English Learners (ELs) are left behind in Science, Technology, Engineering, and Mathematics (STEM). The growing need for effective critical pedagogical competence (CPC), critical technological competence (CTC), and critical cross-cultural communicative competence (C5) in teachers who serve ELs has become more evident because of the increasing numbers of ELs and the global socio-economic, and technological developments. C5, which encompasses CTC and CPC, is defined in the book as the teacher's ability to communicate effectively across cultures with diverse individuals. An educator who possesses C5 is able to critically understand the power relations and importance of the socio-economic and political contexts in any human encounter and the ability to make connections with real life to teach STEM content successfully. The book provides teachers of ELs with a research-based framework using classroom-tested Computer-assisted Language Learning and Teaching (CALL) programs to empower themselves, through a practical reflective self-professional development component, as they help their students succeed academically in STEM. A critical pedagogical and a genre-based communicative approach is used to achieve this goal by teaching vocabulary, grammar, reading, writing, listening, and speaking. These key English language skills are given special attention in the book while supporting ELs' native literacies and STEM education. Throughout the book, the critical pedagogical approach focuses on the socio-economic context of education and makes connections between life in the classroom and real life. Research on successful STEM schools indicates that cultivating partnerships with industry, higher education, nonprofits, museums, and research centers is crucial for engaging students in STEM learning through internships, mentorships, interdisciplinary project-based learning, and early college experiences. To cultivate these partnerships and engage ELs in STEM requires educators to possess a C5. From an interdisciplinary approach, the book's argument is supported by insights gained from research in various fields of inquiry. The book offers practical detailed lesson plans, hands-on reflective inquiry activities, classroom vignettes, rubrics and research-based criteria to evaluate practice, strategies, and CALL programs and resources, that are either very inexpensive or free of charge. The main goal of the book is to develop students' English proficiency and help ELs maintain their native literacy to succeed academically in STEM content areas.

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.

The progress of ubiquitous information technologies has led to the arrival of entirely new environments where interaction amongst its users takes place. The means of communication, learning environments and methods of enhancing students' competence have changed in both academic and professional settings. The book aims to investigate if the implementation of a virtual learning environment into regular foreign language instruction, as an augmentation of the regular classroom practice, has an impact on adult learners' speaking (productive skills), listening (receptive skills) and grammatical competence. However, what was meant as a localised study became the new normal and a global reality as the coronavirus impacted all aspects of education.

First published in 1985. Information technology can offer huge benefits to the disabled. It can help many disabled people to overcome barriers of time and space and to a much greater extent it can help them to overcome barriers of communication. In that way new information technology offers opportunities to neutralise the worst effects of many kinds of disablement. This book reviews the possibilities of using information technology in the education of the disabled. Commencing with an assessment of the learning problems faced by disabled people, it goes on to look at the scope of information technology and how it has been used for the education of students of all ages, particularly in the United Kingdom and the United States. A penultimate section considers most of the contentious issues that faced users of technology, whilst the conclusion devotes itself to the immediate and longer-term future, suggesting possible future trends and the consequent problems that may arise.

This book explores the implications of technology-mediated project-based language learning for CALL teacher development, focusing on the role of video-based instruction in elucidating challenges and opportunities to promote learner creativity in the language classroom. The volume builds on existing literature on project-based language learning by extending the focus on the affordances of machinima, digital video created by teachers and learners to capture experience in 3D immersive games or virtual worlds. Drawing on data from a large-scale research project featuring case studies that examine different facets of CALL teacher education, the book calls attention to language learning and teaching strategies that encourage both learners and teachers to develop innovative approaches in the language classroom and how such approaches promote the integration of lifelong learning skills alongside traditional linguistic competencies. Offering a dynamic contribution to the growing literature on the interface of language learning and teaching and technology, this book will appeal to students and researchers in applied linguistics and language and education, as well as those interested in the latest developments in CALL.

Originally published in 1989, this book differed from others on the topic of microcomputers and education at the time, in that it focuses on the influence that microcomputer technology has on children in their early years, specially pre-school and elementary ages. Microcomputers have the capacity to do great harm as well as good and a full explanation of the technical and philosophical issues involved will be of interest to a number of disciplines. Other topics explored are - the potential uses of microcomputer-technology in early childhood education and current research and theory building on microcomputers and early education. This book should be read by teachers, sociologists, psychologists and researchers in education.

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.

