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Table of contents

  1. Keryn Pratt, Eugenia Petrova Kovatcheva
  2. Roumen Nikolov, Kwok-Wing Lai, Evgenia Sendova, Herma Jonker
  3. Enrico Gandolfi, Richard E. Ferdig, Zachary Immel
  4. Richard E. Ferdig, Enrico Gandolfi, Zachary Immel
  5. Paul Resta, Miri Shonfeld, Manal Yazbak Abu Ahmad, Denelle L. Wallace
  6. Paul Resta, Thérèse Laferrière, Robert McLaughlin, Assetou Kouraogo

About this book

Introduction

In this second edition the editors continue their efforts to synthesize research and practice and project future directions in the field of information and communication technology. 

The proliferation of mobile devices and applications have had major implications on how the nature of teaching and learning should be conceptualised, and what pedagogical practices should be used to support bridging formal and informal learning. The advent of social media also highlights the importance of gaining a deeper understanding of social learning theories and computer-supported collaborative learning theories and practices. The advancement of new technologies to support easy accessibility of educational resources such as OER and to a lesser extent MOOCs have led to the debate on how assessment should be conducted and how technologies could be used to support it.

The demand of the knowledge society requires that researchers, policy makers, and educational practitioners be conversant with new research findings in order to understand the impact of ICT in teaching and learning, and how to support learners to use new technologies and applications creatively and effectively. New research paradigms have emerged to meet these challenges.

Keywords

lifelong learning competencies measuring emerging technology impact curriculum in the 21st century information technology in teaching and learning ICT and inquiry-based learning cyberwellness effective teaching with IT teacher dispositions for IT in education flexible and distance learning role of school leaders in ICT in education future perspectives on IT and assessment online learning communities in K-12 settings device compatibility, infrastructure and ownership games and simulation-based learning digital equity

Editors and affiliations

  • Joke Voogt
    • 1
  • Gerald Knezek
    • 2
  • Rhonda Christensen
    • 3
  • Kwok-Wing Lai
    • 4
  1. 1.University of Amsterdam AmsterdamThe Netherlands
  2. 2.University of North Texas DentonUSA
  3. 3.University of North Texas DentonUSA
  4. 4.University of Otago DunedinNew Zealand

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-53803-7
  • Copyright Information Springer Nature Switzerland AG 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Online ISBN 978-3-319-53803-7
  • Series Print ISSN 2197-1951
  • Series Online ISSN 2197-196X
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