"Cognition, Education, and Communication Technology" presents some of the recent theoretical developments in the cognitive and educational sciences and implications for the use of information and communication technology (ICT) in the organization of school and university education. Internationally renowned researchers present theoretical perspectives with proposals for and evaluations of educational practices. Each chapter discusses different aspects of the use of ICT in education, including:
*the role of perceptual processes in learning;
*external cognition as support for interactive learning;
*the role of meta-cognition;
*simulation learning environments as cognitive tools;
*the role of science controversy for knowledge integration;
*the use of ICT in the development of educators; and
*the role of narratives in education.
ICT has great potential for revolutionizing education. Large investments of resources are being made, often withouta strong understanding of how ICT will or should be implemented. The expectation is that students will show immediate improvements in terms of their motivation to learn and their learning achievements, but reality is different. Progress of ICT in education requires more than just computers in the classroom. It demands an understanding of the complex processes contributing to human learning and how they interact with new technologies. This text provides theoretical perspectives on the learning processes that can be used as a foundation for constructing pedagogically valuable tools based on ICT.
The combination of results--from cognitive science and pedagogy, with more practically oriented suggestions for how ICT can be usedin various forms of education--makes this book suitable for researchers and students in the cognitive and educational sciences, as well as for practitioners and planners of education.

Digital tools have a clear educational purpose, but how do we help students with the darker corners of the web? This book provides timely, much-needed advice for educators on how to teach students to handle the anger and divisiveness that pervades social media and that is impossible to ignore when using tech for other purposes. Author Andrew Marcinek provides strategies we can use to help students with issues such as navigating relationships; understanding digital ethics and norms; returning to a balance with screen time; reclaiming conversation; holding yourself accountable; creating a new digital mindset; and more. Throughout, there are practical features such as Pause and Reflects, Teachable Moments, and classroom activities and lesson plans, so you can easily implement the ideas across content areas and grade levels.

This book is about the past and future of research on the effectiveness of learning networks (also known as "e-learning" or "online learning" or "Web-based learning"). Learning networks are groups of people using computer technology, communicating and collaborating online to build knowledge together. Over the past decade there has been an explosion not only of online courses, but also of studies on them. In Learning Together Online: Research on Asynchronous Learning Networks, leading researchers in the field use an integrated theoretical framework, which they call "Online Interaction Learning Theory," to organize what past research shows and where future research is going. It models the variables and processes that are important in determining the relative effectiveness of online learners working to reach a deeper level of understanding by interacting with each other and with the texts under investigation. Now that there have been hundreds of studies and thousands of courses offered online, what does the empirical evidence show? This book addresses the question directly by presenting what is known from research results about how to design and teach courses effectively online, ranging from the organizational context and characteristics of students to learning theories and research design methods. It also provides a research agenda for the next decade. Learning Together Online: Research on Asynchronous Learning Networks is both a textbook for graduate students and a professional reference for faculty teaching online, researchers conducting studies, and graduate students taking courses about learning technologies who need to know the state of the art of research in the area of online learning.

Increased use of electronic libraries, multimedia courseware and computer-mediated communication is giving rise to an entirely new educational experience, prompting educators to assess the potential for improved and enriched learning and teaching models. This new book explores the creative opportunities offered by ICT, and provides an authoritative, rigorous survey of the ways in which ICT is currently transforming core teaching functions, including: *subject matter representation *activating learning and the engagement of students *supporting interaction and socialization *assessing learning outcomes *providing feedback to students. Written by leading experts in the field, this text draws on the experiences of practitioners at the forefront of ICT developments, making this essential reading for all educational professionals who recognize the new opportunities afforded by this changed environment. Suitable for those who are open and flexible learning specialists, educational technologists or educational developers in either a conventional or an e-learning environment.

In this book, James A. Inman explores the landscape of the contemporary computers and writing community. Its six chapters engage critical issues, including redefining the community's generally accepted history, connecting its contemporary innovators with its long-standing spirit of innovation, advocating for increased access and diversity, and more. Between chapters, readers will find "Community Voices" sections, which provide a snapshot of the contemporary computers and writing community and introduce, in a non-hierarchical form, more than 100 of its members from around the world, in their own voices. Computers and Writing: The Cyborg Era features a simultaneous emphasis on individuals, communities, and contexts they share; a creative rethinking of the character and values of the computers and writing community; a holistic exploration of meaning-making; and an activist approach to pedagogy. It is a must-read book for anyone interested in rhetoric, technology, and pedagogy, including faculty, graduate students, and colleagues in professions outside the academy.

