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Technology in Education. Innovative Practices for the New Normal: 6th International Conference on Technology in Education, ICTE 2023, Hong Kong, China, December 19–21, 2023, Proceedings (Communications in Computer and Information Science #1974)
by Simon K. S. Cheung Fu Lee Wang Naraphorn Paoprasert Peerayuth Charnsethikul Kam Cheong Li Kongkiti PhusavatThis book constitutes the refereed proceedings of the 6th International Conference on Technology in Education. Innovations for Online Teaching and Learning, ICTE 2023, held in Hong Kong, China, during December 19–21, 2023.The 30 full papers included in this book were carefully reviewed and selected from 74 submissions. They were organized in topical sections as follows: keynote papers; online and innovative learning; personalized and individualized learning; smart learning environment; artificial intelligence in education; and institutional strategies and practices.
Technology in Education. Innovative Solutions and Practices: Third International Conference, ICTE 2018, Hong Kong, China, January 9-11, 2018, Revised Selected Papers (Communications in Computer and Information Science #843)
by Simon K.S. Cheung Jeanne Lam Kam Cheong Li Oliver Au Will W.K. Ma Wai Shing HoThis book constitutes extended papers from the Third International Conference on Technology in Education, ICTE 2018, held in Hong Kong, China, in January 2018.The 27 full papers presented in this volume were carefully reviewed and selected from 88 submissions. They are organized in topical sections on new learning experience with technologies; mobile learning and flipped classrooms; instructional design and teaching practices; learning administration with technologies.
Technology in Education. Technology-Mediated Proactive Learning: Second International Conference, ICTE 2015, Hong Kong, China, July 2-4, 2015, Revised Selected Papers (Communications in Computer and Information Science #559)
by Jeanne Lam Kwan Keung Ng Simon K.S. Cheung Tak Lam Wong Kam Cheong Li Fu Lee WangThis book constitutes extended papers from the Second International Conference on Technology in Education, ICTE 2015, held in Hong Kong, China, in July 2015. The 26 full papers presented in this volume were carefully reviewed and selected from 41 submissions. They were organized in topical sections named: technology-enabled learning; mobile learning and ubiquitous learning; open learning and online learning; institutional strategies, policies and practices; and learning platforms and advising systems.
Technology in Education. Transforming Educational Practices with Technology: International Conference, ICTE 2014, Hong Kong, China, July 2-4, 2014. Revised Selected Papers (Communications in Computer and Information Science #494)
by Kam Cheong Li Tak-Lam Wong Simon K. S. Cheung Jeanne Lam Kwan Keung NgThis book constitutes the refereed proceedings of the International Conference on Technology in Education, ICTE 2014, held in Hong Kong, in July 2014. The 18 revised full papers and 4 short papers presented were carefully reviewed and selected from 45 submissions. The papers are organized in topical sections on application of mobile technologies in e-learning; technology advancement in e-learning systems; innovations in e-learning pedagogy; open education and institution e-learning policy.
Technology in Mathematics Teaching: Selected Papers of the 13th ICTMT Conference (Mathematics Education in the Digital Era #13)
by Gilles Aldon Jana TrgalováThis book comprises chapters featuring a state of the art of research on digital technology in mathematics education. The chapters are extended versions of a selection of papers from the Proceedings of the 13th International Conference on Technology in Mathematics Teaching (ICTMT-13), which was held in Lyon, France, from July 3rd to 6th. ICTMT-13 gathered together over one hundred participants from twenty countries sharing research and empirical results on the topical issues of technology and its potential to improve mathematics teaching and learning. The chapters are organised into 4 themed parts, namely assessment in mathematics education and technology, which was the main focus of the conference, innovative technology and approaches to mathematics education, teacher education and professional development toward the technology use, and mathematics teaching and learning experiences with technology. In 13 chapters contained in the book, prominent mathematics educators from all over the world present the most recent theoretical and practical advances on these themes This book is of particular interest to researchers, teachers, teacher educators and other actors interested in digital technology in mathematics education.
