Lexicon of Online and Distance Learning, a desktop resource, focuses specifically on distance education for researchers and practitioners. It provides key information about all levels of education (that is, K-12, higher education, proprietary education, and corporate training), allowing for comprehensive coverage of the discipline of distance education. The book offers a comprehensive index of distance learning terms; cross-references to synonyms and, when appropriate, online web links to encourage further exploration. Each lexicon entry is categorized by its root terminology-general, education, technology, instructional technology, or distance education-and provides the actual definition and complete exploration of the term along with specific references that include related books, volumes, and available manuscripts.

The wide availability of digital educational resources for mathematics teaching and learning is indisputable, with some notable genres of technologies having evolved, such as graphing calculators, dynamic graphing, dynamic geometry and data visualization tools. But what does this mean for teachers of mathematics, and how do their roles evolve within this digital landscape? This essential book offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment. Mathematics Education in the Digital Age details the impacts this digital age has, and will continue to have, on the parallel aspects of learning and teaching mathematics within formal education systems and settings. Written by a group of international authors, the chapters address the following themes: Mathematics teacher education and professional development Mathematics curriculum development and task design The assessment of mathematics Theoretical perspectives and methodologies/approaches for researching mathematics education in the digital age This book highlights not only the complex nature of the field, but also the advancements in theoretical and practical knowledge that is enabling the mathematics education community to continue to learn in this increasingly digital age. It is an essential read for all mathematics teacher educators and master teachers.

More and more educational scenarios and learning landscapes are developed using blogs, wikis, podcasts and e-portfolios. Web 2.0 tools give learners more control, by allowing them to easily create, share or reuse their own learning materials, and these tools also enable social learning networks that bridge the border between formal and informal learning. However, practices of strategic innovation of universities, faculty development, assessment, evaluation and quality assurance have not fully accommodated these changes in technology and teaching.

Ehlers and Schneckenberg present strategic approaches for innovation in universities. The contributions explore new models for developing and engaging faculty in technology-enhanced education, and they detail underlying reasons for why quality assessment and evaluation in new - and often informal - learning scenarios have to change. Their book is a practical guide for educators, aimed at answering these questions. It describes what E-learning 2.0 is, which basic elements of Web 2.0 it builds on, and how E-learning 2.0 differs from Learning 1.0. The book also details a number of quality methods and examples, such as self-assessment, peer-review, social recommendation, and peer-learning, using illustrative cases and giving practical recommendations. Overall, it offers a step-by-step guide for educators so that they can choose their own quality assurance or assessment methods, or develop their own evaluation methodology for specific learning scenarios.

The book addresses everyone involved in higher education - university leaders, chief information officers, change and quality assurance managers, and faculty developers. Pedagogical advisers and consultants will find new insights and practices for the integration and management of novel learning technologies in higher education. The volume fosters in lecturers and teachers a sound understanding of the need and strategy for change, and it provides them with practical recommendations on competence and quality methodologies.

This book uses a mix of personal narratives, anecdotal evidence, and research-based findings to tell the story of a small, urban community college's efforts to develop and nurture a Community of Practice (CoP) that would galvanize the campus' adoption of Educational Technology. Located in one of the poorest congressional district in the United States, Hostos Community College, a Hispanic-serving institution and part of the City University of New York (CUNY), has a unique history rooted in activism, advocacy, and community outreach, and has built a reputation for technology innovation. This book is a collection of writing from faculty and staff members whose decades of experience integrating technology into the classroom pre-dates many of the official initiatives now in place at CUNY.

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.

Online learning, blended learning, socially distanced classrooms, educational technology, safety protocols, instructional models, organizational logistics, and educator burnout are all realities presented by the toggled term. Navigating the Toggled Term: A Guide for K-12 Classroom and School Leaders sets the stage not only for the present but also well into the future to help K-12 classroom and school leaders navigate online learning, blended learning, integrating educational technology tools with effective research-based instructional strategies, and moving between various educational settings at the instructional and organizational level. This book provides experienced and novice classroom teachers and school leaders with best practice instructional and organizational frameworks integrated with mainstream educational technology tools to navigate the challenges of teaching students of all ages in an ever-changing world. Beyond the major instructional and organizational frameworks, this book touches on differentiating instruction for all learners, communicating to students and families within digital environments, and provides strategies for educator self-care. Last, this book includes teacher and school leader voice in the form of twelve narrative case studies of practicing educators that align with each chapter's theme to show the strategies and frameworks in motion for readers.