A real revolution is taking place in the way in which we conceptualize and practice education and learning. This book sets out to explore the immense impact that digital technology is having on education around the world and the ways in which it is used by a wide range of individuals and communities.
Cultural changes taking place range from the blurring of boundaries between formal and informal learning to the development of new "virtual communities" that revolve around particular social or cultural interests, and which serve as a crucial tool and source of identity for spatially displaced communities such as refugees. Contributors analyze changes in technology such as e-mail, the Internet, digital video, and other media, but also the effect of this new technology on the way people live and learn around the world.
Digital technology is changing the way we all live, and this book is an authoritative study of these changes in all their diversity.

Action research has become a valued research and educational development technique -an innovative approach through which a group of participants engage in self-reflection to improve practice. Developing Innovation in Online Learning introduces action research as a method of developing e-learning modules and courses. The book covers both the theory and practice of applying action research principles to develop online learning. The material is grounded in the experiences of practitioners and features practical advice, case studies, models for implementation, a design framework and e-tutoring strategies. The four 'building blocks' of e-learning covered are: * The organisational context * The pedagogic model * The educational setting * The evaluation process This book will be an essential resource for education managers, course developers, and educational researchers.

This lively and informative text examines children's first experience of non-fiction during the pre-school and foundation years. Its careful consideration of different kinds of quality non-fiction, including books, posters, charts and computer software will provide a helpful framework from which Early Years teachers can work. With annotated lists, notes and suggestions for further reading, this is an ideal source of inspiration and stimulation for the busy classroom teacher, placing literacy teaching in a fresh, modern context.

The book offers a rich resource of information, with illustrative case studies and many examples of children's responses to non-fiction, providing:

* coverage of pre-school and foundation years for children up to 6 years of age
* references to research findings on the place of non-fiction in early years
* references to The National Literacy Strategy, Early Learning Goals and the National Curriculum for English
* an evaluation of the place of e-books, CDROMs and video-film in Early Years

The author's zest and expertise helps to give this book an infectious enthusiasm that will permeate the classroom, providing the nursery and primary school teacher, student teacher, or classroom assistant with an invaluable guide and resource tool.

The demand for and technology needed to create effective distance learning programs are increasing at a breakneck pace. Is your institution keeping up? As educators, information professionals are faced with the challenge of providing Web-based library instructional materials in a time of ever-changing technologies. This book will help you address that daunting challenge, examining ways to assess user needs, to develop and offer well-thought-out information literacy courses, to employ appropriate teaching methodologies, and to determine the effectiveness of existing information literacy programs. With Distance Learning: Information Access and Services for Virtual Users, you will examine: the evolution and significance of asynchronous learning networks (ALN) and various issues in ALN, including cost, faculty and technology requirements, the nature of the learning community, social presence, and collaborative environment virtual reference services, including electronic journals, subject directories, the invisible Web, and search engines the criteria for evaluating search results the role played by consortia and cooperative efforts in facilitating user access to library resources a review of selected literature addressing user characteristics and service/staff issues involved in providing information support for distance education the strategies, technologies, and pedagogical issues surrounding the development of Web-based library instruction tools-includes Web page design, copyright issues, Web site maintenance, and usability the award-winning online information literacy course developed at Ulster County Community College in New York-its development, course modules, and administrative challenges the library support services provided to distance learning students in the SUNY Plattsburg Telenursing Program the influence of cultural factors on interactions within and perceptions of distance education

The demand for and technology needed to create effective distance learning programs are increasing at a breakneck pace. Is your institution keeping up? As educators, information professionals are faced with the challenge of providing Web-based library instructional materials in a time of ever-changing technologies. This book will help you address that daunting challenge, examining ways to assess user needs, to develop and offer well-thought-out information literacy courses, to employ appropriate teaching methodologies, and to determine the effectiveness of existing information literacy programs. With Distance Learning: Information Access and Services for Virtual Users, you will examine: the evolution and significance of asynchronous learning networks (ALN) and various issues in ALN, including cost, faculty and technology requirements, the nature of the learning community, social presence, and collaborative environment virtual reference services, including electronic journals, subject directories, the invisible Web, and search engines the criteria for evaluating search results the role played by consortia and cooperative efforts in facilitating user access to library resources a review of selected literature addressing user characteristics and service/staff issues involved in providing information support for distance education the strategies, technologies, and pedagogical issues surrounding the development of Web-based library instruction tools-includes Web page design, copyright issues, Web site maintenance, and usability the award-winning online information literacy course developed at Ulster County Community College in New York-its development, course modules, and administrative challenges the library support services provided to distance learning students in the SUNY Plattsburg Telenursing Program the influence of cultural factors on interactions within and perceptions of distance education

