Digital technology for learning enhancement has been accepted in all levels of education, incorporating the ambitions of challenging traditional educational paradigms for the purpose of stimulating change and bringing about an innovation in the design of curricula. ""Enhancing Learning Through Technology"" identifies and presents the latest research on theory, practice, and capturing learning designs and best-practices. It demonstrates significant and innovative ways of improving learning processes through responsible integration of technology.

Give your students a powerful learning resourcethe Internet! The Internet, though brimming with potential, is still vastly underused as a teaching resource. Internet Applications of Type II Uses of Technology in Education gives teachers new strategies for the Internet's use as a dynamic educational resource. Where Type I teaching applications technologically mimic the procedures previously used by teachers, Type II teaching applications involve innovative thinking in the use of technology in learning. Using Type II applications with the Internet, students are actively empowered to look to its use as an effective partner in their learning process. This book clearly reviews several Type II teaching applications and integrative software for use in all educational levels, including Internet videoconferencing, instant messages, WebQuests, and WebCT. Though now readily available, even those schools with the capability fail to effectively integrate computer and Internet technology into meaningful classroom activities. Using the Internet as a teaching and learning tool offers a flexibility that can be extremely effective. Internet Applications of Type II Uses of Technology in Education clearly shows how some creative educators have implemented inventive Type II applications in their teaching plans to give their students a more enriching learning experience. Internet Applications of Type II Uses of Technology in Education explores: critically evaluating Web site information how perceptions and behaviors change when Internet access becomes universally available Internet2 Videoconferencing integrating online communication into courses utilizing computer-mediated communication (CMC) tools structured online class discussions using Instant Messenger (IM) increasing vocabulary through software and online texts online learning in second-language acquisition (SLA) a project in New Zealand in which teachers and students learn Web design with the help of an external expert WebQuests as a Type II application WebCT as a Type II application achievement testing through the computer the Global Forum on School Leadership (GFSL) as a Type II application Internet Applications of Type II Uses of Technology in Education is a valuable, idea-generating resource for all academics working in information technology and education, and for K-12 teachers and administrators at all levels.

A volume in Qualitative Research Methods in Education and Educational TechnologySeries Editor Jerry W. Willis, Manhattanville CollegeThis book is about emerging models of design that are just beginning to be used by ID types.They are based on constructivist and chaos (non-linear systems or "soft systems") theory.This book provides constructivist instructional design (C-ID) theorists with an opportunity topresent an extended version of their design model. After an introductory chapter on the history ofinstructional design models, and a chapter on the guiding principles of C-ID, the creators of sixdifferent C-ID models introduce and explain their models. A final chapter compares the models, discusses the future of C-ID models, and discusses the ways constructivist designers and scholarscan interact with, and work with, instructional technologists who use different paradigms.

Why has the United States established a new technology transfer regime, and how does it actually perform? Lee and his contributors see it as a set of new game rules in which government, industry, and the academic community are allowed--authorized, in fact--to interact and collaborate toward the goal of successful technological innovation. Their book--thus far unique in its field--reports on the empirical research that examines how various independent components of the system interact and collaborate. In doing so the authors provide data and information on which policy assumptions are valid and which aren't, which rules are helpful and which are hindrances, and how the various players in this game assess its future. The result is an important contribution to the literature that explores the interface of business, government, and society--essential reading not only for academics, but also for corporate management concerned with business strategy and policy.

Lee and the contributors point out that as technologies grow in complexity, companies often target their internal resources on core competencies and utilize outside sources for supporting knowledge or technology. As universities step into the marketplace, trying to make money through aggressive commercialization of their intellectual property, they face conflict of interest problems within their walls, as well as complex and often unfathomable intellectual property negotiations with the corporations with whom they deal. Their third major point is that with declining R&D budgets but increasingly tough competition, American faculty members are troubled by the collision of two powerful but not necessarily complementary motives: the need for external funding for research and the need to preserve academic freedom and intellectual autonomy. How these issues and problems are dealt with is carefully and readably explored in this volume, which will contribute significantly to the ongoing debate.