"Theoretically wise and practically powerful, this book is about how to take full advantage of advances in technology and the learner autonomy they afford, rather than simply adapt to or deny them. It issues a clarion call to language educators and administrators interested in building on recent advances in language learning via the informal avenues of digital communications." --Mark Dressman, Professor Emeritus, University of Illinois at Urbana-Champaign, US, Professor and Chair of English at Khalifa University, UAE "This important and original book challenges us to rethink the design and delivery of the language learning opportunities universities provide for their students. Drawing on Complex Dynamic Systems Theory, Self-Determination Theory and her own empirical explorations of informal online language learning, Denyze Toffoli paints a portrait of today's university language learner that is novel, unexpected and urgent." --David Little, Fellow and Associate Professor Emeritus at Trinity College, Ireland This book takes a fresh look at both context and the language learner in an attempt to shed light on the holistic and ever-changing system of the contemporary L2 speaker's language development. Drawing on complex dynamic systems theory as a means to more fully understand the holistic nature of contemporary language learning, the author attempts to bridge the longstanding gap between formal language provision in Higher Education institutions, and more informal language acquisition achieved through activities such as listening to music, watching films and television, and playing games. Based on a theoretical understanding of the interplay between these contexts, contents and practices, the author offers suggestions concerning the shape of language centres in higher education and the role of teachers in readying the contemporary language learner for autonomous lifelong and lifewide language development. This book will be of particular interest to language teachers, teacher trainers, and higher education administrators.

This guidebook is designed to be the high school teacher's friend in addressing a wide variety of questions regarding the use of educational and instructional technologies. It can serve as a companion and guide through the myriad challenges and opportunities related to the effective use of technology in one's classroom and school. A sample of U.S. high school teachers provided us with detailed answers about their experiences with using technology in their teaching. Specifically, they shared their challenges, barriers, ideas, and suggestions for working successfully with administrators, technology specialists, students, fellow teachers, and parents when teaching with technology. We have organized the teachers' experiences and recommendations according to each stakeholder group. Rather than recommending or reviewing specific educational technology companies, applications, or tools, we provide a large number of strategies that are "built to last" and should be applicable regardless of the specific tool under consideration. We assume that it doesn't ultimately matter what the tool or technology is that you're using-it's how and why you're using it for teaching and learning that will determine whether it is successful or not. The "how" and "why" aspects encompass the built-to-last strategies included in this guidebook.

This guidebook is designed to be the high school teacher's friend in addressing a wide variety of questions regarding the use of educational and instructional technologies. It can serve as a companion and guide through the myriad challenges and opportunities related to the effective use of technology in one's classroom and school. A sample of U.S. high school teachers provided us with detailed answers about their experiences with using technology in their teaching. Specifically, they shared their challenges, barriers, ideas, and suggestions for working successfully with administrators, technology specialists, students, fellow teachers, and parents when teaching with technology. We have organized the teachers' experiences and recommendations according to each stakeholder group. Rather than recommending or reviewing specific educational technology companies, applications, or tools, we provide a large number of strategies that are "built to last" and should be applicable regardless of the specific tool under consideration. We assume that it doesn't ultimately matter what the tool or technology is that you're using-it's how and why you're using it for teaching and learning that will determine whether it is successful or not. The "how" and "why" aspects encompass the built-to-last strategies included in this guidebook.

Digital Online Culture, Identity and Schooling in the Twenty-First Century provides a cultural, ideological critique of identity construction in the context of virtualization. Kimberly Rosenfeld explores the growing number of people who no longer reside in one physical reality but live, work, and play in multiple realities. Rosenfeld's critique of neo-liberal practices in the digital environment brings to light the on-going hegemonic and counter-hegemonic battles over control of education in the digital age. Rosenfeld draws conclusions for empowering the population through schooling, and how it should understand, respond to, and help individuals live out the information revolution.

