Verfügbarkeit: International handbook of information technology in primary and secondary education

International handbook of information technology in primary and secondary education:

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Bibliographische Detailangaben
Weitere Verfasser:	Voogt, Joke (HerausgeberIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	New York, NY Springer
Schriftenreihe:	Springer international handbooks of education ...
Schlagworte:	Lehrmittel Neue Medien Aufsatzsammlung
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	2. Aufl. u.d.T.: Second handbook of information technology in primary and secondary education
ISBN:	9780387733142 9780387733159

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Datensatz im Suchindex

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adam_text	CONTENTS Preface xxvii Introduction xxix Part One Section 1 Education in the Information Society 3 Section Editor: Ronald E. Anderson 1.1 Implications of the Information and Knowledge Society for Education 5 Ronald E. Anderson The Information Society 5 The Knowledge Society 5 Information vs. Knowledge 6 Knowledge Societies in Education 6 Implications of the Knowledge Society for Learning Priorities 7 1CT 8 The Twenty-First Century Skills Movement 9 Parallels in Education and Management 10 Some Knowledge-Based Models in Education 11 The Emerging Pedagogical Practices Paradigm 12 Student Knowledge Framework 12 Knowledge-Related Skills 13 Knowledge-Related Task Phases 14 Knowledge Capabilities and ICT Tools 15 Knowledge Societies and Cooperative Work 18 Knowledge Societies and Learning to Learn 19 Implications for Education in the Era of Knowledge Societies 20 1.2 New Literacies for the Knowledge Society David Mioduser, Rafi Nachmias, and Alona Forkosh-Baruch Introduction The Knowledge Society The New Literacies Basic Issues Underlying Our Discussion of the New Literacies Seven Literacies for the Knowledge Society Epilogue 1.3 Theoretical Perspectives Influencing the Use of Information Technology in Teaching and Learning Chris Dede Overview Behaviorist Instructional Technologies Cognitivist Instructional Technologies Constructivist Instructional Technologies Next-Generation Pedagogical Media Illustrative Historic Controversies About Technology and Pedagogy Conclusion 1.4 Students in a Digital Age: Implications of ICT for Teaching and Learning John Ainley, Laura Enger, and Dara Searle Introduction ICT Use: Access and Confidence Behavioural Engagement Emotional Engagement Cognitive Engagement ICT and Learning Conclusion Note 1.5 Traditional and Emerging IT Applications for Learning J. Enrique Hinostroza, Christian Labbé, Leonardo Lopez, and Hans lost Introduction General Background: IT in Education Potential Impacts of IT Factors Affecting the Use of IT for Learning Trends in Emerging Technologies and Learning Conclusions 23 23 24 26 27 29 38 43 43 46 48 50 53 54 59 63 63 63 70 73 75 76 78 79 81 81 82 84 86 90 93 1.6 Driving Forces for ICT in Learning 97 Alfons ten Brummelhuis and Els Kuiper Introduction 97 Conceptual Framework 97 Example of a Contrasting Position in Instructional Practices: Teacher or Student as Regulating the Learning Process 104 Discussion: Technology Push vs. Educational Pull 107 Section 2 IT and Curriculum Processes 115 Section Editor: Joke Voogt 2.1 IT and Curriculum Processes: Dilemmas and Challenges 117 Joke Voogt A Curricular Perspective on IT in Education 117 Rationales for IT in Education 118 Learning to Use IT 118 Using IT to Learn 120 Current Use of IT in the Curriculum 121 Realizing the Potential of IT in the Curriculum 122 Innovative IT-Supported Pedagogical Practices 124 The Attained Curriculum: Student Outcomes from Learning with IT 127 Conclusions 128 2.2 