Using Technology to Enhance Special Education, Volume 37 of Advances in Special Education, is a logically, thoughtfully organized, and well-sequenced text. It focuses on how general and special educators can use technology to work with children and youth with disabilities. This cutting-edge book involves researchers, scholars, educators, and leaders who are knowledge producers in the field. It is written to respond to today's changing world where technology has become a very powerful force. As it stands, the world is getting smaller and smaller; and what is happening in a location quickly becomes known everywhere. For example, during the tense periods of the global COVID pandemic, technology became the livewire of our world. This book begins with an introduction to technology and students with disabilities; and the remaining chapters focus on the role of technology in the education of students with learning disabilities, emotional and/or behavioral disorders, and intellectual disabilities, autism spectrum disorders, physical and health impairments, hearing impairments/deafness, visual impairments, and traumatic brain injuries. In addition, some chapters focus on the role of technology in achieving equitable and inclusive education, building culturally and linguistically responsive general and special education, and creatively using digital comics to improve written narratives. In the end, this book concludes with a chapter that forward looking ways to infuse technology in special education. We feel that this volume is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve students with disabilities.

Improvements in the application of online learning technologies are continually on the rise as the expectation for individuals to obtain a higher education grows and more people are seeking alternative modes of education. As more institutions implement e-learning systems, it has become increasingly important to explore the advancements and obstacles of these technologies. The Handbook of Research on Estimation and Control Techniques in E-Learning Systems presents the latest research in online learning and educational technologies for a diverse range of students and educational environments. Featuring comprehensive coverage on the implementation and usage of e-education systems, this publication explores a variety of pertinent topics including, but not limited to, ubiquitous computer technology, e-learning environments, and challenges in implementing these technologies, serving as a crucial reference source for researchers, professionals, academicians, students, government officials, and technology developers interested in the adoption and implementation of e-learning systems.

As more classes move to online instruction, there is a need for research that shows the effectiveness of synchronous learning. Educators must guide students on how to use these new learning tools and become aware of the research trends and opportunities within these developing online and hybrid courses. Educational Technology and Resources for Synchronous Learning in Higher Education provides evidence-based practice on incorporating synchronous teaching tools and practice within online courses to enhance content mastery and community development. Additionally, the book presents a strong theoretical overview of the topic and allows readers to develop a more nuanced understanding of the benefits and constraints of synchronous learning. Covering topics such as game learning, online communication, and professional development, it is designed for online instructors, instructional designers, administrators, students, and researchers and educators in higher education, as well as corporate, military, and government sectors.

Through 2020-2021 school year students realized they had to become more autonomous, parents had to become more present, and teachers assumed new roles in the virtual teaching-learning experience induced by the global lockdown. Although this last school year was deeply marked by innovation at all levels, most of the changes were not planned or structured, thus becoming a difficult experience for all the educational stakeholders. Digital transformation carries unimagined possibilities, more interaction, flexibility and autonomy, the possibility for collaborative learning, developing critical thinking, resilience, and, above all, the will to change. This book deepens this discussion of digital transformation in the educational culture and is centered at the intersection of educational technology, information systems, learning sciences, educational psychology and socio-cultural theories. The chapters in this book not only share best practices on innovative technology-based learning strategies, models, and tools, but the authors in the book are also committed to launch a reflective dialogue upon how digital transformation induces the creation of (re)new(ed) educational cultures towards a paradigm shift in the educational context. Providing an overview of research centering on the use of emerging technologies in educational contexts, and dissecting the challenges that digital transformation brings to educational technology, educational practices, teacher training models, students competence and parental roles, among others, this book aims to engage researchers, scholars and practitioners in critical reflection that will deepen the discussion about the potential paradigm shift induced by digital transformation in education.

In higher education systems, equal importance must be given to differently abled students. However, not all educational institutions have infrastructure and facilities to admit these students even though accessibility and support for these students is growing. There are many schemes, facilities, services, and financial assistance available to these students along with new assistive technologies that are making teaching and learning processes more effective. While using new technologies in education systems such as e-learning and blended learning, these students need special attention as well as some advanced training and additional features in the technology itself that better help them become familiar with it. Understanding the demands and requirements of differently abled students is the best way to provide them with quality education. Assistive Technologies for Differently Abled Students explores how to implement effective assistive technologies and other related services for providing differently abled students an education that is high quality and equal to their peers, enabling them to go on and excel in their field and obtain employment. Topics that are highlighted within this book include an overview for the different types of diverse assistive technologies for all types of students including students with visual impairments, learning disabilities, physical challenges, and more. This book is ideal for school administrators, researchers of higher educational institutes, non-governmental organizations, assistive technology experts, IT professionals, social workers, inservice and preservice teachers, teacher educators, practitioners, researchers, academicians, and students looking for information on the types of assistive technologies being employed in education for all types of differently abled students.

Web sites are increasingly being used by educators in place of traditional content media and instructional approaches such as textbooks and lectures. This new teaching philosophy has led to myriad questions concerning instructional design principles, learners' cognitive strategies, human-Internet interaction factors and instructional characteristics of Web media that transverse political, geographical and national boundaries. Instructional and Cognitive Impacts of Web-Based Education is a compendium of materials by noted researchers and practitioners that addresses national and international issues and implications of Web-based instruction and learning, offering suggestions and guidelines for analyzing and evaluating Web sites from cognitive and instructional design perspectives.

