Educators are increasingly responsible for using data to improve teaching and learning in their schools. This helpful guide provides leaders with simple steps for facilitating accurate analysis and interpretation of data, while avoiding common errors and pitfalls. How to Make Data Work provides clear strategies for getting data into workable shape and creating an environment that supports understanding, analysis, and successful use of data, no matter what data system or educational technology tools are in place in your district. This accessible resource makes data easy to understand and use so that educators can better evaluate and maximize their systems to help their staff, students, and school succeed. With this tried-and-true guidance, you'll be prepared to advocate for tools that adhere to data reporting standards, avoid misinterpretation of data, and improve the data use climate in your school.

Chalkboards and projectors are familiar tools for most college faculty, but when new technologies become available, instructors aren't always sure how to integrate them into their teaching in meaningful ways. For faculty interested in supporting student learning, determining what's possible and what's useful can be challenging in the changing landscape of technology. Arguing that teaching and learning goals should drive instructors' technology use, not the other way around, Intentional Tech explores seven research-based principles for matching technology to pedagogy. Through stories of instructors who creatively and effectively use educational technology, author Derek Bruff approaches technology not by asking "How to?" but by posing a more fundamental question: "Why?

This practical handbook is designed to help language teachers, teacher trainers, and students learn more about their options for using computer-assisted language learning (CALL) and develop an understanding of the theory and research supporting these options.
The chapters in "New Perspectives on CALL for Second Language Classrooms" synthesize previous CALL theory and research and describe practical applications to both second and foreign language classrooms, including procedures for evaluating these applications. The implementation of CALL at the institutional level is also addressed, with attention to designing multimedia language laboratories and creating collaborative CALL-based projects between educational institutions. Although many chapters locate their descriptions of CALL activities and projects within the ESL/EFL setting, the principles and activities described are equally useful for other language settings.
The book does not require prior knowledge of CALL, computers, or software. To assist readers, a glossary of CALL terms and an appendix of CALL Web sites are provided. The book also has its own accompanying Web site (http: //www.erlbaum.com/callforL2classrooms) presenting chapter abstracts, author contact information, and regularly updated links to pedagogical, research, and teacher development sites.
By integrating theoretical issues, research findings, and practical guidelines on different aspects of CALL, this book offers teachers multiple levels of resources for their own professional development, for needs-based creation of specific CALL activities, for curriculum design, and for implementation of institutional and inter-institutional CALL projects.

Programming in the Primary Grades demystifies teaching core content through programming. Without becoming a step by step guide, the text helps teachers visualize and implement learning activities that build on the engagement and excitement students' experience when they are programming. While the focus of the book is programming, it isn't about the technology. Dr. Patterson helps teachers visualize and plan engaging and empowering lessons that use programming as a way for students to share their developing understanding of a subject. Whether you have no tech or a full one to one program, Programming in the Primary Grades will get you programming with your kids in no time.

Integrated information systems are increasingly used in schools, and the advent of the technology-rich classroom requires a new degree of ongoing classroom assessment. Able to track web searches, resources used, task completion time, and a variety of other classroom behaviors, technology-rich classrooms offer a wealth of potential information about teaching and learning. This information can be used to track student progress in languages, STEM, and in 21st Century skills, for instance. However, despite these changes, there has been little change in the kind of data made available to teachers, administrators, students, and parents. Measuring and Visualizing Learning in the Information-Rich Classroom collects research on the implementation of classroom assessment techniques in technology-enhanced learning environments. Building on research conducted by a multinational and multidisciplinary team of learning technology experts, and specialists from around the globe, this book addresses these discrepancies. With contributions from major researchers in education technology, testing and assessment, and education psychology, this book contributes to a holistic approach for building the information infrastructure of the 21st Century school.