Impact of IT on Science Education 133 Mary Webb Introduction 133 The Use and Impact of IT on Science Learning in Schools 134 Evidence for How IT Enables Science Learning 134 Pedagogies with IT in Science 140 IT Use and the Nature of the Science Curriculum 143 Implications for Teachers and Curriculum Developers 143 Conclusions: Ways Forward for Science Education with IT 144 2.3 The Potential of IT to Foster Literacy Development in Kindergarten 149 Judy Van Scoter Introduction 149 Literacy Development 150 IT and Literacy Development 150 Word Processing 151 Hypertext and Reading Potential in the Classroom 152 Integrated Learning Systems and Drill and Practice 153 Integrating TT in the Kindergarten Classroom 154 Print-Rich Environment 155 Technology Center IT and the Classroom Reading Corner Connection with Real Worlds Products and Presentations Technology and Literacy in the Inclusion Classroom Implementation Concerns Technology as a Benign Addition 2.4 Innovative Pedagogical Practices Using Technology: The Curriculum Perspective Rafi Nachmias, David Mioduser, and Alona Forkosh-Baruch Introduction ICT, Curriculum and Innovation Curricular Issues in ICT-Based Innovations: Secondary analysis of SlTESm2 cases Epilogue 2.5 Changing Assessment Practices and the Role of IT Ola Erstad Introduction Teaching, Learning, and Assessment Assessment Practices, IT, and Change Different Conceptions of IT and Assessment Conclusion: Are We Changing Practices? 2.6 Information Technology Tools for Curriculum Development Susan McKenney, Nienke Nieveen, andAllard Strijker Curriculum Development Aided by Technology Three Cases of IT Support for Curriculum Development Future Directions Section 3 IT and the Learning Process Section Editor: Kwok- Wing Lai 3.1 ICT Supporting the Learning Process: The Premise, Reality, and Promise Kwok-Wing Lai Introduction The Learning Process and ICT Use Research on ICT Effects ICT and Learning Environments Computer-Supported Learning Environments Conclusion 155 155 156 156 156 157 158 163 163 165 167 176 181 181 182 183 184 190 195 195 200 206 213 215 215 216 217 218 220 227 3.2 Interactive Learning Environments: Review of an Old Construct with a New Critical Twist 231 Mark Brown Introduction 231 Origin of Interactive Learning Environments 231 What is the Domain of Interactive Learning Environments? 233 What Assumptions Underpin Instructional Design? 235 Digging a Little Deeper 237 Connecting the Metaphors 239 Cleaning Up a Messy Construct 240 Mind Tools for Instruction 242 Mind Tools for Construction 243 Mind Tools for Inquiry 243 Mind Tools for Community 244 Interaction for What Kind of Future 244 Conclusion 245 3.3 Online Learning Communities in K-12 Settings 249 Seng Chee Tan, Lay Hoon Seah, Jennifer Yeo, and David Hung Introduction 249 Defining Online Learning Communities 250 Theoretical Foundations of Learning in Online Communities 253 Review of Studies on Online Learning Communities in K-12 Settings 254 Knowledge Building Community 254 Quest Atlantis 256 Virtual Math Team (VMT) Project 256 The Web-Based Inquiry Science Environment (WISE) 257 Comparison of the Four Online Learning Communities 258 Pertinent Research and Implementation Issues 261 Conclusion 263 3.4 Collaborative Learning and Computer-Supported Collaborative Learning Environments 267 Maarit Arvaja, Päivi Häkkinen, and Marja Kankaanranta Introduction: Collaboration Defined 267 Research Traditions on Collaborative Learning 269 What is Computer-Supported Collaborative Learning? 