Understanding Tablets from Early Childhood to Adulthood offers an alternative to dominant and populist narratives that young people are intuitively able to successfully use tablet devices. Adopting a research-driven approach, the book contests the ideology that touch-technologies are easier to understand, and identifies the factors that contribute to communicative encounters between users and tablets. Communication theory and cognitive psychology concepts and methods are employed to offer an epistemological exploration of user-tablet interaction with a focus on the use of these technologies in educational settings.

This book analyses higher education's digital transformation and potential disruption from a holistic point of view, providing a balanced and critical account from a variety of interdisciplinary viewpoints. It looks at case studies on educational and emerging technology, their impact, the potential risk of digitalization disrupting higher education, and also offers a glimpse into what the future of digitalization will likely bring. Researchers and practitioners from countries including New Zealand, Russia, Eswatini, India, and the USA, bring together their knowledge and understanding of this rapidly evolving field. The contributors analyse academia's digitalization along the broad topics of the sector's general digital (r)evolution. The book looks at changes in instructional formats from the Massive Open Online Courses to Small Private Online Courses and artificial intelligence. This work also provides analysis on how skills, competences and social networks demanded by future jobs and job markets can be further integrated into higher education.

This book analyses higher education's digital transformation and potential disruption from a holistic point of view, providing a balanced and critical account from a variety of interdisciplinary viewpoints. It looks at case studies on educational and emerging technology, their impact, the potential risk of digitalization disrupting higher education, and also offers a glimpse into what the future of digitalization will likely bring. Researchers and practitioners from countries including New Zealand, Russia, Eswatini, India, and the USA, bring together their knowledge and understanding of this rapidly evolving field. The contributors analyse academia's digitalization along the broad topics of the sector's general digital (r)evolution. The book looks at changes in instructional formats from the Massive Open Online Courses to Small Private Online Courses and artificial intelligence. This work also provides analysis on how skills, competences and social networks demanded by future jobs and job markets can be further integrated into higher education.

In Going Online, one of our most respected online learning leaders offers insights into virtual education-what it is, how it works, where it came from, and where it may be headed. Robert Ubell reaches back to the days when distance learning was practiced by mail in correspondence schools and then leads us on a tour behind the screen, touching on a wide array of topics along the way, including what it takes to teach online and the virtual student experience. You'll learn about: how to build a sustainable online program; how to create an active learning online course; why so many faculty resist teaching online; how virtual teamwork enhances digital instruction; how to manage online course ownership; how learning analytics improves online instruction. Ubell says that it is not technology alone, but rather unconventional pedagogies, supported by technological innovations, that truly activate today's classrooms. He argues that innovations introduced online-principally peer-to-peer and collaborative learning-offer significantly increased creative learning options across all age groups and educational sectors. This impressive collection, drawn from Ubell's decades of experience as a digital education pioneer, presents a powerful case for embracing online learning for its transformational potential.

Although power and privilege are embedded in all learning environments, the learning sciences is dominated by individual cognitive theories of learning that cannot expose the workings of power. Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning addresses the ways in which research on human learning can acknowledge the influence of differential access to power on the organization of learning in particular settings. Written by established and emerging scholars in the learning sciences and related fields, the chapters in this volume introduce connections to critical and poststructural race theories, critical disability studies, queer theory, settler-colonial theory, and critical pedagogy as tools for analyzing dimensions of learning environments and normativity. A vital resource for students and researchers in the fields of learning sciences, curriculum studies, educational psychology, and beyond, this book introduces key literature, adapts theory for application in education, and highlights areas of research and teaching that can benefit from critical theoretical methods.

This book introduces, rationalizes and describes some ways to circumvent the challenges of providing 'hands-on' learning when programmes with practice-based focuses have to be offered via distance learning. It presents a framework to help deconstruct the many aspects of 'learning to become' a professional or practitioner. Then, it demarcates the skills, knowledge and attributes towards ensuring learners are prepared for the exigencies of the future of work. The book details the types of pedagogical approaches, including project/inquiry/problem-based learning, which help assist learners to learn both the competencies and capabilities required. It introduces technology-enhanced learning (TEL) platforms and tools supporting 'education 4.0', and presents a series of contemporary research studies on the integration of TEL, which are augmented and updated to allow for the challenges of provisioning opportunities for 'learning by doing' through distance learning. Finally, the book proposes recommendations to help ensure that institutions are better prepared for the sustainable shift to distance learning.

