Handbook of Information Technology in Primary and Secondary Education

Editor/Author Voogt, J., Knezek, G. and Christensen, R.
Publication Year: 2018
Publisher: Springer Science+Business Media

Single-User Purchase Price: $549.99
Unlimited-User Purchase Price: Not Available
ISBN: 978-3-319-71053-2
Category: Social Sciences - Education
Image Count: 69
Book Status: Available
Table of Contents

This book addresses the multiple components that are important for successful implementation of IT in education, including supporting student learning with technology.

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Table of Contents

  • Section I Introduction
  • 1 Developing an Understanding of the Impact of Digital Technologies on Teaching and Learning in an Ever-Changing Landscape - Joke Voogt, Gerald Knezek, Rhonda Christensen and Kwok-Wing Lai
  • Introduction
  • Technology and Learners
  • Technology to Support the Learning Process
  • Connecting In and Out of School Learning
  • Teachers
  • School Leadership
  • Curriculum and Assessment Challenges
  • IT Policies
  • Research
  • References
  • Section II Curricular Challenges of the Twenty-First Century
  • 2 Section Introduction: Curricular Challenges of the Twenty-First Century - Joke Voogt and Ola Erstad
  • References
  • 3 The Twenty-First Century Curriculum: Issues and Challenges - Ola Erstad and Joke Voogt
  • The Curriculum in Times of Change
  • Rationales Guiding Curriculum Change in the Twenty-First Century
  • Curricula for Twenty-First Century Learning: What Should Be Taught and Learned in School
  • New Technologies in the Curriculum
  • Implementation Issues and Change Forces
  • Toward Twenty-First Century Curricula: Perspectives
  • The Future of the Curriculum in the Digital Age
  • References
  • 4 New Literacies: Curricular Implications - Lotta Larson, Elena Forzani and Donald J. Leu
  • New Literacies: Curricular Implications
  • New Literacies and the Challenge of Change
  • The Critical Evaluation of Online Information
  • Global, Online Collaborative Learning
  • The Journey Forward
  • References
  • 5 Digital Citizenship and Social Media: A Curriculum Perspective - Nancy Law, Siu-Lun Chow and King-Wa Fu
  • Technology Development, Citizenship, and Digital Citizenship
  • Citizenship and Citizenship Education
  • The Challenge of Globalization to Citizenship and Citizenship Education
  • Social Media and the Emergence of the Netizen
  • Challenges to the Well-Being of Netizens
  • Digital Citizenship Curriculum in the Literature
  • Digital Citizenship Education in Policy and Practice
  • The Future of Digital Citizenship and Digital Citizenship Curriculum
  • Acknowledgments
  • References
  • 6 Students and Their Computer Literacy: Evidence and Curriculum Implications - John Ainley
  • Introduction
  • Conceptualizing Computer Literacy
  • Assessing Computer Literacy
  • Computer Literacy of Students
  • Factors Associated with Computer Literacy
  • Emerging Issues
  • Conclusion
  • References
  • 7 Computer Science and Computational Thinking in the Curriculum: Research and Practice - Aman Yadav, Phil Sands, Jon Good and Alex Lishinki
  • Introduction
  • Computational Thinking: A Problem Solving Approach for Digital Age
  • CT in Primary and Secondary Education
  • Curriculum for Computer Science Education: A Global Perspective
  • Research Agenda for Computing Education
  • Conclusion
  • References
  • 8 Dissolving the Digital Divide: Creating Coherence in Young People’s Social Ecologies of Learning and Identity Building - Kristiina Kumpulainen, Anna Mikkola and Antti Rajala
  • Introduction
  • “Digital Natives”: A Problematic Category
