This CHOICE award-winning author has teamed up with two national, education technology experts to write a comprehensive book on technology for classroom and online learning for educators. Everything you need to know about using educational technology such as computer networking, peripherals, security, troubleshooting and maintenance, and teaching and learning with technology are covered. The book starts by reviewing the history of technologies, and then addresses the skill sets needed by all educators who use technology as part of their classroom and online instruction. Benefits and Features of book: *A comprehensive book covering all aspects of educational technology *Each chapter objectives are aligned with the International Society for Technology in Education Standards (ISTE) *Many schematics and diagrams of technology circuits are included *Each chapter contains a comprehensive case study and exercises for practical application *Provides a blend of academic, theory and practical perspectives on how to operate, maintain, and troubleshoot technology devices *Several handy resources are included in the appendices

Confucius in the Technology Realm is a ground-breaking new approach to the dynamic world of Education Technology. In this work, the author has decided to soften on structure and focus on art - to take a philosophical approach to the planning and management of the chaotic and ever-changing realm of Educational Technology - what would Confucius think about Ed Tech? But while providing a method of inquiry for philosophical guidance, the book is also meant to reinforce the ethereal concepts with real-world, Ed Tech examples. The ultimate objectives of impacting student learning and achievement and mastery of philosophical self-discipline becomes one and the same - thus, the Tao of Education Technology may be seen as Confucius' viewpoint, helping identify the path to transcending the organization's people, policies, and processes to attain a state where the whole is greater than the sum of its parts - where the education technology infrastructure and operational support structure are ingrained and embodied within the organization as a whole.

-Contributors are leading experts which means that each chapter includes up-to-date, high-level, and reputable -Includes new perspectives on established topics like computerized testing and scoring that incorporate technological advances making the book immediately practical to test writers and researchers. -Chapters on assessment through gaming and simulation which introduce newer topics in testing to academics and professionals -Part of our NCME series, this book has been developed and edited by a team of leading experts, ensuring the very best research

As web-enabled mobile technologies become increasingly integrated into formal learning environments, the fields of education and ICT (information and communication technology) are merging to create a new kind of classroom: CrossActionSpaces. Grounding its exploration of these co-located communication spaces in global empirical research, Digital Didactical Designs facilitates the development of teachers into collaborative designers and evaluators of technology-driven teaching and learning experiences-learning through reflective making. The Digital Didactical Design model promotes deep learning expeditions with a framework that encourages teachers and researchers to study, explore, and analyze the applied designs-in-practice. The book presents critical views of contemporary education, theories of socio-technical systems and behavior patterns, and concludes with a look into the conceptual and practical prototypes that might emerge in schools and universities in the near future.

This CHOICE award-winning author has teamed up with two national, education technology experts to write a comprehensive book on technology for classroom and online learning for educators. Everything you need to know about using educational technology such as computer networking, peripherals, security, troubleshooting and maintenance, and teaching and learning with technology are covered. The book starts by reviewing the history of technologies, and then addresses the skill sets needed by all educators who use technology as part of their classroom and online instruction. Benefits and Features of book: *A comprehensive book covering all aspects of educational technology *Each chapter objectives are aligned with the International Society for Technology in Education Standards (ISTE) *Many schematics and diagrams of technology circuits are included *Each chapter contains a comprehensive case study and exercises for practical application *Provides a blend of academic, theory and practical perspectives on how to operate, maintain, and troubleshoot technology devices *Several handy resources are included in the appendices

Technology and the Diverse Learner is a practical guide for teachers to use the latest technology to assist them in meeting the needs of the diverse population of learners in their classrooms. This book is designed specifically for the inclusive classroom teacher. It addresses inclusion from a very broad perspective that includes special education, gifted, diversity, culture and gender, although the focus is primarily weighted to special education. In this user-friendly guide, practical strategies are offered for a variety of considerations in every classroom.

Representations of gender in learning materials convey an implicit message to students about attitudes towards culturally appropriate gender roles for women and men. This collection takes a linguistic approach to exploring theories about gender representation within the sphere of education and textbooks, and their effects on readers and students within an international context. In the opening section, contributors discuss theories of representation and effect, challenging the conventional Althusserian model of interpellation, and acknowledging the challenges of applying Western feminist models within an international context. Following chapters provide detailed analyses focusing on a number of different countries: Australia, Japan, Brazil, Finland, Russia, Hong Kong, Nigeria, Germany, Qatar, Tanzania, and Poland. Through linguistic analysis of vocabulary associated with women and men, content analysis of what women and men say in textbooks, and discourse analysis of the types of linguistic moves associated with women and men, contributors evaluate the extent to which gendered representations in textbooks perpetuate stereotypical gender roles, what the impact may be on learners, and the ways that both teachers and learners interact and engage with these texts.