Technology in Second Language Writing: Advances in Composing, Translation, Writing Pedagogy and Data-Driven Learning (Routledge Research in Language Education)
by Jingjing Qin Paul StapletonThis edited volume showcases state-of-the-art research in technological applications in second language writing. It examines multimodal composing, digital feedback, data-driven learning, machine translation and technological applications in writing pedagogy. Technology in Second Language Writing reflects the rapidly changing field of technology in second language learning and highlights technological advances across different areas relevant to L2 writing. Composed of empirical studies, reviews, and descriptive essays, this book covers a variety of topics across the areas of composing, pedagogy, and writing research. It includes discussion of computer-mediated communication, language learners’ perceptions about using technology in their writing, the use of social media in writing, corpus learning, translation software, and use of electronic feedback in language classrooms. Offering a multifaceted approach to technology in a wide variety of second language writing contexts, this cutting-edge book serves as essential reading for scholars and postgraduate students in the field of language teaching, applied linguistics, and TESOL.
Technology in Second Language Writing: Advances in Composing, Translation, Writing Pedagogy and Data-Driven Learning (Routledge Research in Language Education)
by Jingjing Qin Paul StapletonThis edited volume showcases state-of-the-art research in technological applications in second language writing. It examines multimodal composing, digital feedback, data-driven learning, machine translation and technological applications in writing pedagogy. Technology in Second Language Writing reflects the rapidly changing field of technology in second language learning and highlights technological advances across different areas relevant to L2 writing. Composed of empirical studies, reviews, and descriptive essays, this book covers a variety of topics across the areas of composing, pedagogy, and writing research. It includes discussion of computer-mediated communication, language learners’ perceptions about using technology in their writing, the use of social media in writing, corpus learning, translation software, and use of electronic feedback in language classrooms. Offering a multifaceted approach to technology in a wide variety of second language writing contexts, this cutting-edge book serves as essential reading for scholars and postgraduate students in the field of language teaching, applied linguistics, and TESOL.
Technology in Social Work Education and Curriculum: The High Tech, High Touch Social Work Educator
by Florence W Vigilante Richard L Beaulaurier Martha F HaffeySave time and trouble as you incorporate technology into your social work curriculumThe dramatic increase in the use of computers and other forms of technology in social work education and practice has educators, trainers, and administrators investing valuable time, money, and effort into trying to make the transition from traditional teaching to a Web-assisted learning environment. Technology in Social Work Education and Curriculum takes the mystery out of the online experience with practical information on using technology to enhance and enrich learning-but not at the expense of the "human" approach to social work. This unique book presents a variety of creative and interesting methods for incorporating technology that&’s affordable and user-friendly, and for developing online skills that won&’t become obsolete as computer hardware and software evolves.Technology in Social Work Education and Curriculum transforms technology into an everyday resource for agency field instructors, human service educators, trainers, and social work administrators. The book addresses concerns that educators with limited technical skills may have in using technology to teach cultural competency, group work, research, direct practice, social policy and advocacy, and field practicum, presenting hands-on approaches that are innovative but accessible. And by focusing on approaches rather than simply reviewing available hardware and software, the book provides you with background knowledge that makes it easier for you to successfully incorporate online learning into the classroom. Technology in Social Work Education and Curriculum examines using instructional technology to emotionally engage students in the learning process using digital video and qualitative data analysis software to teach group practice the role technology plays in advocacy distance-education technologies in policy education incorporating Web-assisted learning into a traditional classroom setting the advantages of distance education over more conventional approaches a model for planning the use and integration of computer technology in schools of social work how the behaviors of computer consultants can affect the students who seek their help using innovation diffusion theory in technology planning and much more!Social workers have traditionally embraced the latest technologies and scientific developments since the earliest days of the profession. Technology in Social Work Education and Curriculum helps continue that tradition, offering invaluable guidance to educators and administrators, no matter how experienced-or inexperienced-they are in dealing with communications technologies.
