Wiki Works in the History and Humanities Classroom shows how teachers and students-working together as learning partners-can use interactive wiki technologies to transform the teaching of history and humanities topics through web-based research and inquiry-based learning. In its e-text and print editions, the book presents teaching strategies and technology integration examples from resourcesforhistoryteachers and other open educational content wikis. Written for K-12 history/social studies and humanities teachers, college and university-level teacher educators, and college students who are preparing to become classroom teachers in middle and high schools, there are separate chapters focus on using teacher and student-made wikis to address curriculum standards, teach web research and digital literacy, explore dramatic historical events, develop historical biographies, connect influential literature, discuss special topics, and build flipped learning instructional lessons.

Our society faces international challenges from cyber attacks and dissemination of fake news with a goal to destabilize our society. Fake news can be used as a weapon with destructive effects as powerful as any military attack. Fake news can spread as fast as a wildfire carried on the winds of social media. Students and all citizens need to be prepared and informed of ways to quickly understand and distinguish real and fake news. Preventing the potential destructive effects of fake news is the purpose of this book. The focus is upon providing a resource for educators to develop "news literacy" skills of students in objectively evaluating the news.

Our society faces international challenges from cyber attacks and dissemination of fake news with a goal to destabilize our society. Fake news can be used as a weapon with destructive effects as powerful as any military attack. Fake news can spread as fast as a wildfire carried on the winds of social media. Students and all citizens need to be prepared and informed of ways to quickly understand and distinguish real and fake news. Preventing the potential destructive effects of fake news is the purpose of this book. The focus is upon providing a resource for educators to develop "news literacy" skills of students in objectively evaluating the news.

Tap the power of emotional intelligence and watch school-wide achievement soar! `Bringing all this information together in one spot is quite a contribution... There isn't too much research or theory here, but lots of emphasis on 'What can I do on Monday?' -David A. Squires, Associate Professor, Southern Connecticut State University, New Haven `I highlighted at least two dozen specific ideas that I will implement in my classroom next year.' -Steve Reifman, Teacher, Santa Monica-Malibu Unified School District, CA `Relevant and meaningful for today's educators.' -Beverly Eidmann, Principal, Arvada Middle School, CO `Useful, unique (not a crowded field at all!), practical, clearly written.' -Robert DiGiulio, Professor of Education, Johnson State College This comprehensive guide to emotional intelligence (EI) is a state-of-the-art collection of proven best practices from the field's best and brightest minds. Edited by educational leaders Maurice Elias and Harriett Arnold, this guide creates a new gold standard for bringing social-emotional learning into every classroom, with chapters by Daniel Goleman, Rachel Kessler, Marty Sleeper and Margot Strom, Janet Patti, Eliot Rosenbloom, Pam Robbins, Mark Greenberg, Sheldon Berman, Susan Wooley, Rose Reissman, Carol Cummings, and many others. Key features cover: Theory and context for EI, including brain development, multiple intelligences, service and citizenship, school-to-work, and health Teacher preparation and professional development 17 best-practice programs in action, relevant to grades PreK-12 An Application/Reflection Guide for note-taking, follow-up, contacts, and ideas for immediate implementation This book is sure to be an essential resource for all teachers, counselors, and school administrators who want their school communities to educate healthier, more responsible, and more successful students.

This book draws on theories of second language acquisition (SLA) to illustrate how interactive white board technology can be exploited to support language acquisition. It examines interaction, collaboration and negotiation of meaning and focus on form in the communicative language classroom in primary, secondary and vocational schools. In recent years new technologies have been incorporated into second and foreign language education as tools for implementing teaching methodologies. IWBs have established their role in the field of computer-assisted language learning (CALL) and are an effective and inspiring tool which motivates both teachers and learners. Although the number of IWBs in classrooms has rapidly increased over the past decade in many parts of the world, teacher training materials and pedagogical support for the design, evaluation and implementation of IWB-based materials in the foreign language classroom has not kept pace. Research also shows that language teachers do not always use IWBs in pedagogically sound ways. There is a real need for the development of training models and examples of good practice which can support teachers in developing the necessary competencies for exploiting the IWB in ways consistent with current theories of language teaching pedagogy.This book provides that best practice and gives a full account of in-depth research in an accessible manner.