270 Challenges of CSCL 272 Structuring Collaboration to Overcome Challenges in CSCL 273 Methodological Issues with CSCL Research 274 Conclusions 275 3.5 Computer Contexts for Supporting Metacognitive Learning 281 Xiaodong Lin and Florence R. Sullivan Common Metacognitive Learning Outcomes 281 Recall and Memory 282 Content and Domain Subject Learning 284 Social Interactions as Learning Mechanisms 290 Conclusion 295 3.6 Collaborative Inquiry and Knowledge Building in Networked Multimedia Environments 299 Carol K.K. Chan and Jan van Aalst Introduction 299 Changing Theories and Metaphors of Learning 300 Views of Learning Underpinning Multimedia and Networked Learning Environments 302 Classroom Innovations in Networked Multimedia Environments 305 Theoretical, Pedagogical, and Methodological Issues 310 Section 4 IT Competencies and Attitudes 319 Section Editors: Gerald Knezek and Rhonda Christensen 4.1 The Importance of Information Technology Attitudes and Competencies in Primary and Secondary Education 321 Gerald Knezek and Rhonda Christensen Introduction 321 Role of Attitudes 322 Requirements of Competency 322 Verification Through Standards and Tests 323 Concerns About Overstandardization 323 The Need for Asking Good Questions 324 Theoretical/Conceptual Foundations 324 Formal Models of Attitudes and Achievement 326 Self Report and Observation Measures for Determining Attitudes and Competencies Toward Technology 327 Summary and Conclusions 328 4.2 Information, Communications, and Educational Technology Standards for Students, Teachers, and School Leaders 333 Lajeane G. Thomas and Donald G. Knezek Rationale for Information and Communication Technology Standards 333 Establishing New Learning Environments Supported with Technology 335 ICT Standards for Students 335 Barriers to Adoption of Standards for Students New Skill Sets for Teachers ISTE National Educational Technology Standards for Teachers ICT Standards for School and School-System Leaders of K-12 Education Preparation of Specialists for Leadership in ICT Essential Conditions to Support ICT in Educational Environments Potential for Catalytic Change Summary and Conclusions 4.3 Self-Report Measures and Findings for Information Technology Attitudes and Competencies Rhonda Christensen and Gerald Knezek Introduction Self-Report and Survey Research Self-Report vs. Observation Assessing the Magnitude of Self-Report Findings Findings Student Attitudes and Competencies Discussion Summary and Conclusions 4.4 Observation Measures for Determining Attitudes and Competencies Toward Technology Renate Schulz-Zander, Michael Pfeifer, and Andreas Voss Introduction Observation as an Approach to Researching IT Competencies and Attitudes A Synthesis of Empirical Research Results Conclusions 4.5 Computer Attitudes and Competencies Among Primary and Secondary School Students Martina Meelissen Introduction Measuring Computer Attitudes Students Computer Attitudes The Influence of the Social Environment Students Computer Competencies Summary and Prospects for Future Research 335 337 339 341 344 345 345 347 349 349 349 350 351 352 357 359 359 367 367 368 372 377 381 381 382 384 386 390 391 4.6 Characteristics of Teacher Leaders for Information and Communication Technology Margaret Riel and Henry Jay Becker Introduction Teacher Leadership and Professional Engagement Describing a Route to Teacher Leadership Teachers Leaders Represent the Highest Level of Professional Engagement Variation in Professional Engagement: Findings from the TLC Study Teacher Leaders Beliefs About Teaching and Learning Leadership-Inspired Instruction Teacher Leaders Use of Computers: TLC Study Findings Studies of Teacher Leadership Among Technology-Expert Teachers Dimensions of Teacher Technology Leadership Toward a Culture of Teacher Leadership with Technology Section 5 IT, Pedagogical Innovations, and Teacher Learning Section Editor: Nancy Law 5.1 Teacher Learning Beyond Knowledge for Pedagogical Innovations with ICT Nancy Law Introduction ICT as a Disruptive