The explosion of digital technologies in the 21st century provided access to multiple robust inquiry, communication, and collaboration applications. The enhanced capabilities provide educational opportunities for engaging students in deeper and more thoughtful learning. Implementation of knowledge-building communities in educational experiences, however, requires new pedagogical strategies that are vastly different from the predominant teacher-directed pedagogies of the 20th century. Today's teachers now must identify, orchestrate, and manage activities in their content areas in ways that successfully support students through activities such as engagement in knowledge-building communities. Blended Online Learning and Instructional Design for TPACK: Emerging Research and Opportunities is an essential research publication that examines the implementation of knowledge-building communities in educational experiences and pedagogical strategies that encourage engagement. Highlighting topics such as active participation, digital technologies, and online learning, this book is geared toward educators, educational designers, researchers, administrators, and academicians.

Recent technological innovation has altered the way educators approach teaching and learning. These new technologies provide countless advantages in the classroom; however, we are not yet clear on how they should be implemented. The pedagogical value of specific technology tools and the cumulative effects of technology exposure over time on student learning are two areas that need to be explored in order to better determine the effectiveness of technology as a teaching tool. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches provides a framework for evaluating and conducting educational technology research, sharing research on educational technology in education content areas, and proposing structures to guide, link, and build new structures with future research. This book provides essential support for compiling the resulting literature and envisioning future research directions in this area.

Educational technologies are vastly becoming a common-place entity in classrooms as they provide more options and support for teachers and students. However, many teachers are finding these technologies difficult to use as they were never fully trained on how to utilize it or have received little instruction on how to effectively apply it in the classroom. Technological Pedagogical Content Knowledge (TPACK) Framework for K-12 Teacher Preparation features contemporary insights into a multi-year research effort that concluded with the design and development of an online TPACK learning trajectory. Highlighting how this development impacts the design of professional development coursework for educators, this publication is a critical work for in-service teachers, researchers, and online course developers.

The impact of digital technologies in education has called for teachers to be prepared to facilitate their students' learning through communication, collaboration, critical thinking, and creativity. In order to create ideal learning environments for their students, teachers must develop a more integrated knowledge for infusing digital technologies as learning tools, a knowledge referred to as TPACK. The Handbook of Research on TPACK in the Digital Age provides innovative insights into teacher preparation for the effective integration of digital technologies into the classroom. The content within this publication represents the work of online learning, digital technologies, and pedagogical strategies. It is designed for teachers, educational designers, instructional technology faculty, administrators, academicians, and education graduate students, and covers topics centered on classroom technology integration and teacher knowledge and support.

The explosion of digital technologies in the 21st century provided access to multiple robust inquiry, communication, and collaboration applications. The enhanced capabilities provide educational opportunities for engaging students in deeper and more thoughtful learning. Implementation of knowledge-building communities in educational experiences, however, requires new pedagogical strategies that are vastly different from the predominant teacher-directed pedagogies of the 20th century. Today's teachers now must identify, orchestrate, and manage activities in their content areas in ways that successfully support students through activities such as engagement in knowledge-building communities. Blended Online Learning and Instructional Design for TPACK: Emerging Research and Opportunities is an essential research publication that examines the implementation of knowledge-building communities in educational experiences and pedagogical strategies that encourage engagement. Highlighting topics such as active participation, digital technologies, and online learning, this book is geared toward educators, educational designers, researchers, administrators, and academicians.