  • Learning in School and out: From Dichotomies to Convergence
  • Creating Convergence in Young People's Social Ecologies
  • Conditions and Challenges
  • Conclusions
  • References
  • Section III The Learner and the Learning Process
  • 9 Section Introduction: The Learner and the Learning Process - Kwok-Wing Lai and Keryn Pratt
  • 10 The Learner and the Learning Process: Research and Practice in Technology-Enhanced Learning - Kwok-Wing Lai
  • Introduction
  • The Digital Learner
  • Twenty-First-Century Skills and Technologies
  • Technology-Enhanced Learning
  • “Effects” of Using Technologies in the Learning Process
  • Issues and Challenges for Researchers and Practitioners
  • Conclusion
  • References
  • 11 Information and Communication Technologies, and Learning Theories: Putting Pedagogy into Practice - Vanessa P. Dennen, Kerry J. Burner and Michelle L. Cates
  • ICT Integration and Teacher Pedagogical Orientation
  • Theoretical Approaches
  • Beyond Behaviorism, Cognitivism, and Constructivism: Connectivism
  • Challenges
  • Implications
  • Conclusion
  • References
  • 12 Developing Scientific Inquiry in Technology-Enhanced Learning Environments - Carol K. K. Chan and Yuqin Yang
  • Introduction
  • Contemporary Theories of Learning Underlying Design of Learning Environments
  • Technology-Enhanced Classroom Innovations on Inquiry-Based Learning
  • Implications and Further Issues
  • Conclusion
  • References
  • 13 Cultural and Social Issues in Using Social Media to Support Learning - Royce Kimmons and Olga Belikov
  • Cultural and Social Issues in Using Social Media to Support Learning
  • Literacy
  • Privacy
  • Civility
  • Identity
  • Conclusion
  • References
  • 14 Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges - Cathy Lewin and Amina Charania
  • Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges
  • Conceptualizing Informal Learning
  • Bridging Formal and In/Nonformal Learning: The Role of Technology
  • Pedagogical Issues in Using Digital Technologies to Integrate Informal Learning Practices in Formal Education
  • Bridging Formal and Informal Learning Through Technology Without Ubiquitous Access
  • Conclusion
  • References
  • 15 Computer-Supported Collaborative Learning: Mediated and Co-Present Forms of Learning Together - Lara Johanna Schmitt and Armin Weinberger
  • Computer-Mediated Collaborative Learning
  • Co-Present Computer-Supported Collaborative Learning
  • Solutions/Facilitating CSCL Environments
  • Conclusion
  • References
  • Section IV Attitudes, Competencies, and Dispositions for Teaching and Learning with Information Technology
  • 16 Section Introduction: Attitudes, Competencies, and Dispositions for Teaching and Learning with Information Technology - Gerald Knezek and Rhonda Christensen
  • 17 The Evolving Role of Attitudes and Competencies in Information and Communication Technology in Education - Gerald Knezek and Rhonda Christensen
  • Introduction
  • Three Domains of Psychology Relevant to ICT in Education
  • Learning Sciences: Integrating the Three Domains of Psychology with Technology
  • Demonstrating Competencies in Pedagogical Practices
  • The End Goal: Competencies in Support of Student Learning
  • Summary and Conclusions
  • References
  • 18 Information and Communication Competences for Students - Koen Aesaert and Johan van Braak
  • Introduction
  • Students’ ICT Competences
  • Measuring ICT Competences
  • Characteristics Related to ICT Competences
  • Conclusions
  • References
  • 19 The Influence of Information and Communication Technology Use on Students’ Information Literacy - Akira Sakamoto
  • Introduction
  • What Is Information Literacy?
