How can educators survive in the whirlwind restructuring and reform caused by the digital age? Will the impact of information technology improve learning, and how? The Promise of Technology in Schools answers these questions, by surveying the next 20 years in education. First, Stallard examines why the transfer of technology to education has taken so long and has been so difficult to accomplish. Then, he examines what challenges educators will face, how technology will affect school organization, why the K-12 education market is so important, and more.

The higher education sector is being disrupted through the effect that technological innovations have on the educational market. As digital and mobile technologies are developing further, higher education institutions must embrace these developments to meet the needs of their learners and to not become irrelevant. In higher education, disruptive effects are mainly visible on a program/product level, with an increasing number of programs including some element of online education. Disruptive effects also become evident on a pedagogical level, where student engagement, collaboration and social learning, gamification and serious games, competency-based learning, teacher training, and overcoming geosocial divides are high on the agenda. This book considers the effect of online elements and their design on university business models and internationalization, course design, massive open online courses (MOOCs), and the scalability of online programs. It also explores how higher education institutions across the globe respond and react to the challenges and opportunities evolving in online education.

In this much-needed book, experts Emily L. Davis and Brad Currie draw on their extensive experience in coaching and instructional technology and provide concrete, research-based strategies to help coaches in their day-to-day role. Whether you're beginning a coaching initiative or looking for practical insights on coaching in a variety of settings, including in groups and one-to-one, you'll find the resources you need to overcome challenges and grow your coaching skills. Topics include: The basics of tech coaching How to clarify on the expectations and objectives of your role Tips for recruiting teachers to work with you Guiding educators in planning and implementing meaningful technology integration How to plan and facilitate effective team coaching Strategies to gather and share data to communicate the impact of your coaching work How to stay ahead of the curve and keep learning for the future Every chapter includes practical tools, templates, and illustrative vignettes from the field to help you ensure the success of your technology coaching initiative. Join the conversation! Discuss the book and your coaching questions on Twitter with the hashtag #TechRequestEDU.

Historically, we have been engaged with a model of education reform since the latter part of the last century. We now have a cycle that's become a system with "pockets of promise" and isolated experiments. It appears that everyone is an education reformer and every district, charter and region has their own particular experiment, giving the appearance of widespread innovation. We've grown comfortable with this "interruption" that tolerates, or celebrates, the experiments as long as they don't seriously disrupt our entrenched classroom approach to teaching and learning. Reshaping the Paradigms of Teaching and Learning is a call to move beyond experimentation and transform the understanding of our entire system of education. The author defines the distinctions between the teaching system of the last century and the need for learning systems and how this is possible for today's learner. Understanding the difference, and understanding the need, is our first step toward a broad transformation. That understanding begins with the thought but demands the action. Disruption, and each learner, awaits that transformation.

For many, digitalization is the key to revolutionizing education. But what do we know about its impact on the learning process? What benefits are on offer and what are the risks? What are the consequences for educational interventions? Putting Learning Before Technology! discusses these questions and more in a thorough exploration of the use of technology in educational settings. Central to the author's argument is that digitalization as a sole and structural measure will bring little benefit and that the teachers who bring lessons to life are much more important. Features of the book include: evidence from Visible Learning research to scientifically frame the effectiveness and pitfalls of technology in the classroom; real-life classroom examples; graphics to clearly illustrate key concepts and studies. This book is a fascinating analysis of the impact, possibilities, and limits of the use of technology within education, and will appeal to teachers and teacher-trainers in any setting or country.

New technologies and ongoing developments in the fields of Virtual reality, augmented reality and artificial intelligence are changing the ways in which we facilitate learning. Recognising the positive role these technologies can play in the learning and progress of students assessed as having special educational needs, this practical guide explains the characteristics, benefits, risks and potential applications of new technologies in the classroom. An innovative and timely resource, Virtual Reality, Augmented Reality and Artificial Intelligence in Special Education offers a background in the evidence-based theory and practice of using new technologies in an educational context. Accessible and free of complex jargon, chapters provide information on the development, intended uses and most current terminology used in relation to technologies, and explains how modern equipment, approaches and possibilities can be used to promote improved communication skills, independent learning and heightened self-esteem amongst students diagnosed with SEND. Offering a wealth of practical tips, downloadable resources and ideas for engaging with technology in the classroom, the text will support teachers to ensure that students can benefit from exciting technological advances and learn to use them appropriately. Demystifying a complex and varied field, this practical resource will inspire and inform teachers, SENCOs and practitioners working with children and students with SEND as they harness the use of technology in the classroom.