Mapping Holistic Learning: An Introductory Guide to Aesthetigrams introduces the concept of aesthetigrams. These are participant-produced visual maps of aesthetic engagement. The map-making strategy was originally developed by one of the authors, Boyd White, to assist him in understanding what his university-level students were experiencing as they interacted with artworks. Such interactions are, after all, private, individualistic, and fleeting. How can a teacher foster student/teacher dialogue that might lead to enhanced engagement, much less do research, without a concrete record of such engagement? Aesthetigrams provide that record. Recently, the strategy has been adapted to other fields of study-the teaching of literature, and philosophy for children, as well as the writing of poetry. Boyd White and Amelie Lemieux are persuaded that the strategy could be expanded into other disciplines. For example, might it not be useful for a teacher to know what a student is feeling and thinking as she struggles with a mathematical concept? Mapping Holistic Learning is divided into three sections. Chapter 1 addresses the theoretical framework that underpins the authors' research. The second section, Chapters 2 to 5, provides examples of aesthetigram usage within the formal education environment, in art and literature classrooms. The third section, Chapters 6 and 7, introduces two recent experiments in informal settings-one in an adult poetry workshop, the other in a philosophy-for-children workshop. It is not necessary to follow the book in chronological order. Readers are invited to attend to the chapters that most closely address their individual interests.

Mobile Learning in Schools explores the potential for using mobile devices in diverse school and college settings around the globe. It evaluates the exciting opportunities mobile initiatives bring and shares experience of where things can go wrong, in order to ensure that those embarking on new projects are fully informed. Drawing on a wide range of international perspectives, it unpicks knotty sociocultural issues, including lack of sustainability, behavioural and ethical concerns, and explores successful student learning. Key issues considered include: mobile learning in primary schools teaching and learning with mobile devices in secondary schools opportunities inside and outside school pedagogical principles and sustainability mobile learning for initial teacher training and CPD ethical considerations behaviour matters - disruption, plagiarism, cheating, cyberbullying assessing mobile learning. With annotated further reading and questions to trigger reflection and further discussion amongst readers, this thought-provoking text provides a detailed survey of this often controversial topic. It is essential reading for all those engaged in understanding the potential for using mobile devices to support students' learning.

MARTENS Bob and BROWN Andre Co-conference Chairs, CAAD Futures 2005 Computer Aided Architectural Design is a particularly dynamic field that is developing through the actions of architects, software developers, researchers, technologists, users, and society alike. CAAD tools in the architectural office are no longer prominent outsiders, but have become ubiquitous tools for all professionals in the design disciplines. At the same time, techniques and tools from other fields and uses, are entering the field of architectural design. This is exemplified by the tendency to speak of Information and Communication Technology as a field in which CAAD is embedded. Exciting new combinations are possible for those, who are firmly grounded in an understanding of architectural design and who have a clear vision of the potential use of ICT. CAAD Futures 2005 called for innovative and original papers in the field of Computer Aided Architectural Design, that present rigorous, high-quality research and development work. Papers should point towards the future, but be based on a thorough understanding of the past and present.

What can research in cognitive psychology offer the growth of educational technology and instructional media? Originally published in 1988, this book argues that, for much of its history, educational technology has been concerned with justifying and verifying the basic assumption that the processes and products of technology can improve instructional effectiveness. The result is seen as a systems approach grounded in empiricism and the failure to incorporate much important research in cognitive psychology. The book argues that it is now time for educational technology to come to terms with new ideas in cognitive, and particularly constructivist, psychology and it both advocates and describes the forging of new links between the two disciplines.

Recent performance-based teacher assessments have challenged teacher educators to rethink the ways that candidates are prepared in education programs. edTPA (formerly the Teacher Performance Assessment) requires teacher candidates to demonstrate knowledge and skills through authentic teaching artifacts, written commentary, and video clips recorded in real classroom settings. As part of the edTPA requirements, teacher candidates submit video clips of their own teaching to be viewed and assessed by evaluators. This implies that teacher candidates should know how to utilize their own videos for the purpose of improving their instructional skills as well as the learning of their students. These initiatives have urged teacher educators to prepare their candidates for the active use of video-recorded instruction either in university classrooms or in field-based practices. This book provides research-based strategies to support video analysis of authentic teaching in initial teacher education programs. It also presents a review of video recording tools in reference to their features and practicality for different educational settings.

Recent performance-based teacher assessments have challenged teacher educators to rethink the ways that candidates are prepared in education programs. edTPA (formerly the Teacher Performance Assessment) requires teacher candidates to demonstrate knowledge and skills through authentic teaching artifacts, written commentary, and video clips recorded in real classroom settings. As part of the edTPA requirements, teacher candidates submit video clips of their own teaching to be viewed and assessed by evaluators. This implies that teacher candidates should know how to utilize their own videos for the purpose of improving their instructional skills as well as the learning of their students. These initiatives have urged teacher educators to prepare their candidates for the active use of video-recorded instruction either in university classrooms or in field-based practices. This book provides research-based strategies to support video analysis of authentic teaching in initial teacher education programs. It also presents a review of video recording tools in reference to their features and practicality for different educational settings.