As web-enabled mobile technologies become increasingly integrated into formal learning environments, the fields of education and ICT (information and communication technology) are merging to create a new kind of classroom: CrossActionSpaces. Grounding its exploration of these co-located communication spaces in global empirical research, Digital Didactical Designs facilitates the development of teachers into collaborative designers and evaluators of technology-driven teaching and learning experiences-learning through reflective making. The Digital Didactical Design model promotes deep learning expeditions with a framework that encourages teachers and researchers to study, explore, and analyze the applied designs-in-practice. The book presents critical views of contemporary education, theories of socio-technical systems and behavior patterns, and concludes with a look into the conceptual and practical prototypes that might emerge in schools and universities in the near future.

In recent years there has been significant investment by policy makers in the potential of technological tools to transform learning and teaching across a range of professional practitioner groups; education, nursing and social care. There remain, however, outstanding issues concerning the ways educators and professional practitioners harness the potential of technologies to innovate and develop pedagogical practice. With so much attention focusing on technologies themselves, the complexity of what it takes for practitioners to innovate and develop their own pedagogical practice can easily be overlooked. This book promotes a teacher-centred model of professional development and practice; a model that promotes teachers as active agents as they draw upon a range of factors within a narrative ecology framework to inform their development of pedagogical tools. The combination of narrative methodologies with ecological theories offers a much more nuanced view of teachers' professional learning, and Turvey provides an innovative methodological approach to narrative research, supported by an empirical evidence base which crosses educational and socio-cultural contexts. Chapters cover: -Teachers as pedagogical toolmakers -A teacher-centred narrative ecology -Storying teachers' experiences: what can we learn? The narrative ecologies that emerge in this book suggest an incremental process of pedagogical change and development, driven by teachers at the heart of the process. This book will be key reading for postgraduate students and academics focusing on narrative methodologies and aspects of professional learning within contemporary contexts.

There is no question to the fact that online video is as ubiquitous today as any phenomenon of the past. Countless hours of digital video are uploaded to various online video platforms every minute. Faced with the incredible changes underway, it only makes sense for educators of all kinds to not only note the ubiquity that streaming media has gained in the lives of their students, but to embrace and appropriate the technology in their efforts to impart knowledge. Streaming Media Delivery in Higher Education: Methods and Outcomes is both a snapshot of streaming media in higher education as it is today and a window into the many developments already underway. In some cases, it is a forecast of areas yet to be developed. As a resource, this book serves both as an explication of many practices, including their possibilities and pitfalls, as well as recommendation of the many areas where opportunities for development lie.

Instructional Design for Teachers, Second Edition focuses on the instructional design (ID) process specifically for K-12 teachers. The first edition introduced a new, common-sense model of instructional design to take K-12 teachers through the ID process step by step, with a special emphasis on preparing, motivating, and encouraging new and ongoing use of ID principles. This second edition includes new material on design in gaming, cybercharters, online classrooms, and flipped classrooms, as well as special considerations for the Common Core. Each chapter contains framing questions, common errors, easy-to-use rules of thumb, clearly stated outcomes, and examples showing ID in action. The basic model and its application within constructivism and user-design will help teachers adapt from a behavioral approach to a more open, student-centered design approach. Combining basics with strategies to implement this model in the most advanced instructional approaches, this book empowers teachers and learners to use good instructional design with the most recent research-based approaches to learning. Instructional Design for Teachers shows how ID principles can impact instructional moments in positive and practical ways. The book can be used for basic ID courses and introductory curriculum courses, and is accessible to in-service as well as pre-service teachers.