This book constitutes selected, revised and extended papers from the 13th International Conference on Computer Supported Education, CSEDU 2021, held as a virtual event in April 2021. The 27 revised full papers were carefully reviewed and selected from 143 submissions. They were organized in topical sections as follows: artificial intelligence in education; information technologies supporting learning; learning/teaching methodologies and assessment; social context and learning environments; ubiquitous learning; current topics.

This is the conference proceedings for the 2015 Global Conference on Teaching and Learning with Technology (CTLT 2015), hosted by Aventis School of Management, Singapore. It includes papers by a group of international academics and researchers. It covers the most interesting ideas and applications related to the innovative use of technology within different learning environments.

This book places observational filmmaking in the context of the rapidly developing landscape of creativity and arts based research in education. The author uses observational filmmaking as a lens to address debates surrounding video based and arts based research. Utilising the work of Dewey and Deleuze as the theoretical underpinnings of the volume, this is combined with numerous practical examples of observational filmmaking in schools. The author argues that observational video camera and editing techniques combine careful observation with rigorous visual analysis: they place sensory, affectual and aesthetic qualities in experience centre stage. While observational filmmaking in itself has enormous potential as a methodology for education research, it may also become a fulcrum for children's learning. Children record their experiences in the world around them as they look carefully with a video camera. This pioneering yet practical book will be of interest and value to students and scholars of creativity, learning, and education research methods, as well as constituting a useful guide for teachers, arts practitioners and education policy makers.

Originally published in 1989, this book differed from others on the topic of microcomputers and education at the time, in that it focuses on the influence that microcomputer technology has on children in their early years, specially pre-school and elementary ages. Microcomputers have the capacity to do great harm as well as good and a full explanation of the technical and philosophical issues involved will be of interest to a number of disciplines. Other topics explored are - the potential uses of microcomputer-technology in early childhood education and current research and theory building on microcomputers and early education. This book should be read by teachers, sociologists, psychologists and researchers in education.

Originally published in 1991, Douglas Noble traces the enormous, yet uncharted, influence of military research and development on post-war American public education, drawing implications for current debates about the means and ends of education in our technological society. As a case study, the book provides a detailed account of pioneering experiments in computer-based education which took place during the late 1950s within the context of military research on man-machine systems. By extracting key paradigms of this military research and demonstrating their continuity with the most recent research in computer-based education. Noble offers a new, historical perspective on the significance of computers for education. The conclusion offers a provocative analysis of the political economy underlying the recent alignment of education with technological developments in computer science, artificial intelligence and cognitive science.

The process of integrating technology into education often overlooks that technology is a sign; it is not a neutral message conveyor, but rather a material artefact placed into a context inevitably subject to culture. In an original and novel combination, Decoding Technology Acceptance in Education brings together two academic domains not previously pursued together, yet which diverge in many ways: cultural studies and technology acceptance studies. Drawing on empirical data, Stockman demonstrates that teachers activate a meaning-making process through encoding and decoding signs around technology as an artefact of culture, and as a result their acceptance behaviour and decisions rely on the dynamics of the cultural whole to which they belong. In this study, technology acceptance is revisited as an issue of cultural negotiation; the common approach, which provides an instrumental view on technology as a neutral tool, is insufficient for the topic of technology acceptance. Rather than proposing yet another model of technology acceptance, Decoding Technology Acceptance in Education offers a renewed frame of mind and the conclusions it provides are of vital importance to the theoretical and practical advancement of technology acceptance studies, as well as to the practical integration of technology into education. Providing original empirical evidence for the influence of culture on educational decision-making, the book raises awareness for the importance of cultural research in areas where it has been under-considered. This book will be of great interest to researchers, academics and postgraduate students engaged in the study of technology acceptance and technology use in education, as well as those interested in cultural studies.