This book is an edited volume of case studies exploring the uptake and use of computer supported collaborative learning in work settings. This book fills a significant gap in the literature. A number of existing works provide empirical research on collaborative work practices (Lave & Wenger, 1987; Davenport, 2005), the sharing of information at work (Brown & Duguid, 2000), and the development of communities of practice in workplace settings (Wenger, 1998). Others examine the munificent variation of information and communication technology use in the work place, including studies of informal social networks, formal information distribution and other socio-technical combinations found in work settings (Gibson & Cohen, 2003). Another significant thread of prior work is focused on computer supported collaborative learning, much of it investigating the application of computer support for learning in the context of traditional educational institutions, like public schools, private schools, colleges and tutoring organizations. Exciting new theories of how knowledge is constructed by groups (Stahl, 2006), how teachers contribute to collaborative learning (reference to another book in the series) and the application of socio-technical scripts for learning is explicated in book length works on CSCL. Book length empirical work on CSCW is widespread, and CSCL book length works are beginning to emerge with greater frequency. We distinguish CSCL at Work from prior books written under the aegis of training and development, or human resources more broadly. The book aims to fill a void between existing works in CSCW and CSCL, and will open with a chapter characterizing the emerging application of collaborative learning theories and practices to workplace learning. CSCL and CSCW research each make distinct and important contributions to the construction of collaborative workplace learning.

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.

The educational landscape for primary teachers and learners is increasingly digital and technology rich, making it a challenge for professionals to decide which digital technologies to use, how and when, to bring about the maximum benefit for learning and teaching. This book navigates this complex and evolving arena, providing a structure for teachers to reflect on their own digital literacy, helping them make informed decisions, providing practical ideas on how to develop children's digital literacy capabilities and offering a range of professional development activities. The text makes clear links to the new primary curriculum, including the computing programmes of study. It is pedagogy led and illustrated with a range of subject examples. Chapters examine the implications of digital literacy for teaching and learning, creating content, collaboration and communication, digital citizenship, e-safety and digital safeguarding. Critical questions and reflections throughout stimulate readers to engage fully with the text and their professional development.

Virtual Learning Environments (VLEs) are becoming increasingly common in schools, and it is important for trainees to be equipped with the necessary skills and understanding to use them effectively to enhance learning. This book takes a thematic approach, examining all the key issues from designing and creating a VLE to using one to organise, moderate and assess pupil learning and even to develop resources for learning.

A comprehensive, critical review of the issues surrounding the multisensory environment (MSE). The text's aim is to allow teachers, professionals, therapists and parents who work or live with children with disabilities to use MSE to maximum effect.

Teaching, Pedagogy, and Learning: Fertile Ground for Campus and Community Innovations brings together narratives of pedagogical innovation aimed at increasing student engagement and performance and bolstering faculty teaching effectiveness and satisfaction. These trans-disciplinary, trans-pedagogical essays all emerged from faculty experiences at the annual Institute for Pedagogy in the Liberal Arts (IPLA), offered by Oxford College of Emory University. The book spotlights two significant points: first, faculty need pioneering, supportive contexts within which they can conceive, develop, revise, and publish innovative teaching experiments using the same principles of experiential and active learning that have become the foundation of learning for student success; and, second, strong institutional partnership with faculty development affords one way to achieve this outcome. The seven essays in this book are written by seventeen diverse scholar-teachers across eleven academic disciplines and nine institutions-from K-12 schools to small liberal arts colleges to tier-one research institutions-for whom the IPLA experience at Oxford spring-boarded significant pedagogical growth.

While the world outside the classroom has developed, classroom instruction has remained stagnant. Students are encouraged to just cover the curriculum and the power of purpose and meaningful contribution are absent. Furthermore this old way of doing things doesn't credit students' natural curiosity to direct their own learning. In Who Owns the Learning?, author Alan November uses his Digital Learning Farm education model to show teachers how technology allows students to take ownership of their learning, create their own learning tools, and participate in work that has meaning to them and others. In this model, every student is a teacher and a global publisher.

In chapter one, readers will learn what a Digital Learning Farm is and how it can optimize learning. Chapters two through five each focus on a specific job for students in the digital learning farm and provide examples of students working through them. November also offers a story about how the job is being utilized in classrooms, techniques for educators to leverage the work in their classrooms, and questions for discussion in each chapter. Finally, November offers an example of students owning their learning through technology in chapter six. This book is a guide to teachers who want to move teaching and learning into the 21st century incorporating technology and opportunities for students to direct their own learning into instruction.

This book is about foreign language learning in non-formal Online Tandems. The collected papers by contributors who have expertise in the field of Language Pedagogy and Foreign Language Acquisition gather information on online interactions, such as the initiation of tandems, the mentoring of online activities and learners' interaction, as well as the assessment of the processes at hand. The handbook targets stakeholders, institutions of higher education, language teachers and tandem trainers at educational institutions that want to set up Online Tandems especially designed for third language learners. The book is the result of the three-year project L3TASK carried out at five universities in Austria (Wien), Germany (Jena) and Spain (Alicante, Barcelona, Madrid) and associated partner institutions in China. It was funded by the European Commission in the frame of the Life Long Learning Programme.