  • Information Literacy Study in Japan
  • Historical Development of Information Literacy in Japan
  • Measurement and Structure of Information Literacy in Japan
  • Empirical Research on the Influence of ICT Use on Information Literacy in Japan
  • The Causal Relationship Between ICT Use and Information Literacy
  • Summary of Insights Regarding ICT Use and Information Literacy
  • Conclusion
  • References
  • 20 The Interaction of Psychological Constructs with Information Technology-Enhanced Teaching and Learning - Yaacov J. Katz
  • Introduction
  • IT-Based Tools
  • Teacher Change, Teacher Knowledge and Teacher Pedagogical Beliefs
  • Conclusions
  • References
  • 21 Information and Communication Technology Dispositional Factors and Relationship to Information and Communication Technology Practices - Anne T. Ottenbreit-Leftwich, Theodore J. Kopcha and Peggy A. Ertmer
  • Introduction
  • Teachers’ Uses of ICT
  • Teacher ICT Dispositions
  • Self-Efficacy
  • Attitudes, Value Beliefs, and Subjective Norms About ICT
  • Openness to Change
  • Pedagogical Beliefs
  • Connecting Dispositions to Knowledge
  • Conclusion
  • Cross-References
  • References
  • 22 Instructional Technology Integration Models and Frameworks: Diffusion, Competencies, Attitudes, and Dispositions - Dale S. Niederhauser and Denise L. Lindstrom
  • Introduction
  • Theories of Innovation Diffusion and Adoption
  • Instructional Technology Adoption Models
  • Conclusion
  • References
  • 23 Measuring Teacher Attitudes, Competencies, and Pedagogical Practices in Support of Student Learning and Classroom Technology Integration - Rhonda Christensen and Gerald Knezek
  • Introduction
  • Attitudinal Measures
  • Competency and Self-Efficacy Measures
  • Pedagogy Measures
  • Technology Integration Measures
  • Use of Information Technology Measures in Education
  • Combining Measures to Create a Comprehensive Context
  • Discussion
  • Conclusion
  • References
  • Section V Professional Learning and Development of Teachers
  • 24 Section Introduction: Professional Learning and Development of Teachers - Peter R. Albion and Jo Tondeur
  • References
  • 25 Information and Communication Technology and Education: Meaningful Change Through Teacher Agency - Peter R. Albion and Jo Tondeur
  • Transformative Effects of ICT in Society
  • Education System Responses to Developments in ICT and Society
  • Understanding Teachers’ Responses to ICT
  • Teacher Agency and ICT Use
  • Teacher Agency and Accountability
  • Teacher Agency in Educational Systems
  • Teacher Agency and Professional Learning
  • Conclusion
  • References
  • 26 Knowledge Base for Information and Communication Technology in Education - Charoula Angeli and Nicos Valanides
  • Introduction
  • The Theoretical Development of TPCK
  • The Concept of Tool Affordances
  • A Theoretical Model of Teachers’ ICT Knowledge
  • Implications for Theory and Practice: The Development of Teachers’ ICT Knowledge
  • Concluding Remarks
  • References
  • 27 Preparing Preservice Teachers to Transform Education with Information and Communication Technologies - Alona Forkosh-Baruch
  • Identity of Preservice Teachers in the Twenty-First Century
  • Preservice Teacher Training in the Twenty-First Century
  • Review of Preservice Teacher Education toward ICT Integration
  • Constituent Competencies
  • Integrating ICT through Curricular Design
  • Practical Field Experience
  • ICT Integration: Learning by Doing
  • Recommendations
  • Concluding Remarks
  • References
  • 28 Teachers as Drivers of Their Professional Learning Through Design Teams, Communities, and Networks - Sarah Prestridge and Katherine Main
  • Foundational Understandings About Professional Development and Professional Learning
  • Approaches to Professional Learning
  • Final Words
  • References
  • 29 Connecting Research and Practice: Teacher Inquiry and Design-Based Research - Susan McKenney and Natalie Pareja Roblin
  • Introduction
  • Mutualistic Research-Practice Interactions
  • On the Horizon
  • References
  • Section VI The Role of Leadership for Information Technology in Education
  • 30 Professional Development for Online and Mobile Learning: Promoting Teachers’ Pedagogical Inquiry - Evrim Baran
  • Introduction
  • Supporting Teachers’ Transformation for Online Teaching
  • Professional Development for Mobile Learning
  • Professional Development Strategies
  • Recommendations
  • Conclusion
  • References
  • 31 Section Introduction: The Role of Leadership for Information Technology in Education - Sara Dexter
  • 32 The Role of Leadership for Information Technology in Education: Systems of Practices - Sara Dexter
  • What Is a System of Practice for Leadership of IT and What Should It Encompass?
  • Leadership Practices That Set Directions for IT
  • Leadership Practices That Develop People
  • Leadership Practices That Develop the Organization
  • Conclusion
  • References
  • 33 A Distributed Leadership Perspective on Information Technologies for Teaching and Learning - Richard Halverson
  • Introduction
  • Distributed Leadership Framework
  • A Task-Based Distributed Approach to School Technology Leadership Research
  • Social Distribution of Technology Leadership Tasks
  • Leading for Twenty-First-Century Learning
  • Conclusion
  • References
  • 34 Leaders Fostering Teachers’ Learning Environments for Technology Integration - Sarah K. Howard, Jen Scott Curwood and Kelli McGraw
  • Introduction
  • A View of Technology-Related Professional Learning
  • Understanding the Complexities of Professional Learning and Technology Integration
  • Adopting Real Teacher Learning in Schools
  • Conclusion
  • References
  • 35 Technology Integration, Leadership, and Organizational Support Frameworks for Instructional Improvement with Information Technology - Scott McLeod
  • What Are Learning and Teaching Frameworks for Instructional Improvement with IT, and Why Use Them?
