Developing effective policy for the use of social media in schools is at once challenging and equally necessary. For one thing its use pervades our society in ways few could have futured for. For another, its presence, its potential, its pitfalls, require a collective leadership to use the right kinds of processes to properly create and sustain. Planning by Futuring; Futuring as Planning: Using Your Futures Mindset to Develop Social Media Policy in Schools, provides practicing educational leaders and those who aspire to be administrators with all of the tools necessary to engage their stakeholders in co-creating policy guidelines that will assure successful implementation. More importantly, its case study style enables readers to discern the necessary themes, theory and concepts that nurture futures - based mindsets. These mindsets-dispositions-skills will enable leaders to anticipate and plan for any emerging future that may come their way. And most importantly their mastery will co-empower collective leaders to create futures that are preferred instead of imposed.

This scientific monograph, while dealing with the issue of supervised teaching practice, points out the importance of implementing serious games into pre-graduate preparation of teachers. Current trends in education point towards the ever-increasing integration of information and communication technology into educational processes. The digitalisation of education brings us to the question if it is possible to meaningfully employ information and communication technology in bridging the theoretical and practical preparation for the teaching profession and to improve the standard of supervised teaching practice realisation for students - the future teachers.

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.

The purpose of this practical guide is to facilitate college students' academic success by fostering self-regulated learning skills or learning to learn through the use of Integrative Learning Technologies (ILT). It enables the college instructor, online instructor, instructional developer, or educator to envision, plan for, and implement customized instructional and curricular designs that foster learning to learn and motivate students to take ownership of their own learning. Specifically, this book demonstrates how college faculty who use Learning Management Systems (LMS) as well as emerging technologies such as Web 2.0 applications and social software can design learning tasks and course assignments that support and promote student: goal setting; use of effective task strategies; self-monitoring and self-evaluation; time management; help seeking; and, motivation and affect. Given the emphasis on retention of freshmen as a measure of institutional effectiveness, the focus on student success, and the increasing use of ILT in higher education, this book fulfills a dire need in the literature on the integration of technology and self-regulated learning.

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 volume brings together both political and educational scientists. While educational research literature has so far not systematically addressed the tool of simulations of decision-making, political scientists have hardly used insights from research on assessment or on motivation and interest of students. Almost all political science publications on simulations merely discuss how to implement the tool in class and fall short of providing evidence of the effects on student outcomes such as increased interest and performance. Combining the two disciplines is mutually enriching. Political science benefits from state of the art educational science measuring and testing of the claims made by the proponents of simulations, while educational sciences adds the systematic analysis of simulations of decision-making to their list of empirical objects, which also adds insights to the theories on the affective component of student learning. It is the explicit aim of the volume to address how simulating decision-making environments fosters learning. Implications for research and practice regarding student learning are addressed in all chapters.

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.

In responding strategically to the need to increase online enrollments at a time when enrollments for traditional face-to-face delivered courses are declining annually, higher education institutions recognize not only that they urgently have to develop faculty capacity to teach online but also leverage the affordances of a now bewildering array of new technologies. This book constitutes a guide to the wide range of new and emerging transformative learning technologies, to give leaders the context they need to position their institutions in the changing online environment. It is intended for campus leaders and administrators who work with campus teams charged with identifying learning technologies to meet an agreed upon program- or institution-level educational needs; for those coordinating across campus to build consensus on implementing online strategies; and for instructional designers, faculty developers and assessment directors who assist departments and faculty effectively integrate learning technologies into their courses and programs. It will appeal to faculty who take an active interest in improving online teaching. The contributors to this volume describe the potential of artificial intelligence algorithms, such as those that fuel learning analytics software that mines LMS data to enable faculty to quickly and efficiently assess individual students' progress in real time, prompting either individual attention or the need to more generally clarify concepts for the class as whole. They describe and provide access to a hybrid professional development MOOC and an associated WIKI that curate information about a wide range of learning software solutions currently available; and present case studies that offer guidance on building the buy-in and consensus needed to successfully integrate learning technologies into course, program- and institution-level contexts. In sum, this book provides readers with a comprehensive understanding of the technological capabilities available to them and identifies collaborative processes related to engaging and building institutional support for the changes needed to provide the rapidly growing demand for effective and evidence-based online learning.

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.

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.

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.

The monograph Social Clustering: Paradigm of Trust combines smart education strategies, social clustering and innovative educational practices. Networking and intersectoral empowerment help leaders operate the multifunctional, multicriterion, multisector approach and develop trust-based family, community, and regional and national prosperity. Aspiration for common objective; consensus on the most important priorities of the public interest; successful social partnership between the public, private, civic (NGO) sector; and scientific organizations and stakeholders help us create a modern and sustainable society. Trust-based social economy, smart education and social partnership research, and services models have been developed by university researchers together with social partners.

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.

By showcasing international, European, and community-based projects, this volume explores how online technologies and collaborative and blended learning can be used to bolster social cohesion and increase students' understanding of what it means to be a global citizen. With the pace of technology rapidly increasing, Blended and Online Learning for Global Citizenship draws timely attention to the global lessons being learned from the impact of these technologies on peace building, community development, and acceptance of difference. In-depth case studies showcasing successful projects in Europe, Northern Ireland, and Israel explore blended learning and illustrate how schools and educators have embraced online technologies to foster national and international links both within and beyond communities. This has, in turn, equipped students with experiences that have informed their attitudes to cultural and political conflicts, as well as racial, ethnic, and social diversity. Building on the authors' previous work Online Learning and Community Cohesion (2013), this thought-provoking text will be of interest to researchers, academics, and postgraduate students in the fields of international and comparative education. Educators and school leaders concerned with how multiculturalism and technology play out in the classroom environment will also benefit from reading this text.