Calls to improve undergraduate STEM education have resulted in initiatives that seek to bolster student learning outcomes by promoting changes in teaching practices. Written by participants in a series of ground-breaking social network analysis (SNA) workshops, Researching and Enacting Change in Postsecondary Education argues that the academic department is a highly productive focus for the spread of new, network-based teaching ideas. By clarifying methodological issues related to SNA data collection and articulating relevant theoretical approaches to the topic, this book leverages current knowledge about social network theory and SNA techniques for understanding instructional improvement in higher education.

The theme of this volume is emergency and crisis management and how games and simulations are effective tools in dealing with these issues. The work brings together topical contributions from international figures in the field of games and simulations.

A groundbreaking guide to facilitating online and blended courses

This comprehensive resource offers teachers in grades K-12 a hands-on guide to the rapidly growing field of online and blended teaching. With clear examples and explanations, Kristin Kipp shows how to structure online and blended courses for student engagement, build relationships with online students, facilitate discussion boards, collaborate online, design online assessments, and much more.Shows how to create a successful online or blended classroom Illustrates the essential differences between face-to-face instruction and online teaching Foreword by Susan Patrick of the International Association for K-12 Online Learning

This is an essential handbook for learning how to teach online and improve student achievement.

The definitive resource for understanding what coding is, designed for educators and parents Even though the vast majority of teachers, parents, and students understand the importance of computer science in the 21st century, many struggle to find appropriate educational resources. Don't Teach Coding: Until You Read This Book fills a gap in current knowledge by explaining exactly what coding is and addressing why and how to teach the subject. Providing a historically grounded, philosophically sensitive description of computer coding, this book helps readers understand the best practices for teaching computer science to their students and their children. The authors, experts in teaching computer sciences to students of all ages, offer practical insights on whether coding is a field for everyone, as opposed to a field reserved for specialists. This innovative book provides an overview of recent scientific research on how the brain learns coding, and features practical exercises that strengthen coding skills. Clear, straightforward chapters discuss a broad range of questions using principles of computer science, such as why we should teach students to code and is coding a science, engineering, technology, mathematics, or language? Helping readers understand the principles and issues of coding education, this book: Helps those with no previous background in computer science education understand the questions and debates within the field Explores the history of computer science education and its influence on the present Views teaching practices through a computational lens Addresses why many schools fail to teach computer science adequately Explains contemporary issues in computer science such as the language wars and trends that equate coding with essential life skills like reading and writing Don't Teach Coding: Until You Read This Book is a valuable resource for K-12 educators in computer science education and parents wishing to understand the field to help chart their children's education path.

The need for qualified specialists to work with and apply sophisticated technology in contemporary medicine is rapidly growing. Professional bodies predict that meeting the needs of healthcare globally will require almost tripling the number of Medical Physicists by 2035. Similar challenges exist in the constantly growing profession of Medical Engineering. They can be solved most efficiently and effectively with the tools of e-Learning, and a free and open-source Virtual Learning Environment (VLE) platform such as Moodle is a welcome solution. The Moodle VLE platform is a free, open source learning management system that is the most popular choice for higher educational institutions worldwide. However, the best practices of the Moodle system are still unknown to many. This practical guide provides educators, programme administrators, and programme directors with a condensed guide to Moodle and step-by-step instructions on how to create a single course or an entire educational programme. It also discusses cost-effective ways to apply e-Learning in an educational institution. This guide is accessible to all professionals, even those without specialist IT skills, and will be helpful to educators of all levels in Medical Physics and Engineering, as well as in other medical and medical-related specialties or disciplines with a strong imaging component. Features: Provides step-by-step instructions of how to build a course/module for Higher Education on Moodle Gives practical solutions to implementing e-Learning in Medical Physics and Engineering Explores useful tips and tricks for best practice

This volume fills a gap in the literature between the domains of Communication Studies and Educational Sciences across physical-virtual spaces as they intersect in the 21st century. The chapters focus on "languaging" - communicative practices in the making - and its intersection with analogue and virtual learning spaces, bringing together studies that highlight the constant movement between analogue-virtual dimensions that continuously re-shape participants' identity positionings. Languaging is understood as the deployment of one or more than one language variety, modality, embodiment, etc in human meaning-making across spaces. Languaging activities are explored through a multitude of literary artefacts, genres, media, and modes produced in and across sites. The authors go beyond "best practice" approaches and instead present "how-to-explore" communicative practices for researchers, learners and teachers. This book will be of interest to readers situated in the areas of literacy, literature, bi/multilingualism, multimodality, linguistic anthropology, applied linguistics, and related fields. Chapters 2, 5, 8 and 12 are open access under a CC BY 4.0 license at link.springer.com.