This book chronicles the revolution in STEM teaching and learning that has arisen from a convergence of educational research, emerging technologies, and innovative ways of structuring both the physical space and classroom activities in STEM higher education. Beginning with a historical overview of US higher education and an overview of diversity in STEM in the US, the book sets a context in which our present-day innovation in science and technology urgently needs to provide more diversity and inclusion within STEM fields. Research-validated pedagogies using active learning and new types of research-based curriculum is transforming how physics, biology and other fields are taught in leading universities, and the book gives profiles of leading innovators in science education and examples of exciting new research-based courses taking root in US institutions. The book includes interviews with leading scientists and educators, case studies of new courses and new institutions, and descriptions of site visits where new trends in 21st STEM education are being developed. The book also takes the reader into innovative learning environments in engineering where students are empowered by emerging technologies to develop new creative capacity in their STEM education, through new centers for design thinking and liberal arts-based engineering. Equally innovative are new conceptual frameworks for course design and learning, and the book explores the concepts of Scientific Teaching, Backward Course Design, Threshold Concepts and Learning Taxonomies in a systematic way with examples from diverse scientific fields. Finally, the book takes the reader inside the leading centers for online education, including Udacity, Coursera and EdX, interviews the leaders and founders of MOOC technology, and gives a sense of how online education is evolving and what this means for STEM education. This book provides a broad and deep exploration into the historical context of science education and into some of the cutting-edge innovations that are reshaping how leading universities teach science and engineering. The emergence of exponentially advancing technologies such as synthetic biology, artificial intelligence and materials sciences has been described as the Fourth Industrial Revolution, and the book explores how these technologies will shape our future will bring a transformation of STEM curriculum that can help students solve many the most urgent problems facing our world and society.

Make the most of today's technology to give your students a more interactive, authentic, global learning experience! Connecting Your Students with the Virtual World shows you how to plan themed projects for every season, embark on virtual field trips, and get students in touch with other classrooms worldwide. This updated edition includes a key new chapter on taking video conferencing to the next level for optimal student engagement and collaboration, as well as new chapters on connecting through games and esports and connecting with parents. The book includes a wide variety of standards-based, step-by-step activities you can implement immediately.

Exponential Technologies:Higher Education in an Era of Serial Disruptions provides an introduction to leaders in community colleges and universities to the near future impact of technologies that a developing in an exponential manner. Whereas past technologies grew in a linear pattern, gradually, the technologies of the twenty-first century develop in what appears initially to be gradual, almost off to side without much fanfare. However, the gradual process reaches a certain point when it suddenly, without warning, increases in speed phenomenally; it appears to come from nowhere to the surprise of many. Although the technologies first impact the business community, it rapidly follows up toward the educational environment. If leaders in higher education are unaware of the exponential growth of the technologies, the institutions they lead will be caught unprepared and may find it very difficult, if not impossible, to catch up. Moore's law, which claims that computer power doubles every 18 months, is the force behind the exponential velocity. Leaders and faculty must become aware of the technologies and learn how to deal with them or the technologies will deal with the unprepared.

Game-based learning environments and learning analytics are attracting increasing attention from researchers and educators, since they both can enhance learning outcomes. This book focuses on the application of data analytics approaches and research on human behaviour analysis in game-based learning environments, namely educational games and gamification systems, to provide smart learning. Specifically, it discusses the purposes, advantages and limitations of applying such approaches in these environments. Additionally, the various smart game-based learning environments presented help readers integrate learning analytics in their educational games and gamification systems to, for instance, assess and model students (e.g. their computational thinking) or enhance the learning process for better outcomes. Moreover, the book presents general guidelines on various aspects, such as collecting data for analysis, game-based learning environment design, system architecture and applied algorithms, which facilitate incorporating learning analytics into educational games and gamification systems. After a general introduction to help readers become familiar with the subject area, the individual chapters each discuss a different aim of applying data analytics approaches in educational games and gamification systems. Lastly, the conclusion provides a summary and presents general guidelines and frameworks to consider when designing smart game-based learning environments with learning analytics.

In both education and training, teachers are faced with many and varied problems relating to their teaching and their students' learning. Educational technology, in its widest sense, provides teachers with methods and tools which, if properly used, can alleviate some of these problems. The computer is one such tool, offering, within certain limitations, some possible solutions. Originally published in 1979, this book describes the use of the computer as a resource and as a manager in education and training. It discusses the use, potential and limitations of this technology in helping the teacher and trainer. Beginning with a consideration of the role of the computer as a mediator in the flow of information between the student and his learning environment, the book goes on to look at Computer Assisted Learning from an educational viewpoint, the strength and weaknesses of a number of different media, and the problems of managing modular courses and course structures and handling information on students' performance and progress. A chapter on informatics and education addresses the problem of what both teachers and students should know about computers, while the final chapter examines the practical problems of prompting and organising the appropriate use of this technology.