  • What Are Leadership and Organizational Support Frameworks for Instructional Improvement with IT, and Why Use Them?
  • How Might School Leaders Use IT Integration and Organizational Support Frameworks?
  • References
  • 36 Leading Information Technology via Design Thinking - John B. Nash
  • What Is Design Thinking?
  • Why Is Design Thinking a Tool Leaders Should Consider for Implementation of IT in Schools?
  • How Might School Leaders Incorporate Design Thinking into Their Leadership Practices?
  • Try It Out
  • Conclusion
  • References
  • 37 Appreciative Inquiry: Building on Strengths for Integrating Information Technology in Schools - Megan Tschannen-Moran and Mark Hofer
  • What Is Appreciative Inquiry?
  • Why Is This Something Leaders Should Consider for Implementation of IT in Schools?
  • How Might School Leaders Incorporate Appreciative Inquiry into Their Leadership of IT
  • Conclusion
  • References
  • 38 Teaching as a Design Science: Teachers Building, Testing, and Sharing Pedagogic Ideas - Diana Laurillard
  • What Is Teaching as a Design Science?
  • Why Should Leaders Consider Using This for Implementing IT in Schools?
  • How Might School Leaders Incorporate the Idea into Their Leadership Practices?
  • Conclusion
  • References
  • 39 Improvement Science Through Networked Improvement Communities: Leadership of Continuous Improvement with, of, and Through Information Technology - David H. Eddy-Spicer
  • What Is Improvement Science Through Networked Improvement Communities?
  • Why Is Improvement Science a Tool Leaders Should Consider for Implementation of IT in Schools?
  • How Might School Leaders Incorporate This into Their Leadership Practices?
  • References
  • Section VII Using Information Technology for Assessment: Issues and Opportunities
  • 40 Section Introduction: Using Information Technology for Assessment: Issues and Opportunities - Mary Webb and Dirk Ifenthaler
  • References
  • 41 Assessment as, for, and of Twenty-First Century Learning Using Information Technology: An Overview - Mary Webb and Dirk Ifenthaler
  • Introduction
  • Types of Assessment and Terminology
  • Focusing on the Assessment Process: Feedback
  • Focusing on the Assessment Results: Improvement of Decisions
  • Focusing on the Assessment Process: Degree of Engagement and Understanding
  • Focusing on Assessment Results: Value Judgments
  • Assessment Within Learning Systems
  • Theories and Models of Self-Regulated Learning
  • Assessing Twenty-First-Century Skills
  • Theoretical Underpinning for Developments of IT-Based Assessment
  • Understanding and Engaging with Assessment: Assessment Literacy
  • Addressing the Challenges of Assessment: The Promise of IT-Based Developments
  • Conclusion
  • References
  • 42 Formative Assessment and Feedback Using Information Technology - Fabienne van der Kleij and Lenore Adie
  • Introduction
  • A Brief Overview of Formative Assessment and Feedback Research
  • Formative Assessment and Feedback Using IT: Tools and Applications
  • Conclusion
  • References
  • 43 Progress and Challenges for Automated Scoring and Feedback Systems for Large-Scale Assessments - Denise Whitelock and Duygu Bektik
  • Introduction
  • Large-Scale Assessment: Issues and Potential Solutions
  • Early History: Automated Assessment and Scoring
  • Development of Automated Assessment Systems
  • Automated Marking in School Exams
  • Capabilities and Challenges of Natural Language Processing Approaches
  • Current Applications
  • Ethical Concerns: Ongoing Controversy
  • Concluding Remarks and the Future Potential
  • References
  • 44 Assessing Problem-Solving Skills in Game-Based Immersive Environments - Valerie J. Shute and Benjamin Emihovich
  • Introduction to the Problem
  • Problem-Solving Skills
  • Video Games in Formal Education Settings
  • Conclusions and Future Implications for Game-Based Assessment
  • References
  • 45 Making Use of Data for Assessments: Harnessing Analytics and Data Science - Dirk Ifenthaler, Samuel Greiff and David Gibson
  • Introduction
