowing for multimodal communication, and introducing real-world communication into the classroom. The book proposes ways of responding to this shift before concluding that the new technologies are radically transforming the way we learn. It is likely to appeal to a range of readers, including students, academics, teachers and policy-makers.

In this book, we primarily focus on studies that provide objective, unobtrusive, and innovative measures (e.g., indirect measures, content analysis, or analysis of trace data) of SEL skills (e.g., collaboration, creativity, persistence), relying primarily on learning analytics methods and approaches that would potentially allow for expanding the assessment of SEL skills and competencies at scale. What makes the position of learning analytics pivotal in this endeavor to redefine measurement of SEL skills are constant changes and advancements in learning environments and the quality and quantity of data collected about learners and the process of learning. Contemporary learning environments that utilize virtual and augmented reality to enhance learning opportunities accommodate for designing tasks and activities that allow learners to elicit behaviors (either in face-to-face or online context) not being captured in traditional educational settings. Novel insights provided in the book span across diverse types of learning contexts and learner populations. Specifically, the book addresses relevant and emerging theories and frameworks (in various disciplines such as education, psychology, or workforce) that inform assessments of SEL skills and competencies. In so doing, the book maps the landscape of the novel learning analytics methods and approaches, along with their application in the SEL assessment for K-12 learners as well as adult learners. Critical to the notion of the SEL assessment are data sources. In that sense, the book outlines where and how data related to learners' 21st century skills and competencies can be measured and collected. Linking theory to data, the book further discusses tools and methods that are being used to operationalize SEL and link relevant skills and competencies with cognitive assessment. Finally, the book addresses aspects of generalizability and applicability, showing promising approaches for translating research findings into actionable insights that would inform various stakeholders (e.g., learners, instructors, administrators, policy makers).

Packed with critical analysis and real-life examples, this book explores how video games can cultivate learning. Lacasa takes several commercial video games and shows how they can be used both in and out of the classroom to teach initiative and problem-solving, encourage creativity, promote literacy, and develop reasoning skills. The result of almost ten years spent discovering video games, learning to play, conversing with their designers and distributors, and working in the classroom with young people and teachers, Lacasa's work uncovers the educational value already present in commercial video games and shows how to integrate games for learning purposes into the curriculum. It is invaluable for anyone wishing to discover the cultural and educational value of this new form of entertainment in an interdisciplinary environment in which psychology, sociology, art, literature, graphic design, and computer programming are all present.

While the majority of Internet users reside in industrialized nations, online access in the developing world has risen rapidly in recent years. As emerging technologies increasingly permit inexpensive and easy online access, the number of Internet users worldwide will only continue to expand. Computer-Mediated Communication: Issues and Approaches in Education examines online interactions from different national, cultural, linguistic, legal, and economic perspectives, exploring how the increasingly international and intercultural Internet affects the ways users present ideas, exchange information, and conduct discussions online. Educators, researchers, and practitioners will discover ways to effectively use Web-based technologies, transcending barriers to participate and collaborate in international projects that reflect the scope and scale of today s global interactions.

This open access book focuses on making the transition from in-person, classroom education to other feasible alternative modes and methodologies to deliver education at all levels. The book presents and analyzes research questions to explore in this arena, including pedagogical issues relating to technological and infrastructure challenges, teacher professional development, issues of disparity, access and equity, and impact of government policies on education. It also provides unique opportunities and vehicles for generating scholarship that helps explain the varied educational needs, perspectives and solutions that arise during an emergency and the different roles educational institutions and educators may play during this time. Developed from a highly successful Presidential Session at the annual meeting of the Association for Educational Communications and Technology (AECT), this edited volume presents AECT and its membership as the premier organization focusing on the provision of educational communications and technology leadership. In addition, it functions as a contemporary document of this global crisis as well as a rich resource for possible future emergency scenarios in the educational arena.

Focusing on students' presentations and discussions in laboratory seminars, this book presents case studies on evidence-based education using artificial intelligence (AI) technologies. It proposes a system to help users complete research activities, and a machine-learning method that makes the system suitable for long-term operation by performing data mining for discussions and automatically extracting essential tasks. By illustrating the complete process - proposal, implementation, and operation - of applying machine learning techniques to real-world situations, the book will inspire researchers and professionals to develop innovative new applications for education. The book is divided into six chapters, the first of which provides an overview of AI research and practice in education. In turn, Chapter 2 describes a mechanism for applying data analytics to student discussions and utilizing the results for knowledge creation activities such as research. Based on discussion data analytics, Chapter 3 describes a creative activity support system that effectively utilizes the analytical results of the discussion for subsequent activities. Chapter 4 discusses the incorporation of a gamification method to evaluate and improve discussion skills while maintaining the motivation to participate in the discussion. Chapters 5 and 6 describe an advanced learning environment for honing students' discussion and presentation skills. Two important systems proposed here are a presentation training system using virtual reality technologies, and an interactive presentation/discussion training system using a humanoid robot. In the former, the virtual space is constructed by measuring the three-dimensional shape of the actual auditorium, presentations are performed in the same way as in the real world, and the AI as audience automatically evaluates the presentation and provides feedback. In the latter, a humanoid robot makes some remarks on and asks questions about students' presentations, and the students practice responding to it.

This book explores the impact of eLearning on the quality of teaching in higher education, focusing on three main issues: university teachers' perception of quality teaching, their strategies for achieving quality teaching in practice, and interventions that design and implement online collaborative activities in a large class. The book argues that if eLearning targets the real problems in practice and is appropriately designed and implemented, it can improve the teaching quality at universities. It also demonstrates the complexity of teachers' perception of quality teaching and contextual factors that affect teaching practice and quality. Further, it explores university teachers' perception of quality teaching in Italy, the UK and China - an aspect that is rarely addressed in the literature - and reveals why the impact of ICTs on university teaching is not as great as in other fields by explaining the issues that threaten the quality of day-to-day teaching. Lastly, it confirms that traditional lecturing, combined with online collaborative activities, improves the quality of teaching compared to traditional lecturing alone. As such, this book is a necessary and important resource for the research community.