Technology in Social Work Education and Curriculum: The High Tech, High Touch Social Work Educator
by Florence W Vigilante Richard L Beaulaurier Martha F HaffeySave time and trouble as you incorporate technology into your social work curriculumThe dramatic increase in the use of computers and other forms of technology in social work education and practice has educators, trainers, and administrators investing valuable time, money, and effort into trying to make the transition from traditional teaching to a Web-assisted learning environment. Technology in Social Work Education and Curriculum takes the mystery out of the online experience with practical information on using technology to enhance and enrich learning-but not at the expense of the "human" approach to social work. This unique book presents a variety of creative and interesting methods for incorporating technology that&’s affordable and user-friendly, and for developing online skills that won&’t become obsolete as computer hardware and software evolves.Technology in Social Work Education and Curriculum transforms technology into an everyday resource for agency field instructors, human service educators, trainers, and social work administrators. The book addresses concerns that educators with limited technical skills may have in using technology to teach cultural competency, group work, research, direct practice, social policy and advocacy, and field practicum, presenting hands-on approaches that are innovative but accessible. And by focusing on approaches rather than simply reviewing available hardware and software, the book provides you with background knowledge that makes it easier for you to successfully incorporate online learning into the classroom. Technology in Social Work Education and Curriculum examines using instructional technology to emotionally engage students in the learning process using digital video and qualitative data analysis software to teach group practice the role technology plays in advocacy distance-education technologies in policy education incorporating Web-assisted learning into a traditional classroom setting the advantages of distance education over more conventional approaches a model for planning the use and integration of computer technology in schools of social work how the behaviors of computer consultants can affect the students who seek their help using innovation diffusion theory in technology planning and much more!Social workers have traditionally embraced the latest technologies and scientific developments since the earliest days of the profession. Technology in Social Work Education and Curriculum helps continue that tradition, offering invaluable guidance to educators and administrators, no matter how experienced-or inexperienced-they are in dealing with communications technologies.
Technology in the Middle and Secondary Social Studies Classroom
by Scott K. ScheuerellTechnology in the Middle and Secondary Social Studies Classroom introduces pre-service teachers to the research underpinning the effective integration of technology into the social studies curriculum. Building off of established theoretical frameworks, veteran social studies teacher educator Scott Scheuerell shows how the implementation of key technologies in the classroom can help foster higher-level thinking among students. Plentiful, user-friendly examples illustrate how specific educational tools—including games, social media, flipped classrooms, and other emerging technologies—spur critical thinking and foster authentic intellectual work. A rigorous study, Technology in the Middle and Secondary Social Studies Classroom provides a comprehensive, up-to-date research framework for conceptualizing successful, technology-rich social studies classrooms.
Technology in the Middle and Secondary Social Studies Classroom
by Scott K. ScheuerellTechnology in the Middle and Secondary Social Studies Classroom introduces pre-service teachers to the research underpinning the effective integration of technology into the social studies curriculum. Building off of established theoretical frameworks, veteran social studies teacher educator Scott Scheuerell shows how the implementation of key technologies in the classroom can help foster higher-level thinking among students. Plentiful, user-friendly examples illustrate how specific educational tools—including games, social media, flipped classrooms, and other emerging technologies—spur critical thinking and foster authentic intellectual work. A rigorous study, Technology in the Middle and Secondary Social Studies Classroom provides a comprehensive, up-to-date research framework for conceptualizing successful, technology-rich social studies classrooms.
Technology Innovations for Behavioral Education
by Mary Banks Banks GregersonBehavioral and technological innovation has a special place in the future of graduate and medical education, both for students and for educators. A new multi-media pedagogy offers innovative techniques and technologies, drawing widely upon behavioral science. The psychology of multi-media education maximizes learning by involving many different sensory modalities. Although multi-media has long meant use of film and other electronic modality adjuncts like Powerpoint, newer technologies expand these horizons further. Now multi-media pedagogy means not only newer technologies, but also newer, and different education techniques. This book describes psychology innovation currently making educational settings competent and competitive. Student choice rules in education today. The technologically driven environment produces students whose preference is incumbent on electronic research means. Besides using these tools themselves, students thirst for multi-media pedagogy in the classroom online and on campus. It is therefore teachers who close the digital divide between generations in order to educate effectively. Approaches using new technologies and techniques have proven successful internationally with diverse audiences.