More than ever, emerging technology is assisting individuals with autism in a variety of ways. However, many parents, schools, and special education professionals are not aware of the recent technological developments that are available to assist these individuals. Innovative Technologies to Benefit Children on the Autism Spectrum brings together relevant theoretical frameworks and empirical research concerning the emerging technologies that benefit individuals living with autism. This book is an essential reference source for parents, teachers, special educators, researchers, academics, and other professionals seeking relevant information on the emerging technological advances available for individuals with neurodevelopmental disorders.

This book book speaks to the use of digital technology and visual texts in education. This information sits relevantly in the context of pandemic learning, and also speaks to the need to focus on textual work closely with students as technology and ways of reading proliferate. This book focuses on both work with young children, adolescents, and students at the college level. This book is written at a practical level for teachers, but also is intended to reach academic and research audiences based on the theoretical underpinnings and literature that is discussed.

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

Even though many pre-service and in-service teacher programs now address information and computer technology, computer- assisted language learning (CALL) teacher education is still reported as inadequate. Why is this? This book elaborates on some of the existing concerns and through deft analysis of longitudinal data begins to piece together a future road map for CALL teacher education. The book adopts a sociocultural approach, based on the principle that teaching (and learning how to teach) is a long term, complex developmental process that operates through participation in social practices that come with the territory. Euline Cutrim Schmid highlights the need for situated and localized learning, pre-service and in-service collaboration and collaborative peer-assisted learning. Above all of this, the book recommends and proves the efficacy of socially aware and professional reflective practice. This is an essential sociolinguistic take on the computer learning revolution.

The book provides new conceptual frameworks to understand good practice in the field of mobile learning. The book fills a gap in the current literature by drawing on examples of best practice from leading schools in the United States, Canada and Australia. The author visited thirty educational sites and interviewed over 100 eminent teachers, principals, district superintendents and academics in the three aforementioned countries to study the implementation of mobile devices such as smartphones and tablets in teaching and learning. During that period evidence and exemplars on issues that currently challenge educators worldwide such as modern pedagogies, digital citizenship, institutional change, equity and professional development were collected. The book presents a large number of case studies illustrating an effective integration of mobile learning and other technologies into the curriculum. The contents include topics that are at the core of current attempts by educators to meet the demands of 21st century learning. The book: Addresses issues related to the delivery of mobile learning (e.g., smartphones, tablets) Presents real life scenarios from leading practitioners in the United States, Canada and Australia Introduces a four?conversion model for whole?school school transformation Provides principals with practical strategies to create effective communities of practice Provides teachers with best practice examples and recommendations for using mobile devices in teaching and learning Suggests practical activities and insights as to how to implement digital citizenship in schools

In today's modernized world, implementing technology into the infrastructures of communities has become a common custom. The idea of digital economy has proven to be an efficient, dynamic, and highly adaptable mode of performance, and regions across the globe have begun applying these digital approaches to their populated foundation. One region of the world that has recently begun using modern technologies is Eurasia. As they continue their technological transition from ""theory"" to ""practice,"" significant research is needed on the emergence of sustainability in these countries. Toward Sustainability Through Digital Technologies and Practices in the Eurasian Region is a pivotal reference source that provides vital research on the implementation of digital initiatives within Eurasian countries and their social and economic principles. While highlighting topics such as educational technologies, mobile applications, and sustainable business, this publication explores the cultural aspects and social interaction of digital applications within this region of the world. This book is ideally designed for economists, IT professionals, educators, researchers, social scientists, policymakers, academicians, and students.

This series of explanations and articles breaks down some commonly misunderstood elements of computers and home theater. Explanations are given in a basic, understandable way (without sounding too "techy.") Topics include: basic computer types, basic home theater (video), basic home theater (audio), audio / video cables, computer viruses, e-mail security, understanding encryption & passwords, backing up your hard drive, and computer speed / startup items.

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

The research into how students' attitudes affect learning of science related subjects have been one of the core areas of interest by science educators. The development in science education records various attempts in measuring attitudes and determining the correlations between behaviour, achievements, career aspirations, gender identity and cultural inclination. Some researchers noted that attitudes can be learned and teachers can encourage students to like science subjects through persuasion. But some view that attitude is situated in context and it is much to do with upbringing and environment. The critical role of attitude is well recognized in advancing science education, in particular designing curriculum and choosing powerful pedagogies and nurturing students. Since Noll' (1935) seminal work on measuring the scientific attitudes, a steady stream of research papers that describe development and validation of scales appear in scholarly publications. Despite these efforts the progress in this area has been stagnated by limited understanding of the conception about attitude, dimensionality and inability to determine the multitude of variables that made up such concept. This book makes an attempt to take stock and critically examine the classical views on science attitudes and explore the contemporary attempts in measuring science related attitudes. The chapters in this book are reflection of researchers who work tirelessly in promoting science education and will illuminate the current trends and future scenarios in attitude measurement.

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

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

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