Teaching and Learning with Technology sets out key principles for digital learning underpinned by research evidence. It explores the ways in which technology can help teachers to achieve their goals and support good pedagogy and offers practical strategies for using technology when planning and delivering effective lessons. Drawing on examples from across the curriculum and highlighting a wide range of key technologies, chapters cover: Live remote teaching Delivering content and instruction Using technology to assess learning Alternative learning platforms Ensuring accessibility and personalising learning E-safety, safeguarding and legal compliance Written by a leading expert in digital education and filled with easy to implement tips, this book is an essential guide for all teachers delivering lessons online.

During the past two decades, telecommunication and Web-enabled technologies have combined to create a new field of knowledge known as Web-Based Learning and Teaching Technologies. The main objective of Web-Based Education: Learning from Experience is to learn from faculty experiences gained while implementing and utilizing these technologies. The book addresses many trends and issues associated with Web-Based Education, and explores the opportunities and problems confronting colleges and universities to effectively utilize and manage Web-Based Education in their teaching environments.

Do computers foster cultural diversity? Ecological sustainability? In our age of high-tech euphoria we seem content to leave tough questions like these to the experts. That dangerous inclination is at the heart of this important examination of the commercial and educational trends that have left us so uncritically optimistic about global computing. Contrary to the attitudes that have been marketed and taught to us, says C. A. Bowers, the fact is that computers operate on a set of Western cultural assumptions and a market economy that drives consumption. Our indoctrination includes the view of global computing innovations as inevitable and on a par with social progress--a perspective dismayingly suggestive of the mindset that engendered the vast cultural and ecological disruptions of the industrial revolution and world colonialism. In Let Them Eat Data Bowers discusses important issues that have fallen into the gap between our perceptions and the realities of global computing, including the misuse of the theory of evolution to justify and legitimate the global spread of computers, and the ecological and cultural implications of unmooring knowledge from its local contexts as it is digitized, commodified, and packaged for global consumption. He also suggests ways that educators can help us think more critically about technology. Let Them Eat Data is essential reading if we are to begin democratizing technological decisions, conserving true cultural diversity and intergenerational forms of knowledge, and living within the limits and possibilities of the earth's natural systems.

As online education becomes more familiar, so the reality of using it in teaching and learning has moved beyond the realm of the specialist. Pedagogy and best practice Delivering Learning on the Net explores the reality of online education today. Martin Weller chaired the groundbreaking Open University course You, Your computer and the Net, which is now the largest for-credit online course in Europe. Based on this and his experiences elsewhere, the book is a comprehensive resource grounded in practical reality as well as in research. Key issues covered include: *the Net and its relation to education; *developing and implementing online courses; *the key issues surrounding online education. Teachers, trainers, technologists, administrators and decision-makers working in higher and further education will all find much of value in this book.

FAIL TO PLAN, PLAN TO FAIL is a book for Education Technology professionals who understand that Ed Tech projects are complex and costly, and therefore must be planned and managed just like any other large-scale project. Oftentimes Education Technology professionals move straight from naming an initiative, such as "1 to 1 computing, or BYOD" right into implementation, without taking into consideration the necessary infrastructure, bandwidth and capacity. These requirements may double or even quadruple the overall expenditure. But in recent decades, with the massive call for classroom technology, the large-scale technology programs that have made the news have been huge failures, and have wasted millions of taxpayer dollars, taking some superintendents with them. What is the key to avoiding these failures, and how can you insure that it doesn't happen to your school? The key is planning and project management. Education Technology Strategic Planning is the subject of this book. It provides a detailed process, called MAPITTM that guides the planner through five phases for developing your school's Ed Tech Strategic Plan: Needs Identification, Needs Analysis, Recommendations, Feasibility and Implementation.

FAIL TO PLAN, PLAN TO FAIL is a book for Education Technology professionals who understand that Ed Tech projects are complex and costly, and therefore must be planned and managed just like any other large-scale project. Oftentimes Education Technology professionals move straight from naming an initiative, such as "1 to 1 computing, or BYOD" right into implementation, without taking into consideration the necessary infrastructure, bandwidth and capacity. These requirements may double or even quadruple the overall expenditure. But in recent decades, with the massive call for classroom technology, the large-scale technology programs that have made the news have been huge failures, and have wasted millions of taxpayer dollars, taking some superintendents with them. What is the key to avoiding these failures, and how can you insure that it doesn't happen to your school? The key is planning and project management. Education Technology Strategic Planning is the subject of this book. It provides a detailed process, called MAPITTM that guides the planner through five phases for developing your school's Ed Tech Strategic Plan: Needs Identification, Needs Analysis, Recommendations, Feasibility and Implementation.