Education, Work and Identity explores changing patterns of education and work, the dynamic relationship between these two institutions, and the wider social and economic contexts shaping them. It locates this in processes of social and economic change, in particular the shift towards globalization and the post-industrial economy. The book examines how these changes have reshaped individuals' educational, transitional and labour market experiences. It also explores key themes and approaches in understanding the education and labour market interplay, and the way in which education and work institutions shape people's orientations and identities around work.

The role of technology in the learning process can offer significant contributions to help meet the increasing needs of students. In the field of language acquisition, new possibilities for instructional methods have emerged from the integration of such innovations. The Handbook of Research on Foreign Language Education in the Digital Age presents a comprehensive examination of emerging technological tools being utilized within second language learning environments. Highlighting theoretical frameworks, multidisciplinary perspectives, and technical trends, this book is a crucial reference source for professionals, curriculum designers, researchers, and upper-level students interested in the benefits of technology-assisted language acquisition.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. While industries such as music, newspapers, film and publishing have seen radical changes in their business models and practices as a direct result of new technologies, higher education has so far resisted the wholesale changes we have seen elsewhere. However, a gradual and fundamental shift in the practice of academics is taking place. Every aspect of scholarly practice is seeing changes effected by the adoption and possibilities of new technologies. This book will explore these changes, their implications for higher education, the possibilities for new forms of scholarly practice and what lessons can be drawn from other sectors.

Although classrooms are thought of as places where skills are learned and knowledge gained, they are also defined by norms and the need to conform. As a result they often reproduce, rather than interrogate, power and cultural relations. Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches examines a range of disruptive approaches, exploring how challenge, dissonance, and discomfort might be mobilized in educational contexts in order to shift taken-for-granted attitudes and beliefs held by both educators and learners. As digital technologies transform both social norms and political resistance, and the imperative to think critically and disruptively is now more urgent than ever.

Indigenous people around the world are becoming more interested in information technology because they see it as a way to preserve their traditional cultures for future generations as well as a way to provide their communities with economic and social renewal. However, the cost of the new technologies, geographic isolation, and a lack of computer literacy have made it difficult for indigenous people to adopt IT. ""Information Technology and Indigenous People"" provides theoretical and empirical information related to the planning and execution of IT projects aimed at serving indigenous people. It explores many cultural concerns with IT implementation, including language issues and questions of cultural appropriateness, and brings together cutting-edge research from both indigenous and nonindigenous scholars.

Teachers and teacher educators are faced with the challenge of adapting to and remaining aware of continual advancements in technology and their resulting impact in the classroom. Technology Leadership in Teacher Education: Integrated Solutions and Experiences presents research on the practical applications of technology in learning environments, assisting both educators and researchers in the quest to optimize and revolutionize educational practices. Experience-based scenarios and solutions allow readers to investigate and benefit from best practices in the design and development of online environments for both students and professionals.

With advancements in technology continuing to influence all areas of society, students in current classrooms have a different understanding and perspective of learning than the educational system has been designed to teach. Research Perspectives and Best Practices in Educational Technology Integration highlights the emerging digital age, its complex transformation of the current educational system, and the integration of educational technologies into teaching strategies. This book offers best practices in the process of incorporating learning technologies into instruction and is an essential resource for academicians, professionals, educational researchers in education and educational-related fields.

Research on history education and historical thinking is becoming increasingly relevant internationally. The need for a renewal of history education is not only justified by the epistemology of history itself, but also by the demand for a methodological change in education in general, making students active protagonists in the construction of their learning and based on the development of competencies. Further study on the potential use of gamification within social studies and humanities education is required to understand its benefits and challenges. Cases on Historical Thinking and Gamification in Social Studies and Humanities Education proposes and analyzes gamification as a pedagogical innovation that can enable the renewal of the teaching and learning process of history, facilitating the active learning of historical thinking concepts while influencing students' conceptions of history as a discipline and as a school subject. Covering key topics such as historical thinking, social sciences, video games, and mobile learning, this reference work is ideal for historians, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.