This book focuses on international research in statistics education, providing a solid understanding of the challenges in learning statistics. It presents the teaching and learning of statistics in various contexts, including designed settings for young children, students in formal schooling, tertiary level students, and teacher professional development. The book describes research on what to teach and platforms for delivering content (curriculum), strategies on how to teach for deep understanding, and includes several chapters on developing conceptual understanding (pedagogy and technology), teacher knowledge and beliefs, and the challenges teachers and students face when they solve statistical problems (reasoning and thinking). This new research in the field offers critical insights for college instructors, classroom teachers, curriculum designers, researchers in mathematics and statistics education as well as policy makers and newcomers to the field of statistics education. Statistics has become one of the key areas of study in the modern world of information and big data. The dramatic increase in demand for learning statistics in all disciplines is accompanied by tremendous growth in research in statistics education. Increasingly, countries are teaching more quantitative reasoning and statistics at lower and lower grade levels within mathematics, science and across many content areas. Research has revealed the many challenges in helping learners develop statistical literacy, reasoning, and thinking, and new curricula and technology tools show promise in facilitating the achievement of these desired outcomes.

Online Collaborative Learning: Theory and Practice provides a resource for researchers and practitioners in the area of online collaborative learning (also known as CSCL, computer-supported collaborative learning), particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both theory and practice in this area. It attempts to answer such important current questions as: how can groups with shared goals work collaboratively using the new technologies? What problems can be expected, and what are the benefits? In what ways does online group work differ from face-to-face group work? And what implications are there for both educators and students seeking to work in this area?

This is the first book on audio book selection and use for public and school librarians and teachers. Topics addressed include how to begin and upgrade a collection, the relative merits of complete and abridged audio books, a sample written selection policy for the audio book collection, how to evaluate production qualities of audio books, ratings of products from major producers and distributors based on a survey of AV librarians, and an annotated bibliography of more than 200 outstanding audio books. A chapter on audio in education offers a rationale and many practical suggestions for incorporating audio books in education from elementary school through adult literacy programs.

This guide begins with a glossary of terms specific to this medium. Chapter 1 traces the history and development of the audio book industry and producers, and sketches a rationale for library use. Chapter 2 focuses on the pros and cons of complete and abridged audio books in libraries. Chapter 3 offers practical advice on selection and display and evaluates the quality of tapes and packaging. Chapter 4 offers a rationale for use of audio books in education at all levels and suggests strategies for implementation. Chapter 5 gives the results in tabular form of a questionnaire sent to librarians who rated the quality of products form the major audio book producer distributors. Chapter 6 is an annotated bibliography of more than 200 outstanding titles including quotes from reviews, prices, name of reader, etc. Chapter 7 is a directory of producers/distributors with information about products, library discount, replacement policy, distribution, and the authors' comments on their products.

This book brings together the fields of artificial intelligence (often known as A.I.) and inclusive education in order to speculate on the future of teaching and learning in increasingly diverse social, cultural, emotional, and linguistic educational contexts. This book addresses a pressing need to understand how future educational practices can promote equity and equality, while at the same time adopting A.I. systems that are oriented towards automation, standardisation and efficiency. The contributions in this edited volume appeal to scholars and students with an interest in forming a critical understanding of the development of A.I. for education, as well as an interest in how the processes of inclusive education might be shaped by future technologies. Grounded in theoretical engagement, establishing key challenges for future practice, and outlining the latest research, this book offers a comprehensive overview of the complex issues arising from the convergence of A.I. technologies and the necessity of developing inclusive teaching and learning. To date, there has been little in the way of direct association between research and practice in these domains: A.I. has been a predominantly technical field of research and development, and while intelligent computer systems and 'smart' software are being increasingly applied in many areas of industry, economics, social life, and education itself, a specific engagement with the agenda of inclusion appears lacking. Although such technology offers exciting possibilities for education, including software that is designed to 'personalise' learning or adapt to learner behaviours, these developments are accompanied by growing concerns about the in-built biases involved in machine learning techniques driven by 'big data'.