  • The Purposes of Educational Assessment
  • Harnessing Data and Analytics for Assessments
  • Computer-Generated Log Files in Large-Scale Assessments
  • Conclusions and Future Directions
  • References
  • 46 A Futures Perspective on Information Technology and Assessment - Jason M. Lodge
  • Introduction
  • Learning Versus Performance in Assessment
  • Assessment as Measurement
  • Assessment as Continuous
  • Assessment as Systemic
  • Assessment as a Conversation
  • Conclusion
  • References
  • Section VIII Flexible, Distance, and Open Learning in the Twenty-First Century
  • 47 Section Introduction: Flexible, Distance, and Open Learning in the Twenty-First Century - Roumen Nikolov and Kwok-Wing Lai
  • 48 Distance and Flexible Learning in the Twenty-First Century - Roumen Nikolov, Kwok-Wing Lai, Evgenia Sendova and Herma Jonker
  • Introduction
  • Learner and Personalized Learning
  • Advances in Flexible Learning
  • Environment
  • Time
  • Aims and Objectives
  • Learning and Teaching Strategies
  • Issues and Challenges
  • Conclusion
  • References
  • 49 Virtual Schools: A Global Perspective - Niki E. Davis and Richard E. Ferdig
  • Introduction
  • Sketching the Landscape
  • Models of Virtual Schooling
  • Does Research with Adults Learning at a Distance Online Transfer to K-12?
  • Identifying the Players and Their Roles
  • A Case Study of Virtual Schooling in the USA
  • Conclusion
  • Acknowledgments
  • References
  • 50 Open Education Resources, Massive Open Online Courses, and Online Platforms for Distance and Flexible Learning - Jon Dron and Gerald Ardito
  • Introduction
  • Openness and Constraint
  • Openness and Educational Contexts
  • Generations of Distance Learning Pedagogies
  • Kinds of Openness
  • Online and Open Education in Primary and Secondary Settings
  • Conclusion
  • References
  • 51 Online Learning Communities in K-12 Settings - Seng Chee Tan and Alwyn Vwen Yen Lee
  • Introduction
  • Disruptive Technologies in the Past Decade
  • Defining Online Learning Communities
  • Review of Established Online Learning Communities in K-12 Settings
  • Emerging Studies of Online Learning Communities in K-12 Settings
  • Comparison Between Online Learning Communities and LMS-Based Online Learning Communities
  • Pertinent Research and Implementation Issues
  • Conclusion
  • References
  • 52 Designing Blended, Flexible, and Personalized Learning - Keryn Pratt and Eugenia Petrova Kovatcheva
  • Introduction
  • Flexible and Personalized Learning
  • Blended Learning
  • Designing Blended, Personalized, and Flexible Learning
  • Conclusion
  • References
  • Section IX Mobile Learning
  • 53 Section Introduction: Mobile Learning - Elliot Soloway and Cathleen Norris
  • References
  • 54 From Engagement to Empowerment: The Evolution of Mobile Learning in the United States - Julie A. Evans
  • Introduction
  • The Evolution of Mobile Learning in the American Classroom
  • Empowering a Student Vision for Learning Through Self-Directed Mobile Learning Experiences
  • The Ultimate Classroom: How Does the Student Vision Align with Educator Expectations?
  • Conclusion
  • 55 Barriers to Mobile Learning Advancements in the United Kingdom - David Whyley
  • Introduction
  • Mobile Technology: Types of Devices
  • Models of Mobile Technology Ownership
  • 1:1 – One Computer per Student
  • Bring Your Own Device (BYOD)
  • Mobile Learning: Pedagogical Uses of the Mobile Technology
  • Conclusions: Mobile Learning in the UK
  • References
  • 56 The Implementation of Mobile Learning in Asia: Key Trends in Practices and Research - Daniel Churchill, Mark Pegrum and Natalia Churchill
  • Introduction
  • Country Reports
  • Discussion
  • Availability of Mobile Technologies for Learning
  • Conclusion
  • References
  • 57 Mobile Learning in K-12: Roadblocks to Adoption - Cathleen Norris and Elliot Soloway
  • Introduction
  • Phase 1, 1997–2009: Early Mobile Devices for the Early Adopters
  • Phase 2, 2010–2017: Mobile Technology Goes Mainstream in K-12
  • Phase 3: 2018–Onwards!
