Two developments in recent years have converged to dramatically alter most conceptions of the teaching and learning process. First, technology has become increasingly interactive and distributed, such that individual learners have available the means to participate in incredibly complex networks of information, resources, and instruction. As these technological advancements facilitate interaction across classroom, university, and worldwide learning communities in both real-time and delayed formats, various instructional design and implementation problems spring forth. Second, the conventional teacher-centered model wherein knowledge is transmitted from the teacher to the learner is being replaced by social constructivist and learner-centered models of instruction. These new learner-centered models place emphasis on guiding and supporting students as they meaningfully construct their understanding of various cultures and communities.
As a consequence of these developments, teachers need guidelines from educational researchers about integrating collaboration and communication tools into their classrooms. This volume presents research on such collaborative technology as it facilitates, augments, and redefines academic learning environments. The studies illustrate how schools, teachers, and students are discovering, employing, and modifying the numerous new computer conferencing and collaborating writing tasks and tools, and their effects on social interaction and resulting student learning. Documentation is given that will help teachers to make decisions that productively transform learning environments.
Three key objectives underlie this volume:
*to discover some of the electronic collaboration tools and formats currently employed by teachers in schools and universities and to situate these within a five-level taxonomy of computer conferencing and collaborative writing tools and approaches;
*to examine some of the sociocultural learning variables embedded in the use of electronic collaborative tools and approaches; and
*to participate in a dialogue about the importance of student electronic social interaction and dialogue from a sociocultural perspective.
This is a must-read volume for all researchers, scholars, graduate students, and practitioners interested in such fields as sociocultural theory, process writing, cooperative learning, learner-centeredness, distance education, peer conferencing and tutoring, mentoring, electronic collaboration, problem- and project-based learning, collaborative writing, and educational reform.

Clearly structured and illustrated with tables, charts and figures to help educators come to terms with how best to evaluate a course, this text provides tips intended to make course evaluation easy, clearly demonstrating the place of different types of assessment in education.

Clearly structured and illustrated with tables, charts and figures to help educators rapidly come to terms with exactly what they need to do when planning a new course (or giving a current course a well needed overhaul), this book is packed with tips to make course planning easy.

Is the emerging digital multimedia culture of today transforming the textbook or forever displacing it? As new media of transmission enter the classroom, the traditional textbook is now caught up in a dialogue reshaping the textual boundaries of the book, and with it the traditional modes of cognition and learning, which are bound more to language than to visual form. Most of the important work in the past two decades in the field of curriculum has focused on the culture of the textbook. A rich literature has evolved around textbooks as the traditional object of instructional activity. This volume is an important contribution to this literature, which focuses on the actual making of a textbook. This design process serves as a metaphor that suggests new paradigms of learning and instruction, in which text content is but one component in a multidimensional information space."The Visual Turn" is an exploration along the border of this new learning space transforming the traditional center of instruction in the classroom.

Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the impact of Artificial Intelligence on learning and work, and how this emerging technology will transform and disrupt our current institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations as well as the new economic and labor opportunities in the evolution of industries. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning learning spaces and redefining teaching in a computational era. Ultimately the book discusses policy and planning for an augmented future, arguing that education systems are undergoing a metamorphosis and will need to adapt in order to support competitive labor systems amid global competition and the race against automating technologies. Bringing together expert perspectives from around the world, this is the exciting, informative collection of research and analysis surrounding the future of work and learning amid rapid, accelerating technological change.

Augmented Education in the Global Age: Artificial Intelligence and the Future of Learning and Work is an edited collection that explores the impact of Artificial Intelligence on learning and work, and how this emerging technology will transform and disrupt our current institutions. Chapters in this book discuss the history of technological revolutions and consider the anxieties and social challenges of lost occupations as well as the new economic and labor opportunities in the evolution of industries. Chapter authors unpack the nature of augmented education, from revamping curriculum and personalizing education, to redesigning learning spaces and redefining teaching in a computational era. Ultimately the book discusses policy and planning for an augmented future, arguing that education systems are undergoing a metamorphosis and will need to adapt in order to support competitive labor systems amid global competition and the race against automating technologies. Bringing together expert perspectives from around the world, this is the exciting, informative collection of research and analysis surrounding the future of work and learning amid rapid, accelerating technological change.

