Social media are now established as an important aspect of contemporary education. We live in times where social media applications such as Facebook, Twitter, Tumblr and Snapchat are mainstream educational tools; where most new educational technologies claim to have a 'social' element; and it increasingly makes no sense to distinguish between learning 'online' and 'offline'. It studies users' experiences and views of social media; addresses questions of equality and diversity concerning who is doing what with social media; examines how the use of social media applications sits alongside pre-existing cultures and structures of schooling; and brings to light the unintended and unexpected results of social media in education. Altogether, this collection of writing provides a nuanced and interesting discussion of the realities of social media use across different aspects of education. This book was originally published as a special issue of Learning, Media and Technology.

The Kagiso readers series is an illustrated graded reading scheme for the foundation phase, which presents a range of situations and contexts authentically and realistically. These readers will enable learners to develop literacy skills incrementally and with confidence to motivate them to read further. Reading is integrated with other aspects of language, thus developing listening, speaking, writing, thinking and reasoning skills, as well as language structure and usage. Available in the following languages: English, Afrikaans, Siswati, Sesotho, Xitsonga, Tshivenda, IsiZulu, IsiXhosa, Setswana, Sepedi, IsiNdebele.

A complete three-year lower secondary computing course that takes a real-life, project-based approach to teaching young learners the vital computing skills they will need for the digital world. Each unit builds a series of skills towards the creation of a final project, with topics ranging from designing your own robot to programming simple games and designing and creating web pages. Within each stage, key concepts are covered to give learners not only the skills they need to use technology effectively, but also the knowledge in how to do so creatively, safely and collaboratively: A* Understand how modern technology works A* Use a wide range of computer hardware and software for analytical and creative tasks A* Use the internet safely, respectfully, and selectively A* Write computer programs and develop computational thinking

Written by a leading ICT author, teacher and examiner, the book comprehensively covers all the material needed for the three examination papers and includes a wealth of practice and revision activities. With its highly interactive approach and practical guidance this book is an ideal core textbook for international students. Each book is accompanied by a student CD-ROM with extra material and more consolidation activities, questions and model answers, giving students extra flexibility and portability for homework. The accompanying Teacher Resource Kit provides teaching support that is easily customisable in print and digital format.

Fully covers the Cambridge IGCSE Computer Studies syllabus (0420), offering valuable practical support for students. Written by experienced teachers and examiners of Cambridge IGCSE Computer Studies, this highly illustrated coursebook covers both the theoretical and applied aspects of the course. It includes self-assessment questions and tasks throughout to reinforce learning. It offers clear learning objectives, chapter summaries and plenty of exam practice. The accompanying Student's CD-ROM provides guidance on study skills, revision and exam technique along with revision tests with answers, and exemplar exam answers. Now available in both print and e-book formats. The e-book includes both the print version and materials from the Student CD-ROM.

The Kagiso readers series is an illustrated graded reading scheme for the foundation phase, which presents a range of situations and contexts authentically and realistically. These readers will enable learners to develop literacy skills incrementally and with confidence to motivate them to read further. Reading is integrated with other aspects of language, thus developing listening, speaking, writing, thinking and reasoning skills, as well as language structure and usage. Available in the following languages: English, Afrikaans, Siswati, Sesotho, Xitsonga, Tshivenda, IsiZulu, IsiXhosa, Setswana, Sepedi, IsiNdebele.

The Cambridge IGCSE (R) Complete ICT Student Book offers a flexible, visual, and practice-based approach that is fully matched to the Cambridge IGCSE (0417) ICT syllabus, for first teaching 2021. The Complete ICT Student Book covers everything that students need to excel in their exams, without overwhelming them. It is written by Stephen Doyle, the author of the previous trusted edition, and sustains the quality of that previous edition with improvements and updates. This Third Edition includes software-specific instructions within the practical sections to fully support students and build their confidence step by step. The series also offers a Teacher Handbook, which provides full lesson planning support, and an Exam Success Guide, which offers targeted activities, examiner feedback and tips to ensure students reach their full potential and achieve their best grades in exams.

This Handbook describes the extent and shape of computing education research today. Over fifty leading researchers from academia and industry (including Google and Microsoft) have contributed chapters that together define and expand the evidence base. The foundational chapters set the field in context, articulate expertise from key disciplines, and form a practical guide for new researchers. They address what can be learned empirically, methodologically and theoretically from each area. The topic chapters explore issues that are of current interest, why they matter, and what is already known. They include discussion of motivational context, implications for practice, and open questions which might suggest future research. The authors provide an authoritative introduction to the field which is essential reading for policy makers, as well as both new and established researchers.

Ed tech has so much potential, both for teachers and learners, so why hasn't it yet had the transformative impact on education that has long been promised? Daisy Christodoulou tackles both sides of the ed tech debate in answering this question, critiquing missed opportunities about how we learn, as well as areas of success. Rooted in research, and written from the educationalists' perspective, Teachers vs Tech? examines a broad range of topics from the science of learning and assessment, to personalisation, and the continued importance of teaching facts. It explores international examples from both big brand digital teaching programs and up-and-coming start-ups in considering what has and hasn't worked well. The author draws throughout on her experience in the classroom and from working within the education community. She outlines a positive vision for the future: one where technology is developed in conjunction with teachers' expertise, and is ultimately used to improve educational outcomes for all. Vive la ed tech revolution!