The allure and marketplace power of digital technologies continues to hold sway over the field of education with billions spent annually on technology in the United States alone. Literacy instruction at all levels is influenced by these evolving and ever-changing tools. While this opens the door to innovations in literacy curricula, it also adds a pedagogical responsibility to operate within a well-developed conceptual framework to ensure instruction is complemented or augmented by technology and does not become secondary to it. The Handbook of Research on Integrating Digital Technology With Literacy Pedagogies is a comprehensive research publication that considers the integration of digital technologies in all levels of literacy instruction and prepares the reader for inevitable technological advancements and changes. Covering a wide range of topics such as augmented reality, literacy, and online games, this book is essential for educators, administrators, IT specialists, curriculum developers, instructional designers, teaching professionals, academicians, researchers, education stakeholders, and students.

Technology is constantly evolving and can now aid society with the quest for knowledge in education systems. It is important to integrate the most recent technological advances into curriculums and classrooms, so the learning process can evolve just as technology has done. The Handbook of Research on Transformative Digital Content and Learning Technologies provides fresh insight into the most recent advancements and issues regarding educational technologies in contemporary classroom environments. Featuring detailed coverage on a variety of topics, such as mobile technology integration, ICT literacy integration, digital wellness, online group counseling, and distance learning, this publication will appeal to researchers and practitioners who are interested in discovering more about technological integration in education.

This book brings together innovative work happening in childhood research across disciplinary boundaries and across the world. It focuses specifically on the most cutting-edge, innovative methodological approaches in the study of children's use and learning with digital technologies and children's experiences of key 21st century trends (e.g. immigration or multiculturalism). A true effort is made to have dialogues across diverse fields and contested fields of research (including educational psychology, post-humanist literacy, narrative approaches, developmental approaches).The book is a comprehensive survey of methods in the field of children's technologies. The volume is a substantive and strategic collection of international approaches to early childhood and technologies. The authors reflect on what works and what doesn't work in relation to specific innovative research methods.

This book focuses on the topic of the multiple-stakeholders that comprise the education community across the P-20 continuum. In various ways and forms, the authors of the chapters found within this book promote the importance of engaging with the diverse array of stakeholders in order to truly improve education in an increasingly interconnected world. The book itself is divided into two major arcs, the first of which covers community relations and stakeholder engagement in P-12 schools, while the second addresses those same issues in higher education. When one considers the activities that take place within education institutions, there is a realization that they are influenced and driven by much more than just the educators and administrators who occupy the schools. In the editors' own work, (e.g., see Tran & Bon, 2016), the importance of the inclusion of the viewpoints and inputs of multiple-stakeholders in school decisions when appropriate has been consistently argued, given that the school is considered by many to be a social and communal environment. To address these issues, in this text, this book is lucky to have a collection of peer-reviewed writing that explore various aspects of how multiple-stakeholder input can be used to improve school decisions.

As technology becomes increasingly integrated into our society, cultural expectations and needs are changing. Social understanding, family roles, organizational skills, and daily activities are all adapting to the demands of ever-present technology, causing changes in human brain, emotions, and behaviors. An understanding of the impact of technology upon our lives is essential if we are to adequately educate children for the future and plan for meaningful learning environments for them. Mind, Brain and Technology provides an overview of these changes from a wide variety of perspectives. Designed as a textbook for students in the fields and interdisciplinary areas of psychology, neuroscience, technology, computer science, and education, the book offers insights for researchers, professionals, educators, and anyone interested in learning more about the integration of mind, brain and technology in their lives. The book skilfully guides readers to explore alternatives, generate new ideas, and develop constructive plans both for their own lives and for future educational needs.

This book constitutes the refereed proceedings of the 15th International Conference on Brain Informatics, BI 2022, held as hybrid event in Padua, Italy (in person) and Queensland, Australia (online) in July 2022. The 29 papers were selected from 65 submissions and the main theme of BI 2022 is Brain Science meets Artificial Intelligence with respect to the five tracks: Cognitive and computational foundations of brain science; human information processing systems; brain big data analytics, curation and management; informatics paradigms for brain and mental health research; and brain-machine intelligence and brain inspired computing.

