Emerging technologies in education are dramatically reshaping the way we teach, learn, and create meaning-both formally and informally. The use of emerging technologies within educational contexts requires new methodological approaches to teaching, learning, and educational research. This leads educational technology developers, researchers, and practitioners to engage in the creation of diverse digital learning tools that can be used in a wide range of learning situations and scenarios. Ultimately, the goal of today's digital learning experiences includes situational experiences wherein learners and teachers symbiotically enroll in meaning-making processes. Discussion, critical reflection, and critique of these emerging technologies, tools, environments, processes, and practices require scholars to involve themselves in critical conversation about the challenges and promises afforded by emerging technologies and to engage in deliberate thinking about the critical aspects of these emerging technologies that are drastically reshaping education. Global Education and the Impact of Institutional Policies on Educational Technologies deepens this discussion of emerging technologies in educational contexts and is centered at the intersection of educational technology, learning sciences, and socio-cultural theories. This book engages a critical conversation that will further the discussion about the pedagogical potential of emerging technologies in contemporary classrooms. Covering topics such as communication networks, online learning environments, and preservice teacher education, this text is an essential resource for educational professionals, preservice teachers, professors, teachers, students, and academicians.

English Learners (ELs) are left behind in Science, Technology, Engineering, and Mathematics (STEM). The growing need for effective critical pedagogical competence (CPC), critical technological competence (CTC), and critical cross-cultural communicative competence (C5) in teachers who serve ELs has become more evident because of the increasing numbers of ELs and the global socio-economic, and technological developments. C5, which encompasses CTC and CPC, is defined in the book as the teacher's ability to communicate effectively across cultures with diverse individuals. An educator who possesses C5 is able to critically understand the power relations and importance of the socio-economic and political contexts in any human encounter and the ability to make connections with real life to teach STEM content successfully. The book provides teachers of ELs with a research-based framework using classroom-tested Computer-assisted Language Learning and Teaching (CALL) programs to empower themselves, through a practical reflective self-professional development component, as they help their students succeed academically in STEM. A critical pedagogical and a genre-based communicative approach is used to achieve this goal by teaching vocabulary, grammar, reading, writing, listening, and speaking. These key English language skills are given special attention in the book while supporting ELs' native literacies and STEM education. Throughout the book, the critical pedagogical approach focuses on the socio-economic context of education and makes connections between life in the classroom and real life. Research on successful STEM schools indicates that cultivating partnerships with industry, higher education, nonprofits, museums, and research centers is crucial for engaging students in STEM learning through internships, mentorships, interdisciplinary project-based learning, and early college experiences. To cultivate these partnerships and engage ELs in STEM requires educators to possess a C5. From an interdisciplinary approach, the book's argument is supported by insights gained from research in various fields of inquiry. The book offers practical detailed lesson plans, hands-on reflective inquiry activities, classroom vignettes, rubrics and research-based criteria to evaluate practice, strategies, and CALL programs and resources, that are either very inexpensive or free of charge. The main goal of the book is to develop students' English proficiency and help ELs maintain their native literacy to succeed academically in STEM content areas.

English studies today are driven by demanding curriculum, but this need is often met with unenthusiastic students. "Fun" work-like movie days or projects-is often seen as what to do after the real work is finished. But what if instructors could blend the two pieces together more effectively, motivating students with interesting material while still achieving curriculum goals? This text attempts to fuse the pieces in to a cohesive philosophy. Yin and Yang in the English Classroom: Teaching With Popular Culture Texts is designed to provide college professors and high school teachers with both halves they need to tackle the job of teaching students literature and writing skills: theoretical foundations of, and practical applications for, the modern classroom. In addition to theory and research, each chapter also offers ready-to-use activities and projects that can be immediately brought into the classroom. Whether you're new and need a guide to begin your journey as a teacher, or you're experienced and want to add some spice to your classroom, this text can offer new ways to fold popular culture effectively into your teaching toolbox. Other key features of this book include: *Clear, easy-to-read sections for each chapter, including a Review of Current Literature and Classroom Connections *Student-centered solutions to increase engagement with popular culture and technology *Step-by-step plans for taking the activities from the page to the classroom easily