Force in Pedagogical Innovations Teacher Learning for Pedagogical Innovation with ICT: Beyond Knowledge Teacher Learning Through Innovations - Conceptualization of Support for Teacher Learning Beyond Knowledge 5.2 Benchmarks for Teacher Education Programs in the Pedagogical Use of ICT Paul Kirschner, Theo Wubbels, and Mieke Brekelmans Introduction The Pedagogy and Effects of Teacher Education Benchmarks Discussion 5.3 Factors Affecting Teachers Pedagogical Adoption of ICT Bridget Somekh Insights from Socio-Cultural Theory The Processes of Pedagogical Adoption of ICT Examples of Transformative Pedagogies with ICT 397 397 398 400 403 404 405 406 408 410 412 414 421 425 425 427 429 431 435 435 436 438 444 449 449 451 453 The Shaping of ICT-Mediated Pedagogies by National Culture 455 Providing a Context that Supports the Pedagogic Adoption of ICT 457 Integrating Research with the Pedagogic Adoption of ICT 458 5.4 Models and Practices in Teacher Education Programs for Teaching with and about IT 461 Anne McDougall Introduction 461 Goals, Purposes and Aims of Teacher Education Programs 462 Structures and Strategies 466 Evaluation of Teacher Education and Professional Development Programs 471 Conclusion 472 5.5 Multimedia Cases, Teacher Education and Teacher Learning 475 Ellen van den Berg, John Wallace, and Erminia Pedretti Introduction 475 Cases, Teacher Learning and Knowledge 475 A Typology of Multimedia Cases: Primary, Secondary and Tertiary Use 480 Anchoring Multimedia Cases in Teacher Education Programs 483 Conclusions 485 5.6 Communities of Practice for Continuing Professional Development in the Twenty-First Century 489 Chee-Kit Looi, Wei-Ying Lim, and Wenli Chen Challenges that Teacher Professional Development Face 489 Community of Practice as an Effective Professional Development Strategy 490 CoPs for Continuing Professional Development in the Twenty-First Century 492 Online Community of Practice for Teachers Professional Development 493 Design Tenets for Building CoPs in the Twenty-First Century 494 Technology Architecture Supporting Establishment of CoPs 498 Teacher Professional Identity Formation in CoPs 501 Conclusion 502 5.7 How May Teacher Learning Be Promoted For Educational Renewal with IT? 507 Niki Davis Introduction 507 A Global Perspective 508 Schools Local Area as an Ecology 510 A School Perspective The IT Coordinator A Teacher Innovating with IT Simultaneous Renewal of Preservice Teacher Education and K- 12 Schools Summary and Conclusions Part Two Section 6 IT in Schools Section Editor: Sara Dexter 6.1 Leadership for IT in Schools Sara Dexter Introduction Dimensions and Aims of IT Leadership IT Leadership to Set Direction IT Leadership to Develop People IT Leadership to Make the Organization Work Roles and Responsibilities in IT Leadership Teams Conclusion 6.2 Framing IT Use to Enhance Educational Impact on a School-Wide Basis Peter Twining Introduction - Importance of Consistent Understandings Frameworks for Thinking About IT in Education Achievement Frameworks Cognitive Frameworks Software Frameworks Pedagogical Frameworks Evolutionary Frameworks Conclusions 6.3 Quality Support for ICT in Schools Neal Strudler and Doug Hearrington Introduction Need for and Aspects of ICT Support Teacher Professional Development Staffing for ICT Support Support Staff Conclusions 511 512 513 515 516 541 543 543 543 545 546 548 549 551 555 555 556 557 559 559 563 568 574 579 579 580 583 585 588 593 6.4 Distributed Leadership and IT Nigel Bennett Introduction Analysing the Elements of Leadership Moving on from Top-Down Leadership Distributed Leadership So What? Distributed Leadership and IT in Schools 6.5 Total Cost of Ownership and Total Value of Ownership Kathryn Moyle Introduction Policy Contexts Data-Driven