• Guides practitioners through ‘must know’ research findings and what they mean for everyday practice • Unpacks pedagogical beliefs and practices and how these inform digital technology use • Provides practical self-audit tools that can be used individually and across teams to clearly identify pedagogical beliefs and priorities • Provides structured audit and review tools to ensure that strategies are based on sound research and result in practical, impactful, actions • Provides teachers with practical guidance, templates and sample plans to ensure that precision planning and a clear focus on impact lead to lasting and meaningful teaching and learning experiences for our students.

• Guides practitioners through ‘must know’ research findings and what they mean for everyday practice • Unpacks pedagogical beliefs and practices and how these inform digital technology use • Provides practical self-audit tools that can be used individually and across teams to clearly identify pedagogical beliefs and priorities • Provides structured audit and review tools to ensure that strategies are based on sound research and result in practical, impactful, actions • Provides teachers with practical guidance, templates and sample plans to ensure that precision planning and a clear focus on impact lead to lasting and meaningful teaching and learning experiences for our students.

Enormous changes are taking place regarding how people learn. The introduction of new technologies and in particular the resulting possibilities for our virtual presence in virtual spaces, highlights some comparatively neglected aspects of learning. This book seeks to redress the balance by presenting a collection of papers, which view learners as embodied actors in both real and virtual spaces. The authors look at the relationship between space, identity and learning and how it is changing as we move into the information age'.

Enormous changes are taking place regarding how people learn. The introduction of new technologies and in particular the resulting possibilities for our virtual presence in virtual spaces, highlights some comparatively neglected aspects of learning. This book seeks to redress the balance by presenting a collection of papers, which view learners as embodied actors in both real and virtual spaces. The authors look at the relationship between space, identity and learning and how it is changing as we move into the information age'.