This book constitutes the refereed post-proceedings of the 4th IFIP WG 9.7 Conference on the History of Nordic Computing, HiNC 4, held in Copenhagen, Denmark, in August 2014. The 37 revised full papers were carefully reviewed and selected for inclusion in this volume. The papers focus on innovative ICT milestones that transformed the nordic societies and on the new ideas, systems and solutions that helped creating the welfare societies of today, in particular solutions and systems for public services, e.g., tax, social benefits, health care and education; solutions and systems for the infrastructure of the society, e.g., banking, insurance, telephones, transport and energy supply; and technologies and IT policies behind the major IT milestones, e.g., user centric innovation, programming techniques and IT ethics. They are organized in topical sections on IT policy, infrastructure, public services, private services, telesystems, health care, IT in banking, transport and IT technology.

This book offers a comprehensive examination of the theory, research, and practice of the use of digital games in second and foreign language teaching and learning (L2TL). It explores how to harness the enthusiasm, engagement, and motivation that digital gaming can inspire by adopting a gameful L2TL approach that encompasses game-enhanced, game-informed, and game-based practice. The first part of the book situates gameful L2TL in the global practices of informal learnful L2 gaming and in the theories of play and games which are then applied throughout the discussion of gameful L2TL practice that follows. This includes analysis of practices of digital game-enhanced L2TL design (the use of vernacular, commercial games), game-informed L2TL design (gamification and the general application of gameful principles to L2 pedagogy), and game-based L2TL design (the creation of digital games purposed for L2 learning). Designed as a guide for researchers and teachers, the book also offers fresh insights for scholars of applied linguistics, second language acquisition, L2 pedagogy, computer-assisted language learning (CALL), game studies, and game design that will open pathways to future developments in the field.

SIIE is an international forum of Spanish-speaking, Portuguese-speaking and English-speaking researchers devoted to investigate and implement the use of computers in education. In 1999 the Symposium was held in Aveiro, Portugal. In the year 2000 it was celebrated in Puertollano, Spain. Other meetings preceded this Symposium, namely, the "Simposio de Investigacao e Desenvolvimento de Software Educativo" held in Lisbon, Coimbra and Evora, two Congresses held in Spain and organised by ADIE: Encuentro de Informatica Educativa, in Madrid and the so successful ConieD'99 held in Puertollano in 1999. A collection of Conied'99 papers is also published in this collection with the title "Computers in Education in the 21st Century" (2000). ADIE (Association for the Development of Computers in Education) undertook the organisation of the congresses and symposiums on Computers in Education. It is an association which organises meetings for researchers in Spain, Portugal and Latin America. ADIE publishes "Revista de Ensenanza y Tecnologia" in Latin America quarterly."

In this study of computer-mediated instruction (CMI) in a U.S. research university that is the site of nationally known innovations in this area, Jan Nespor traces the varying material and organizational entanglements of a constantly reconfiguring network of people, things, categories, and ideas that are sometimes loosely, sometimes tightly entangled in forms of CMI. He unfolds how the different forms and meanings of CMI policy and practice were constructed over time, across departments, and in relation to students' academic trajectories. Tying together a range of issues usually separated in discussions of instructional technology and examining often slighted topics, such as the articulations of local and national practices, this book questions the common vocabulary for making sense of CMI and contributes to educational change theory by showing how CMI has evolved both from the top-down and the bottom-up. Technology and the Politics of Instruction is distinctive in its multi-level approach and in the breadth of its conceptual frame. Departing from the mainstream research on instructional technology to focus on mundane and widespread forms of CMI-PowerPoint slides, CD-ROMs, self-paced labs, and the like-Nespor views these from multiple standpoints, not just what they mean for professors, but also for administrators and students. The effect is to displace the typical emphasis in CMI research from cutting-edge, high resource artifacts and systems (the importance of which is not questioned) to the politics and organizational processes that shape the uses of such things. This book is intended primarily for scholars and students in the fields of educational and more broadly organizational change, the politics and sociology of education, curriculum theory, higher education, and educational administration, and will also interest instructional technologists and technology developers.

In an age of online education and educational philosophies like "flipping the classroom," does the lecture have any role in today's university? Drawing from the humanities and social sciences and from a range of different types of schools, The College Lecture Today makes the affirmative case for the lecture in the humanities and social and political sciences. These essays explore how to lecture without sacrificing theoretical knowledge.