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.

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.

This book introduces the concept of multimedia in education, and how multimedia technology could be implemented to impart digital education to university students. The book emphasizes the versatile use of technology enabled education through the research papers from distinguished academicians and researchers who are specifically working in this area. It benefits all those researchers who are enthusiastic about learning online and also for those academicians who are interested to work on various aspects of learning and teaching through technology.

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.

This book explores approaches to developing and using postdigital humans and the impact they are having on a postdigital world. It presents current research and practices at a time when education is changing rapidly with digital, technological advances. In particular, it outlines the major challenges faced by today's employers, developers, teachers, researchers, priests and philosophers. The book examines conceptions of postdigital humans and studies the issue in connection with ethics and employment, as well as from perspectives such as philosophy and religion.

In order to remain competitive, organizations must adapt to transforming environments at a rapid pace. As such, managers and employees need to constantly update their knowledge and skills, particularly as businesses become more digital and global. Educational and Social Dimensions of Digital Transformation in Organizations provides emerging research exploring the theoretical and practical aspects of evolving organizations and maintaining sustainable business strategies through digital environments. Featuring coverage on a broad range of topics such as consumer relationships, organizational knowledge, and enterprise social networks, this publication is ideally designed for graduate-level students, managers, educational administrators, IT professionals, researchers, and system developers seeking current research on organizational preparedness and technological adaptation.

Immersive technology as an umbrella concept consists of multiple emerging technologies including augmented reality (AR), virtual reality (VR), gaming, simulation, and 3D printing. Research has shown immersive technology provides unique learning opportunities for experiential learning, multiple perspectives, and knowledge transfer. Due to its role in influencing learners' cognitive and affective processes, it is shown to have great potential in changing the educational landscape in the decades to come. However, there is a lack of general cognitive and affective theoretical framework to guide the diverse aspects of immersive technology research. In fact, lacking the cognitive and affective theoretical framework has begun to hamper the design and application of immersive technology in schools and related professional training. Cognitive and Affective Perspectives on Immersive Technology in Education is an essential research book that explores methods and implications for the design and implementation of upcoming immersive technologies in pedagogical and professional development settings. The book includes case studies that highlight the cognitive and affective processes in immersive technology as well as the successful applications of immersive technology in education. Featuring a wide range of topics such as curriculum design, K-12 education, and mobile learning, this book is ideal for academicians, educators, policymakers, curriculum developers, instructional designers, administrators, researchers, and students.

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.

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 book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. While industries such as music, newspapers, film and publishing have seen radical changes in their business models and practices as a direct result of new technologies, higher education has so far resisted the wholesale changes we have seen elsewhere. However, a gradual and fundamental shift in the practice of academics is taking place. Every aspect of scholarly practice is seeing changes effected by the adoption and possibilities of new technologies. This book will explore these changes, their implications for higher education, the possibilities for new forms of scholarly practice and what lessons can be drawn from other sectors.

This book promotes student-centered approaches to the learning process, allowing students to develop skills and competences that traditional, passive learning methods cannot foster. In turn, supporting active learning with digital technology tools creates new possibilities in terms of pedagogical design and implementation. This book addresses the latest research and practice in the use of technology to promote active learning. As such, on the one hand, it focuses on active pedagogical methodologies like problem-based learning, design thinking and agile approaches; on the other, it presents best practice cases on the use of digital environments to support these methodologies. Readers will come to understand and learn to apply active learning methodologies, either by replicating the best practices presented here, or by creating their own methods.

Educational TV in the post-war years was a cornerstone for delivering high-quality knowledge over a geographically-dispersed and culturally-segregated public. As de facto massive learning, virtual environments have been shaped by both open university initiatives and corporate courseware activities. The educational technology institutes seek a new paradigm for delivering instruction and simultaneously expanding higher education. Advanced Technologies and Standards for Interactive Educational Television: Emerging Research and Opportunities is a critical scholarly publication that examines the concept of promoting learning through mass communication through the use of extended augmentation and visualization interaction methodologies and the deployment of wide-area collaborative practices. Featuring a range of topics such as gamification, mobile technology, and digital pedagogy, this book is ideal for communications specialists, media producers, audiovisual engineers, broadcasters, computer programmers, legal experts, STEM educators, professors, teachers, academicians, researchers, policymakers, and students.

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.

This is a book on preparing pre-service, in-service teachers and higher education faculty on harnessing and dealing with technology dependence in an Emergency Remote Teaching era, induced by the coronavirus pandemic. The focus of the book will be on both current and post-pandemic preparedness. The book idea was born out of a burning passion to assist our teachers and faculty survive and thrive under the needs of any time. 2020 brought unforeseen challenges to our lives and educational systems, and our institutions and families suffered the consequences of our unpreparedness. Distance /online learning is a complex process in terms of design, analysis and time taken to develop and implement courses and programs. Because it has been around for decades, it has evolved and morphed into a multidimensional procedure that needs meticulous planning, evolvement, and evaluation. It is aimed to provide meaningful learning experiences to students who may not otherwise have the option to attend college, due to personal or professional responsibilities. Students of distance/online courses and programs usually choose to join voluntarily, and designers of such programs purposefully plan for them to be online from the start. In contrast ERT is, as the name implies, an emergency/crisis based need to move to teach and learning to alternative environments until the crisis is averted or ended. The book is intended for everyone interested in technology integrated curricular research, and in particular, the context of remote learning preparedness. It will be of interest to those who rely on data driven and empirical approaches to understanding concepts, processes, and practices that successfully drive remote learning. The book is also intended for in-service teachers and faculty who rely on sound research and supporting evidence to make pedagogical choices. Additionally, other professional such as instructional designers may benefit from the research since technology dependence in design is a key component of the teaching and learning process. Students of all levels in the field of education, including pre-service teachers and trainers, will also find the book useful due to the cutting-edge research and introduction to innovative educational solutions it will provide.