More than 80% of Technology projects fail. What does that mean? It means the project has broken one of the "Triple Constraints", scope, time, and budget. This book is focused on project planning and project management of IT projects in the education realm.This book provides the most streamlined methods for defining, developing, documenting, and executing any Education Technology project. It provides the methods to insure integrity and accuracy in the planning phase, and control and communication in the execution phase. It defines how projects start and end, and all the milestones and control points in the middle. And it details how you can execute it all. After reading this book, you will have the methods, templates and examples, in order to deliver successful Education Technology projects, but more importantly, this book will give you the insights of how to become a successful Education Technology Project Manager.

Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches explores the multidisciplinary approaches to transculturality and multiculturalism and its influence on technology-based education. This comprehensive reference source is a collection of education cases which investigate transcultural education using theoretical aspects and practical applications inside a technological framework. This book aims to be a reference for university professors, students, and researchers alike.

This book draws on the responses to learning and teaching and applied education futures thinking, that provide insights into the future of learning. It brings together more than 30 novel and important applied research and scholarly contributions from around the world, including Australia, Canada, Finland, Germany, Hong Kong, Japan, Macau, Mainland China, Malaysia, Morocco, Pakistan, and the UK. The chapters, including reflective essays and practice-based case examples, are divided into five major themes: * Future ready values and competencies for the future of work * Innovative pedagogies in applied degree learning and training * Driving student access, engagement, and success through digital technologies * Intelligent technologies: Embedding the new world of work into applied degrees * Lifelong learning, partnering, and the future of work This book is important for readers interested in international perspectives on the future of work and professional education.

More than 80% of Technology projects fail. What does that mean? It means the project has broken one of the "Triple Constraints", scope, time, and budget. This book is focused on project planning and project management of IT projects in the education realm.This book provides the most streamlined methods for defining, developing, documenting, and executing any Education Technology project. It provides the methods to insure integrity and accuracy in the planning phase, and control and communication in the execution phase. It defines how projects start and end, and all the milestones and control points in the middle. And it details how you can execute it all. After reading this book, you will have the methods, templates and examples, in order to deliver successful Education Technology projects, but more importantly, this book will give you the insights of how to become a successful Education Technology Project Manager.

Designing online courses requires a radical change in the way instruction is presented to students. However, there are no research-based models using a systems approach available for designing Web-based instruction. This book introduces the ASSIST-Me Model to fulfill this need. ASSIST-Me, based on a recent Delphi study, offers an instructional design procedure specifically intended for online courses. Data obtained from professional instructional designers were synthesized into a model that contains essential elements to the design process, and Koontz, Li, and Compora present a step-by-step procedure to effectively create online instruction. The ASSIST-ME Model: _

This volume consists of the revised versions I of a selection of papers of the second EDINEB conference, held in Uppsala from 17-19 August 1995. As with the fIrst edition, the conference and these proceedings are rooted in the participant's involvement with 'EDucational INnovation in Economics and Business'. The thematic focus is quality audit, quality assessment and quality improvement, all of them collected in the theme 'In Search of Quality'. For the fIrst EDINEB conference, which took place in Maastricht, December 1993, 'Problem-Based Learning' was chosen as leading theme. The introduction of problem-based learning in the curriculum of any faculty is to be regarded as a major innovation in the educational system. In contrast, the dedication to the search of quality in education resulted in a large variety of case studies and theoretical contributions on educational innovations aiming at increasing the quality of teaching and learning. This contrast between the one major step and the many small steps has been the decisive factor for the editors to compose these proceedings as a kind of allegory of Robert M. Pirsig's famous novel 'Zen and the art of Motorcycle Maintenance, an Inquiry into Values' (ZAMM). Of course, on top of the very obvious reason that the conference had been saddled with a theme that is identical to the title that many critics (probably those who aren't so fond of motorcycling) used to rename ZAMM.

This book presents how Digital Transformation is a requirement to upgrade Latin American universities to a next level in management, lecturing and learning processes and strategies. The book starts with a thorough introduction of the Latin American context addressing the three main topics in the book: Digital Transformation, Higher Education and Artificial Intelligence & Industry 4.0. They will be depicted by region, with a clear distribution between Central America & Mexico, Comunidad Andina (Peru, Colombia, Chile, Ecuador, Bolivia), Mercosur (Argentina, Brasil, Paraguay and Uruguay), and other countries. The book also shows how online learning is a key part of the transformation, with a clear focus on learning management systems, innovation and learning analytics. Further, personalised services for every single profile at the university (students, lecturers, academic managers) are presented to guarantee inclusive education service aggregation for networked campuses. Following, the book addresses strategy and overall services that concentrate on sustainability and revenue models integrated with a strategic planning. Finally a set of chapters will show specific experiences and case studies of direct application of Artificial Intelligence and Technology 4.0, where the readers can learn from and transfer directly into their educational contexts.