In light of rapid advances in technology and changes in students' learning styles, Leading Learning for Digital Natives offers much-needed new tools for guiding effective instruction in the classroom. By offering practical strategies for gathering data with technology tools, this book helps school leaders embrace data and technology to develop the classroom and instructional practices that students need today. Blink's practical and accessible tips make it easy for teachers and leaders to use technology and data to engage students and increase student achievement. Focusing coverage on the latest technology tools, this book will help you lead a school that personalizes instruction and learning through: Integration of data Real-time instruction Setting expectations and outcomes to align with new state standards Integration of technology tools and blended pedagogy

Integrated information systems are increasingly used in schools, and the advent of the technology-rich classroom requires a new degree of ongoing classroom assessment. Able to track web searches, resources used, task completion time, and a variety of other classroom behaviors, technology-rich classrooms offer a wealth of potential information about teaching and learning. This information can be used to track student progress in languages, STEM, and in 21st Century skills, for instance. However, despite these changes, there has been little change in the kind of data made available to teachers, administrators, students, and parents. Measuring and Visualizing Learning in the Information-Rich Classroom collects research on the implementation of classroom assessment techniques in technology-enhanced learning environments. Building on research conducted by a multinational and multidisciplinary team of learning technology experts, and specialists from around the globe, this book addresses these discrepancies. With contributions from major researchers in education technology, testing and assessment, and education psychology, this book contributes to a holistic approach for building the information infrastructure of the 21st Century school.

Language teachers' competencies in computer-assisted language learning (CALL) are a crucial factor affecting their own implementation of CALL. However, there is still a concern that many language teachers are not adequately prepared to make effective use of CALL or to identify and evaluate potential CALL solutions. This can be the result of many different factors and raises the question of how to train teachers to develop their CALL knowledge and skills to a greater degree. The discussion of approaches to training language teachers in the use of technology adopted in areas of Australia, the UK and the US provides valuable insights for those already involved in this area, and inspiration for those who have some interest in carrying out this kind of training, but as yet have little or no experience. This book explores the current status of CALL teacher education and discusses issues and challenges CALL teacher educators face in their own contexts. Specifically, it looks at postgraduate CALL courses offered at different universities to find ways of improving CALL teacher training. It represents the first overview of a topic that is relevant to most postgraduate courses in Applied Linguistics or TESOL across the globe. The use of technology for language learning and teaching is increasingly common but, as is so often the case, training for teachers in how to use that technology remains limited, to a large extent by lack of expertise among trainers.

This authoritative landmark text examines the highly topical and important issue of ICT in literacy learning. Its distinctive focus on providing a systematic review of research in the field gives the reader an essential, comprehensive overview. As governments worldwide continue to invest heavily in ICT provisions in educational institutions, this book addresses the need to gather and synthesise evidence about the impact of ICT on literacy learning. An expert team of writers draw upon two recent reports by the Organisation for Economic Co-Operation and Development, which highlighted the considerable differences between nations in the access and use of ICT, to take a discursive and expansive look at the subject. Within its wide range and scope, chapters cover areas on: * the history of literacy and ICT * evidence for the effectiveness of ICT on literacy learning * the impact of networked ICT on literacy learning * the relationship between verbal and visual literacies. This book will be an invaluable and informative read with international resonance for student teachers, teachers, academics and researchers worldwide.

As web-enabled mobile technologies become increasingly integrated into formal learning environments, the fields of education and ICT (information and communication technology) are merging to create a new kind of classroom: CrossActionSpaces. Grounding its exploration of these co-located communication spaces in global empirical research, Digital Didactical Designs facilitates the development of teachers into collaborative designers and evaluators of technology-driven teaching and learning experiences-learning through reflective making. The Digital Didactical Design model promotes deep learning expeditions with a framework that encourages teachers and researchers to study, explore, and analyze the applied designs-in-practice. The book presents critical views of contemporary education, theories of socio-technical systems and behavior patterns, and concludes with a look into the conceptual and practical prototypes that might emerge in schools and universities in the near future.