Infants and toddlers-the so?called "touchscreen generation"-are living in a screen mediasaturated world. They are the target market for ever?growing numbers of apps, TV shows, electronic toys, and e?books. Making sense of the complex issues associated with screen media in the lives of children under 3 can be challenging for the adults who care for them. There is a strong need among teachers (and parents) of infants and toddlers for guidance related to the appropriate role of screen media in early care and education. Unlike most other books about technology in early childhood, this book focuses specifically on infants and toddlers. It explores why and how infant and toddler teachers need to be techwise in order to understand the implications of screenmedia for children's learning and development. The book serves as a single, accessible resource to relevant research findings from the fields of pediatric medicine, child development, developmental psychology, social and behavioral sciences, and brain science. It provides infant/toddler teachers with a comprehensive approach and strategies to guide their decisionmaking and promote practices that are evidence?based, family?centered, culturally responsive, and collaborative. It is a call for teachers to think carefully and act wisely when making decisions about screen media-both the technology that they are encountering now and the technology they will encounter in the future-in order to optimize the learning and healthy development of infants and toddlers.

Indigenous people around the world are becoming more interested in information technology because they see it as a way to preserve their traditional cultures for future generations as well as a way to provide their communities with economic and social renewal. However, the cost of the new technologies, geographic isolation, and a lack of computer literacy have made it difficult for indigenous people to adopt IT. ""Information Technology and Indigenous People"" provides theoretical and empirical information related to the planning and execution of IT projects aimed at serving indigenous people. It explores many cultural concerns with IT implementation, including language issues and questions of cultural appropriateness, and brings together cutting-edge research from both indigenous and nonindigenous scholars.

With advancements in technology continuing to influence all areas of society, students in current classrooms have a different understanding and perspective of learning than the educational system has been designed to teach. Research Perspectives and Best Practices in Educational Technology Integration highlights the emerging digital age, its complex transformation of the current educational system, and the integration of educational technologies into teaching strategies. This book offers best practices in the process of incorporating learning technologies into instruction and is an essential resource for academicians, professionals, educational researchers in education and educational-related fields.

More emphasis is being placed on writing instruction in K-12 schools than ever before. With the growing number of digital tools in the classroom, it is important that K-12 teachers learn how to use these tools to effectively teach writing in all content areas. Digital Tools for Writing Instruction in K-12 Settings: Student Perceptions and Experiences will provide research about how students use digital tools to write, both in and out of school settings, as well as discuss issues and concerns related to the use of these learning methods. This publication is beneficial to educators, professionals, and researchers working in the field of K-12 and teacher education.

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.

This book systematically reviews a broad range of cases in education that utilize cutting-edge AI technologies. Furthermore, it introduces readers to the latest findings on the scope of AI in education, so as to inspire researchers from non-technological fields (e.g. education, psychology and neuroscience) to solve education problems using the latest AI techniques. It also showcases a number of established AI systems and products that have been employed for education. Lastly, the book discusses how AI can offer an enabling technology for critical aspects of education, typically including the learner, content, strategy, tools and environment, and what breakthroughs and advances the future holds. The book provides an essential resource for researchers, students and industrial practitioners interested and engaged in the fields of AI and education. It also offers a convenient handbook for non-professional readers who need a primer on AI in education, and who want to gain a deeper understanding of emerging trends in this domain.

The future of online assessment and measurement is in the hands of the early adopters and hardy pioneers who are determined to overcome the challenges and help push forward and out the learning and assessment paradigm. Each of these pioneers knows that teaching, training, operational, learning, and assessment advances can only be realized when online assessment and measurement is better understood. Online Assessment and Measurement: Foundations and Challenges features a number of case studies detailing online applications and uses of assessment and measurement methodologies, systems, and practices across three broad educational or training areas: elementary and secondary (K-12), higher education, and corporate. The pioneers' stories of migrating from old and introducing new assessments to the online environment have been challenging, exhilarating and rewarding.

The complexity of modern urban life has heavily impacted the public school system. The growth of cities and continued advancement of technology have created a unique environment for learning, as traits unique to urban schools directly impact a student s educational experience. Cases on Educational Technology Integration in Urban Schools contains a spectrum of case studies aimed at understanding technology integration in urban schools. This book describes, analyzes, and synthesizes the impact of technology in an urban school with the objective of offering solutions for successful strategies and addressing organizational challenges and pitfalls. Cases on topics including student motivation, assistive technology, video games, cyber bullying, and technology ethics aim to inform current and future educators, as well as to fill existing gaps in existing technology and teacher education literature.

This book uncovers the important issues in language learning and teaching in the intelligent, digital era. "Social connectivity" is a contemporary style of learning and living. By engaging in the connectivity of physical and digital worlds, how essential parts of language learning and teaching can be achieved? How can the advanced technologies, such as virtual reality and artificial intelligent, be used to solve the problems encountered by language learners? To answer the above mentioned question, plenty of inspiring studies are included in the book. It is a platform of exchange for researchers, educators, and practitioners on the theory and/or application of state-of-the-art uses of technology to enhance language learning.

This volume provides a comprehensive and contemporary depiction of the swift evolution of learning technologies and the innovations that derive from their deployment in school education. It comprises cases studies, research focused on emergent technologies and experiments with existing tools in a wide range of scenarios. The studies included in this volume explore the conceptual and practical aspects of technologies that are used to support learning, with a multidisciplinary approach that encompasses all levels of education. The three sections of this volume emphasise the use of digital technologies from the viewpoint of different fields of expertise, explore multiple educational settings where technology was implemented to support the various stages of the learning process, and underline strategies, tools and technologies that play a crucial role in the professional development of teachers.