The ?rst and foremost goal of this lecture series was to show the beauty, depth and usefulness of the key ideas in computer science. While working on the lecture notes, we came to understand that one can recognize the true spirit of a scienti?c discipline only by viewing its contributions in the framework of science as a whole. We present computer science here as a fundamental science that, interacting with other scienti?c disciplines, changed and changes our view on the world, that contributes to our understanding of the fundamental concepts of science and that sheds new light on and brings new meaning to several of these concepts. We show that computer science is a discipline that discovers spectacular, unexpected facts, that ?nds ways out in seemingly unsolvable s- uations, and that can do true wonders. The message of this book is that computer science is a fascinating research area with a big impact on the real world, full of spectacular ideas and great ch- lenges. It is an integral part of science and engineering with an above-average dynamic over the last 30 years and a high degree of interdisciplinarity. The goal of this book is not typical for popular science writing, whichoftenrestrictsitselftooutliningtheimportanceofaresearch area. Whenever possible we strive to bring full understanding of the concepts and results presented.

The Media-Savvy Middle School Classroom is a practical guide for teachers of Grades 5-8 who want to help their students achieve mastery of media literacy skills. Today's fake news, alternative facts, and digital manipulations are compromising the critical thinking and well-being of middle grade learners already going through significant personal changes. This actionable book prepares teachers to help their students become informed consumers of online resources. Spanning correct source use, personal versus expert opinions, deliberate disinformation, social media, and more, these ready-to-use activities can be integrated directly into existing language arts and mathematics lesson plans.

An essential text for researchers and academics seeking the most comprehensive and up-to-date coverage of all aspects of e-learning and ICT in education, this book is a multidisciplinary forum covering technical, pedagogical, organizational, instructional and policy aspects of the topic. Representing the best peer-reviewed papers from the 8th Panhellenic Conference on ICT in Education, special emphasis is given to applied research relevant to educational practice and guided by the educational realities in schools, colleges, universities and informal learning organizations. The volume encompasses the current trends and issues which determine and inform the integration of ICT in educational practice, including educational software, educational games, collaborative learning, virtual learning environments, social networks, learning analytics, digital museums, as well as the evolution of e-learning.

This book is about inclusivity and open education in the digital age. It reports the latest data on this topic from the 2021 Cognition and Exploratory Learning in the Digital Age (CELDA) conference. This annual conference focuses on challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. The material in this book represents the work of both researchers and practitioners in an effort to cover both technological and pedagogical issues in ground-breaking studies. The book covers a wide array of topics examining the deployment of learning technologies, proposing pedagogical approaches and practices to address digital transformation, presenting case studies of specific technologies and contexts and overall debating the contribution of learning technologies for the improvement of the learning process and the experience of students and for the development of key competences. It represents the best work reported during CELDA 2021, comprising expanded peer reviewed chapters from best papers focusing on open education models, inclusive learning environments and adaptive as well as personalized learning support.

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.

Coding as a Playground, Second Edition focuses on how young children (aged 7 and under) can engage in computational thinking and be taught to become computer programmers, a process that can increase both their cognitive and social-emotional skills. Learn how coding can engage children as producers-and not merely consumers-of technology in a playful way. You will come away from this groundbreaking work with an understanding of how coding promotes developmentally appropriate experiences such as problem-solving, imagination, cognitive challenges, social interactions, motor skills development, emotional exploration, and making different choices. Featuring all-new case studies, vignettes, and projects, as well as an expanded focus on teaching coding as a new literacy, this second edition helps you learn how to integrate coding into different curricular areas to promote literacy, math, science, engineering, and the arts through a project-based approach and a positive attitude to learning.

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 edited volume provides a collection of research-based chapters that reflect the state of the art for video reflection in literacy settings. The volume foregrounds explorations of disciplinary literacies and discourses in teacher education and pre-K-12 classrooms. Authors explore literacy and use of video in relation to English Language Arts, math, science, social studies, and educational administration across a variety of contexts ranging from a preschool classroom, to a high school, to preservice and inservice teacher education and development. In their research-based studies, authors address topics of disciplinary literacy, identity, discourses or multimodality. Some chapters present research findings while others are specifically devoted to methodological concerns and addresses how researchers who wish to carry out literacy investigations using video can work through challenges in research, design, or analysis.

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.

Learn how to keep the rigor and motivation alive in a remote learning or hybrid K-12 classroom. In this essential book, bestselling author Barbara R. Blackburn shares frameworks and tools to help you move online without compromising the rigor of your instruction. You'll learn... how to create a remote culture of high expectations; how to scaffold so students reach higher levels of learning; how to have students collaborate in different settings; and how to provide virtual feedback and deliver effective assessments. You'll also discover how common activities, such as virtual field trips, can lack rigor without critical thinking prompts. The book provides practical strategies you can implement immediately to help all students reach higher levels of success.

This book conceptualises the ways in which video has created a pedagogy for current learning and teaching practices, disciplines, and environments. It brings together the concepts and practice of video as pedagogy by providing theoretical discussion and practical guidance and recommendations on the use of video in learning and teaching, drawing on a wide range of case studies including nursing education, business education, architectural education, engineering, mathematics, physical education, science education, and screen production. Part I focuses on 'video, students and learning' and Part II on 'video, teachers and practice'. The book covers various perspectives on the concept and use of video in learning and teaching: developing students' practical skills and knowledge; using video for teaching culturally sensitive topics and cultural competency; for feedback, reflection, training and professional development; making and producing videos for educational purposes, with discussion on techniques, devices, software and strategies.