An ideal survival guide for novice teachers, Starting Strong helps new teachers gain confidence and competence to flourish and reduce stress during the first teaching year. The authors provide time-tested strategies and guidelines for designing curriculum and instruction, classroom layout suggestions for an optimal learning environment, and frameworks for establishing procedures that promote positive individual and group behavior. This invaluable handbook also offers: methods for effective assessment, samples of oral and written communication for parents and colleagues, ways to create classroom newsletters, techniques for using web sites for interactive learning and reflection questions for teachers at the end of each chapter

How can apps be used to foster learning with literacy across the curriculum? This book offers both a theoretical framework for considering app affordances and practical ways to use apps to build students disciplinary literacies and to foster a wide range of literacy practices.

"

Using Apps for Learning Across the Curriculum

• "
• presents a wide range of different apps and also assesses their value
• features methods for and apps related to planning instruction and assessing student learning
• identifies favorite apps whose affordances are most likely to foster certain disciplinary literacies
• includes resources and apps for professional development
• provides examples of student learning in the classroom

A website (www.usingipads.pbworks.com) with resources for teaching and further reading for each chapter, a link to a blog for continuing conversations about topics in the book (appsforlearningliteracies.com), and more enhance the usefulness of the book."

Psychosis in Childhood and Adolescence offers an in-depth examination of the nature of psychosis, its risk factors and its manifestations in children and adolescents who experience a continuum of emotional disorders. The chapters present a hopeful, research-based framework for treatment. They emphasize combined treatment that is based on psychodynamic and cognitive behavioral psychotherapy principles, pharmacological interventions and supportive family approaches that reflect the vulnerabilities and resources of the individual child. This text highlights the importance of thorough assessment and the need for long-term treatment that facilitates the psychotic child s healthy maturation. Readers will benefit from the case examples that illustrate the complexity of psychosis and the discussions of diagnostic and treatment issues as presented by experienced clinicians and researchers."

How can apps be used to foster learning with literacy across the curriculum? This book offers both a theoretical framework for considering app affordances and practical ways to use apps to build students disciplinary literacies and to foster a wide range of literacy practices.

"

Using Apps for Learning Across the Curriculum

• "
• presents a wide range of different apps and also assesses their value
• features methods for and apps related to planning instruction and assessing student learning
• identifies favorite apps whose affordances are most likely to foster certain disciplinary literacies
• includes resources and apps for professional development
• provides examples of student learning in the classroom

A website (www.usingipads.pbworks.com) with resources for teaching and further reading for each chapter, a link to a blog for continuing conversations about topics in the book (appsforlearningliteracies.com), and more enhance the usefulness of the book."

This book provides a straightforward approach to developing a school or district s vision to guide all stakeholders toward a common goal with educational technology. This book is intended for educational leaders to provide a structured methodology for a school or district to develop their own vision of educational technology. This book discusses educational technology in a non-technical manner and addresses ideas and concerns about 1:1 computing and bring your own device solutions (BYOD). This book will answer the following questions: - Why do we need a VISION for Technology in Education? - How do we develop our own VISION for Educational Technology? - Does our VISION for educational technology support our District Strategic Plan? - How do today s infrastructure requirements, instructional applications and equipment impact our VISION?"

This book provides a straightforward approach to developing a school or district s vision to guide all stakeholders toward a common goal with educational technology. This book is intended for educational leaders to provide a structured methodology for a school or district to develop their own vision of educational technology. This book discusses educational technology in a non-technical manner and addresses ideas and concerns about 1:1 computing and bring your own device solutions (BYOD). This book will answer the following questions: - Why do we need a VISION for Technology in Education? - How do we develop our own VISION for Educational Technology? - Does our VISION for educational technology support our District Strategic Plan? - How do today s infrastructure requirements, instructional applications and equipment impact our VISION?"

The Great Technology Adventure: Technology Learning Activities Guide Workbook is a companion piece to The Great Technology Adventure: Technology Learning Activities Guide. These student-oriented publications were written for the purpose of promoting technology problem-solving skills in young people in a classroom setting or at home. The efficacy of these publications is improved when the guide and workbook are used together. Workbook topics range from bees and honey, dog breeds, and recycling, to unusual inventions. Through fun activities, students are encouraged to use their imagination and develop their reasoning and analytical thinking skills. The Workbook activities relate to the Guide activities, which in turn correlate to the standards for technological literacy.See also:The Great Technology Adventure: Technology Learning Activities Guide