-Contributors are leading experts which means that each chapter includes up-to-date, high-level, and reputable -Includes new perspectives on established topics like computerized testing and scoring that incorporate technological advances making the book immediately practical to test writers and researchers. -Chapters on assessment through gaming and simulation which introduce newer topics in testing to academics and professionals -Part of our NCME series, this book has been developed and edited by a team of leading experts, ensuring the very best research

- Offers practical "how-to" advice on using virtual worlds effectively. - Written in a user friendly way for the novice user. - Gives real-world examples based on 10 years' experience in the field.

Representations of gender in learning materials convey an implicit message to students about attitudes towards culturally appropriate gender roles for women and men. This collection takes a linguistic approach to exploring theories about gender representation within the sphere of education and textbooks, and their effects on readers and students within an international context. In the opening section, contributors discuss theories of representation and effect, challenging the conventional Althusserian model of interpellation, and acknowledging the challenges of applying Western feminist models within an international context. Following chapters provide detailed analyses focusing on a number of different countries: Australia, Japan, Brazil, Finland, Russia, Hong Kong, Nigeria, Germany, Qatar, Tanzania, and Poland. Through linguistic analysis of vocabulary associated with women and men, content analysis of what women and men say in textbooks, and discourse analysis of the types of linguistic moves associated with women and men, contributors evaluate the extent to which gendered representations in textbooks perpetuate stereotypical gender roles, what the impact may be on learners, and the ways that both teachers and learners interact and engage with these texts.

As web-enabled mobile technologies become increasingly integrated into formal learning environments, the fields of education and ICT (information and communication technology) are merging to create a new kind of classroom: CrossActionSpaces. Grounding its exploration of these co-located communication spaces in global empirical research, Digital Didactical Designs facilitates the development of teachers into collaborative designers and evaluators of technology-driven teaching and learning experiences-learning through reflective making. The Digital Didactical Design model promotes deep learning expeditions with a framework that encourages teachers and researchers to study, explore, and analyze the applied designs-in-practice. The book presents critical views of contemporary education, theories of socio-technical systems and behavior patterns, and concludes with a look into the conceptual and practical prototypes that might emerge in schools and universities in the near future.

In recent years there has been significant investment by policy makers in the potential of technological tools to transform learning and teaching across a range of professional practitioner groups; education, nursing and social care. There remain, however, outstanding issues concerning the ways educators and professional practitioners harness the potential of technologies to innovate and develop pedagogical practice. With so much attention focusing on technologies themselves, the complexity of what it takes for practitioners to innovate and develop their own pedagogical practice can easily be overlooked. This book promotes a teacher-centred model of professional development and practice; a model that promotes teachers as active agents as they draw upon a range of factors within a narrative ecology framework to inform their development of pedagogical tools. The combination of narrative methodologies with ecological theories offers a much more nuanced view of teachers' professional learning, and Turvey provides an innovative methodological approach to narrative research, supported by an empirical evidence base which crosses educational and socio-cultural contexts. Chapters cover: -Teachers as pedagogical toolmakers -A teacher-centred narrative ecology -Storying teachers' experiences: what can we learn? The narrative ecologies that emerge in this book suggest an incremental process of pedagogical change and development, driven by teachers at the heart of the process. This book will be key reading for postgraduate students and academics focusing on narrative methodologies and aspects of professional learning within contemporary contexts.

The debate around how to maximize the use of technology in education is ongoing, and embedded in the argument that successful inculcation of knowledge cannot happen only by improving the curriculum. But what role does technology play in humanizing higher education? How can it facilitate the kind of all-round development, beyond the classroom, which allows students to create a positive impact on social welfare and community wellbeing? The authors of this volume address the humaneness that surrounds the world of technology in education. By highlighting the use of emerging technologies in pedagogy and drawing on real-life case studies, they address the ongoing debate that technology brings a positive effect on education and beyond. More important than ever as mankind faces unprecedented challenges to classroom-based education, and the demand for technology grows, the authors demonstrate how technology continues to fulfil the challenges of creating a more democratic educational environment.