About the Engage the Brain SeriesThis practical resource gives teachers the tools they need to plan lessons correlated to the way the brain learns best. Based on tested, research-based strategies presented in Worksheets Don't Grow Dendrites: 20 Instructional Strategies That Engage the Brain, this book offers a variety of language arts activities that incorporate games to help students make sense of and reinforce learning. These activities give students the opportunity to not only play but also construct and design a variety of games, greatly increasing brain connections to the content. These strategies allow students to master curriculum objectives while actively rehearse information in an engaging, non-threatening atmosphere, which makes a real difference in students' energy, motivation, and achievement.Engage the Brain: Games, Language Arts, Grades 6-8 contains games based on national academic standards for language arts, including reading, writing, language conventions, and listening and speaking. Some games are based on old favorites (such as Bingo, Scavenger Hunt, Relay Races, Go Fish, Concentration, Charades) and some are brand new, including:Context Clue CapersMultiple Meanings ManiaThe Root of the MatterSynonym Shades and GradesCouplet ChaosTone It UpPass, Write, and EditGenre JumbleSentence ShuffleFive Alive! BingoGrammar CharadesError BearersWord PowerLingo LadderForbidden PhrasesMedia MixSinking ShipEach game includes one or more learning objectives, a comprehensive materials list, step-by-step information for the teacher on how to prepare for and play the game, any necessary reproducibles (such as game cards, game boards, scorecards), and follow-up activities for extended learning. The games are presented in the brain-friendly lesson formation, including a focus activity, modeling, guided practice, independent practice, and closing.

A must-read for incorporating digital literacy into your classroom As the saying goes, "If you want someone to remember something, tell them a story." But if you really want your students to remember what they learn, then let them create their own digital stories. Digital storytelling empowers your students to be confident communicators and creators of media as they gain essential 21st-century literacy skills and reach deeper understandings in all areas of the curriculum. Aligned with refreshed ISTE and Common Core standards, this new edition of Digital Storytelling in the Classroom includes: Practical techniques for combining storytelling with your curriculum content Tips for exploring effective storytelling principles through emerging digital media as well as via traditional literacy skills in reading, writing, speaking, and art Information on relevant copyright and fair use laws Visual aids and video clips that illustrate best practices in multimedia composition A world leader in digital storytelling and a lifelong digital humanist, author Jason Ohler opens the door to a new world of creative teaching and learning for you and your students.

"Learning Journals in the K-8 Classroom" is the first comprehensive presentation of how to use academic journals effectively for elementary-level instruction. The text outlines the theoretical foundations for using learning journals and provides step-by-step suggestions for implementing them in every content area and at all levels of elementary instruction.
Learning journals provide resources and support for reading aloud, independent reading, mini-lessons, cooperative study, individual research, workshops, and the portfolio system. The type of interactive writing students do in learning journals helps them explore complex ideas in the content areas, using their own strengths of analysis and response; the journals then become resources for future learning, group discussions, individual conferences, learning assessment, reports, and progress.
Four introductory chapters show teachers how to create their own journals, introduce journals to students, integrate them with cooperative study, and use them for assessment. Additional chapters focus on the individual curriculum areas of literature, writing, mathematics, science, and social studies. The text includes sample entries from student journals at all grade levels and in every content area, and appendices of annotated resources to support journaling and interviews with teachers who use journals in their classrooms.

Series Information:
Museum Meanings

This highly focused and practical book looks at the issues involved in integrating learning technologies within teaching and learning. With in-text activities to encourage readers to think about what they do, the book demonstrates how academics can improve their teaching using technology. It raises issues about the educational value of using technology and considers the pressures forcing change in higher education. The book covers a wide range, from making lecture aids to creating multimedia resources, and includes discussion of: +educational perspectives+developing new teaching strategies for larger student groups+using computers to deliver teaching and learning resources+using computers to communicate with and between students.This book can stand alone or can be used in conjunction with Technology In Teaching And Learning. The two books cover all aspects of transforming teaching using technology. This book covers the educational issues.