As a growing number of North American educators seek unique cultural and professional experiences by teaching abroad, they need a comprehensive resource that addresses the many questions educators face when pursuing such a path. This collection combines the personal experiences of teachers from varying backgrounds, placements, and teaching assignments, with practical resources such as listings of recruiting agencies, job fairs, country research tools, and salary guidelines.

Growing naturally from people's need to share their stories with those preparing to join the camaraderie of international teaching, this project resists the formalities of academic or purely informative reporting. There are many variables in overseas teaching--culture shock, housing and transportation, schools and classrooms, and securing resources in a foreign land--and important lessons can be learned from how others have dealt with them. The authentic immediacy of these personal narratives will provide answers to important questions, offer insights on a variety of global issues, and inspire and entertain the teacher-reader. Individual chapters discuss core curriculum and ESL instruction in a variety of contexts. Essays are written in a blend of narrative and expository writing styles, transporting the reader to exotic locations and giving a firsthand experience of the challenges and victories encountered by international teaching professionals.

Academia and industry have only begun to explore the vast capabilities that the emerging field of mobile learning has to enrich education. To help researchers and practitioners drive the realization of the potential benefits of mobile learning technology to the next level, a thorough survey of the state of knowledge in this ascending field is vital. Innovative Mobile Learning: Techniques and Technologies is the first book to comprehensively set out opportunities presented by mobile learning technologies, collecting incisive research articles from leading international experts. Covering field challenges, practical experiences, and current technological advances, this unique contribution to the current research will benefit academics and students in a variety of education and technology-related disciplines, as well as industry specialists in the field mobile technology.

This book examines the complexities of these negotiations in a particularly complicated and volatile context (Palestine) and a particularly ""hot"" development field (early childhood development). The international community's efforts to support early childhood programming in the developing world fall more broadly within the empowerment camp than other development sectors, and, through their greater-than-average integration of civil society institutions, local communities, and governments, may serve as a source of important lessons about ""fishing expeditions"" in development more generally. This case, in particular, speaks to the conflux of interests, priorities, and dreams that shape local initiatives for early childhood development, and examines the ways in which the supposed students of fishing may, sometimes, teach their instructors a thing or two.

Mathematics is, by its very nature, an abstract discipline. However, many students learn best by thinking in terms of tangible constructs. Enhancing Mathematics Understanding through Visualization: The Role of Dynamical Software brings these conflicting viewpoints together by offering visual representations as a method of mathematics instruction. The book explores the role of technology in providing access to multiple representations of concepts, using software applications to create a rich environment in which a student s understanding of mathematical concepts can flourish. Both students and instructors of mathematics at the university level will use this book to implement various novel techniques for the delivery of mathematical concepts in their classrooms. This book is part of the Research Essential collection.

Interactive Student Centered Learning: A Cooperative Approach to Learning concentrates on Student Centered Learning (SCL) which encompasses Active Learning (AL), Cooperative Learning (COL), Collaborative Learning (COLL), and occasionally Constructivism Learning (CONS) teaching methodologies. This book delves into a review of the theories of learning, providing insight into current research regarding how students learn as well as a review of traditional, teacher-centered learning and teaching theories. This book also includes three interactive student centered learning segments; a review of the process, an instructional development process, and an organizational curriculum for educators to utilize an (I/SCL) program. The handbook in the appendices provides teachers with knowledge and information on how to develop an (ISCL) curriculum for teaching students effectively in almost all subjects at the secondary and college level.