A Co-Publication of Routledge and NAEYC Technology and Digital Media in the Early Years offers early childhood teacher educators, professional development providers, and early childhood educators in pre-service, in-service, and continuing education settings a thought-provoking guide to effective, appropriate, and intentional use of technology with young children. This book provides strategies, theoretical frameworks, links to research evidence, descriptions of best practice, and resources to develop essential digital literacy knowledge, skills and experiences for early childhood educators in the digital age. Technology and Digital Media in the Early Years puts educators right at the intersections of child development, early learning, developmentally appropriate practice, early childhood teaching practices, children's media research, teacher education, and professional development practices. The book is based on current research, promising programs and practices, and a set of best practices for teaching with technology in early childhood education that are based on the NAEYC/FRC Position Statement on Technology and Interactive Media and the Fred Rogers Center Framework for Quality in Children's Digital Media. Pedagogical principles, classroom practices, and teaching strategies are presented in a practical, straightforward way informed by child development theory, developmentally appropriate practice, and research on effective, appropriate, and intentional use of technology in early childhood settings. A companion website (http://teccenter.erikson.edu/tech-in-the-early-years/) provides additional resources and links to further illustrate principles and best practices for teaching and learning in the digital age.

What ideas do children hold about the natural world? How do these ideas affect their learning of science? Young learners bring to the classroom knowledge and ideas about many aspects of the natural world constructed from their experiences of education and from outside school. These ideas contribute to subsequent learning, and research has shown that teaching of science is unlikely to be effective unless it takes learners' perspectives into account. Making Sense of Secondary Science provides a concise, accessible summary of international research into learners' ideas about science, presenting evidence-based insight into the conceptions that learners hold, before and even despite teaching. With expert summaries from across the science domains, it covers research findings from life and living processes, materials and their properties and physical processes This classic text is essential reading for all trainee secondary, elementary and primary school science teachers, as well as those researching the science curriculum and science methods, who want to deepen their understanding of how learners think and to use these insights to inform teaching strategies. It also provides a baseline for researchers wishing to investigate contemporary influences on children's ideas and to study the persistence of these conceptions. Both components of Making Sense of Secondary Science - this book and the accompanying teacher's resource file, Making Sense of Secondary Science: Support materials for teachers - were developed as a result of a collaborative project between Leeds City Council Department of Education and the Children's Learning in Science Research Group at the University of Leeds, UK.

Digital video use is becoming prevalent in teacher education as a tool to help improve teaching and learning and for assessing effective teaching. Timely and comprehensive, this volume brings together top scholars from multiple disciplines to provide sound theoretical frameworks, research-based support, and clear practical advice on a variety of unique approaches to using digital video in teacher education programs. Part I deals with the use of video for teacher learning. Part II focuses on the role played by those other than teachers in the effective use of digital video in teacher education programs. Part III addresses how to administer video for teacher education. Exploring the complexities of effectively and appropriately integrating digital video into teacher development at various stages, this book is a must-have resource for scholars and professionals in the field.

Digital video use is becoming prevalent in teacher education as a tool to help improve teaching and learning and for assessing effective teaching. Timely and comprehensive, this volume brings together top scholars from multiple disciplines to provide sound theoretical frameworks, research-based support, and clear practical advice on a variety of unique approaches to using digital video in teacher education programs. Part I deals with the use of video for teacher learning. Part II focuses on the role played by those other than teachers in the effective use of digital video in teacher education programs. Part III addresses how to administer video for teacher education. Exploring the complexities of effectively and appropriately integrating digital video into teacher development at various stages, this book is a must-have resource for scholars and professionals in the field.

Why should we use technology to support learning? Where does the responsibility lie to prepare young people to be active and successful cybercitizens? Can we go on confiscating pupils' smartphones indefinitely? Authentic Learning for the Digital Generation is a vital examination of young people's use of personal devices, online creative communities and digital gaming. It calls into question the idea of the 'digital native' and shows clearly that the majority of young users need help and support in order to benefit from the rich learning potential of personal, mobile and online technology use. Written by a leading authority on the role of digital technologies in education, it looks in detail at the practice and implications of learning using personal devices, collaborative online spaces, learning platforms, user generated content and digital games. In particular, approaches to solving problems, building knowledge, manipulating data and creating texts are examined. It offers clear strategies, a vision for what effects on learning we might reasonably expect when children are given access to different types of technology, and explores the challenges of managing these practices in the classroom. Authentic Learning for the Digital Generation offers careful analysis at a time when there is much discussion about young people emerging from school unprepared for the world of work and often struggling to manage their personal relationships as they are exposed to strong content and harsh criticism online. It considers what we know of childhood experience in a digital world and offers ways in which schools and teachers can embrace the opportunity presented by ubiquitous ownership of connected, digital devices to enrich and deepen learning.

