This book compares research findings on particular topic of interactive learning to identify areas of research, and discusses possibilities of research co-operation. It presents an argument that in the UK the emphasis on small group work using a microcomputer is the result of pedagogical opinion.

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.

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.

This volume investigates a number of issues needed to develop a modular, effective, versatile, cost effective, pedagogically-embedded, user-friendly, and sustainable online laboratory system that can deliver its true potential in the national and global arenas. This allows individual researchers to develop their own modular systems with a level of creativity and innovation while at the same time ensuring continuing growth by separating the responsibility for creating online laboratories from the responsibility for overseeing the students who use them. The volume first introduces the reader to several system architectures that have proven successful in many online laboratory settings. The following chapters then describe real-life experiences in the area of online laboratories from both technological and educational points of view. The volume further collects experiences and evidence on the effective use of online labs in the context of a diversity of pedagogical issues. It also illustrates successful online laboratories to highlight best practices as case studies and describes the technological design strategies, implementation details, and classroom activities as well as learning from these developments. Finally the volume describes the creation and deployment of commercial products, tools and services for online laboratory development. It also provides an idea about the developments that are on the horizon to support this area.

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.

Learning Analytics become the key for Personalised Learning and Teaching thanks to the storage, categorisation and smart retrieval of Big Data. Thousands of user data can be tracked online via Learning Management Systems, instant messaging channels, social networks and other ways of communication. Always with the explicit authorisation from the end user, being a student, a teacher, a manager or a persona in a different role, an instructional designer can design a way to produce a practical dashboard that helps him improve that very user's performance, interaction, motivation or just grading. This book provides a thorough approach on how education, as such, from teaching to learning through management, is improved by a smart analysis of available data, making visible and useful behaviours, predictions and patterns that are hinder to the regular eye without the process of massive data.

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.

This book brings together formally disparate literatures and debates on disability and technology in a way that captures the complex interplay between the two. Drawing on disability studies, technology studies and clinical studies, the book argues that interdisciplinary insights together provide a more nuanced and less stylized picture of the benefits and barriers in disability and technology. Drawing on a breadth of empirical studies from across the globe, a picture emerges of the complex and multi-directional interplay of technology and disability. Technology is neither inherently enabling or disabling but fundamentally shaped by the social dynamics that shape their design, use and impact.

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."

The main idea of this book is that to comprehend the instructional potential of simulation and to design effective simulation-based learning environments, one has to consider both what happens inside the computer and inside the students' minds. The framework adopted to do this is model-centered learning, in which simulation is seen as particularly effective when learning requires a restructuring of the individual mental models of the students, as in conceptual change. Mental models are by themselves simulations, and thus simulation models can extend our biological capacity to carry out simulative reasoning. For this reason, recent approaches in cognitive science like embodied cognition and the extended mind hypothesis are also considered in the book. A conceptual model called the "epistemic simulation cycle" is proposed as a blueprint for the comprehension of the cognitive activities involved in simulation-based learning and for instructional design.

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.

Industrial Revolution 4.0 has dramatically changed the business and social landscape, including human behavior not only in advanced countries but also in emerging countries. Technology development affects many aspects in our society, including education. Distance learning, big data and analytics, artificial intelligent and many digital innovations have been released to improve better quality education in our society. These proceedings provide selected papers/research about innovative digital technology in education and pedagogy in Industrial revolution 4.0 covering issues like: pedagogy, education management, early childhood education, research in education, training and vocational education and social science education, earth science education and art/linguistic education related to digital innovation. This book provides details beyond what is possible to be included in an oral presentation and constitute a concise but timely medium for the dissemination of recent research results. It will be invaluable to professionals and academics in the field of education and pedagogy to get an understanding of recent research.

Many learning options are possible in education, from traditional to blended/hybrid to fully online. Of the three delivery formats, the blended mode, which involves the fusion of online and traditional face-to-face instruction and learning activities, is considered to have the greatest potential to provide the best learning environment. As blended learning continues to evolve and expand, it is important that information regarding what constitutes the ideal combination of online and traditional pedagogical strategies in blended education and at all levels is illuminated and shared. Emerging Techniques and Applications for Blended Learning in K-20 Classrooms is an academic publication that focuses on pedagogical strategies and technologies that have been successfully employed by educators in blended instruction. In addition, the student outcomes from the use of these techniques are presented. Covering a wide range of topics such as gamification, civic education, and critical thinking, this book is essential for academicians, administrators, educators, instructors, researchers, instructional designers, curriculum developers, principals, early childhood educators, higher education faculty, and students.

Learning and Instructional Technologies for the 21st Century gathers research which identify models and approaches to improve learning through the inclusion of technology. These papers, from leading researchers and thinkers in instructional technology, begin by refuting the idea that education can be improved through more or better technology. Instead, the contributors emphasize specific, research-based ideas, which re-evaluate learning, reorganize schools, redirect technology, and provide instruction.

Acknowledging the critical role of technology, these contributions explore technology's main advantage--its ability to enable advanced learning designs and emerging paradigms as well as to evolve learning interactions. While each paper explores a specific aspect of the role of technology, the collection shares this common theme. Without sufficient consideration to the process of learning and its many facets, technological availability alone will not provide a sustained impact on the educational process.

Originating from the first AECT Research Symposium, Learning and Instructional Technologies for the 21st Century will be of interest to researchers and practitioners alike.

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 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.