Countries in the Arab Gulf are currently experiencing some of the fastest rates of growth and progress in the world. Transforming Education in the Gulf Region argues that education systems in these countries need to use innovative pedagogies and best practices in teaching and learning to educate all citizens so that they obtain the knowledge and skills to be productive members of society. This book will contribute to the transformation of education in the Gulf countries by suggesting best practices, research outcomes and case studies from experts in the Gulf region. It has become increasingly evident in recent years that Gulf countries need to use emerging learning technologies to cater for the needs of learners and to provide maximum flexibility in learning. There is also a growing practical need to use electronic technologies, since learning materials are more widely available in electronic formats than in paper-based formats. This book focuses on the role of emerging technologies and innovative pedagogies in transforming education in six Gulf countries in the region (Saudi Arabia, United Arab Emirates, Kuwait, Qatar, Oman and Bahrain). With contributions from experts around the world, the book argues that the time is right for Arab Gulf countries to make the transition to electronic learning and that they need to implement the outcomes of research and adopt best practices to transform and revolutionize education to prepare learners in the Gulf region for the 21st Century. The book should be of interest to academics and students in the areas of higher education, learning technologies, education policy and education reform. It should also be of interest to educators and policymakers in the Gulf region.

Designing Adaptive and Personalized Learning Environments provides a theoretically-based yet practical guide to systematic design processes for learning environments that provide automatic customization of learning and instruction. The book consists of four main sections: In "Introduction and Overview," the concepts of adaptivity and personalization are introduced and explored in detail. In "Theoretical Perspectives with Example Applications," various theoretical concepts underlying adaptive and personalized learning are discussed, including cognitive profiling, content-based adaptivity, exploration-based adaptivity, and mobile and ubiquitous settings. In "Practical Perspectives with Example Applications," the implementation process for adaptive and personalized learning environments is described, followed by application in various contexts. In "Validation and Future Trends," various evaluation techniques for validating the efficiency and efficacy of adaptive and personalized learning systems are discussed. This final section concludes with a discussion of emerging trends in adaptive and personalized learning research. Based on cutting-edge research, Designing Adaptive and Personalized Learning Environments is appropriate as a primary textbook for both undergraduate and graduate courses focused on the design of learning systems, and as a secondary textbook for a variety of courses in programs such as educational technology, instructional design, learning sciences, digital literacy, computer based systems, and STEM content fields.

An administrator who knows how to use technology effectively can increase productivity and connection. However, anyone who is not able to harness its power will struggle due to its prevalence. It has become a staple of school administration, from evaluations to communication. Gary and Dana's book Technologies to Lead Schools gets educational leaders started on the path of harnessing the power of technology to effectively impact schools.

This book expands the concept of homeplace with contemporary Black homeschooling positioned as a form of resistance among single Black mothers. Chapters explore each mother's experience and unique context from their own perspectives in deciding to homeschool and developing their practice. It corroborates many of the issues that plague the education of Black children in America, including discipline disproportionality, frequent referrals to special education services, teachers' low expectations, and the marginalization of Black parents as partners in traditional schools. This book demonstrates how single mothers experience the inequity in school choice policies and also provides an understanding of how single Black mothers experience home-school partnerships within traditional schools. Most importantly, this volume challenges stereotypical characterizations of who homeschools and why.

"This is a book that I am going to have to own, and will work to find contexts in which to recommend. It cuts obliquely through so many important domains of evidence and scholarship that it cannot but be a valuable stimulus" -Hamish Macleod, University of Edinburgh Digital connectivity is a phenomenon of the 21st century and while many have debated its impact on society, few have researched relationship between the changes taking place and the actual impact on learning. Rethinking Learning in an Age of Digital Fluency examines what kind of impact an increasingly connected environment is having on learning and what kind of culture it is creating within learning settings. Engagement with digital media and navigating through digital spaces with ease is something that many young people appear to do well, although the tangible benefits of this are unclear. This book, therefore, will present an overview of current research and practice in the area of digital tethering, whilst examining how it could be used to harness new learning and engagement practices that are fit for the modern age. Questions that the book also addresses include: Is being digital tethered a new learning nexus? Are social networking sites spaces for co-production of knowledge and spaces of inclusive learning? Are students who are digitally tethered creating new learning maps and pedagogies? Does digital tethering enable students to use digital media to create new learning spaces? This fascinating and at times controversial text engages with numerous aspects of digital learning amongst undergraduate students including mobile learning, individual and collaborative learning, viral networking, self-publication and identity dissemination. It will be of enormous interest to researchers and students in education and educational psychology.

An Education in Facebook? examines and critiques the role of Facebook in the evolving landscape of higher education. At times a mandated part of classroom use, at others an informal network for students, Facebook has become an inevitable component of college life, acting alternately as an advertising, recruitment and learning tool. But what happens when educators use a corporate product, which exists outside of the control of universities, to educate students? An Education in Facebook? provides a broad discussion of the issues educators are already facing on college campuses worldwide, particularly in areas such as privacy, copyright and social media etiquette. By examining current uses of Facebook in university settings, this book offers both a thorough analytical critique as well as practical advice for educators and administrators looking to find ways to thoughtfully integrate Facebook and other digital communication tools into their classrooms and campuses.

