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Handbook of Information Technology in Primary and Secondary Education

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Cover of 'Handbook of Information Technology in Primary and Secondary Education'

Table of Contents

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    Book Overview
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    Chapter 1 The Twenty-First Century Curriculum: Issues and Challenges
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    Chapter 1 The Twenty-First Century Curriculum: Issues and Challenges
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    Chapter 2 New Literacies: Curricular Implications
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    Chapter 2 New Literacies: Curricular Implications
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    Chapter 3 Digital Citizenship and Social Media: A Curriculum Perspective
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    Chapter 3 Digital Citizenship and Social Media: A Curriculum Perspective
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    Chapter 4 Students and Their Computer Literacy: Evidence and Curriculum Implications
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    Chapter 6 Computer Science and Computational Thinking in the Curriculum: Research and Practice
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    Chapter 7 Dissolving the Digital Divide: Creating Coherence in Young People’s Social Ecologies of Learning and Identity Building
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    Chapter 7 Dissolving the Digital Divide: Creating Coherence in Young People’s Social Ecologies of Learning and Identity Building
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    Chapter 8 The Learner and the Learning Process: Research and Practice in Technology-Enhanced Learning
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    Chapter 8 The Learner and the Learning Process: Research and Practice in Technology-Enhanced Learning
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    Chapter 9 Information and Communication Technologies, and Learning Theories: Putting Pedagogy into Practice
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    Chapter 12 Cultural and Social Issues in Using Social Media to Support Learning
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    Chapter 12 Cultural and Social Issues in Using Social Media to Support Learning
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    Chapter 21 Measuring Teacher Attitudes, Competencies, and Pedagogical Practices in Support of Student Learning and Classroom Technology Integration
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    Chapter 22 Information and Communication Competences for Students
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    Chapter 22 Information and Communication Competences for Students
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    Chapter 23 Instructional Technology Integration Models and Frameworks: Diffusion, Competencies, Attitudes, and Dispositions
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    Chapter 23 Instructional Technology Integration Models and Frameworks: Diffusion, Competencies, Attitudes, and Dispositions
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    Chapter 24 The Interaction of Psychological Constructs with Information Technology-enhanced Teaching and Learning
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    Chapter 24 The Interaction of Psychological Constructs with Information Technology-enhanced Teaching and Learning
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    Chapter 25 Information and Communication Technology and Education: Meaningful Change through Teacher Agency
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    Chapter 25 Information and Communication Technology and Education: Meaningful Change through Teacher Agency
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    Chapter 26 Knowledge Base for Information and Communication Technology in Education
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    Chapter 27 Information and Communication Technology Dispositional Factors and Relationship to Information and Communication Technology Practices
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    Chapter 28 Preparing Preservice Teachers to Transform Education with Information and Communication Technologies (ICT)
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    Chapter 28 Preparing Preservice Teachers to Transform Education with Information and Communication Technologies (ICT)
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    Chapter 29 Teachers as Drivers of Their Professional Learning Through Design Teams, Communities, and Networks
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    Chapter 29 Teachers as Drivers of Their Professional Learning Through Design Teams, Communities, and Networks
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    Chapter 30 Connecting Research and Practice: Teacher Inquiry and Design-Based Research
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    Chapter 30 Connecting Research and Practice: Teacher Inquiry and Design-Based Research
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    Chapter 31 Professional Development for Online and Mobile Learning: Promoting Teachers’ Pedagogical Inquiry
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    Chapter 37 Assessment as, for, and of Twenty-First-Century Learning Using Information Technology: An Overview
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    Chapter 38 Formative Assessment and Feedback Using Information Technology
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    Chapter 43 A Futures Perspective on Information Technology and Assessment
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    Chapter 45 Distance and Flexible Learning in the Twenty-First Century
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    Chapter 45 Distance and Flexible Learning in the Twenty-First Century
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    Chapter 47 Open Education Resources, Massive Open Online Courses, and Online Platforms for Distance and Flexible Learning
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    Chapter 47 Open Education Resources, Massive Open Online Courses, and Online Platforms for Distance and Flexible Learning
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    Chapter 48 Online Learning Communities in K-12 Settings
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    Chapter 48 Online Learning Communities in K-12 Settings
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    Chapter 73 A Sociocritical Perspective on the Integration of Digital Technology in Education
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    Chapter 73 A Sociocritical Perspective on the Integration of Digital Technology in Education
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    Chapter 75 Organizing Learning Environments for Relational Equity in New Digital Media
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    Chapter 75 Organizing Learning Environments for Relational Equity in New Digital Media
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    Chapter 76 Technology and Equity in Education
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    Chapter 79 Researching the Design and Evaluation of Information Technology Tools for Education
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    Chapter 86 Information and Communication Technology in Educational Policies in the Asian Region
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    Chapter 86 Information and Communication Technology in Educational Policies in the Asian Region
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    Chapter 87 Information and Communication Technology in Educational Policies in Australia and New Zealand
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    Chapter 87 Information and Communication Technology in Educational Policies in Australia and New Zealand
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    Chapter 91 Information and Communication Technology and Educational Policies in Primary and Secondary Education in the Middle East and North African (MENA) Region
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    Chapter 91 Information and Communication Technology and Educational Policies in Primary and Secondary Education in the Middle East and North African (MENA) Region
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    Chapter 93 Information and Communications Technology and Educational Policies in Latin America and the Caribbean
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    Chapter 93 Information and Communications Technology and Educational Policies in Latin America and the Caribbean
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    Chapter 95 Advancing Equity Through Educational Technology: Promising Practices for Adoption, Integration, and Use in K–12
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    Chapter 96 Section Introduction: Curricular Challenges of the Twenty-First Century
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    Chapter 99 Section Introduction: Professional Learning and Development of Teachers
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    Chapter 99 Section Introduction: Professional Learning and Development of Teachers
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    Chapter 111 Improvement Science Through Networked Improvement Communities: Leadership of Continuous Improvement with, of, and Through Information Technology
Attention for Chapter 43: A Futures Perspective on Information Technology and Assessment
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Chapter title
A Futures Perspective on Information Technology and Assessment
Chapter number 43
Book title
Second Handbook of Information Technology in Primary and Secondary Education
Published by
Springer International Publishing, January 2018
DOI 10.1007/978-3-319-53803-7_43-1
Book ISBNs
978-3-31-953803-7
Authors

Lodge, Jason M., Jason M. Lodge

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X Demographics

X Demographics

The data shown below were collected from the profiles of 12 X users who shared this research output. Click here to find out more about how the information was compiled.
 Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 7 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 7 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 1 14%
Student > Bachelor 1 14%
Student > Ph. D. Student 1 14%
Student > Master 1 14%
Researcher 1 14%
Other 0 0%
Unknown 2 29%
Readers by discipline Count As %
Arts and Humanities 2 29%
Computer Science 1 14%
Agricultural and Biological Sciences 1 14%
Social Sciences 1 14%
Unknown 2 29%

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