This book is an introduction to the issues and practicalities of using multimedia in classrooms - both primary and secondary, and across a range of subject areas. The book draws on material from a range of case studies and focuses on areas of concern for teachers and researchers.
Using IT effectively continues to be a problem for many teachers, and there is still a long way to go toward organising this properly. The book takes a thorough look at IT in the school, discussing and examining issues such as:
* IT and the National Curriculum
* foreign language teaching
* differing curricular needs
* opportunities and constraints of groupwork
* talking books and primary reading
* ways in which multimedia supports readers.
The book also looks at some of the more philosophical issues such as the implications of home-computers and the limits of independent learning, and the notion of "edutainment" - the relationship of motivation and enjoyment to learning.
Finally, the book makes comparisons across the curriculum and between primary and secondary sectors and raises questions about the future of IT in schools, arguing that teachers should make a significant contribution to decisions about future development.


eBook available with sample pages: 0203441303

Hypermedia and multimedia have penetrated the world of computer games, Internet, and CD-ROM based reference manuals. However, the fields of education, schooling, and training ask more specific benefits from them. This book provides practical approaches to transform these media into learning tools. Crucial helping steps include the migration from expository to exploratory learning strategies, the integration of collaborative learning practices in plenary and individualistic teaching styles, and the evolution from test-driven to experience-oriented training.
This volume has three goals:
* to discuss the concepts of hypermedia, multimedia, and hypertext and review pertinent research lines;
* to provide guidelines and suggestions for developing multimedia applications; and
* to place technology within a broader context of education and training through a discussion of rich environments for active learning (REALs).
The book takes a developmental focus to helpf readers set up and manage the process of developing a multimedia application. It is not a technical or a how-to manual on working with video, sound, digitized graphics, or computer code. The text takes a unique approach to the idea of media-- viewing media as delivery systems: if video is called for, use it; if sound will help in an application, use it. The fundamental guidelines presented here are usually "not" media specific. Media works only within the strategies with which they are used.
Aimed at practitioners--people who teach about or develop multimedia and hypermedia applications--this volume carefully examines the main components and issues in developing applications. It provides suggestions and heuristics for sound, fundamental design processes.

This book, about a newly emerging area of research in instructional technology, has as its title the acronym "CSCL." Initially, CSCL was chosen as an acronym for Computer-Supported Collaborative Learning. However, some would argue that "collaborative" is often not a descriptive term for what learners do in instructional settings; further, as the field develops, the technology used to support collaboration may not always involve computers, at least not in the direct ways they have been used to support instruction in the past. To avoid getting bogged down in this terminological debate, this book uses CSCL as a designation in its own right, leaving open to interpretation precisely what words it stands for.
The authors talk a great deal about the theory underlying their work. In part, this is because that is what they were asked to do, but it is also an indication of the state of the field. In an established paradigm in which the theories and methods are well agreed upon, such discussion is less central. CSCL, however, has not yet reached the stage of "normal" science. There is much to be worked out yet. This book is offered with the hope that it will help to define a direction for future work in this field.
The chapters appear in alphabetical order (except for the introductory chapter and the afterword) -- not for lack of a better way to organize the chapters, but rather because the organizational possibilities are too numerous and this order does not privilege one over another. By not imposing a topical organizing structure on this collection, it is hoped that readers will feel freer to explore the chapters in a way that best suits their needs.
COPY FOR BIND-CARD CD-ROM info ................................. There is an accompanying CD-Rom for this proceedings that will become available September 1998. Purchasers of the proceedings may obtain a copy of this CD-ROM at no cost by contacting Lawrence Erlbaum Associates, Inc. phone: (201) 236-9500 toll-free: 1-800-9-BOOKS-9 (1-800-926-6579) 9am-5pm EST fax: (201) 236-0072 e-mail: [email protected] Web site: www.erlbaum.com address: 10 Industrial Avenue, Mahwah, NJ 07430-2262
The CD-ROM was funded through a grant from the National Science Foundation.

Hypermedia and multimedia have penetrated the world of computer games, Internet, and CD-ROM based reference manuals. However, the fields of education, schooling, and training ask more specific benefits from them. This book provides practical approaches to transform these media into learning tools. Crucial helping steps include the migration from expository to exploratory learning strategies, the integration of collaborative learning practices in plenary and individualistic teaching styles, and the evolution from test-driven to experience-oriented training.
This volume has three goals:
* to discuss the concepts of hypermedia, multimedia, and hypertext and review pertinent research lines;
* to provide guidelines and suggestions for developing multimedia applications; and
* to place technology within a broader context of education and training through a discussion of rich environments for active learning (REALs).
The book takes a developmental focus to helpf readers set up and manage the process of developing a multimedia application. It is not a technical or a how-to manual on working with video, sound, digitized graphics, or computer code. The text takes a unique approach to the idea of media-- viewing media as delivery systems: if video is called for, use it; if sound will help in an application, use it. The fundamental guidelines presented here are usually "not" media specific. Media works only within the strategies with which they are used.
Aimed at practitioners--people who teach about or develop multimedia and hypermedia applications--this volume carefully examines the main components and issues in developing applications. It provides suggestions and heuristics for sound, fundamental design processes.