This book presents perspectives for and by teachers, school and university administrators and educational researchers regarding the great impact pen and tablet technology can have on classrooms and education. presents three distinctly valuable threads of research: Emerging technologies and cutting-edge software invented by researchers and evaluated through real classroom deployments. First-hand perspectives of instructors and administrators who actively implement pen or tablet technologies in their classrooms. Up-and-coming systems that provide insight into the future of pen, touch, and sketch recognition technologies in the classrooms and the curriculums of tomorrow. The Impact of Pen and Touch Technology on Education is an essential read for educators who wish get to grips with ink-based computing and bring their teaching methods into the twenty-first century, as well as for researchers in the areas of education, human-computer interaction and intelligent systems for pedagogical advancement.

Various technologies and applications such as cognitive computing, artificial intelligence, and learning analytics have received increased attention in recent years. The growing demand behind their adoption and exploitation in different application contexts has captured the attention of learning technology specialists, computer engineers, and business researchers who are attempting to decipher the phenomenon of personalized e-learning, its relation to already conducted research, and its implications for new research opportunities that effect innovations in teaching. Cognitive Computing in Technology-Enhanced Learning is a critical resource publication that aims to demonstrate state-of-the-art approaches of advanced data mining systems in e-learning, such as MOOCs and other innovative technologies, to improve learning analytics, as well as to show how new and advanced user interaction designs, educational models, and adoptive strategies can expand sustainability in applied learning technologies. Highlighting a range of topics such as augmented reality, ethics, and online learning environments, this book is ideal for educators, instructional designers, higher education faculty, school administrators, academicians, researchers, and students.

Published in cooperation with the ERIC Clearinghouse on Information and Technology and AECT, this volume of EMTY provides essential and timely information to help educational technologists, librarians, and media specialists practice their profession in a dynamnic and changing field. Focusing on topics of technology integration, respected authorities have contributed essays that address technological trends in education and training. There are detailed listings of United States and Canadian associations and graduate schools as well as a mediagraphy of print and nonprint resources. The book also informs readers about the activities and accomplishments of those organizations and associations dedicated to the advancement of educational communications and technology.

This book is an edited collection grouped into three key thematic areas. Its authors are researchers and theoretical scholars in the fields of education curriculum, education technology, education philosophy, and design for education. They present primary research and theoretical considerations, descriptive accounts and philosophical reflections to provide readers with a broad sweep of the 'state of play' in thinking about the place and space of learning. Transforming Education distils, from a panoply of critical arenas, an understanding of the forces currently at play in redefining curriculum agendas for education - from primary to post-secondary. It analyses the major ways in which the built environment of education is transforming, in response to various globalised policy drivers and new education delivery technologies. Its authors critique the ways education performs a governance function over the users and occupants of space, be it physical or virtual. For readers who may be seriously engaging with the concept of spatiality in relation to education for the first time, this book provides the opportunity to develop a clear understanding of a wide scope of theory, practice and critique in relation to learning environments.

This volume presents a process for developing expert systems. As the field of instructional technology matures it is becoming clear that technological process, not technological devices, is the single most important factor in designing effective instruction. Computers as devices are helpful, but their primary advantage may be the discipline placed on thinking and design processes by using them. The process used when examining a problem determines the quality of information entered into a program and the ultimate effectiveness of the solution. The process in this volume is intended for small-scale expert system solutions that contribute to the solution of instructional problems. Hardware independent, the volume focuses on narrowly defined examples intended for small personal computer systems. Particular attention is paid to problems associated with education and training.

"Building Expert Systems in Training and Education" has one primary function: to help instructional designers derive the components of a problem and enter it into an expert system shell. It is totally process-oriented and focuses on the front-end knowledge engineering process. It provides a repertoire of practical tools and processes that can be used to select, define, and structure problems. Three types of examples are used to illustrate three ways to use expert systems: for instructional support, for instructional decision making, and for an instructional job aid. Each chapter is followed by a list of learning activities to facilitate practice and consolidation. When appropriate, answers or examples to the learning activities is given. This is a practical guide for instructional technology educators and students, and business and industrial training professionals.