The book explores the potential of learning outside the traditional classroom when students gain real-world experiences in a variety of contexts and public spaces such as built, natural and virtual landscapes, museums, heritage sites, science centres and community venues. The authors of the book promote and put the flexible and 'plastic' concept of a place of learning into action by including physical geographical location, digital, virtual and textual spaces into the analysis. The book illuminates the importance of innovative educational strategies in connecting formal, non-formal and informal education - experiential learning in museums, heritage places and communities, inquiry-based pedagogy, digital storytelling, environmental online games, narrative geographies, and the use of geospatial technologies.

This book provides a comprehensive overview on the theories, processes, and solutions relevant to effectively creating, using, and managing digital media in a variety of instructional settings. In the first section of the book, the authors provide an overview of the theories, development models, and principles of learning with digital media. In the second section, the authors detail various digital media solutions, including: Instructional Videos, Instructional Simulations and Games, Online Learning, Mobile Learning, and Emerging Learning Technologies. Overall, this book emphasizes the theoretical principles for learning with digital media and processes to design digital media solutions in various instructional settings. The readers are also provided with multiple case studies from real world projects in various instructional settings.

Present-day society is often referred to as a knowledge society. But how can knowledge be defined and what role does it play, along with the related or connected concepts of learning and media/ICT? In what sense does learning lead to knowledge, what forms of learning are adequate in the so-called knowledge society, and how are appropriate forms of learning underpinned? How should media be conceptualised, and what is the role of the media, not least digital media, i.e. ICT, in society? Most people seem to agree that we live in a knowledge society . But what is knowledge, and how can knowledge be categorised? How does learning and life-long learning help us making knowledge society a reality, and what is the role of e-learning? The book aims at answering all these basic questions. It provides a definition and logical categorisation of knowledge. It categorises learning and teaching in a similar system. It analyses media education, media socialisation, and the use of digital media in and for teaching. It summarises the main theories of e-learning. And it presents the German sociologist Niklas Luhmann s theory of the educational system. The book is written for everybody who works professionally with education, knowledge and knowledge management, including educational researchers, e-learning specialists, teachers and students at teacher training colleges and for everybody interested in understanding the so-called knowledge society.

The inclusion of new and emerging technologies in the education sector has been a topic of interest to researchers, educators, and software developers alike in recent years. Utilizing the proper tools in a classroom setting is a critical factor in student success. Tablets in K-12 Education: Integrated Experiences and Implications explores the use of hand-held mobile devices in primary and secondary classrooms to assist in learning, sharing, and communication among students and teachers. With cutting-edge research on pedagogy, practice, and new initiatives for mobile learning devices and applications, this advanced reference source provides educators, technology coordinators, administrators, and other faculty with the resources needed to effectively implement mobile applications in their classrooms.

First published in 1985. Information technology can offer huge benefits to the disabled. It can help many disabled people to overcome barriers of time and space and to a much greater extent it can help them to overcome barriers of communication. In that way new information technology offers opportunities to neutralise the worst effects of many kinds of disablement. This book reviews the possibilities of using information technology in the education of the disabled. Commencing with an assessment of the learning problems faced by disabled people, it goes on to look at the scope of information technology and how it has been used for the education of students of all ages, particularly in the United Kingdom and the United States. A penultimate section considers most of the contentious issues that faced users of technology, whilst the conclusion devotes itself to the immediate and longer-term future, suggesting possible future trends and the consequent problems that may arise.

School administrators want to be better leaders, strategic planners, and stewards of their time and resources. Gary Ivory explains that technology, rather than an end in itself, is a powerful tool for administrators with these goals in mind. The compilation of expert advice in his book will walk the reader through presentation software, spreadsheets, the Internet, networks, and system models--all with an understanding of the very practical needs of administrators. For the uninitiated to whom technology appears daunting, and for those who simply want to hone their organizational and leadership skills, this book is a ready reference guide.