Instructional Design for Teachers, Second Edition focuses on the instructional design (ID) process specifically for K-12 teachers. The first edition introduced a new, common-sense model of instructional design to take K-12 teachers through the ID process step by step, with a special emphasis on preparing, motivating, and encouraging new and ongoing use of ID principles. This second edition includes new material on design in gaming, cybercharters, online classrooms, and flipped classrooms, as well as special considerations for the Common Core. Each chapter contains framing questions, common errors, easy-to-use rules of thumb, clearly stated outcomes, and examples showing ID in action. The basic model and its application within constructivism and user-design will help teachers adapt from a behavioral approach to a more open, student-centered design approach. Combining basics with strategies to implement this model in the most advanced instructional approaches, this book empowers teachers and learners to use good instructional design with the most recent research-based approaches to learning. Instructional Design for Teachers shows how ID principles can impact instructional moments in positive and practical ways. The book can be used for basic ID courses and introductory curriculum courses, and is accessible to in-service as well as pre-service teachers.

Web-Based Instruction details how faculty members can design web-based and web-assisted instructional delivery approaches to provide students with the opportunity to learn anytime and anyplace. It stresses the paradigm shift in using technology as an alternative instructional delivery tool but recognizes that the course design and delivery method must maintain the principles of good teaching practices and academic rigor. The book examines how to win student respect and trust, provide support systems, and transition from the classroom-based approach, and it includes examples of course designs, as well as student feedback systems. James Van Keuren takes the frustration out of designing and implementing alternative instructional delivery approaches that do not rely on face-to-face contact. He also creates a step-by-step process for shifting from a teacher-centered to a more student-centered learning environment.

Online Teaching: Tools and Techniques to Achieve Success with Learners will provide the online teacher with essential strategies to successfully design, develop, deliver and improve their online course offerings. This book is an invaluable resource for the novice instructor, as well as the seasoned educator. The chapters of the book will take the reader from the basics of online course development and delivery to assessment and improvement after a successful semester. The authors provide proven techniques, practical tools, and real-world tips in the areas of online course formats, course organization, learning management, learning community, online collaboration, learner support, visual design, course assessment, and course analysis for improvement in a readable and engaging way.

The pace of technological change has made the immediate and long-term future difficult, if not impossible, to predict. Teachers are forced to imagine the world they are preparing their students to live in. In this situation creativity becomes a vital resource for enabling uncertain futures to be embraced and an important attribute for students to have both for their learning and their employability in the future. In this book, the authors argue that creativity is a social and collaborative process that can be enhanced through online and digital technologies. Filled with case studies and practical tasks, it shows teachers how they can develop an approach to teaching and learning with digital technologies that is inherently social, collaborative and creative. Including case studies and practical examples of projects and lessons throughout, the chapters cover: Learning in a networked society An examination of sharing practices and how knowledge can be shared more effectively Potential pitfalls of virtual learning environments and public social networking sites Using digital media to plan schemes of work and lessons How to facilitate meaningful collaboration and discussion through digital media Creating online environments to enable students to share their understandings and learning Bringing together key ideas about creativity, collaborative learning and ICT in the classroom, this timely book will be an invaluable resource for all teachers.

The book describes up-to-date applications and relevant theoretical results. These applications come from various places, but the most important one, numerically speaking, is the internet based educational system ALEKS. The ALEKS system is bilingual English-Spanish and covers all of mathematics, from third grade to the end of high school, and chemistry. It is also widely used in higher education because US students are often poorly prepared when they reach the university level. The chapter by Taagepera and Arasasingham deals with the application of knowledge spaces, independent of ALEKS, to the teaching of college chemistry. The four chapters by Albert and his collaborators strive to give cognitive interpretations to the combinatoric structures obtained and used by the ALEKS system. The contribution by Eppstein is technical and develops means of searching the knowledge structure efficiently.

