Developing effective policy for the use of social media in schools is at once challenging and equally necessary. For one thing its use pervades our society in ways few could have futured for. For another, its presence, its potential, its pitfalls, require a collective leadership to use the right kinds of processes to properly create and sustain. Planning by Futuring; Futuring as Planning: Using Your Futures Mindset to Develop Social Media Policy in Schools, provides practicing educational leaders and those who aspire to be administrators with all of the tools necessary to engage their stakeholders in co-creating policy guidelines that will assure successful implementation. More importantly, its case study style enables readers to discern the necessary themes, theory and concepts that nurture futures - based mindsets. These mindsets-dispositions-skills will enable leaders to anticipate and plan for any emerging future that may come their way. And most importantly their mastery will co-empower collective leaders to create futures that are preferred instead of imposed.

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.

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.

This scientific monograph, while dealing with the issue of supervised teaching practice, points out the importance of implementing serious games into pre-graduate preparation of teachers. Current trends in education point towards the ever-increasing integration of information and communication technology into educational processes. The digitalisation of education brings us to the question if it is possible to meaningfully employ information and communication technology in bridging the theoretical and practical preparation for the teaching profession and to improve the standard of supervised teaching practice realisation for students - the future teachers.

This book is an investigation into the role which social presence and identity play in online learning environments. Scholars across disciplines have grappled with the questions of what it means for a person to be and to interact online. In the context of online learning, these questions reflect specific concerns related to how well people can learn in a setting limited to mediated interactions and lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? These concerns are related to social presence and identity, both of which are complex, multi-faceted, and closely interrelated constructs. The chapters in this book consider how online learning has developed and changed over time in terms of technology, pedagogy, and familiarity. Collectively these chapters show the diverse ways that educational researchers have explored social presence and identity. They also highlight some of the nuanced concerns online educators might have in these areas. This book was originally published as a special issue of Distance Education.

The purpose of this practical guide is to facilitate college students' academic success by fostering self-regulated learning skills or learning to learn through the use of Integrative Learning Technologies (ILT). It enables the college instructor, online instructor, instructional developer, or educator to envision, plan for, and implement customized instructional and curricular designs that foster learning to learn and motivate students to take ownership of their own learning. Specifically, this book demonstrates how college faculty who use Learning Management Systems (LMS) as well as emerging technologies such as Web 2.0 applications and social software can design learning tasks and course assignments that support and promote student: goal setting; use of effective task strategies; self-monitoring and self-evaluation; time management; help seeking; and, motivation and affect. Given the emphasis on retention of freshmen as a measure of institutional effectiveness, the focus on student success, and the increasing use of ILT in higher education, this book fulfills a dire need in the literature on the integration of technology and self-regulated learning.

The adequate integration of information and communication technologies (ICT) in educational and training processes is one of the biggest current challenges in education. The classroom of the present is very different from just a few decades ago, new technological tools are completely transforming its characteristics and activities. This internationally authored book offers a timely, effective and practical vision of this new educational scenario. The book takes a multidisciplinary approach in looking at the problems and possible solutions that are faced by the educational professional of the 21st century when, by necessity or obligation, they face the use of ICT in their daily tasks. Divided into two parts, one theoretical and another practical, this book offers the highlights of the most important lines of research that are being developed today in educational technology, and importantly presents the innovations which have had the most impact over recent years. From the profound transformations in the physical classroom to everything that involves new virtual scenarios, where online teaching requires innovative strategies and training processes, this book describes the diverse scenarios that ICT has generated and will continue to generate in the field of education. It presents a new and a very different type of education that can be adapted to the needs of the citizen of the digital society.

The book focuses on effective technology use and diffusion. Theoretical principles such as SAMR and TPACK are discussed and connected to real-world scenarios, emphasizing leadership in implementing classroom and school-wide technology implementation to support student learning. Theories and practices for providing professional development for technology implementation are addressed. Activities to be completed in small groups or individually, as well as examples of technology tools, are provided to further underscore the application of key concepts.

The book focuses on effective technology use and diffusion. Theoretical principles such as SAMR and TPACK are discussed and connected to real-world scenarios, emphasizing leadership in implementing classroom and school-wide technology implementation to support student learning. Theories and practices for providing professional development for technology implementation are addressed. Activities to be completed in small groups or individually, as well as examples of technology tools, are provided to further underscore the application of key concepts.

This volume brings together both political and educational scientists. While educational research literature has so far not systematically addressed the tool of simulations of decision-making, political scientists have hardly used insights from research on assessment or on motivation and interest of students. Almost all political science publications on simulations merely discuss how to implement the tool in class and fall short of providing evidence of the effects on student outcomes such as increased interest and performance. Combining the two disciplines is mutually enriching. Political science benefits from state of the art educational science measuring and testing of the claims made by the proponents of simulations, while educational sciences adds the systematic analysis of simulations of decision-making to their list of empirical objects, which also adds insights to the theories on the affective component of student learning. It is the explicit aim of the volume to address how simulating decision-making environments fosters learning. Implications for research and practice regarding student learning are addressed in all chapters.