Developments in information technology are bringing about changes in science education. This Reader focuses on the theoretical and practical consideration of using information and communications technologies in teaching and learning. It examines current approaches to teaching and learning in science at various levels of education, and ways in which science in made more accessible. This will include the future potential of such current developments as access to practical work delivered on the web. The Reader is divided into three sections: What are the current issues in using ICT to teach and learn in science? Designing and evaluating ICT to teach and learn science Extending access to science learning This is a companion book to Reconsidering Science Education, also published by RoutledgeFalmer. Mediating Science Learning Through ICT is a valuable resource for teachers on Masters courses in science education and academics in science education.

It is widely recognized that online and e-learning is no longer an exclusive approach used only in distance education and in isolation from traditional education programmes. A real difficulty facing educators and trainers is how to integrate these new learning methods and embed them in established and existing forms of learning, teaching or training. This book forms a serious, in-depth study of the subject and proposes that e-learning is not simply a matter of 'digitizing' traditional materials, but involves a new approach, which must take into account pedagogical, technological and organizational features to form a well-designed education system. A practical focus is maintained throughout, with advice on implementation and case studies drawn from the contributors' considerable experience. Integrated E-Learning is essential reading for anyone wanting to implement, design, develop or deliver e-learning or training courses.

Learn specific strategies for implementing social emotional learning (SEL), mindfulness, and well-being in a virtual classroom. This essential new resource from well-being experts Carla Tantillo Philibert and Allison Slade will help you build students' Self-Awareness and Self-Regulation skills, school connectedness, Social Awareness, voice, and agency in remote or hybrid settings. Appropriate for teachers of all grade levels, as well as for instructional leaders and parents, the book emphasizes the educator's own self-care and emotional intelligence, so you can become more aware of how the environment affects you along with your students. It also offers ideas for planning collaboratively with colleagues and engaging families in the virtual environment. Throughout, the authors share a variety of activities and practices you can implement immediately, along with sample scripts and educator tips. With the inspiring advice in this book, you'll be able to help create emotionally healthy classrooms and school environments so that all students and educators can thrive, even during the most uncertain times.

Contents:
Section 1. Introduction 1. The ScreenPlay project 2. Setting the scene: Patterns of computer use in the home Section 2. The domestic context 3. Computer histories, computer roles in the home 4. The computer in family life Section 3. Young people's computer use in the home 5. The digital landscape: Games and information navigation 6. Writing, designing and making on the computer in the home Section 4. Digital cultures 7. Computers, consumption and identity 8. Computers, gender and class 9. Digital childhood Section 5. Learning with the computer 10. Learning with the computer at home 11. Learning with computers at school 12. Conclusion

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.

Choose the right hardware and software for your school!This unique book is the first systematic work on evaluating and assessing educational information technology. Here you?ll find specific strategies, best practices, and techniques to help you choose the educational technology that is most appropriate for your institution. Evaluation and Assessment in Educational Information Technology will show you how to measure the effects of information technology on teaching and learning, help you determine the extent of technological integration into the curriculum that is best for your school, and point you toward the most effective ways to teach students and faculty to use new technology.Evaluation and Assessment in Educational Information Technology presents: a summary of the last ten years of assessment instrument development seven well-validated instruments that gauge attitudes, beliefs, skills, competencies, and technology integration proficiencies two content analysis instruments for analyzing teacher-student interaction patterns in a distance learning setting an examination of the best uses of computerized testing--as opposed to conventional tests, as used in local settings, to meet daily instructional needs, in online delivery programs, in public domain software, and available commercial and shareware options successful pedagogical and assessment strategies for use in online settings a four-dimensional model to assess student learning in instructional technology courses three models for assessing the significance of information technology in education from a teacher's perspective an incisive look at Michigan's newly formed Consortium of Outstanding Achievement in Teaching withTechnology (COATT) ways to use electronic portfolios for teaching/learning performance assessment and much more!

Transformative Teaching Around the World compiles inspiring stories from Fulbright-awarded teachers whose instructional practices have impacted schools and communities globally. Whether thriving or struggling in their classrooms, instructing in person or online, or pushing for changes at high or low costs and risk levels, teachers devote intense energy and careful decision-making to their students and fellow staff. This book showcases an expansive variety of educational practices fostered across international contexts by real teachers: active and empowering learning strategies, critical thinking and creative problem-solving, cultural responsiveness and sustainability, humanistic integration of technology, and more. Pre- and in-service teachers, teacher educators, online/blended instructors, and other stakeholders will find a wealth of grounded, motivating approaches for transforming the lives of learners and their communities.