Educators who work with students with disabilities have the unique challenge of providing comprehensive and quality educational experiences for students who have a wide range of abilities and levels of focus. Pedagogies and educational strategies can be applied across a student population, though they tend to have varied success. Developing adaptive teaching methods that provide quality experiences for students with varied disabilities are necessary to promote success for as many of these students as possible. Special Education Design and Development Tools for School Rehabilitation Professionals is a comprehensive research publication that examines special education practices and provides in-depth evaluations of pedagogical practices for improved educational experiences for students with disabilities. Highlighting a range of topics such as bilingual education, psychometrics, and physical education, this book is ideal for special education teachers, instructors, rehabilitation professionals, academicians, school administrators, instructional designers, curriculum developers, principals, educational software developers, researchers, and students.

The Internet has had a monumental impact upon higher education with the development of e-learning and virtual campus initiatives. This has provided significant opportunities in terms of enhanced access to courses, knowledge, learning experiences, and information for a wide range of different learners from across the world. Institutional Transformation through Best Practices in Virtual Campus Development: Advancing E-Learning Policies provides cost effective and sustainable learning procedures vital to ensuring long term success for both teacher and student. This book provides the latest research and findings in relation to best practice examples and case studies across the globe.

As the use of mobile technology for personal and business applications continues to grow, it naturally follows that educators and researchers will investigate the use of mobile devices for knowledge sharing and learning. Refining Current Practices in Mobile and Blended Learning: New Applications provides perspectives on new approaches to learning theory and practice in increasingly mobile, immersive environments. Situated at the intersection of theory and practice, this book provides foundational research on the development and implementation of mobile games, the delivery of mobile and blended learning, and philosophical underpinnings of this emerging discipline.

ICT tools and the digital age continue to redefine teaching strategies for both the corporate sector and educational institutions. These teaching environments have enabled openness and interaction in order to teach communities to flourish. ePedagogy in Online Learning: New Developments in Web Mediated Human Computer Interaction provides approaches on adopting interactive web tools that promote effective human-computer interaction in educational practices. This book is a vital tool for educational technology practitioners and researchers interested in incorporating e-learning practices in the education sector.

This book presents different perspectives of online business education - how it is designed, delivered and how it supports advances in management disciplines. The authors describe online platforms in their provision of timely, excellent and relevant business education. The book starts by examining the emergence of online business education. It offers insights for use to business educators in design and implementation of online learning. It presents and discusses technologies for class facilitation and collaboration including tools used to bring content and issues to life. Disruptive approaches and new directions in online business education are examined. The book is ideal for business educators, administrators, as well as business practitioners that have an interest in delivering high quality business education using online platforms and tools. On the Line: Business Education in the Digital Age is divided into three sections. Section 1 presents papers on "why" business education is viable and sustainable in today's context. Treating education as a service, this section describes new techniques for creating a better online business education experience. It also looks at the role advanced data analytics can play in enhancing the quality of online business education. Section 2 delves into "how" online business education works. It presents conceptual models for teaching in specific disciplines, learning design that describes what business educators do and how programs work. This section also addresses performance assessments and quality assurance measures that help to demonstrate the efficacy of online pedagogy. Practical applied papers are used in this section to highlight the use of learning platforms, tools and their application specific to businesses that build knowledge and skills and make students 'work ready'. Finally Section 3 of the book addresses the "so what?" or the outcomes and impacts of online business education. This section targets where business education needs to take learning next, for example to support sustainable business, ethical decision making and inclusive and collaborative leadership. Chapters deal with topics such as how distributed online environments may work better to support knowledge and soft skill building directly relevant for organizations today. Other learning outcomes showing the value of online business education are discussed. Academics, alumni and consultants from over fifteen institutions and organizations around the world contributed to this book.