This book provides a practical understanding of digital literacy and information on integrating digital technology into English Language Arts and literacy instruction at the K-6 grade levels. Cross-disciplinary connections are also provided to bridge literacy and language arts and other content areas for a more integrated approach to literacy instruction. This text not only introduces readers to various types of digital tools and resources, but also provides practical approaches for using digital tools in instruction to help students read and write multi-modal digital texts. Each chapter contains key elements that prompt brainstorming about digital tools, connections to the Common Core State Standards in Language Arts, and resources for teachers to plan instruction that incorporates digital tools. Comprehensive sample lesson plans that are aligned to the Common Core State Standards and English Language Proficiency Standards are provided throughout the text. Information about digital citizenship, digital copyright, lesson planning, and long-range planning is also provided.

This book provides a practical understanding of digital literacy and information on integrating digital technology into English Language Arts and literacy instruction at the K-6 grade levels. Cross-disciplinary connections are also provided to bridge literacy and language arts and other content areas for a more integrated approach to literacy instruction. This text not only introduces readers to various types of digital tools and resources, but also provides practical approaches for using digital tools in instruction to help students read and write multimodal digital texts. Each chapter contains key elements that prompt brainstorming about digital tools, connections to the Common Core State Standards in Language Arts, and resources for teachers to plan instruction that incorporates digital tools. Comprehensive sample lesson plans that are aligned to the Common Core State Standards and English Language Proficiency Standards are provided throughout the text. Information about digital citizenship, digital copyright, lesson planning, and long-range planning is also provided.

Integrating Teaching and Technology: A Matrix for Professional Faculty Development provides college faculty and administrators with the foundations for a new model for integrating the two most critical dimensions of teaching and learning, pedagogy and technology: the Integrated Readiness Matrix (IRM). Integrating Teaching and Technology began as dialogue among the authors and their university peers focusing on how best to integrate technology into instruction. Achieving this goal requires all faculty to be conversant with the theories of learning, the taxonomies and domains of learning, and a new methodology for preparing and developing college faculty for a career of classroom teaching. Only by building on a foundation of educational theories can we "meet students where they are" while designing instruction that fosters student growth and achievement.

The pace of technological change has made the immediate and long-term future difficult, if not impossible, to predict. Teachers are forced to imagine the world they are preparing their students to live in. In this situation creativity becomes a vital resource for enabling uncertain futures to be embraced and an important attribute for students to have both for their learning and their employability in the future. In this book, the authors argue that creativity is a social and collaborative process that can be enhanced through online and digital technologies. Filled with case studies and practical tasks, it shows teachers how they can develop an approach to teaching and learning with digital technologies that is inherently social, collaborative and creative. Including case studies and practical examples of projects and lessons throughout, the chapters cover: Learning in a networked society An examination of sharing practices and how knowledge can be shared more effectively Potential pitfalls of virtual learning environments and public social networking sites Using digital media to plan schemes of work and lessons How to facilitate meaningful collaboration and discussion through digital media Creating online environments to enable students to share their understandings and learning Bringing together key ideas about creativity, collaborative learning and ICT in the classroom, this timely book will be an invaluable resource for all teachers.

Hardbound. With the increased dissemination of information technologies in education, the issue of how learners deal with multimedia information systems has become critical. New research questions have emerged such as: How well do people learn from multimedia documents? How do they achieve integration between text and any other media? How can you make computerised information systems fit user information processing strategies and styles? And what is the potential of hypermedia applications for education, training and work?This volume is based on a selection of papers presented at the first International Seminar on Using Complex Information Systems held in Poitiers, France. The volume presents a comprehensive overview of research issues related to multimedia usage considered from cognitive and instructive perspectives. It relates theories of mental representations, information processing and learning to issues of design and use of multimedia technolog

Web-Based Instruction details how faculty members can design web-based and web-assisted instructional delivery approaches to provide students with the opportunity to learn anytime and anyplace. It stresses the paradigm shift in using technology as an alternative instructional delivery tool but recognizes that the course design and delivery method must maintain the principles of good teaching practices and academic rigor. The book examines how to win student respect and trust, provide support systems, and transition from the classroom-based approach, and it includes examples of course designs, as well as student feedback systems. James Van Keuren takes the frustration out of designing and implementing alternative instructional delivery approaches that do not rely on face-to-face contact. He also creates a step-by-step process for shifting from a teacher-centered to a more student-centered learning environment.

This book presents an in-depth overview of the uses of digital games in education, from K-12 up through post-secondary. Beginning with a look at the history of games in education and the context for digital games, this book guides readers through various methods of serious game implementation, including the Magic Bullet Model, which focuses on the player's point of view of the game experience. The book also includes methods of measuring the effects of games in education and guidance on creating digital game-based learning lesson plans.