The book describes up-to-date applications and relevant theoretical results. These applications come from various places, but the most important one, numerically speaking, is the internet based educational system ALEKS. The ALEKS system is bilingual English-Spanish and covers all of mathematics, from third grade to the end of high school, and chemistry. It is also widely used in higher education because US students are often poorly prepared when they reach the university level. The chapter by Taagepera and Arasasingham deals with the application of knowledge spaces, independent of ALEKS, to the teaching of college chemistry. The four chapters by Albert and his collaborators strive to give cognitive interpretations to the combinatoric structures obtained and used by the ALEKS system. The contribution by Eppstein is technical and develops means of searching the knowledge structure efficiently.

The growth of interest in virtual worlds and other online spaces for children and young people raises important issues for literacy educators and researchers. This book is a timely and much-needed collection of current research in the area. It provides a synthesis of knowledge and understanding and will be a key resource for scholars, students and teachers, particularly those interested in digital literacies. The work presents a coherent vision of current knowledge, and some of the most engaging, empirical research being undertaken on virtual worlds and online spaces in and beyond educational institutions. It contains international studies from the UK, North America and Australasia.

This is an important time for those researching virtual worlds, videogaming and Web 2.0 technologies, since there is growing professional interest in their significance in the education and development of children and young people. Whether these technologies are solely associated with informal learning or whether they should be incorporated into classroom contexts is hotly debated. This book provides a principled evaluation and appreciation of the learning, teaching and instruction that can occur in digital environments, showing children, young people and those who work with them as active agents with possibilities to navigate new paths.

Designing Distributed Learning Environments with Intelligent Software Agents reports on the most recent, important advances in agent technologies for distributed learning. Several chapters will be devoted to various aspects of intelligent software agents in distributed learning, including the methodological and technical issues on where and how intelligent agents can contribute to meeting distributed learning needs today and tomorrow. It will benefit the Al (artificial intelligence) community and educational community in their research and development. It will propose some new and interesting research issues about developing distributed learning environments in the semantic Web age. In addition, the ideas presented in the book may also be applicable to other domains such as agent-supported Web services, distributed business process and resource integration, computer-supported collaborative work (CSCW) and e-commerce.

As technological innovation continues to affect language pedagogy, there is an increasing demand for information, exemplars, analysis and guidance. This edited volume focuses on international perspectives in Computer-Assisted Language Learning (CALL) in all of its forms, including Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning.

iPads are powerful tools for engaging students, encouraging creativity, stimulating critical thinking, and making significant strides in learning. This book is part of a two-book set that allows educators to realize the full potential of the iPad. Over 200 highly rated apps are covered with specific ideas for classroom activities and teaching strategies. Descriptions include ideas for using iPads in classrooms where each student owns an iPad, as well as where there is just a small number of iPads or even just a single device. The first chapter of this book specifically discusses how to promote discovery learning, engagement, understanding, and creativity in ways that enhance the learning experience of all students. Each subsequent chapter is dedicated to apps that have value to the following subject areas: mathematics, science, art, music, health and PE, ELL, and ESL. In consideration of education budgets, all the apps are free or low cost. The information in this book is appropriate for K12 teachers, university professors, media specialists, K12 administrators, parents, and students.

An Education in Facebook? examines and critiques the role of Facebook in the evolving landscape of higher education. At times a mandated part of classroom use, at others an informal network for students, Facebook has become an inevitable component of college life, acting alternately as an advertising, recruitment and learning tool. But what happens when educators use a corporate product, which exists outside of the control of universities, to educate students? An Education in Facebook? provides a broad discussion of the issues educators are already facing on college campuses worldwide, particularly in areas such as privacy, copyright and social media etiquette. By examining current uses of Facebook in university settings, this book offers both a thorough analytical critique as well as practical advice for educators and administrators looking to find ways to thoughtfully integrate Facebook and other digital communication tools into their classrooms and campuses.

Education and The Distracted Family is very important for all middle, junior high, and high school families due to the amazing opportunities and the major challenges of technology, especially with the internet and smartphones. Families may be acquainted with some possibilities of utilizing new technology on their own and are informed of some possibilities through schools. Nevertheless, young adults always seem to be much more involved in technology than their parents. At the same time, families can become too involved in or very distracted with their technology so that they lose sight of the reason for being families in the first place. This book provides a healthy guide for families by introducing practical, creative ways to balance these cravings for such technologies, to take care of themselves as individuals, to improve their relationships with one another, and to work with the educational community even better. It shares many different ways to be that much more successful as a family now and for the future.