  • Conclusion
  • References
  • Section X Game and Simulation-Based Learning and Teaching
  • 58 Section Introduction: Games, Simulations, and Emerging Technologies - David Gibson and Hiroaki Ogata
  • Educational Data Science
  • Introduction to the Chapters
  • References
  • 59 Guiding Questions for Game-Based Learning - Karen Schrier
  • Introduction
  • What Is Game-Based Learning?
  • Game Elements to Consider
  • Guiding Questions for Studying and Using Game-Based Learning
  • The Future of Games and Learning
  • References
  • 60 Evaluating Games for Classroom Use - Katrin Becker
  • Introduction
  • Games and Learning Theories
  • Choosing Games
  • Designing Game-Based Lessons
  • Conclusion
  • References
  • 61 Toward Creator-Based Learning: Designs That Help Student Makers Learn - Chen-Chung Liu
  • Maker Movement and Pitfalls
  • Supporting Students to Express Their Imagination
  • Facilitating Endless Remixing
  • Low-Threshold and High-Ceiling
  • Conclusions and Future Directions
  • References
  • 62 Trends and Opportunities in Online Learning, MOOCs, and Cloud-Based Tools - Vanessa Chang, Christian Gütl and Martin Ebner
  • Introduction
  • Evolution of Online Learning
  • Massive Open Online Courses (MOOCs)
  • Cloud-Based Tools and Services
  • Conclusion
  • Acknowledgment
  • References
  • 63 Educational Opportunities for Immersive Virtual Reality - Richard E. Ferdig, Enrico Gandolfi and Zachary Immel
  • Introduction
  • Defining IVE and IVR
  • A Review of Research on PreK-12 Immersive Virtual Reality (IVR)
  • A Review of Research on Non-PreK-12 Immersive Virtual Reality (IVR)
  • IVR Development Tools for K-12 Integration
  • Conclusion
  • References
  • 64 Educational Opportunities for Augmented Reality - Enrico Gandolfi, Richard E. Ferdig and Zachary Immel
  • Introduction
  • Defining Augmented Reality
  • A Brief Review of Simulation Research
  • A Review of Research on PreK-12 Augmented Reality (AR)
  • A Review of Research on Non-PreK-12 Augmented Reality (AR)
  • AR Development Tools
  • Conclusion
  • References
  • Section XI Issues and Challenges Related to Digital Equity
  • 65 Section Introduction: Issues and Challenges Related to Digital Equity - Thérèse Laferrière and Paul Resta
  • References
  • 66 Issues and Challenges Related to Digital Equity: An Overview - Paul Resta, Thérèse Laferrière, Robert McLaughlin and Assetou Kouraogo
  • Introduction
  • Conceptual Framework
  • Issues, Challenges, and Informed Strategies
  • Conclusion
  • References
  • 67 Information and Communication Technology Revitalizing Cultural Identity and Diversity - Paul Resta, Miri Shonfeld, Manal Yazbak Abu Ahmad and Denelle L. Wallace
  • Introduction
  • Cultural Identity and Diversity
  • ICTs and the Erosion of Culture Identity
  • The Use of ICTS to Revitalize Indigenous Cultural Identity and Knowledge
  • Examples of Ways ICTs Can Support Indigenous Identity and Cultural Diversity
  • Technology, Education, and Cultural Diversity Center (TEC) Program and Cultural Identity: Israel
  • Conclusion
  • References
  • 68 A Sociocritical Perspective on the Integration of Digital Technology in Education - Jean Gabin Ntebutse and Simon Collin
  • Issue of Equity in Education
  • Relevance of the Sociocritical Approach on Digital Technologies for the Foundations of Digital Equity
  • Foundations of the Sociocritical Approach for Digital Equity in Education
  • Main Lines of Research for the Sociocritical Approach
  • Conclusion
  • References
  • 69 Learning Differences and Digital Equity in the Classroom - Jutta Treviranus
  • Introduction
  • What Is Disability?