The adequate integration of information and communication technologies (ICT) in educational and training processes is one of the biggest current challenges in education. The classroom of the present is very different from just a few decades ago, new technological tools are completely transforming its characteristics and activities. This internationally authored book offers a timely, effective and practical vision of this new educational scenario. The book takes a multidisciplinary approach in looking at the problems and possible solutions that are faced by the educational professional of the 21st century when, by necessity or obligation, they face the use of ICT in their daily tasks. Divided into two parts, one theoretical and another practical, this book offers the highlights of the most important lines of research that are being developed today in educational technology, and importantly presents the innovations which have had the most impact over recent years. From the profound transformations in the physical classroom to everything that involves new virtual scenarios, where online teaching requires innovative strategies and training processes, this book describes the diverse scenarios that ICT has generated and will continue to generate in the field of education. It presents a new and a very different type of education that can be adapted to the needs of the citizen of the digital society.

This book is an investigation into the role which social presence and identity play in online learning environments. Scholars across disciplines have grappled with the questions of what it means for a person to be and to interact online. In the context of online learning, these questions reflect specific concerns related to how well people can learn in a setting limited to mediated interactions and lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? These concerns are related to social presence and identity, both of which are complex, multi-faceted, and closely interrelated constructs. The chapters in this book consider how online learning has developed and changed over time in terms of technology, pedagogy, and familiarity. Collectively these chapters show the diverse ways that educational researchers have explored social presence and identity. They also highlight some of the nuanced concerns online educators might have in these areas. This book was originally published as a special issue of Distance Education.

How do students become successful writers and excited about writing? Blogging or other online writing in your classroom can build literacies in all content areas by giving students the frequent writing practice that is missing in classrooms today. Students have to write to get better at writing. They need to write to an authentic audience- real people who are interested in what they have to say and are willing to comment back and engage in further conversation. Simply put, they need practice time in interactive writing. How might teachers do this? This book is the answer to this question. The book investigates blogs as digital spaces where students can practice writing and converse with an authentic audience. It focuses on idea development and gives students voice. Today's students already occupy or will inhabit new online spaces in the future. Schools and teachers must move forward with the students and embrace this world across the curriculum in purposeful and creative ways. This will transform schools and teacher classrooms!

In this book, the authors integrate STEM (i.e., science, technology, engineering, and mathematics) concepts and the cultivation of young minds in order to be open to innovation. This book uses STEM instruction as blurring the lines among basic subject areas. Often, it's more than integrating science, mathematics, engineering, and technology. Ideas, activities, and projects can be integrated with lessons from the language arts to the Arts as well. In this book, STEM is treated as more of a philosophy than a program or a set of activities.

The presence of handheld technologies in the classroom isn't enough - you need to know how to use them to enhance teaching and transform learning. As more and more primary schools acquire devices such as iPads and tablets, it is becoming clear that adding them as a classroom resource is not enough. Teachers and trainees need strategies to integrate these into existing learning contexts in a meaningful way. Without this, these fantastic resources lose their value. This book helps teachers to make the most of these devices in the primary classroom. It offers guidance on: how to use tablets to devise meaningful learning activities embed them in genuine curriculum contexts, drawing upon case studies from existing practice It is written for non-specialists and explains technical terms in an accessible, practical way. Each chapter begins with a case study contributed by a teacher using tablets in schools. Real life examples and comments like this give the text a truly practical focus. The book's Pinterest board includes the apps mentioned in the book as well as a handy infographic for a snapshot guide on starting off your tablet teaching journey. A note from the authors The use of technology in schools continues to evolve rapidly as new devices and tools become available, and the adoption of mobile devices such as iPads and tablets has been a particularly exciting development in recent years. The benefits offered by these technologies, such as their portability, connectivity, accessibility and range of media, present new challenges and opportunities for teaching and learning. As the take up of tablets gathers pace in our schools there is a need for advice on the best approaches and apps to help achieve successful learning outcomes. Teachers need to find meaningful ways to integrate the devices into their own practice and to evaluate which of the many thousands of educational apps might be appropriate for their pupils. This book considers how iPads and tablets can be used to enhance teaching and learning in primary schools. It is especially relevant in the light of the computing curriculum, which puts a new emphasis on children as makers and creators of digital content. Across other curriculum subjects too, the introduction of mobile devices that can be quickly and reliably accessed has precipitated a shift in practice. For example, they have enabled teachers and children to spontaneously pursue lines of inquiry, to connect, collaborate and publish in many different ways, and to use their digital skills to enhance their exploration of the physical world outside the classroom. With these opportunities in mind, we offer anecdotes from the classroom and examples of how tablets might be embedded within current pedagogy and practice as a natural learning tool. Each chapter combines a practical case study with discussion of related pedagogy, and recommends apps to support a personalised, inclusive and active approach to teaching and learning.