At a time of increasing globalisation, the concept of open and distance learning is being constantly redefined. New technologies have opened up new ways of understanding and participating in Learning. Distributed Learning offers a collection of perspectives from a social and cultural practice-based viewpoint, with contributions from leading international authors in the field. Key issues in this comprehensive text are:
*the challenges of ICT to traditional teaching and learning practices
*the value and relevance of 'activity theory' and 'communities of practice' in educational institutions and the workplace
*perspectives on the relationship between globalisation and distributed learning, and the breakdown of distinctions between global and local contexts
*issues of identity and community in designing courses for the virtual student
*language and literacies in distributed learning contexts
This book provides useful introductory reading, building a sound theoretical framework for practitioners interested in how distributed learning is shaping post-compulsory education.

Contents:
1. Introduction: Political Research Methods - what does this mean? Part 1: Quantitative Research 2. Introducing Quantitative Research - how to interpret data sources 3. Using Surveys in Research 4. Analysing Official Data Part 2: Qualitative Research 5. Introducing Qualitative Research - why and when numerical analysis is not enough 6. Using Interviews in Research - accessibility and interpretation 7. Evaluating Existing Research 8. Content Analysis Part 3: Doing Your Own Research 9. A Guide to Writing a Dissertation in Politics 10. Information Sources

Information and Communications Technology (ICT) has proved to be one of the key drivers of change in education. In higher education particularly, ICT is enabling educators, educational developers and institutions to 'reach out' to learners, using innovative approaches based on the flexibility, accessibility and diversity that it offers.
This book is based on the experiences of expert educational developers from the UK, United States, Canada, South Africa and Malaysia. It considers the ways in which ICT can be used to enhance learning both on and off campus, and how educators and institutions have tackled the issues associated with the adoption of new approaches and technologies. However, as the development of new technology is relentless, the book recognizes that ICT is not a panacea in itself -- good teaching remains crucial to good education. With this in mind, the contributors address issues beyond 'technology', looking at the importance of teaching and at the skills of teachers themselves if ICT is to be truly successful. Coverage is grouped into four key themes:
*strategic issues for ICT initiatives
*introducing ICT into the classroom
*using ICT in practice
*using ICT in learning and educational support
International in scope, and written by educators and educational developers rather than by technologists, this book is intended to be accessible to anyone with a critical interest in improving education through the use of ICT. It will be of particular interest to staff and educational developers, ICT coordinators, course leaders and course developers.

This text contains a range of issues relating to the use of ICT in the classroom. It is devised to build on knowledge already gained on ITT courses and encourage students and newly qualified teachers to consider and reflect on the issues, so that they can make reasoned and informed judgements about their teaching skills.

Teachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The first edition of this book prepares teachers to do and undergo quality audits and appraisals, and to achieve their personal aims of improving their teaching and their students' learning. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching.
This new edition builds upon the success of the first and contains major updates to the information on learning technologies and includes the implications of using technology for the university context - both campus and electronic - which suggests a new approach to managing learning at institutional level.

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Reading Contemporary Picturebooks takes a look at one of the most vibrant branches of children's literature - the modern picturebook. This exciting new book takes a sample of contemporary picturebooks and closely examines the features that make them distinctive and then suggests a way of characterising the 'interanimation' of words and pictures that is the essence of the form. The reasons for the picturebook's vitality and flexibility are also explored and the close bond between the picturebook and its readers is analysed. Advances in our understanding of how visual images are organised are examined and the book concludes with an attempt to redescribe the picturebook in such a way that pictures, readers and text may be drawn together. Picturing Text will be of interest to students, teachers and researchers interested in reading, children's literature and media studies.

During the 1970s, the South African Department of Information attempted to manipulate and neutralize the international media treatment of South Africa. This programme was later exposed in what became known as the Information scandal. Meanwhile in Europe and North America, anti-apartheid campaigners increased pressure on the South African regime.

How can you shift from a focus on content to the creation of active learning experiences? In this practical resource, author Jason Kennedy provides a blueprint to help you stop "teaching" and start designing learning, so you can improve students' critical thinking, decision making, problem solving, and collaboration with others, preparing them for their futures beyond school doors. The framework for learning design covers components of planning (learning targets), of instruction (the opening, learning task, skills, tools, and success criteria), and of the work session (choices, pathways, feedback, and assessment). Appropriate for teachers of any subject area, the book also offers wide variety of tools to help you implement the ideas in your own setting.