Technology-Inspired Smart Learning for Future Education: 29th National Conference on Computer Science Technology and Education, NCCSTE 2019, Kaifeng, China, October 9–11, 2019, Revised Selected Papers (Communications in Computer and Information Science #1216)
by Wenxing Hong Chao Li Qing WangThis book constitutes the refereed proceedings of the 29th National Conference on Computer Science Technology and Education, NCCSTE 2019, held in Kaifeng, China, in October 2019.The 12 full papers presented were thoroughly reviewed and selected from 50 submissions. The papers focus on the diverse environments of smart learning, including massive open online courses with AI assistants, intelligent tutoring systems, interactive learning courseware, learning games, collaborative programming communities, community tutorial systems, personalized exercise programs, tutoring robotics, etc. The papers are organized in the following topical sections: smart learning; information technologies.
Technology, Institutions and Labor: Manufacturing Automobiles in Argentina and Turkey (International Political Economy Series)
by Fulya ApaydinIn this book Fulya Apaydin argues that labor responses to dramatic technological change are influenced by the political institutions of the Global South more than any other factor. In addressing vocational education programs – which are highly relevant in understanding how labor unrest is governed in developing settings – she makes two important contributions. Firstly, she offers a new theoretical framework to understand labor mobilization and de-mobilization patterns, rethinking vocational education as a key transmission belt for manufacturing labor consent. Secondly, she provides a systematic comparison of skill formation schemes and their implications on labor mobilization in federal and unitary systems. With a focus on Argentina and Turkey, two case studies are provided in which technology has provoked differing levels of strikes, walkouts and extended protest.
Technology, Institutions and Labor: Manufacturing Automobiles in Argentina and Turkey (International Political Economy Series)
by Fulya ApaydinIn this book Fulya Apaydin argues that labor responses to dramatic technological change are influenced by the political institutions of the Global South more than any other factor. In addressing vocational education programs – which are highly relevant in understanding how labor unrest is governed in developing settings – she makes two important contributions. Firstly, she offers a new theoretical framework to understand labor mobilization and de-mobilization patterns, rethinking vocational education as a key transmission belt for manufacturing labor consent. Secondly, she provides a systematic comparison of skill formation schemes and their implications on labor mobilization in federal and unitary systems. With a focus on Argentina and Turkey, two case studies are provided in which technology has provoked differing levels of strikes, walkouts and extended protest.
Technology Integration and High Possibility Classrooms: Building from TPACK
by Jane HunterTechnology Integration and High Possibility Classrooms provides a fresh vision for education in schools based on new research from in-depth studies of technology integration in exemplary teachers’ classrooms. This timely book meets the demand for more examples of effective technology integration by providing a new conceptual understanding that builds on the popular and highly influential theoretical framework of technological, pedagogical and content knowledge (TPACK). Technology Integration and High Possibility Classrooms details four rich case studies set in different contexts with students ranging from age 6 to 16. Each case study articulates in very practical terms what characterizes exemplary teachers’ knowledge of technology integration and how that is applied in classrooms. This highly accessible book clearly demonstrates how theory informs practice and provides new possibilities for learning in twenty-first-century schools.
Technology Integration and High Possibility Classrooms: Building from TPACK
by Jane HunterTechnology Integration and High Possibility Classrooms provides a fresh vision for education in schools based on new research from in-depth studies of technology integration in exemplary teachers’ classrooms. This timely book meets the demand for more examples of effective technology integration by providing a new conceptual understanding that builds on the popular and highly influential theoretical framework of technological, pedagogical and content knowledge (TPACK). Technology Integration and High Possibility Classrooms details four rich case studies set in different contexts with students ranging from age 6 to 16. Each case study articulates in very practical terms what characterizes exemplary teachers’ knowledge of technology integration and how that is applied in classrooms. This highly accessible book clearly demonstrates how theory informs practice and provides new possibilities for learning in twenty-first-century schools.