  • Formal Education System and Impetus for Change
  • The Opportunities and Challenges of Digitization and Global Connectivity
  • Promising Trends
  • The Promise and Challenges of Open Education Resources
  • Diversity-Supportive Regulatory Design
  • Aligning Open Education Resources with Accessibility
  • Diversity-Supportive Pedagogy
  • Personalization
  • Metacognition, Smarter Machines, and Smarter Students
  • Quality Control
  • New Challenges for Inclusive Design
  • Inclusive Life-Long Learning
  • Conclusion
  • References
  • 70 Organizing Learning Environments for Relational Equity in New Digital Media - William R. Penuel and Daniela K. DiGiacomo
  • Organizing Learning Environments for Relational Equity with New Digital Media
  • Defining Relational Equity
  • Relational Equity and Learning with New Digital Media
  • Supporting Discovery of New Goals and Possibilities for Relating to Others
  • Supporting the Development of Expertise for Co-producing New Media
  • How New Digital Media Can Support Alternative, More Equitable Participant Structures
  • Arrangements That Help Adults Follow and Support Youth Initiative Rather Than Lead
  • Youth Radio: Amplifying Youth Voice Through Critical Engagement with Media
  • El Pueblo: A University-School Partnership Focused on Equity
  • Looking to the Future: Organizing for Relational Equity at the Community Level
  • References
  • 71 Technology and Equity in Education - Mark Warschauer and Ying Xu
  • Introduction
  • Access
  • Usage
  • Outcomes
  • Conclusion
  • References
  • 72 Advancing Equity Through Educational Technology: Promising Practices for Adoption, Integration, and Use in K-12 - Molly B. Zielezinski and Linda Darling-Hammond
  • Introduction
  • Findings
  • Synthesis of Findings
  • Conclusion
  • References
  • Section XII Paradigms for Researching Information Technology in Education
  • 73 Section Introduction: Paradigms for Researching Information Technology in Education - Margaret J. Cox and Joke Voogt
  • References
  • 74 Researching Information Technology in Education: Meeting the Challenges of an Ever-Changing Environment - Margaret J. Cox
  • Introduction
  • Complexity of the Learning Experience
  • Evolution and Diversification of IT Resources – Shifting Sands
  • Researching Across Boundless Contexts: Informal and Formal Learning.
  • New Knowledge; New Representations; New Modes of Learning
  • International Significance and Applicability
  • Scalability and Sustainability of Research Methods and Outcomes
  • Challenges to Researching IT and Solutions
  • References
  • 75 Meta-analyses of Large-Scale Datasets: A Tool for Assessing the Impact of Information and Communication Technology in Education - Yuen-Kuang Cliff Liao and Wan-Ching Lai
  • The Meta-analysis Research Method
  • Review of Studies of Meta-analysis on Information Technology in Education
  • Evidence Outcomes Achieved Through Meta-analysis on Information Technology in Education
  • Meta-analysis on Information Technology in Education: Potential and Limitations
  • References
  • 76 Researching the Design and Evaluation of Information Technology Tools for Education - Eric Bruillard and Georges-Louis Baron
  • Context
  • From Software Tools to Digital Resources
  • Big Data, at the Risk of Mirages and Spurious Interpretations
  • A Wide Spectrum of Design Processes: Companies, Start-Ups, Communities, and Groups
  • Evaluating Educational Software, Resources, and Platforms
  • Discussion
  • References
  • 77 International Large-Scale Computer-Based Studies on Information Technology Literacy in Education - Julian Fraillon
  • Introduction
  • Attributes of Large-Scale International ICT-Related Performance Assessment Instruments and Their Associated Challenges
  • Future Directions in Large-Scale International Assessment
  • References
  • 78 Measuring the Impact of Emerging Technologies in Education: A Pragmatic Approach - Mutlu Cukurova and Rosemary Luckin
  • Introduction
  • Evidence-Informed Emerging Technologies in Education
  • Conclusions
  • References
  • 79 Looking Back, Moving Forward: Impact and Measurability of the Use of Educational Technology - Norbert Pachler and Keith Turvey
  • Introduction
  • Looking Back
  • Moving Forward
  • Conclusion
  • References
  • Section XIII International Policies on Information and Communication Technology in Primary and Secondary Schools: Cross-National Policies
  • 80 Section Introduction: International Policies on Information and Communication Technology in Primary and Secondary Schools - Birgit Eickelmann
  • References