In recent years, the use of technology for the purposes of improving and enriching traditional instructional practices has received a great deal of attention. However, few works have explicitly examined cognitive, psychological, and educational principles on which technology-supported learning environments are based. This volume attempts to cover the need for a thorough theoretical analysis and discussion of the principles of system design that underlie the construction of technology-enhanced learning environments. It presents examples of technology-supported learning environments that cover a broad range of content domains, from the physical sciences and mathematics to the teaching of language and literacy.
The emphasis in this book is not on the design of educational software but on the design of learning environments. A great deal of research on learning and instruction has recently moved out of the laboratory into the design of applications in instructional settings. By designing technology-supported learning environments instructional scientists attempt to better understand the theories and principles that are explicit in their theories of learning. The contributors to this volume examine how factors such as social interaction, the creation of meaningful activities, the use of multiple perspectives, and the construction of concrete representations influence the acquisition of new information and transfer.

'Shirley zips into her skin-tight school uniform, which on the outside looks something like a ski suit. The lining of the suit in fact contains cabling that makes the suit a communication system and there are pressure pads where the suit touches skin that give a sense of touch. Next, she sits astride something that is a bit like a motorbike, except that it has no wheels and is attached firmly to the floor. Her feet fit on to something similar to a brake and accelerator and her gloved hands hold onto handlebars. She shouts, "I'm off to school, Dad". Her father, who is taking time out from his teleworking, begins to remind her that the family are going teleshopping in the virtual city later in the day, but it is too late, his daughter has already donned her school helmet. She is no longer in the real world of her real home, she is in the virtual world of her virtual school.' Is this the shape of the future of education? This book presents a vision of what will happen to education and training as information technology develops. The argument is simple. To prepare people for life in an information society they need to be taught with the technology of an information society. But what shape will that take? Can the classroom as we know it - a communications system which has been in place for four thousand years - be replaced? The authors argue that through the development of telecommunications for telelearning a genuine revolution in education is in the making. The book describes how, through the convergence of a cluster of new technologies including virtual reality, artificial intelligence, nanotechnology and the superhighways of telecommunications, a new educational paradigm will emerge in the form of a virtual class. Teachers, trainers and educators who worry about how best to prepare students for life in an ever-changing world will find much inspiration in this engagingly written and jargon-free book

Local Management of Schools (LMS) has placed considerable pressures on heads, managers and school governors. It has raised the issues of budget management and wider decision making and on top of this has been the additional pressure of OFSTED inspection. Drawing on their research into 18 secondary schools, the authors of this work examine the practicalities of managing a budget. They discuss their findings from the perspectives of all those involved, including parents, pupils, governors, teachers, heads and support staff. Using a variety of case studies, the book illustrates and analyzes the effectiveness of a range of management styles, and focuses in particular on the effect these have on the pupils on these schools. It describes how schools can successfully use their responsibility over resources to develop and support a wide range of initiatives. Throughout the book, the authors highlight examples of good practice, placing this in the context of OFSTED inspections. This work should be of use to all heads, managers and governors who are concerned about how management of resources can be linked to the educational experiences of the pupils in their schools.

This volume offers an expansion of ideas presented at a recent conference convened to identify the major strategies and more promising practices for assessing technology. The authors -- representing government, business, and university sectors -- helped to set the boundaries of present technology assessment by offering perspectives from computer science, cognitive and military psychology, and education. Their work explores both the use of techniques to assess technology and the use of technology to facilitate the assessment process.
The book's main purpose is to portray the state of the art in technology assessment and to provide conceptual options to help readers understand the power of technology. Technological innovation will continue to develop its own standards of practice and effectiveness. To the extent that these practices are empirically based, designers, supporters, and consumers will be given better information for their decisions.