Whilst schools are transforming their physical and virtual environments at a relatively glacial pace in most countries across the globe, universities are under extreme pressure to adapt to the rapid emergence of the virtual campus. Competition for students by online course providers is resulting in a rapidly emerging understanding of what the nature of the traditional campus will look like in the 21st century. The blended virtual and physical technology enabled, hybrid learning environments now integrate the face-to-face and online virtual experience synchronously and asynchronously. Local branch campuses are emerging in city and town centres and international branch campuses are growing at a rapid rate. There is increasing pressure at various levels, i.e. the city, the urban and the campus, to create formal and informal learning spaces as well as re-purposing the library and social or third-spaces. Many new hybrid campus developments are not based on any form of rigorous scholarly evidence. The risk is that many of these projects may fail. In taking an evidence-based approach this book seeks to align with the model of translational research from medical practice, using a modified 'translational design' approach. The majority of the chapter material comes from the scholarly work of doctoral graduates and their dissertations. This book is the second in a series on the evidence-based translational design of educational institutions, with the first volume focussing on schools. This volume on Higher Education covers the city to the classroom and those elements in between. It also explores what the future might look like as judgements are made about what works in campus planning and design in our rapidly changing virtual and physical worlds. Contributors are: Neda Abbasi, Ronald Beckers, Flavia Curvelo Magdaniel, Mollie Dollinger, Robert A. Ellis, Kenn Fisher, Barry J. Fraser, Kobi (Jacov) Haina, Rifca Hashimshony, Leah Irving, Marian Mahat, Saadia Majeed, Jacqueline Pizzuti-Ashby, Leanne Rose-Munro, Mahmoud Reza Saghafi, Panayiotis Skordi, Alejandra Torres-Landa Lopez, and Ji Yu.

The future of online assessment and measurement is in the hands of the early adopters and hardy pioneers who are determined to overcome the challenges and help push forward and out the learning and assessment paradigm. Each of these pioneers knows that teaching, training, operational, learning, and assessment advances can only be realized when online assessment and measurement is better understood. Online Assessment and Measurement: Foundations and Challenges features a number of case studies detailing online applications and uses of assessment and measurement methodologies, systems, and practices across three broad educational or training areas: elementary and secondary (K-12), higher education, and corporate. The pioneers' stories of migrating from old and introducing new assessments to the online environment have been challenging, exhilarating and rewarding.

The complexity of modern urban life has heavily impacted the public school system. The growth of cities and continued advancement of technology have created a unique environment for learning, as traits unique to urban schools directly impact a student s educational experience. Cases on Educational Technology Integration in Urban Schools contains a spectrum of case studies aimed at understanding technology integration in urban schools. This book describes, analyzes, and synthesizes the impact of technology in an urban school with the objective of offering solutions for successful strategies and addressing organizational challenges and pitfalls. Cases on topics including student motivation, assistive technology, video games, cyber bullying, and technology ethics aim to inform current and future educators, as well as to fill existing gaps in existing technology and teacher education literature.

Research consistently shows that student digital distraction is an international phenomenon occurring in college classrooms across countries and cultures. Unfortunately, college instructors have reported feeling conflicted about what their responsibilities are in addressing student digital distraction and how to effectively curb this behavior. This first-of-its-kind publication provides college instructors and educational researchers with a comprehensive understanding of the antecedents, prevalence, and consequences of student digital distraction and offers a menu of practical strategies that can be leveraged to curb student digital distraction in the classroom. Furthermore, this publication stimulates psychological and educational research by connecting digital distraction with relevant theories in the field of educational psychology. This book empowers college instructors across cultures to protect the integrity of their classroom learning environment from digital distraction. A clear case is made regarding the importance of proactively curbing student digital distraction and practical prevention strategies are presented and discussed. Furthermore, this book can be a useful resource for educational researchers interested in domains such as academic motivation and self-regulation of learning. Prior research methodologies and findings are discussed, and future avenues of research presented. Discussions within this text equips educational researchers with an understanding of the ties digital distraction must existing educational theories, which can be used to ground future qualitative and quantitative investigations into the digital distraction phenomenon.

Today s students are faced with the challenge of utilizing technology to support not only their personal lives, but also their academic careers. Technology Implementation and Teacher Education: Reflective Models provides teachers with the resources needed to address this challenge and develop new methodologies for addressing technology in practice. With chapters focusing on online and blended learning, subject-specific teacher education and social and affective issues, this reference provides a comprehensive, international perspective on the role of technology in shaping educational practices.

More emphasis is being placed on writing instruction in K-12 schools than ever before. With the growing number of digital tools in the classroom, it is important that K-12 teachers learn how to use these tools to effectively teach writing in all content areas. Digital Tools for Writing Instruction in K-12 Settings: Student Perceptions and Experiences will provide research about how students use digital tools to write, both in and out of school settings, as well as discuss issues and concerns related to the use of these learning methods. This publication is beneficial to educators, professionals, and researchers working in the field of K-12 and teacher education.