This open access book examines the complex relationship between education, media and power. Exploring the entanglement of education media and power structures, the contributions use various examples and case studies to demonstrate how subjectivation processes and digital structures interact with one another. The book asks which modes of subjectivation can be identified with current media cultures, how subjects deal with the challenges and potential of digitality, and how coping and empowerment strategies are developed. By addressing theoretical as well as empirical evidence, the chapters illuminate these connections and the subsequent significance for media education more widely.

This book fulfills a need for planning in higher education due to the impending impact of ten twenty-first century technologies: 3D printing, artificial intelligence, autonomous vehicles, bitcoin/blockchain, genome development: agricultural, genome: medical, internet of things, nanotechnology, personal robot, and quantum computing. Each of these technologies develop in a two-stage manner: Stage 1, Linear, and Stage 2, Exponential. Uber and Airbnb are excellent examples that developed for a short time in Stage 1, a step-by-step manner, before then reaching Stage 2, where they accelerated with exponential velocity. Both were able to accomplish rapid development through the use of digital support. The ten technologies listed above are all currently developing in Stage 1; however, each will reach Stage 2, and when they do, they will have powerful impacts on community colleges and universities. Their extremely rapid development in the second stage could take higher education by storm if the leaders, faculty, and staff are not prepared for them. This book presents ARPAC, a planning method to successfully deal with the impact of these technologies. This planning method is critical for the future viability and success of community colleges and universities.

Digital Storytelling in Second and Foreign Language Teaching offers a concise overview of the theoretical underpinnings, rationales, and related pedagogical implications of second and foreign language learning (S/FLL) through digital storytelling for those readers who want to begin experiencing this mode of teaching and learning. It provides educators and language teachers with a research-oriented, evidence-driven knowledge base of the current digital storytelling tools that are apt for learning/teaching different language skills at K-12, college, and university contexts, empirically assessing their effectiveness. In addition to depicting a consolidated picture of digital storytelling (DST) for second and foreign language learning in theory and practice, the book helps readers gain a better understanding of the possible challenges and constraints against the effective integration of these tools for language learning purposes. In addition, case studies conducted in different contexts add to the existing body of research, providing researchers in the fields of language teaching and educational technology with an opportunity to benefit from research designs, findings, and methods. Further, the book expands readers' knowledge base on students and teachers' perception toward language learning by means of digital storytelling tools. The implications discussed in different chapters of this book offer insights for the readers who are interested in conducting further research on this subject in other disciplines. As digital storytelling tools and presentation software which are specifically designed for educational purposes are becoming more accessible and widely applied, a nuanced understanding of how these tools should be best applied for educational purposes including language practice is becoming an imperative. The present publication aims at offering such an understanding, acting as a reference guide, and making DST a tangible instructional design for teachers, educators, learners, curriculum designers, and policy makers in the field of S/FLL and educational technology.

This 30th volume of the Educational Media and Technology Yearbook describes current developments and trends in the field of instructional technology. In six sections, EMTY provides a comprehensive survey of general trends and issues in media and technology, special concerns for K-12 education, biographical profiles of leading figures in the field, related organizations and associations, and a complete mediagraphy for the year. Educational Media and Technology Yearbook has become a reference in many libraries and professional collections. Examined in relation to its companions of the past, it provides a valuable historical record of current ideas and developments in the field.

This book explores the role of students' involvement in teacher professional development. Building upon a research study whereby pupils instruct their teachers in the use of Information and Communication Technology (ICT), the author argues that using student voice in this way can result in transformational learning for all those involved. The author presents the processes and experiences of pupils taking on the role of educators as well as the experiences of the teachers receiving such professional development from their students. In doing so, he promotes the innovative use of a student voice initiative to support teaching and learning, with the overarching purpose of improving and transforming teacher-pupil relationships. This book will be of interest and value to students and scholars of pupil voice, teacher professional development and transformational learning.

This book fulfills a need for planning in higher education due to the impending impact of ten twenty-first century technologies: 3D printing, artificial intelligence, autonomous vehicles, bitcoin/blockchain, genome development: agricultural, genome: medical, internet of things, nanotechnology, personal robot, and quantum computing. Each of these technologies develop in a two-stage manner: Stage 1, Linear, and Stage 2, Exponential. Uber and Airbnb are excellent examples that developed for a short time in Stage 1, a step-by-step manner, before then reaching Stage 2, where they accelerated with exponential velocity. Both were able to accomplish rapid development through the use of digital support. The ten technologies listed above are all currently developing in Stage 1; however, each will reach Stage 2, and when they do, they will have powerful impacts on community colleges and universities. Their extremely rapid development in the second stage could take higher education by storm if the leaders, faculty, and staff are not prepared for them. This book presents ARPAC, a planning method to successfully deal with the impact of these technologies. This planning method is critical for the future viability and success of community colleges and universities.

The pace at which technology changes has created unique challenges in the integration of such technologies into language teaching and learning. Innovative pedagogies and strategies must be developed that adapt to these changes and accommodate future technological changes. Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning is an essential research publication that focuses on technological influences on language education and applications of technology in language learning courses including foreign and second language learning. Featuring an array of topics such as artificial intelligence, teacher preparation, and distance learning, this book is ideal for teachers, language instructors, IT specialists, instructional designers, curriculum developers, researchers, education professionals, academicians, administrators, practitioners, and students.