This book uses a mix of personal narratives, anecdotal evidence, and research-based findings to tell the story of a small, urban community college's efforts to develop and nurture a Community of Practice (CoP) that would galvanize the campus' adoption of Educational Technology. Located in one of the poorest congressional district in the United States, Hostos Community College, a Hispanic-serving institution and part of the City University of New York (CUNY), has a unique history rooted in activism, advocacy, and community outreach, and has built a reputation for technology innovation. This book is a collection of writing from faculty and staff members whose decades of experience integrating technology into the classroom pre-dates many of the official initiatives now in place at CUNY.

It is not that public schools don't know the importance of technology integration, it's the barriers to integrating that result in schools not having the latest, greatest, or fastest technology for their students. This book not only addresses these barriers, but offers researched solutions that are of low to no cost.

It is not that public schools don't know the importance of technology integration, it's the barriers to integrating that result in schools not having the latest, greatest, or fastest technology for their students. This book not only addresses these barriers, but offers researched solutions that are of low to no cost.

In responding strategically to the need to increase online enrollments at a time when enrollments for traditional face-to-face delivered courses are declining annually, higher education institutions recognize not only that they urgently have to develop faculty capacity to teach online but also leverage the affordances of a now bewildering array of new technologies. This book constitutes a guide to the wide range of new and emerging transformative learning technologies, to give leaders the context they need to position their institutions in the changing online environment. It is intended for campus leaders and administrators who work with campus teams charged with identifying learning technologies to meet an agreed upon program- or institution-level educational needs; for those coordinating across campus to build consensus on implementing online strategies; and for instructional designers, faculty developers and assessment directors who assist departments and faculty effectively integrate learning technologies into their courses and programs. It will appeal to faculty who take an active interest in improving online teaching. The contributors to this volume describe the potential of artificial intelligence algorithms, such as those that fuel learning analytics software that mines LMS data to enable faculty to quickly and efficiently assess individual students' progress in real time, prompting either individual attention or the need to more generally clarify concepts for the class as whole. They describe and provide access to a hybrid professional development MOOC and an associated WIKI that curate information about a wide range of learning software solutions currently available; and present case studies that offer guidance on building the buy-in and consensus needed to successfully integrate learning technologies into course, program- and institution-level contexts. In sum, this book provides readers with a comprehensive understanding of the technological capabilities available to them and identifies collaborative processes related to engaging and building institutional support for the changes needed to provide the rapidly growing demand for effective and evidence-based online learning.

The future of education goes beyond classes, textbooks, and tests - and the future is here. Academy of One introduces readers to Open-Source Learning, a model designed to transform K-12 education as we know it. Using Open-Source Learning, Teachers and students create experiences together - and anyone can create all on their own. Learners ask big, interdisciplinary questions, consult the experts, and use the internet to collaborate with people around the world, get feedback that supports improvement, and distribute their work worldwide in ways that provide value far beyond a course grade. Open-Source Learning is a strategic framework that students, parents, and teachers use to explore interdisciplinary questions, create communities of critique and support, and achieve extraordinary outcomes. Open-Source Learning is free and easy to implement; Academy of One features case studies and practical steps to help you get started today.

Game-based learning environments and learning analytics are attracting increasing attention from researchers and educators, since they both can enhance learning outcomes. This book focuses on the application of data analytics approaches and research on human behaviour analysis in game-based learning environments, namely educational games and gamification systems, to provide smart learning. Specifically, it discusses the purposes, advantages and limitations of applying such approaches in these environments. Additionally, the various smart game-based learning environments presented help readers integrate learning analytics in their educational games and gamification systems to, for instance, assess and model students (e.g. their computational thinking) or enhance the learning process for better outcomes. Moreover, the book presents general guidelines on various aspects, such as collecting data for analysis, game-based learning environment design, system architecture and applied algorithms, which facilitate incorporating learning analytics into educational games and gamification systems. After a general introduction to help readers become familiar with the subject area, the individual chapters each discuss a different aim of applying data analytics approaches in educational games and gamification systems. Lastly, the conclusion provides a summary and presents general guidelines and frameworks to consider when designing smart game-based learning environments with learning analytics.

The future of education goes beyond classes, textbooks, and tests - and the future is here. Academy of One introduces readers to Open-Source Learning, a model designed to transform K-12 education as we know it. Using Open-Source Learning, Teachers and students create experiences together - and anyone can create all on their own. Learners ask big, interdisciplinary questions, consult the experts, and use the internet to collaborate with people around the world, get feedback that supports improvement, and distribute their work worldwide in ways that provide value far beyond a course grade. Open-Source Learning is a strategic framework that students, parents, and teachers use to explore interdisciplinary questions, create communities of critique and support, and achieve extraordinary outcomes. Open-Source Learning is free and easy to implement; Academy of One features case studies and practical steps to help you get started today.