The Encyclopedia of Terminology for Educational Communications and Technology is a volume of scholarly definitions and short discussions of approximately 180 key terms of the field. Each 200-500 word entry includes material such as the salient attributes of the term, any alternative views and interpretations of the term, and future trends. The definition discussions are supported with relevant literature from educational communications and technology and related fields, such as communications or educational psychology. Individual signed entries are written by over 50 established scholars from throughout the field and throughout the world. The terms included in the encyclopedia cover the many topics addressed by the field s practitioners and scholars. They encompass six general categories of educational technology content foundational subjects, instructional design, technology and media, analysis and evaluation, management and organizational improvement, and research and theory. "

Topics covered in this volume include: research on web-based learning; ways to reduce cognitive load in multimedia learning; gathering and organizing web-based information; the risks in cyberspace; engineering perspectives; and the pedagogical impact of course management systems.

What is knowledge? How can it be successfully assessed? How can we best use the results? As questions such as these continue to be discussed and the learning sciences continue to deal with expanding amounts of data, the challenge of applying theory to diagnostic methods takes on more complexity.

Computer-Based Diagnostics and Systematic Analysis of Knowledge meets this challenge head-on as an international panel of experts reviews current and emerging assessment methodologies in the psychological and educational arenas. Emphasizing utility, effectiveness, and ease of interpretation, contributors critically discuss practical innovations and intriguing possibilities (including mental representations, automated knowledge visualization, modeling, and computer-based feedback) across fields ranging from mathematics education to medicine. These contents themselves model the steps of systematic inquiry, from theoretical construct to real-world application:

• Historical and theoretical foundations for the investigation of knowledge
• Current opportunities for understanding knowledge empirically
• Strategies for the aggregation and classification of knowledge
• Tools and methods for comparison and empirical testing
• Data interfaces between knowledge assessment tools
• Guidance in applying research results to particular fields

Researchers and professionals in education psychology, instructional technology, computer science, and linguistics will find Computer-Based Diagnostics and Systematic Analysis of Knowledge a stimulating guide to a complex present and a rapidly evolving future.

With the emergence of digital tools into mainstream society, new applications for cutting-edge technologies enable innovations in the dissemination of information. Careful consideration of the impact of these tools is important to maximize benefits while avoiding misuse. Psychological and Pedagogical Considerations in Digital Textbook Use and Development offers balanced coverage of the technological solutions that contribute to the design of digital textbooks and contribute to achieving learning objectives. With an emphasis on assessment mechanisms and learning theory, this book is a critical reference for educators, theorists, publishers and designers in the digital age.

Globalized e-Learning Cultural Challenges explores the issues educators, administrators, and instructional designers face when transferring knowledge and skills to other cultures through e-learning. Most e-learning courses have been designed in Western cultures, but the largest and fastest-growing consumer groups live in Eastern cultures. ""Globalized e-Learning Cultural Challenges"" presents a broad perspective of culture and e-learning issues, relevant research, implications of cultural differences in online education, and the anticipated challenges to implementing e-learning in other countries. It also explores theoretical philosophies of education, and examines issues related to language. ""Globalized e-Learning Cultural Challenges"" gives researchers, educators, and administrators several practical approaches to analyzing and adapting e-learning for other cultures.

Digital Storytelling in Second and Foreign Language Teaching offers a concise overview of the theoretical underpinnings, rationales, and related pedagogical implications of second and foreign language learning (S/FLL) through digital storytelling for those readers who want to begin experiencing this mode of teaching and learning. It provides educators and language teachers with a research-oriented, evidence-driven knowledge base of the current digital storytelling tools that are apt for learning/teaching different language skills at K-12, college, and university contexts, empirically assessing their effectiveness. In addition to depicting a consolidated picture of digital storytelling (DST) for second and foreign language learning in theory and practice, the book helps readers gain a better understanding of the possible challenges and constraints against the effective integration of these tools for language learning purposes. In addition, case studies conducted in different contexts add to the existing body of research, providing researchers in the fields of language teaching and educational technology with an opportunity to benefit from research designs, findings, and methods. Further, the book expands readers' knowledge base on students and teachers' perception toward language learning by means of digital storytelling tools. The implications discussed in different chapters of this book offer insights for the readers who are interested in conducting further research on this subject in other disciplines. As digital storytelling tools and presentation software which are specifically designed for educational purposes are becoming more accessible and widely applied, a nuanced understanding of how these tools should be best applied for educational purposes including language practice is becoming an imperative. The present publication aims at offering such an understanding, acting as a reference guide, and making DST a tangible instructional design for teachers, educators, learners, curriculum designers, and policy makers in the field of S/FLL and educational 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.

109 IDEAS For Virtual Learning reveals the online knowledge venue that today's generation uses to learn while playing along at school to receive promotions, diplomas, and degrees. Calling that venue "the virtual knowledge ecology," Judy Breck describes the networking of open content for learning online where knowledge is fresher, authoritative, and more compelling than at school. In this book, she provides her eyewitness account of the decade-long, ongoing cascade of what is known by humankind from traditional resources into the Internet and explains the network mechanisms that interconnect the knowledge once it gets online. Breck says the resulting virtual knowledge ecology is causing students worldwide literally to study from the same virtual page. The author forewarns readers to expect emerging good news as the virtual knowledge ecology opens the way for a global golden age of education in which students learn more and teachers are respected professionals. Breck contends that literacy and learning follow naturally from the Internet interfacing what humankind knows. A boy or girl's hands can now hold a wireless device mirroring enlightenment from a new virtual venue into his or her mind.