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

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