Table of contents

  1. Using Information Technology for Assessment: Issues and Opportunities

  2. Flexible, Distance, and Open Learning in the Twenty-First Century

    1. Front Matter
      Pages 679-679
    2. Roumen Nikolov, Kwok-Wing Lai, Evgenia Sendova, Herma Jonker
      Pages 685-699
    3. Niki E. Davis, Richard E. Ferdig
      Pages 701-718
    4. Seng Chee Tan, Alwyn Vwen Yen Lee
      Pages 737-757
    5. Keryn Pratt, Eugenia Petrova Kovatcheva
      Pages 759-776
  3. Mobile Learning

    1. Front Matter
      Pages 777-777
    2. Elliot Soloway, Cathleen Norris
      Pages 779-783
    3. Daniel Churchill, Mark Pegrum, Natalia Churchill
      Pages 817-857
    4. Cathleen Norris, Elliot Soloway
      Pages 859-875
  4. Game and Simulation-Based Learning and Teaching

    1. Front Matter
      Pages 877-877
    2. Karen Schrier
      Pages 887-905
    3. Katrin Becker
      Pages 907-920
    4. Vanessa Chang, Christian Gütl, Martin Ebner
      Pages 935-953
    5. Richard E. Ferdig, Enrico Gandolfi, Zachary Immel
      Pages 955-966
    6. Enrico Gandolfi, Richard E. Ferdig, Zachary Immel
      Pages 967-979
  5. Issues and Challenges Related to Digital Equity

    1. Front Matter
      Pages 981-981
    2. Thérèse Laferrière, Paul Resta
      Pages 983-986
    3. Paul Resta, Thérèse Laferrière, Robert McLaughlin, Assetou Kouraogo
      Pages 987-1004
    4. Paul Resta, Miri Shonfeld, Manal Yazbak Abu Ahmad, Denelle L. Wallace
      Pages 1005-1014
    5. William R. Penuel, Daniela K. DiGiacomo
      Pages 1047-1061
    6. Mark Warschauer, Ying Xu
      Pages 1063-1079
  6. Paradigms for Researching Information Technology in Education

  7. International Policies on Information and Communication Technology in Primary and Secondary Schools: Cross-National Policies

About this book


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. 


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 AmsterdamAmsterdamThe Netherlands
  2. 2.University of North TexasDentonUSA
  3. 3.University of North TexasDentonUSA
  4. 4.University of OtagoDunedinNew Zealand

Bibliographic information

  • DOI
  • Copyright Information Springer International Publishing AG, part of Springer Nature 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-71053-2
  • Online ISBN 978-3-319-71054-9
  • Series Print ISSN 2197-1951
  • Series Online ISSN 2197-196X
  • Buy this book on publisher's site