Decision-Making Measuring Data Cost, Value and Impact Conclusion 6.6 The Logic and Logic Model of Technology Evaluation Yong Zhao, Bo Yan, and Jing Lei Introduction A Critical Appraisal of the Evaluation Literature Where Are We Now? A Proposal for Moving Forward: A Logic Model for Evaluating Technology Conclusion Section 7 IT and Distance Learning in K-12 Education Section Editors: Roumen Nikolov and ¡liana Nikolova 7.1 Distance Education in Schools: Perspectives and Realities Roumen Nikolov and ¡liana Nikolova Introduction Defining the Area The Phenomenon of ICT-Based Distance Education in K-12 Schools The ICT-Driven Educational Reform Virtual Learning Environments for ICT-Based DE Pedagogical Dimensions for VLEs in ICT-Based Distance Education in K-12 Education Effectiveness of ICT-Based Distance Education The Future of ICT-Based Distance Education Conclusions 659 661 662 665 667 669 670 672 7.2 Pedagogical Principles, Problems, and Possibilities in Online Global Classrooms 675 Malcolm Beazley, Julie McLeod, and Lin Lin Introduction 675 Pedogogical Principles 676 Problems 683 Possibilities 689 Concluding Remarks 691 7.3 Virtual Schools: Redefining A Place Called School 695 M.D. Roblyer Introduction: Virtual Schools as Defining Initiative 695 Background on Virtual Schooling 696 Current Virtual School Issues 701 Research on Virtual School Implementation and Impact 704 Challenges for the Future of Virtual Schools 706 Conclusion 709 7.4 Distance Learning - Enrichment: A Pacific Perspective 713 John H. Southworth, Curtis P. Ho, and Shigeru Narita Introduction 713 DL-E Applications in the 1 970s 715 New Developments in the 1 980s and 1 990s 716 DL-E Projects in the Twenty-First Century 717 Fostering Cultural Awareness 719 Techniques for Classroom Technology Integration Using DL-E 720 Assessment of Added Value of DL-E 722 Concluding Remarks 722 7.5 Technology and Open Learning: The Potential of Open Education Resources for K-12 Education 725 Neil Butcher and Merridy Wilson-Strydom Introduction 725 Distance Education and Open Schooling 726 Open Learning 729 Technology and Open Learning 733 Open Education Resources (OER) 735 OERs in Action: A Practical Example from the K-12 Sector 741 Conclusion 742 7.6 Online Professional Development for Teachers 747 Márta Turcsányi-Szabó Introduction 747 Teacher Training in Europe and Beyond 749 Virtual and Distance Learning for Teachers 750 Trends in Knowledge Delivery 751 Lessons Learned in Asia and The Pacific Region 753 The Case of Hungary 754 Conclusion 758 Section 8 IT and the Digital Divide 763 Section Editors: Thérèse Laferrière and Paul Resta 8.1 Issues and Challenges Related to Digital Equity 765 Paul Resta and Thérèse Laferrière Introduction 765 Conceptual Framework 766 Issues and Challenges 768 Conclusion 775 8.2 Gender and Information Technology 779 E. Dianne Looker Introduction 779 Identifying the Issues - The Developed World 779 Identifying the Issues - The Developing World 780 Why is This Important? 781 Educational Interventions 782 Conclusion 785 Further Research 786 8.3 Meeting the Learning Needs of All Learners Through IT 789 Jutta Treviranus and Vera Roberts Introduction 789 Assistive Technologies 789 Guidelines and Specifications 790 Accessibility Guidelines of the World Wide Web Consortium 790 Metadata 792 Matching the Resource to the Needs of the Learner Through Metadata 793 Transformation 795 Reusable Learning Resources 796 Content-Free Activity Templates 798 Accessibility in Practice 799 Challenges 800 Conclusions 800 8.4 Critical Success Factors in Moving Toward Digital Equity 803 Joyce Pittman, Robert T. McLaughlin, and Bonnie Bracey-Sutton Introduction 803 Example Cases: Initiatives that Have Made Progress in Moving Toward Digital Equity in Different Global Contexts 804 Success Factors for Moving Toward Digital Equity 812 Future Trends and Challenges in Moving Toward Digital Equity 814 8.5 The Relationship of Technology, Culture, and Demography 819 Loriene Roy, Hsin-liang Chen, Antony Cherian, and Teanau Tulono Introduction 819 Historic Information on Incorporation of Technology by Indigenous Peoples 819 What Are the Relations Between IT and Indigenous Cultures? 