  • 81 Cross-National Policies on Information and Communication Technology in Primary and Secondary Schools: An International Perspective - Birgit Eickelmann
  • Introduction
  • Characterizing Educational Policies Toward ICT in Primary and Secondary Schools
  • ICT Policies Provided by International Organizations
  • Commonalities and Challenges of Cross-National Regional ICT Policies in Primary and Secondary Education
  • Research-Informed ICT Policies: The Role and Impact of International Research Initiatives and Studies
  • Conclusion: The Potential of ICT Policies to Move Education Systems into the Digital Age
  • References
  • 82 Information and Communication Technology in Educational Policies in the Asian Region - Allan H. K. Yuen and Timothy K. F. Hew
  • Introduction
  • Recent Developments on ICT in Asia
  • Recent Developments on Policies on ICT in Asia
  • Relevance of Cross-national and Worldwide Strategies and Plans for Asia
  • Challenges and Relevance of Research for Policies on ICT in Education in Asia
  • Emerging Perspectives for Developments in Asia
  • References
  • 83 Information and Communication Technology in Educational Policies in Australia and New Zealand - Louise Starkey and Glenn Finger
  • Introduction to ICT in Primary and Secondary Education in Australia and New Zealand
  • Conclusion
  • References
  • 84 Information and Communication Technology and Educational Policies in the United States of America and Canada - Trina J. Davis, Joseph B. South and Katrina D. Stevens
  • Introduction to ICT in Primary and Secondary Education in the United States and Canada
  • Recent Developments on ICT in the United States and Canada
  • Recent Developments on Policies on ICT in the United States and Canada
  • Relevance of Cross-National and Worldwide Strategies and Plans for the United States and Canada
  • Challenges and Relevance of Research for Policies on ICT in Education in the United States and Canada
  • Perspectives for Developments in the United States and Canada and Emerging Themes/Perspectives
  • References
  • 85 Information and Communication Technology and Educational Policies in the Sub-Saharan African Region - Frank Tilya
  • Introduction of ICT in Primary and Secondary Education in Sub-Saharan Africa
  • Recent Developments on ICT in Sub-Saharan Countries
  • Recent Developments on Policies on ICT in SSA Region
  • Relevance of Cross-National and Worldwide Strategies and Plans for SSA
  • Challenges and Relevance of Research for Policies on ICT in Education in SSA
  • Perspectives for Developments in SSA and Emerging Themes/Perspectives
  • Reflections and Future Steps to Improve the Introduction of ICT in Education
  • Conclusion
  • Cross-References
  • References
  • 86 Information and Communication Technology and Educational Policies in Primary and Secondary Education in the Middle East and North African (MENA) Region - Ghaida M. Alayyar, Reham K. Aljeeran and Abdullah A. Almodaires
  • Introduction to ICT in Primary and Secondary Education in the Middle East and North African (MENA) Region
  • Recent Development of ICT in the MENA Region
  • Recent Developments of ICT Policies in the MENA
  • ICT Initiatives
  • Relevance of Cross-National and Worldwide Strategies and Plans
  • Challenges and Relevance of Research for Education Policies on ICT
  • ICT Developments in the MENA
  • Conclusion and Recommendations
  • References
  • 87 Information and Communication Technology Policy in Primary and Secondary Education in Europe - Geir Ottestad and Greta Björk Gudmundsdottir
  • Introduction to ICT in Primary and Secondary Education in Europe
  • Recent Developments in ICT in the European Region
  • Recent Developments on Policies on ICT in the European Region
  • Relevance of Cross-National and Worldwide Strategies and Plans for the European Region
  • Challenges and Developments in the European Region
  • Conclusion and the Way Forward
  • References
  • 88 Information and Communications Technology and Educational Policies in Latin America and the Caribbean - Nancy Castillo-Valenzuela and José Miguel Garrido-Miranda
  • Introduction to ICT in Primary and Secondary Education in Latin America and the Caribbean
  • Recent Developments on ICT in Latin America and the Caribbean
  • Recent Developments on Policies on ICT in Latin America and the Caribbean
  • Relevance of Cross-National and Worldwide Strategies and Plans for Latin America and the Caribbean
  • Challenges and Relevance of Research for Policies on ICT in Education in Latin America and the Caribbean
  • Perspectives for Developments in Latin America and the Caribbean
  • References