Online distance education continues to grow at a fast pace, even outpacing the overall growth of U.S. higher education. Demands for quality are coming from all shareholders involved. As if caught by surprise, a patchwork response to quality is often the typical organizational response. The result can be inconsistent and uncoordinated levels of value to those invested in online learning. This often promotes negative images of the educational experience and institution.Comprised of highly regarded experts in the field, this edited volume provides a comprehensive overview of quality assurance, a snapshot of current practices and proven recommendations for raising standards of quality in online education.Topics discussed include: improving practices for teaching online; using educational analytics for quality assurance and improvement; accessibility an important dimension of quality assurance; assuring quality in online course design; assuring quality in learner support, academic resources, advising and counseling; the role and realities of accreditation.This text clearly answers the call for addressing quality from a broad, deep and coordinated understanding. It addresses the complexities of quality assurance in higher education and offers professionals top-shelf advice and support."

A Complete History Curriculum for One Year Don't just read about history--experience it! Color a picture of Captain Cook in Botany Bay, design a Persian rug, play the Battle of Bunker Hill board game, and pan for gold. Designed to turn the accompanying book The Story of the World, Volume 3 into a complete history program, this activity book provides comprehension questions and answers, sample narrations, maps and geography activities, coloring pages, lists of additional readings in history and literature, and many simple, hands-on activities designed for grades 3-6. Revised and updated with new coloring pages, new game boards, updated literature lists to include the best books from the past fifteen years, and more! Activity Book 3 Grade Recommendation: Grades 3-6.

The International Handbook of e-Learning, Volume 1 provides a comprehensive compendium of research and theory in all aspects of e-learning, one of the most significant ongoing global developments in the entire field of education. Covering history, design models, instructional strategies, best practices, competencies, evaluation, assessment, and more, these twenty-seven contributions tackle the tremendous potential and flexibility inherent to this rapidly growing new paradigm. Past and present empirical research frames each chapter, while future research needs are discussed in relation to both confirmed practice and recent changes in the field. The book will be of interest to anyone seeking to create and sustain meaningful, supportive learning environments within today's anytime, anywhere framework, from teachers, administrators, and policy makers to corporate and government trainers.

Learn how to successfully adapt to online remote learning with this super quick guide. Packed with pragmatic, applied tips on how to adjust to a digital learning experience, this handy resource will instil you with the confidence and know-how needed to succeed. Set up an effective workplace and stay motivated Work well with tutors and get the support you need Get the most out of different forms of learning, from lectures to field work Make the best use of materials, such as online databases and open-access content. Collaborate effectively with peers and create your best work. An invaluable guide to get you through university cool, calm and in control!

The Wiley Handbook of Home Education is a comprehensive collection of the latest scholarship in all aspects of home education in the United States and abroad. * Presents the latest findings on academic achievement of home-schooled children, issues of socialization, and legal argumentation about home-schooling and government regulation * A truly global perspective on home education, this handbook includes the disparate work of scholars outside of the U.S. * Typically understudied topics are addressed, such as the emotional lives of home educating mothers and the impact of home education on young adults * Writing is accessible to students, scholars, educators, and anyone interested in home schooling issues

Distrust. Division. Disparity. Is our world in disrepair? Ethics and civics have always mattered, but perhaps they matter now more than ever before. Recently, with the rise of online teaching and movements like #PlayApartTogether, games have become increasingly acknowledged as platforms for civic deliberation and value sharing. We the Gamers explores these possibilities by examining how we connect, communicate, analyze, and discover when we play games. Combining research-based perspectives and current examples, this volume shows how games can be used in ethics, civics, and social studies education to inspire learning, critical thinking, and civic change. We the Gamers introduces and explores various educational frameworks through a range of games and interactive experiences including board and card games, online games, virtual reality and augmented reality games, and digital games like Minecraft, Executive Command, Keep Talking and Nobody Explodes, Fortnite, When Rivers Were Trails, Politicraft, Quandary, and Animal Crossing: New Horizons. The book systematically evaluates the types of skills, concepts, and knowledge needed for civic and ethical engagement, and details how games can foster these skills in classrooms, remote learning environments, and other educational settings. We the Gamers also explores the obstacles to learning with games and how to overcome those obstacles by encouraging equity and inclusion, care and compassion, and fairness and justice. Featuring helpful tips and case studies, We the Gamers shows teachers the strengths and limitations of games in helping students connect with civics and ethics, and imagines how we might repair and remake our world through gaming, together.