This book focuses on developing an understanding of the complex interplay of forces acting on individual universities and higher education systems to enable leaders and practitioners to take purposeful and strategic action. It explores the challenging landscape of higher education and the pressures that are reshaping the university as a societal institution, describing the complex interplay of technological, sociological, political and economic forces driving change. The issues analysed are global in scope, reflecting the diversity of contexts, but also the common nature of the challenges facing institutions individually and collectively. The analysis draws on the lessons learnt and evidence from over fifty organisational case studies undertaken by the author over the past decade, exploring organisational change in higher education institutions in New Zealand, Australia, the United States and the United Kingdom, and on his engagement as president of the ACODE organisation with colleagues responsible for learning technological change in Australasia. The book helps institutions respond to technological change purposefully, in ways that build upon a clear understanding of the complex nature of the existing institution, its students and the organisational context.

Make the most of your human services training or practice with these electronic tools!Human Services Technology: Innovations in Practice and Education shows how technology can help practitioners, educators, organizations, and agencies to overcome obstacles, develop problem-solving skills in adults and children, and resolve fear/anxiety issues. It also illustrates how the right software can make a profound difference in the learning experience by transforming students from passive consumers to proactive information hunters. The first half of this vital book highlights well-designed, user-friendly, practice-focused software for use with children and youth, including Funny Face, Bruce?s Multimedia Story, Say No With Donny, Talking it Out, and more. These can be used in play therapy, as a child welfare aid, as an educative/preventative intervention for a variety of issues, and for problem solving in school. This half of the book continues with six chapters discussing software designed for human services professionals working with adults. These include interactive video conferencing, online support for job stress, a computer-aided art therapy program, telephone counseling, an electronically supported way to conduct staff meetings, and moreThe second half of Human Services Technology discusses software used for training counselors. These programs monitor users'understanding of the material, provide feedback, allow users to decide what direction their studies would move in, and make provision for students to determine their own pace.This vital book shows how technology can help practitioners, educators, organizations, and agencies to: deliver effective services to clients who cannot or will not come to face-to-face sessions use electronic games and simulations to develop problem-solving skills in children and adults use virtual environments and realistic stimuli to resolve issues of fear and anxiety make prevention information easily available to more people than ever before and much more!Describing and illustrating software developed and tested in the United States, Australia, Canada, Israel, Finland, and the United Kingdom, Human Services Technology: Innovations in Practice and Education is essential for every human services reference shelf!

Designing Distributed Learning Environments with Intelligent Software Agents reports on the most recent, important advances in agent technologies for distributed learning. Several chapters will be devoted to various aspects of intelligent software agents in distributed learning, including the methodological and technical issues on where and how intelligent agents can contribute to meeting distributed learning needs today and tomorrow. It will benefit the Al (artificial intelligence) community and educational community in their research and development. It will propose some new and interesting research issues about developing distributed learning environments in the semantic Web age. In addition, the ideas presented in the book may also be applicable to other domains such as agent-supported Web services, distributed business process and resource integration, computer-supported collaborative work (CSCW) and e-commerce.

In recent years, the powerful social, cultural and economic changes wrought by digital technology have led many to forecast the end of the university as we know it. This book, for the first time, employs extensive research and case studies to explain why these predictions, even if perhaps somewhat premature, are on solid ground.
The Digital Revolution and the Coming of the Postmodern University shows how the Internet, high-speed electronic communications, and personal computers necessitate a radical rethinking of what is meant by 'higher education'. The book calls into question both the traditionalist's scepticism about the benefits of new technology and the corporate e-learning advocate's failure to grasp that education is more than what happens on a computer screen. The author provides concrete data and models for more democratic, restructured systems of instruction that not only take advantage of advanced learning technologies, but promote the globalisation of higher education.
This is an essential read for anyone concerned about the future of higher education.