822 A Final Word: Cultural Protocol and Balancing Local Control and Access to Intellectual Content 829 8.6 Global Partnerships Enhancing Digital and Social Equity 833 Ian W. Gibson Shrinking World: Global Responsibility 833 The Potential of Technology in Redefining Access to Learning Opportunities 834 Benefits of International Participation: An Example 836 Preparing Teachers for the Future: A Focus on Teacher Education 840 Benefits and Conclusions 842 Section 9 Emerging Technologies for Education 847 Section Editors: Cathleen Norris and Elliot Sotoway 9.1 An Instructional Model That Exploits Pervasive Computing 849 Cathleen Norris and Elliot Soloway Introduction 849 The Current Situation: Limited-Access Computing 850 The Transition to Pervasive Computing: Predicting a Disruption 850 The Elements of a Pervasive Computing Infrastructure 851 Pervasive Computing Enables Project-Based Learning 852 An Example of Virtual Learning Environment to Support Project-Based Learning 854 Concluding Remarks 859 9.2 M-Learning in Africa: Doing the Unthinkable and Reaching the Unreachable 861 Tom H. Brown Introduction 861 Why M-Learning in Africa? 862 Overview of Current M-Learning Activities in Africa 863 Examples of M-Learning in Africa 864 Premises for M-Learning in Africa: Lessons Learnt from Pilot Studies at the University of Pretoria 867 Conclusion 870 9.3 Personal, Mobile, Connected: The Future of Learning 873 Mark van t Hooft Introduction g73 Rethinking Teaching, Learning, and Technology 875 Rethinking Teaching 875 Rethinking Learning 876 Rethinking Technology 877 An Example 878 Conclusion 879 9.4 Use of Wireless Mobile Technology to Bridge the Learning Divide 883 Mohamed Ally Introduction 883 Capabilities of Wireless Mobile Technology 884 The Design of Learning Materials for Wireless Mobile Technology Devices 884 Use of Wireless Mobile Technologies in Practice 886 Conclusion 887 9.5 Information Technologies for Informal Learning in Museums and Out-of-School Settings 891 Sherry Hsi Introduction 89 1 IT Transforming Informal Learning Institutions 892 IT Extending the Museum Experience (Pre- and Post Activities) 893 IT for Distant Learners and Browsers of Museum Experience 894 Informal Learning Transforming IT Activities 896 Trends for the Future 898 9.6 Emerging Technologies for Collaborative, Mediated, Immersive Learning 901 Jody Clarke, Chris Dede, and Ed Dieterle Introduction 901 How Collaborative Mediated Immersion Helps Teaching and Learning 902 Multi-user Virtual Environments 903 Augmented Reality 905 Conclusion 907 9.7 Three-Dimensional Computer-Based Online Learning Environments 911 James G Jones and Scott J. Warren Introduction 911 3D Computer-Based Multiuser Online Environments 911 Educational Environments 913 Cognitive Scaffolding 916 Educational Affordances 916 The Future of and Barriers to Educational Integration 917 9.8 Trace Theory, Coordination Games, and Group Scribbles 921 Charles M. Patton, Deborah Tatar, and Yannis Dimitriadis Coordination in Learning 921 Group Scribbles 922 Group Scribbles and Coordination: Key Aspects of Design Enable a Focus on Coordination 925 Using Trace Theory to Describe and Specify Coordination Structures in Group Scribbles 927 Alternative Versions of the Jigsaw Pattern 930 Summary, Conclusions, and Future Research 932 9.9 One-to-One Educational