Technology-mediated Learning During the Pandemic: Challenges vs Outcomes
by Vikas Kumar Jitendra SinghThis volume discusses the emergence of information and communication technology (ICT)-based teaching and learning during the Covid-19 pandemic as a potential alternative to traditional classroom-based learning. It presents a collection of theories, practices, and case studies from across the globe and covers different aspects of education from a multidisciplinary perspective.While focusing on the various opportunities that surfaced while carrying out innovative experiments in the online learning space, the book discusses pedagogical challenges and the need for a shift in teaching pedagogy towards online learning. It outlines the existing learning theories, reasons behind their failure, and new theories that emerged to fill the need for new methods for delivery of content and pedagogy. The book discusses the issues faced by stakeholders, including institute administrators, students, and teachers to prepare for this new method of teaching and learning. It highlights the role of virtual laboratories in supplementing the needs of students in the remote learning environment. The book also discusses the role and impact of social media as a powerful tool of learning and educational communication.This book will be of interest to teachers, students, and researchers of education, higher education, digital education, information technology, educational psychology, and media studies. It will also be useful for courses on e-learning, educationalists, policymakers, educational institutions, online education centres, and practitioners working in the related areas.
Technology-mediated Learning During the Pandemic: Challenges vs Outcomes
This volume discusses the emergence of information and communication technology (ICT)-based teaching and learning during the Covid-19 pandemic as a potential alternative to traditional classroom-based learning. It presents a collection of theories, practices, and case studies from across the globe and covers different aspects of education from a multidisciplinary perspective.While focusing on the various opportunities that surfaced while carrying out innovative experiments in the online learning space, the book discusses pedagogical challenges and the need for a shift in teaching pedagogy towards online learning. It outlines the existing learning theories, reasons behind their failure, and new theories that emerged to fill the need for new methods for delivery of content and pedagogy. The book discusses the issues faced by stakeholders, including institute administrators, students, and teachers to prepare for this new method of teaching and learning. It highlights the role of virtual laboratories in supplementing the needs of students in the remote learning environment. The book also discusses the role and impact of social media as a powerful tool of learning and educational communication.This book will be of interest to teachers, students, and researchers of education, higher education, digital education, information technology, educational psychology, and media studies. It will also be useful for courses on e-learning, educationalists, policymakers, educational institutions, online education centres, and practitioners working in the related areas.
Technology-Mediated Learning Environments for Young English Learners: Connections In and Out of School
by L. Leann ParkerThis book explores issues related to the use of technologies to support young second-language learners and looks at promising areas for research, design, and development. Grounded in a sociocultural theoretical framework, it invites educators, researchers, and educational technology developers to consider a range of social and cultural factors in utilizing technology as a tool to help children from diverse linguistic and cultural backgrounds develop their English-language and reading skills. A major contribution is the authors’ consideration of ways that technology outside of school can benefit these students’ English-language development in school. The central chapters are counter pointed by invited reflections that bring to the discussion different, yet complementary, perspectives from notable scholars in the field of second-language literacy and learning.Technology-Mediated Learning Environments for Young English-Language Learners is targeted to researchers, educators, and policymakers in the areas of elementary education, after-school learning, second-language teaching and learning, English language and literacy development, and reading.
Technology-Mediated Learning Environments for Young English Learners: Connections In and Out of School
This book explores issues related to the use of technologies to support young second-language learners and looks at promising areas for research, design, and development. Grounded in a sociocultural theoretical framework, it invites educators, researchers, and educational technology developers to consider a range of social and cultural factors in utilizing technology as a tool to help children from diverse linguistic and cultural backgrounds develop their English-language and reading skills. A major contribution is the authors’ consideration of ways that technology outside of school can benefit these students’ English-language development in school. The central chapters are counter pointed by invited reflections that bring to the discussion different, yet complementary, perspectives from notable scholars in the field of second-language literacy and learning.Technology-Mediated Learning Environments for Young English-Language Learners is targeted to researchers, educators, and policymakers in the areas of elementary education, after-school learning, second-language teaching and learning, English language and literacy development, and reading.