This book focuses on the design and architecture of ubiquitous learning environments, associated technologies, various learning scenarios supported by these environments, and different contexts that arise in environments where the seamless immersion of formal and informal activities and interactions has the potential to contribute to the learning process. With particular focus on adaptivity for individual learners, the book explores the diminishing boundaries of formal and informal learning, and the potential of location-aware context-sensitive approaches that are emerging as successors to the Web 2.0 paradigm.

This book analyses the importance of the entrepreneurial university, specifically in relation to the creation of entrepreneurial ideas and attitudes in students and entrepreneurial initiatives in academic institutions. The aim of the editors and contributing authors is to provide the reader with a set of experiences illustrating the advantages of communicating and encouraging entrepreneurship among students, thereby highlighting the "third mission" of the university: the need to adopt entrepreneurial strategy without disrupting the quality of teaching and research. Featuring initiatives from institutions around the world, the authors argue that the increasing importance of knowledge in the technical and social dimensions of today's world provides greater relevance to the entrepreneurial university. In this context, universities transcend their traditional focus on teaching and basic research to carry out technology transfers, marketing ideas, and patent registrations, and incorporate spin-off companies that contribute to industrial innovations, economic growth, and job creation. In the teaching dimension, the entrepreneurial university represents a focus on programs which train students in the applications and most advanced practices in knowledge-driven fields. The book addresses such questions as: Can marketing ideas deteriorate the quality of research in the long term? What importance does the cultural framework have for an entrepreneurial education? What circumstances and programs facilitate spin-offs in universities What are the key features of entrepreneurial universities? In reference to entrepreneurship education in its broadest sense, then, it corresponds to the framework of ideas and general features on which entrepreneurship is founded: in-depth knowledge of the projects or ventures which they wish to carry out, capacity to perceive the relevant characteristics of the environment, and the leadership and goal setting skills to achieve success.

Mobile learning is a primary learning format in the education of young children from birth through 6th grade. This format has been found to have a positive impact on the academic achievement, self-efficacy, motivation, and learning attitudes of students, including those with special needs (Ciampa, 2014; Hwang, 2014; Nikou & Economides, 2018; Xie, Basham, Marino & Rice, 2018). In both formal and informal learning contexts, mobile learning affords opportunities to innovate and explore new forms of authentic experiences, meaning-making, and creativity with untethered technology (Choi, Land, & Zimmerman, 2018; Schuck, Kearney & Burden, 2017). This edited book acts as a springboard to expand discussions surrounding how mobiles might best be situated in contexts relating to young children. With a focus on early childhood and elementary settings, this book both expands the definition of mobiles to encompass digital-physical tools (e.g. Osmo, probeware) and wearables. It also provides insight into how intentional integration of mobiles supports the development and practice of both in-service and preservice teachers working with students in early childhood and elementary settings.

Developments in the education field are affected by numerous, and often conflicting, social, cultural, and economic factors. With the increasing corporatization of education, teaching and learning paradigms are continuously altered. Deconstructing the Education-Industrial Complex in the Digital Age is an authoritative reference source for the latest scholarly research on the shifting structure of school models in response to technological advances and corporate presence in educational contexts. Highlighting a comprehensive range of pertinent topics, such as teacher education, digital literacy, and neoliberalism, this book is ideally designed for educators, professionals, graduate students, researchers, and academics interested in the implications of the education-industrial complex.

This book is the first comprehensive and integrated guide to online education. It systematically presents all aspects of the emerging "big picture" of online education, providing a broad range of information and insights from online experts, learners, teachers, developers and researchers. The book introduces readers to online education and reveals its potential for bringing about a paradigm shift in education. It describes avenues for increasing the value of the online education medium and examines techniques for improving the online student experience. It also offers a wealth of real-world examples and experiences and shares recommendations on how to improve them, provided by students, teachers, developers, and researchers. Accordingly, the book equips readers - including online learners, teachers, researchers, developers, and administrators - to optimally participate in and contribute to current and future online education advances.