In recent years, there has been growing interest in the use of digital games to enhance teaching and learning at all educational levels, from early years through to lifelong learning, in formal and informal settings. The study of games and learning, however, takes a broader view of the relationship between games and learning, and has a diverse multi-disciplinary background. Digital Games and Learning: Research and Theory provides a clear and concise critical theoretical overview of the field of digital games and learning from a cross-disciplinary perspective. Taking into account research and theory from areas as varied as computer science, psychology, education, neuroscience, and game design, this book aims to synthesise work that is relevant to the study of games and learning. It focuses on four aspects of digital games: games as active learning environments, games as motivational tools, games as playgrounds, and games as learning technologies, and explores each of these areas in detail. This book is an essential guide for researchers, designers, teachers, practitioners, and policy makers who want to better understand the relationship between games and learning.

Designing Online Information Literacy Games Students Want to Play sets the record straight with regard to the promise of games for motivating and teaching students in educational environments. The authors draw on their experience designing the BiblioBouts information literacy game, deploying it in dozens of college classrooms across the country, and evaluating its effectiveness for teaching students how to conduct library research. The multi-modal evaluation of BiblioBouts involved qualitative and quantitative data collection methods and analyses. Drawing on the evaluation, the authors describe how students played this particular information literacy game and make recommendations for the design of future information literacy games. You ll learn how the game s design evolved in response to student input and how students played the game including their attitudes about playing games to develop information literacy skills and concepts specifically and playing educational games generally. The authors describe how students benefited as a result of playing the game. Drawing from their own first-hand experience, research, and networking, the authors feature best practices that educators and game designers in LIS specifically and other educational fields generally need to know so that they build classroom games that students want to play. Best practices topics covered include pre-game instruction, rewards, feedback, the ability to review/change actions, ideal timing, and more. The final section of the book covers important concepts for future information literacy game design."

The New Landscape of Mobile Learning is the first book to provide a research based overview of the largely untapped array of potential tools that m-Learning offers educators and students in face-to-face, hybrid, and distance education. This cutting edge guide provides: * An essential explanation of the emergence and role of Apps in education * Design guidelines for educational Apps * Case studies and student narratives from across the US describing successful App integration into both K-12 and Higher Education * Robust, research-based evaluation criteria for educational Apps Although many believe that Apps have the potential to create opportunities for transformative mobile education, a disparity currently exists between the individuals responsible for creating Apps (i.e. developers who often have little to no instructional experience) and the ultimate consumers in the classroom (i.e. K-20 educators and students). The New Landscape of Mobile Learning bridges this gap by illuminating critical design, integration, and evaluation narratives from leaders in the instructional design, distance education, and mobile learning fields.

N3xt Practices is a ground-breaking advisory book for education decision makers. Its purpose is to challenge the top trends and initiatives of the previous decade in educational technology and bring light to their short-falls and misses. It also highlights successful endeavors and strategies and details a common-sense methodology to move your school/district forward in its technology initiatives while insuring sustainability, and longevity and ultimately, success through results. Next Practices identifies technology-based initiatives, such as Interactive White Boards, Data Centers, and 1-to-1 Computing, and reviews actual implementations and case studies - both successful and unsuccessful - to provide a structure to plan and implement educational technology initiatives practical for schools and districts of all sizes. Next Practices goes beyond the examination of current best practices and redefines for educational leaders NEXT Practices for successful technology initiatives in support of 21st century learning.

The two volumes IFIP AICT 551 and 552 constitute the refereed proceedings of the 15th IFIP WG 9.4 International Conference on Social Implications of Computers in Developing Countries, ICT4D 2019, held in Dar es Salaam, Tanzania, in May 2019. The 97 revised full papers and 2 short papers presented were carefully reviewed and selected from 185 submissions. The papers present a wide range of perspectives and disciplines including (but not limited to) public administration, entrepreneurship, business administration, information technology for development, information management systems, organization studies, philosophy, and management. They are organized in the following topical sections: communities, ICT-enabled networks, and development; digital platforms for development; ICT for displaced population and refugees. How it helps? How it hurts?; ICT4D for the indigenous, by the indigenous and of the indigenous; local technical papers; pushing the boundaries - new research methods, theory and philosophy in ICT4D; southern-driven human-computer interaction; sustainable ICT, informatics, education and learning in a turbulent world - "doing the safari way".

iPads are powerful tools for engaging students, encouraging creativity, stimulating critical thinking, and making significant strides in learning. This book is part of a two book set that will allow educators to realize the full potential of the iPad. Over 200 highly rated apps are covered with specific ideas for classroom activities and teaching strategies. Descriptions include ideas for using iPads in classrooms where each student owns an iPad, as well as where there is just a small number of iPads or even just a single device. The first chapter of this book supports the effectiveness of iPads, focusing on what the iPad is, why is should be used and how it can be used. Then two chapters are dedicated to apps that are valuable for all subject areas. The last three chapters focus on apps appropriate for use in the humanities classrooms. In consideration of education budgets, all the apps are free or low cost. The information in this book is appropriate for K12 teachers, university professors, media specialists, K12 administrators, parents and students.