Highlighting and illustrating several important and interesting theoretical trends that have emerged in the continuing development of instructional technology, this book's organizational framework is based on the notion of two opposing camps. One evolves out of the intelligent tutoring movement, which employs artificial-intelligence technologies in the service of student modeling and precision diagnosis, and the other emerges from a constructivist/developmental perspective that promotes exploration and social interaction, but tends to reject the methods and goals of the student modelers. While the notion of opposing camps tends to create an artificial rift between groups of researchers, it represents a conceptual distinction that is inherently more interesting and informative than the relatively meaningless divide often drawn between "intelligent" and "unintelligent" instructional systems.
An evident trend is that researchers in both "camps" view their computer learning environments as "cognitive tools" that can enhance learning, performance, and understanding. Cognitive tools are objects provided by the instructional environment that allow students to incorporate new auxiliary methods or symbols into their social problem solving which otherwise would be unavailable. A final section of the book represents researchers who are assimilating and accommodating the wisdom and creativity of their neighbors from both camps, perhaps forming the look of technology for the future. When the idea of model tracing in a computer-based environment is combined with appreciation for creative mind-extension cognitive tools and for how a community of learners can facilitate learning, a camp is created where AI technologists and social constructivist learning theorists can feel equally at home.

It is surprising that there is so little research on textbooks, given their centrality to teaching and learning in elementary and secondary schools. Textbooks have become a focus of political and cultural controversy, advocating a multicultural curriculum that has sparked some vigorous protests. Research is absent in this debate; therefore, questions of legitimate knowledge, the role of textbooks, textbook design, policy selection issues, and economic issues concerning the marketplace are not part of the current debate. Without insights of research on considerate text, mentioning, illustrations and so forth, the current controversy will result in publishers responding to demands for more content not less; thus, textbooks will become compendia of information that on the surface satisfy everyone.
This volume demonstrates how research on important issues relative to textbook design can advance our knowledge about what makes textbooks effective learning tools, and thus inform policymakers, publishers, and those involved in textbook selection. Representing pure and applied approaches, researchers present papers on the quality of writing, the role of questions, the role of pictures and illustrations, and the role of auxiliary materials in the design of effective textbooks. The chapters provide insight into research and its application to textbook design and improvement -- stimulating others to follow this lead.

There is an increasing trend for educators and trainers to produce instructional materials themselves. With the aid of desktop publishing and computer software, even those with minimal talent can produce visually stunning graphics and diagrams. This text gives guidelines for the design of instructional diagrams and aims to provide readers with confidence to develop material which is clear and unconfusing. The author takes a systematic approach to the process of diagram development. By demonstrating how principles of good design can be applied to realistic development problems, the reader is taught how to use the principles in a practical context. The text uses a problem-solving approach to tackle the task. It provides activities that lead the reader through various aspects of diagram design, from the earliest conceptual stages to the eventual finished product.

This volume centers on the words and experiences of teachers and students who used QUILL -- a software package developed by the authors to aid in writing instruction. It looks in detail at the stories of these early users and considers questions relevant for other teachers, students, researchers, and developers of educational innovations. Questions posed include:
* What does it mean to develop an environment for literacy in an actual classroom?
* How can a teacher create an environment in which students work together toward meaningful goals?
* How can a teacher promote the rich communication so necessary for developing language?
* What is the role of technology in the practice and development of literacy?
The examination of the QUILL experiences provides a fuller and more revealing account of what it meant to use QUILL than would have been possible through standard evaluation techniques. At the same time, the focus on the particulars also finds analogues in analyses of similar pieces of open-ended software or educational innovations in general.

Computers have become a topic of concern, debate, argument, dogmatism, and inquiry among a variety of people who are interested in the fate and effectiveness of the educational system. This book presents working hypotheses of ways in which computers may fit into and/or transform classroom education. Through the exploration of learning and cognitive theory as it infuses technological developments, this volume promises to illuminate a number of important issues, including experiential learning and nontraditional computer-based instruction.

Presenting original studies and rich conceptual analyses, this volume explores how cognitive and affective metrics can be used to effectively assess, modify, and enhance learning and assessment outcomes of simulations and games used in education and training. The volume responds to the increasing use of computer-based simulations and games across academic and professional sectors by bringing together contributions from different research communities, including K-12 and postsecondary education, medical, and military contexts. Drawing on empirical results, the chapter authors focus on the design and assessment of educational simulations and games. They describe how quantitative and qualitative metrics can be used effectively to evaluate and tailor instructional resources to the cognitive and affective needs of the individual learner. In doing so, the volume enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes. Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.