Interactive Multimedia in Education and Training emerges out of the need to share information and knowledge on the research and practices of using multimedia in various educational settings. This book discusses issues related to planning, designing and development of interactive multimedia in a persuasive tone and style, offering rich research data. Roles and application of multimedia in different education and training contexts are highlighted, as are case studies of multimedia development and use, including areas such as language learning, cartography, engineering education, health sciences, and others. Authors of various chapters report on their experiences of designing multimedia materials that are pedagogically appropriate and suitable to the cognitive abilities of the target groups.

In order to remain competitive, organizations must adapt to transforming environments at a rapid pace. As such, managers and employees need to constantly update their knowledge and skills, particularly as businesses become more digital and global. Educational and Social Dimensions of Digital Transformation in Organizations provides emerging research exploring the theoretical and practical aspects of evolving organizations and maintaining sustainable business strategies through digital environments. Featuring coverage on a broad range of topics such as consumer relationships, organizational knowledge, and enterprise social networks, this publication is ideally designed for graduate-level students, managers, educational administrators, IT professionals, researchers, and system developers seeking current research on organizational preparedness and technological adaptation.

The field of robotics in a classroom context has seen an increase in global momentum recently because of its positive contributions in the teaching of science, technology, engineering, mathematics (STEM) and beyond. It is argued that when robotics and programming are integrated in developmentally appropriate ways, cognitive skill development beyond STEM can be achieved. The development of educational robotics has presented a plethora of ways in which students can be assisted in the classroom. Designing, Constructing, and Programming Robots for Learning highlights the importance of integrating robotics in educational practice and presents various ways for how it can be achieved. It further explains how 21st century skills and life skills can be developed through the hands-on experience of educational robotics. Covering topics such as computational thinking, social skill enhancement, and teacher training, this text is an essential resource for engineers, educational software developers, teachers, professors, instructors, researchers, faculty, leaders in educational fields, students, and academicians.

Educational games facilitate players experiences, meet desired pedagogical objectives, and allow users to engage in learning while enjoying themselves. These educational games also give learners immediate feedback on their actions and decisions, inviting exploration and experimentation. Student Usability in Educational Software and Games: Improving Experiences explores new models of interaction and human-computer interaction paradigms as applied to learning environments. It focuses on the usability design and evaluation of learning systems and educational game environments. An excellent resource for experts in these fields, this research volume will help professionals, educators, and researchers improve their understanding of student experiences using learning-gaming environments.

Recommender systems have shown to be successful in many domains where information overload exists. This success has motivated research on how to deploy recommender systems in educational scenarios to facilitate access to a wide spectrum of information. Tackling open issues in their deployment is gaining importance as lifelong learning becomes a necessity of the current knowledge-based society. Although Educational Recommender Systems (ERS) share the same key objectives as recommenders for e-commerce applications, there are some particularities that should be considered before directly applying existing solutions from those applications. Educational Recommender Systems and Technologies: Practices and Challenges aims to provide a comprehensive review of state-of-the-art practices for ERS, as well as the challenges to achieve their actual deployment. Discussing such topics as the state-of-the-art of ERS, methodologies to develop ERS, and architectures to support the recommendation process, this book covers researchers interested in recommendation strategies for educational scenarios and in evaluating the impact of recommendations in learning, as well as academics and practitioners in the area of technology enhanced learning.

With the rapid development of emerging technology tools, the digital nature of learning environments continues to change traditional forms of education. Therefore, knowledge of these changes for incorporation into classroom instruction is necessary. Pedagogical Applications and Social Effects of Mobile Technology Integration analyzes possible solutions over the concerns and issues surrounding mobile technology integration into the classroom. This book is an essential resource for professionals, researchers, and technology leaders interested in providing a direction for the future of classroom technology.

Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching provides a useful and valuable reference to the latest advances in the area of educational technology and e-learning. This innovative book offers an excellent resource for any practitioner, researcher, or academician with an interest in the use of the Web for providing meaningful learning experiences.

In the history of education, the question of how computers were introduced into European classrooms has so far been largely neglected. This edited volume strives to address this gap. The contributions shed light on the computerization of education from a historical perspective, by attending closely to the different actors involved - such as politicians, computer manufacturers, teachers, and students -, political rationales and ideologies, as well as financial, political, or organizational structures and relations. The case studies highlight differences in political and economic power, as well as in ideological reasoning and the priorities set by different stakeholders in the process of introducing computers into education. However, the contributions also demonstrate that simple cold war narratives fail to capture the complex dynamics and entanglements in the history of computers as an educational technology and a subject taught in schools. The edited volume thus provides a comprehensive historical understanding of the role of education in an emerging digital society.