This book provides the theory behind integration of technology, provides a rationale for that integration, and explores resources and methods for supporting others in their growth in technology integration. Educational leaders will be a particular focus of the book as the need to be prepared to help their faculty integrate technology into their institutions. They are knowledgeable about administrative responsibilities, but not always as knowledgeable about theories and best practices of technology integration. Each chapter begins with a scenario or example from K-12 or higher education to illustrate the ideas presented in the chapter, then the chapter delves into the theoretical background, followed by a technology example, and concluding with activities readers could engage in to deepen their understanding of the concepts presented.

Make the most of today's technology to give your students a more interactive, authentic, global learning experience! Connecting Your Students with the Virtual World shows you how to plan themed projects for every season, embark on virtual field trips, and get students in touch with other classrooms worldwide. This updated edition includes a key new chapter on taking video conferencing to the next level for optimal student engagement and collaboration, as well as new chapters on connecting through games and esports and connecting with parents. The book includes a wide variety of standards-based, step-by-step activities you can implement immediately.

Make the most of today's technology to give your students a more interactive, authentic, global learning experience! Connecting Your Students with the Virtual World shows you how to plan themed projects for every season, embark on virtual field trips, and get students in touch with other classrooms worldwide. This updated edition includes a key new chapter on taking video conferencing to the next level for optimal student engagement and collaboration, as well as new chapters on connecting through games and esports and connecting with parents. The book includes a wide variety of standards-based, step-by-step activities you can implement immediately.

The monograph Social Clustering: Paradigm of Trust combines smart education strategies, social clustering and innovative educational practices. Networking and intersectoral empowerment help leaders operate the multifunctional, multicriterion, multisector approach and develop trust-based family, community, and regional and national prosperity. Aspiration for common objective; consensus on the most important priorities of the public interest; successful social partnership between the public, private, civic (NGO) sector; and scientific organizations and stakeholders help us create a modern and sustainable society. Trust-based social economy, smart education and social partnership research, and services models have been developed by university researchers together with social partners.

In both education and training, teachers are faced with many and varied problems relating to their teaching and their students' learning. Educational technology, in its widest sense, provides teachers with methods and tools which, if properly used, can alleviate some of these problems. The computer is one such tool, offering, within certain limitations, some possible solutions. Originally published in 1979, this book describes the use of the computer as a resource and as a manager in education and training. It discusses the use, potential and limitations of this technology in helping the teacher and trainer. Beginning with a consideration of the role of the computer as a mediator in the flow of information between the student and his learning environment, the book goes on to look at Computer Assisted Learning from an educational viewpoint, the strength and weaknesses of a number of different media, and the problems of managing modular courses and course structures and handling information on students' performance and progress. A chapter on informatics and education addresses the problem of what both teachers and students should know about computers, while the final chapter examines the practical problems of prompting and organising the appropriate use of this technology.

By showcasing international, European, and community-based projects, this volume explores how online technologies and collaborative and blended learning can be used to bolster social cohesion and increase students' understanding of what it means to be a global citizen. With the pace of technology rapidly increasing, Blended and Online Learning for Global Citizenship draws timely attention to the global lessons being learned from the impact of these technologies on peace building, community development, and acceptance of difference. In-depth case studies showcasing successful projects in Europe, Northern Ireland, and Israel explore blended learning and illustrate how schools and educators have embraced online technologies to foster national and international links both within and beyond communities. This has, in turn, equipped students with experiences that have informed their attitudes to cultural and political conflicts, as well as racial, ethnic, and social diversity. Building on the authors' previous work Online Learning and Community Cohesion (2013), this thought-provoking text will be of interest to researchers, academics, and postgraduate students in the fields of international and comparative education. Educators and school leaders concerned with how multiculturalism and technology play out in the classroom environment will also benefit from reading this text.

The ?rst and foremost goal of this lecture series was to show the beauty, depth and usefulness of the key ideas in computer science. While working on the lecture notes, we came to understand that one can recognize the true spirit of a scienti?c discipline only by viewing its contributions in the framework of science as a whole. We present computer science here as a fundamental science that, interacting with other scienti?c disciplines, changed and changes our view on the world, that contributes to our understanding of the fundamental concepts of science and that sheds new light on and brings new meaning to several of these concepts. We show that computer science is a discipline that discovers spectacular, unexpected facts, that ?nds ways out in seemingly unsolvable s- uations, and that can do true wonders. The message of this book is that computer science is a fascinating research area with a big impact on the real world, full of spectacular ideas and great ch- lenges. It is an integral part of science and engineering with an above-average dynamic over the last 30 years and a high degree of interdisciplinarity. The goal of this book is not typical for popular science writing, whichoftenrestrictsitselftooutliningtheimportanceofaresearch area. Whenever possible we strive to bring full understanding of the concepts and results presented.

The Media-Savvy Middle School Classroom is a practical guide for teachers of Grades 5-8 who want to help their students achieve mastery of media literacy skills. Today's fake news, alternative facts, and digital manipulations are compromising the critical thinking and well-being of middle grade learners already going through significant personal changes. This actionable book prepares teachers to help their students become informed consumers of online resources. Spanning correct source use, personal versus expert opinions, deliberate disinformation, social media, and more, these ready-to-use activities can be integrated directly into existing language arts and mathematics lesson plans.