English studies today are driven by demanding curriculum, but this need is often met with unenthusiastic students. "Fun" work-like movie days or projects-is often seen as what to do after the real work is finished. But what if instructors could blend the two pieces together more effectively, motivating students with interesting material while still achieving curriculum goals? This text attempts to fuse the pieces in to a cohesive philosophy. Yin and Yang in the English Classroom: Teaching With Popular Culture Texts is designed to provide college professors and high school teachers with both halves they need to tackle the job of teaching students literature and writing skills: theoretical foundations of, and practical applications for, the modern classroom. In addition to theory and research, each chapter also offers ready-to-use activities and projects that can be immediately brought into the classroom. Whether you're new and need a guide to begin your journey as a teacher, or you're experienced and want to add some spice to your classroom, this text can offer new ways to fold popular culture effectively into your teaching toolbox. Other key features of this book include: *Clear, easy-to-read sections for each chapter, including a Review of Current Literature and Classroom Connections *Student-centered solutions to increase engagement with popular culture and technology *Step-by-step plans for taking the activities from the page to the classroom easily

Videogames, Libraries, and the Feedback Loop: Learning Beyond the Stacks offers fresh perspectives of youth videogaming in public libraries. Abrams and Gerber delve into research-based accounts to explore feedback mechanisms that support important reflective and iterative practices. Highlighting how videogame library programs can evolve to meet contemporary needs of youth patrons, the authors equip readers to re-envision library programming that specifically features youth videogame play.

Qualitative researchers have grappled with how online inquiry shifts research procedures such as gaining access to spaces, communicating with participants, and obtaining informed consent. Drawing on a multimethod approach, Conducting Qualitative Research of Learning in Online Spaces explores how to design and conduct diverse studies in online environments. The book focuses on formal and informal learning practices that occur in evolving online spaces. The text shows researchers how they can draw upon a variety of theoretical frameworks, methodological approaches, and data sources. Examples of qualitative research in online spaces, along with guiding questions, support readers at every phase of the research process.

English Learners (ELs) are left behind in Science, Technology, Engineering, and Mathematics (STEM). The growing need for effective critical pedagogical competence (CPC), critical technological competence (CTC), and critical cross-cultural communicative competence (C5) in teachers who serve ELs has become more evident because of the increasing numbers of ELs and the global socio-economic, and technological developments. C5, which encompasses CTC and CPC, is defined in the book as the teacher's ability to communicate effectively across cultures with diverse individuals. An educator who possesses C5 is able to critically understand the power relations and importance of the socio-economic and political contexts in any human encounter and the ability to make connections with real life to teach STEM content successfully. The book provides teachers of ELs with a research-based framework using classroom-tested Computer-assisted Language Learning and Teaching (CALL) programs to empower themselves, through a practical reflective self-professional development component, as they help their students succeed academically in STEM. A critical pedagogical and a genre-based communicative approach is used to achieve this goal by teaching vocabulary, grammar, reading, writing, listening, and speaking. These key English language skills are given special attention in the book while supporting ELs' native literacies and STEM education. Throughout the book, the critical pedagogical approach focuses on the socio-economic context of education and makes connections between life in the classroom and real life. Research on successful STEM schools indicates that cultivating partnerships with industry, higher education, nonprofits, museums, and research centers is crucial for engaging students in STEM learning through internships, mentorships, interdisciplinary project-based learning, and early college experiences. To cultivate these partnerships and engage ELs in STEM requires educators to possess a C5. From an interdisciplinary approach, the book's argument is supported by insights gained from research in various fields of inquiry. The book offers practical detailed lesson plans, hands-on reflective inquiry activities, classroom vignettes, rubrics and research-based criteria to evaluate practice, strategies, and CALL programs and resources, that are either very inexpensive or free of charge. The main goal of the book is to develop students' English proficiency and help ELs maintain their native literacy to succeed academically in STEM content areas.