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Second Handbook of Information Technology in Primary and Secondary Education

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Second Handbook of Information Technology in Primary and Secondary Education
Springer International Publishing

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 2 New Literacies: Curricular Implications
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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 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 11 Developing Scientific Inquiry in Technology-Enhanced Learning Environments
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    Chapter 12 Cultural and Social Issues in Using Social Media to Support Learning
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    Chapter 13 Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges
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    Chapter 15 Computer-Supported Collaborative Learning: Mediated and Co-Present Forms of Learning Together
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    Chapter 16 The Evolving Role of Attitudes and Competencies in Information and Communication Technology in Education
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    Chapter 19 The Influence of Information and Communication Technology Use on Students’ Information Literacy
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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 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 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
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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 31 Professional Development for Online and Mobile Learning: Promoting Teachers’ Pedagogical Inquiry
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    Chapter 32 The Role of Leadership for Information Technology in Education: Systems of Practices
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    Chapter 34 A Distributed Leadership Perspective on Information Technologies for Teaching and Learning
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    Chapter 35 Leaders Fostering Teachers’ Learning Environments for Technology Integration
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    Chapter 36 Technology Integration, Leadership, and Organizational Support Frameworks for Instructional Improvement with Information Technology
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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 39 Progress and Challenges for Automated Scoring and Feedback Systems for Large-Scale Assessments
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    Chapter 40 Assessing Problem-Solving Skills in Game-Based Immersive Environments
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    Chapter 41 Making Use of Data for Assessments: Harnessing Analytics and Data Science
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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 46 Virtual Schools: A Global Perspective
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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 49 Designing Blended, Flexible, and Personalized Learning
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    Chapter 51 Section Introduction: Mobile Learning
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    Chapter 52 From Engagement to Empowerment: The Evolution of Mobile Learning in the United States
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    Chapter 53 Barriers to Mobile Learning Advancements in the United Kingdom
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    Chapter 54 The Implementation of Mobile Learning in Asia: Key Trends in Practices and Research
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    Chapter 56 Mobile Learning in K-12: Roadblocks to Adoption
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    Chapter 59 Guiding Questions for Game-Based Learning
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    Chapter 60 Evaluating Games for Classroom Use
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    Chapter 61 Toward Creator-Based Learning: Designs That Help Student Makers Learn
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    Chapter 64 Trends and Opportunities in Online Learning, MOOCs, and Cloud-Based Tools
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    Chapter 66 Educational Opportunities for Immersive Virtual Reality
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    Chapter 67 Issues and Challenges Related to Digital Equity: An Overview
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    Chapter 70 Information and Communication Technology Revitalizing Cultural Identity and Diversity
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    Chapter 73 A Sociocritical Perspective on the Integration of Digital Technology in Education
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    Chapter 74 Learning Differences and Digital Equity in the Classroom
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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 77 Researching Information Technology in Education: Meeting the Challenges of an Ever-Changing Environment
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    Chapter 78 Meta-analyses of Large-Scale Datasets: A Tool for Assessing the Impact of Information and Communication Technology in Education
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    Chapter 79 Researching the Design and Evaluation of Information Technology Tools for Education
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    Chapter 80 International Large-Scale Computer-Based Studies on Information Technology Literacy in Education
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    Chapter 81 Measuring the Impact of Emerging Technologies in Education: A Pragmatic Approach
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    Chapter 82 Looking Back, Moving Forward: Impact and Measurability of the Use of Educational Technology
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    Chapter 84 Cross-National Policies on Information and Communication Technology in Primary and Secondary Schools: An International Perspective
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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 88 Information and Communication Technology and Educational Policies in the United States of America and Canada
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    Chapter 90 Information and Communication Technology and Educational Policies in the Sub-Saharan African 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 92 Information and Communication Technology Policy in Primary and Secondary Education in Europe
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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 97 Section Introduction: The Learner and the Learning Process
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    Chapter 98 Section Introduction: Attitudes, Competencies, and Dispositions for Teaching and Learning with Information Technology
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    Chapter 99 Section Introduction: Professional Learning and Development of Teachers
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    Chapter 100 Section Introduction: The Role of Leadership for Information Technology in Education
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    Chapter 101 Section Introduction: Using Information Technology for Assessment: Issues and Opportunities
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    Chapter 102 Section Introduction: Flexible, Distance, and Open Learning in the Twenty-First Century
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    Chapter 104 Section Introduction: Games, Simulations, and Emerging Technologies
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    Chapter 105 Section Introduction: Issues and Challenges Related to Digital Equity
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    Chapter 106 Section Introduction: Paradigms for Researching Information Technology in Education
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    Chapter 107 Section Introduction: International Policies on Information and Communication Technology in Primary and Secondary Schools
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    Chapter 108 Teaching as a Design Science: Teachers Building, Testing, and Sharing Pedagogic Ideas
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    Chapter 109 Leading Information Technology via Design Thinking
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    Chapter 110 Appreciative Inquiry: Building on Strengths for Integrating Information Technology in Schools
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    Chapter 111 Improvement Science Through Networked Improvement Communities: Leadership of Continuous Improvement with, of, and Through Information Technology
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    Chapter 112 Educational Opportunities for Augmented Reality
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    Chapter 113 Developing an Understanding of the Impact of Digital Technologies on Teaching and Learning in an Ever-Changing Landscape
Attention for Chapter 87: Information and Communication Technology in Educational Policies in Australia and New Zealand
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Citations

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Chapter title
Information and Communication Technology in Educational Policies in Australia and New Zealand
Chapter number 87
Book title
Second Handbook of Information Technology in Primary and Secondary Education
Published by
Springer, Cham, August 2018
DOI 10.1007/978-3-319-71054-9_87
Book ISBNs
978-3-31-971053-2, 978-3-31-971054-9
Authors

Louise Starkey, Glenn Finger, Starkey, Louise, Finger, Glenn

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 5 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 5 100%

Demographic breakdown

Readers by professional status Count As %
Student > Doctoral Student 2 40%
Researcher 1 20%
Other 1 20%
Student > Master 1 20%
Readers by discipline Count As %
Social Sciences 3 60%
Arts and Humanities 2 40%

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