Technology in the Middle and Secondary Social Studies Classroom introduces pre-service teachers to the research underpinning the effective integration of technology into the social studies curriculum. Building off of established theoretical frameworks, veteran social studies teacher educator Scott Scheuerell shows how the implementation of key technologies in the classroom can help foster higher-level thinking among students. Plentiful, user-friendly examples illustrate how specific educational tools-including games, social media, flipped classrooms, and other emerging technologies-spur critical thinking and foster authentic intellectual work. A rigorous study, Technology in the Middle and Secondary Social Studies Classroom provides a comprehensive, up-to-date research framework for conceptualizing successful, technology-rich social studies classrooms.

Effective educational leadership entails continuously seeking and implementing innovative professional development opportunities for teachers and support staff. In today's age of rapid technology expansion within educational settings, professional development targeting technology integration remains an area of tremendous need. This guidebook details the process of collegial coaching for technology integration within educational environments and is intended for use within a variety of settings, from primary classrooms through high schools to graduate educational leadership and instructional technology courses and beyond.

Effective educational leadership entails continuously seeking and implementing innovative professional development opportunities for teachers and support staff. In today's age of rapid technology expansion within educational settings, professional development targeting technology integration remains an area of tremendous need. This guidebook details the process of collegial coaching for technology integration within educational environments and is intended for use within a variety of settings, from primary classrooms through high schools to graduate educational leadership and instructional technology courses and beyond.

This is the first of two comprehensive volumes that provide a thorough and multi-faceted research into the emerging field of augmented reality games and consider a wide range of its major issues. These first ever research monographs on augmented reality games have been written by a team of 70 leading researchers, practitioners and artists from 20 countries. In Volume I, the phenomenon of the Pokemon GO game is analysed in theoretical, cultural and conceptual contexts, with emphasis on its nature and the educational use of the game in children and adolescents. Game transfer phenomena, motives for playing Pokemon GO, players' experiences and memorable moments, social interaction, long-term engagement, health implications and many other issues raised by the Pokemon GO game are systematically examined and discussed. Augmented Reality Games I is essential reading not only for researchers, practitioners, game developers and artists, but also for students (graduates and undergraduates) and all those interested in the rapidly developing area of augmented reality games.

Technology Integration and High Possibility Classrooms provides a fresh vision for education in schools based on new research from in-depth studies of technology integration in exemplary teachers' classrooms. This timely book meets the demand for more examples of effective technology integration by providing a new conceptual understanding that builds on the popular and highly influential theoretical framework of technological, pedagogical and content knowledge (TPACK). Technology Integration and High Possibility Classrooms details four rich case studies set in different contexts with students ranging from age 6 to 16. Each case study articulates in very practical terms what characterizes exemplary teachers' knowledge of technology integration and how that is applied in classrooms. This highly accessible book clearly demonstrates how theory informs practice and provides new possibilities for learning in twenty-first-century schools.

Aesthetics and Design for Game-based Learning provides learning designers with insight into how the different elements that comprise game aesthetics can inform the design of game-based learning. Regardless of the cognitive complexities involved, games are essentially entertainment media, and aesthetics play a large role in how they are experienced. Yet too often the role of aesthetics in the research about game-based learning has been relegated to a surface discussion of graphics or neglected altogether. Aesthetics and Design for Game-based Learning begins by addressing the broad context of game aesthetics, then addresses specific elements with chapters focusing on: player positioning game mechanics narrative design environment design character design. Each chapter includes research and guidelines for design, and a conclusion addresses aesthetics in the research of game-based learning.

Mobile Learning and Mathematics provides an overview of current research on how mobile devices are supporting mathematics educators in classrooms across the globe. Through nine case studies, chapter authors investigate the use of mobile technologies over a range of grade levels and mathematical topics, while connecting chapters provide a strong foundational background in mobile learning theories, instructional design, and learner support. For current educators, Mobile Learning and Mathematics provides concrete ideas and strategies for integrating mobile learning into their mathematics instruction-for example, by sharing resources that will help implement Common Core State Standards, or by streamlining the process of selecting from the competing and often confusing technology options currently available. A cutting edge research volume, this collection also provides a springboard for educational researchers to conduct further study.