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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 77: Researching Information Technology in Education: Meeting the Challenges of an Ever-Changing Environment
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Chapter title
Researching Information Technology in Education: Meeting the Challenges of an Ever-Changing Environment
Chapter number 77
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_77
Book ISBNs
978-3-31-971053-2, 978-3-31-971054-9
Authors

Margaret J. Cox, Cox, Margaret J.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 3 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 3 100%

Demographic breakdown

Readers by professional status Count As %
Researcher 1 33%
Student > Doctoral Student 1 33%
Student > Master 1 33%
Readers by discipline Count As %
Social Sciences 2 67%
Psychology 1 33%

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