Technology, Multimodality and Learning: Analyzing Meaning across Scales (Palgrave Studies in Educational Media)
by Germán CanaleThis book introduces multimodality and technology as key concepts for understanding learning in the 21st century. The author investigates how a nationwide socio-educational policy in Uruguay becomes recontextualised across time/space scales, impacting interaction and learning in an English as a Foreign Language classroom. The book introduces scalar analysis to better understand the situated and fractal nature of education policy as meaning-making, subsequently defining learning from a multimodal socio-semiotic approach. The analytical integration of different policy scales shows what policy means to various stakeholders, and what learning means for students and teachers. This depends both on how they position themselves and how they engage with the policy educational media. This innovative book will appeal to students and scholars of technology and learning, as well as multimodality.
Technology, Research and Professional Learning: Constructing Intellectual Exchange in the Rise of Network Society (Perspectives on Rethinking and Reforming Education)
by Jingjing ZhangThis book investigates the use of network technologies in research, and explores how such use potentially changes the nature of professional learning between academics. It attempts to situate the discussion of technology use in real-world research settings, to identify the different forms of participation in intellectual exchange embedded in academic dialogue, and to further contribute to knowledge on how the use of network technology potentially changes the nature of learning. Multiple data collection methods are employed, in two forms of study: a single case study, and a number of individual interviews. The single case study was carried out over a one-year period, and consisted of interviews (22 interviewees), observations, and document review. Individual semi-structured interviews were carried out over a similar period of time with a wider and different population of 24 academics from different Oxford faculties. Half of these were interviewed twice.The main findings presented in this book demonstrate that the direct consequences of technology use are changes to academic dialogue and scholarly communication in general. The change to this critical aspect of research – scholarly communication – has potentially led to more distributed research in interconnected research environments. It is the changes to scholarly communication and the research environment that consequently affect participation in intellectual exchange.
Technology, Science Teaching, and Literacy: A Century of Growth (Innovations in Science Education and Technology #11)
by Kenneth P. KingThis book deals with the use of technology in science teaching. The author is not, nor has ever had an intention of being a “techie. ” Rather, I spent the first decade of my professional life as a high school physics teacher, making occasional uses of technology to further student understanding and to automate my own teaching practices. During my graduate work, my interest in the use of technology continued. Catalyzed, to some extent by the increasing availability of graphical interfaces for computers, the realization struck that the computer was more and more becoming a tool that all teachers could use to support their teaching practice—not simply those with a passion for the technology itself. The rapid changes in the hardware and software available, however, frequently caused me to reflect on the usefulness of technology—if it were to change at such a rapid pace, would anyone, save for those who diligently focused on the development of these tools, be able to effectively use technology in science teaching? Was change to rapid to yield a useful tool for teachers? To address this interest, I examined the nature of science teaching during this century—using the equally fluid notion of “scientific literacy”—which formed the organizing principle for this study. The result is a examination of how technology was used to accomplishing this goal of producing scientifically literate citizens. What was observed is that technology, indeed, consistently came to the service of teachers as they attempted to achieve this goal.
Technology Supported Active Learning: Student-Centered Approaches (Lecture Notes in Educational Technology)
by Carlos Vaz de Carvalho Merja BautersThis book promotes student-centered approaches to the learning process, allowing students to develop skills and competences that traditional, passive learning methods cannot foster. In turn, supporting active learning with digital technology tools creates new possibilities in terms of pedagogical design and implementation. This book addresses the latest research and practice in the use of technology to promote active learning. As such, on the one hand, it focuses on active pedagogical methodologies like problem-based learning, design thinking and agile approaches; on the other, it presents best practice cases on the use of digital environments to support these methodologies. Readers will come to understand and learn to apply active learning methodologies, either by replicating the best practices presented here, or by creating their own methods.