Computing: Ten Lessons for Successful Implementation 935 Kyle Peck and Karl Sprenger Introduction 935 Lesson One: Focus on an Expanded Educational Vision 936 Lesson Two: Expand Participation and Commitment 936 Lesson Three: Think Software, THEN Hardware 937 Lesson Four: Embrace Professional Development 938 Lesson Five: Re-assess Infrastructure Needs 938 Lesson Six: Focus on Functionality and an Always Up Learning Environment 939 Lesson Seven: Minimize the Number of Vendors 939 Lesson Eight: Have an Insurance Plan 939 Lesson Nine: Be Prepared to Add Technical Support Staff 940 Lesson Ten: Assess Morale and Prepare for Turbulence 940 Conclusion 941 9.10 Making the Most of One-to-One Computing in Networked Classrooms 943 William R. Penuel Potential of Classroom Networks 943 Which Way the Future? 947 9.11 Graphing Calculators: Enhancing Math Learning for AH Students 951 Jeremy Roschelle and Corrine Singleton Introduction 951 Features of Graphing Calculators 952 Alignment of Graphing Calculators with Standards and Practices 953 Pedagogical Affordances of Graphing Calculators 954 Research on Graphing Calculators 955 Discussion and Conclusion 957 Section 10 Researching IT in Education 963 Section Editor: Margaret J. Cox 10.1 Researching IT in Education 965 Margaret J. Cox Introduction 965 Evolution of IT Resources 966 Uptake of IT in Education 970 Measuring Learning and Motivation 971 Teachers Beliefs and Practices 972 National and International Contexts 974 Complexity of Researching IT in Education 976 Conclusions 977 10.2 Research Methods: Their Design, Applicability and Reliability 983 Gail Marshall and Margaret J. Cox Introduction 983 Research Goals 984 To Measure the Impact of IT on Learning 985 Uptake of IT by Schools and Teachers 985 Effects of IT on Learning Strategies and Processes 986 Effects of IT on Collaboration and the Learning Context 986 Attitudes Towards Computers in Education 986 Effects of IT on Pedagogies and Practices of the Teachers 987 Computer Use by Girls vs. Boys 987 Contribution of IT to Enhancing Access and Learning for Special Needs 987 Total Operating Costs and Cost Effectiveness 988 Epistemological Theories and Research Design 988 Standards for Research 992 Formative and Summative Studies 994 Critical Factors 997 Conclusions 997 10.3 Measuring the Impact of Information Technology on Students Learning 1003 Rachel M. Pilkington Introduction 1003 Impact of IT on Learning - Experimental Research Designs 1003 Impact on Learning - Survey-Based Approaches 1006 Impact on Learning - Case Studies and Meta- Analyses 1008 Future Schools: Making Progress and Managing Change 1012 Revisiting Learning Theory: Issues for Design 1013 Conclusions 1015 10.4 Large-Scale Studies and Quantitative Methods 1019 Yuen-Kuang Cliff Liao and Yungwei Hao The Meta-analysis Research Method 1019 Review of Studies of Meta-analysis on Information Technology in Education 1022 Evidence Outcomes Achieved Through Meta-analysis on Information Technology in Education 1028 Meta- Analysis on Information Technology in Education: To Use, or Not to Use? 1031 10.5 Evaluation of the Design and Development of IT Tools in Education 1037 Thomas C. Reeves Evaluation of the Design and Development of IT Tools in Education 1037 Background 1038 Formative Evaluation 1038 Summative Evaluation 1040 Contemporary Approaches to Evaluating IT Tools in Education 1041 A Decision-Oriented Rationale for Evaluation 1042 Primary Components of an Evaluation Plan 1044 Evaluation Reporting 1046 The Future of Evaluation of IT Tools in Education 1046 10.6 Methods for Large-Scale International Studies on ICT in Education 1053 Willem Pelgrum and Tjeerd Plomp Introduction 1053 Historical Sketch of ICT-Related WISCEAs 1055 Questions Underlying ICT-Related WISCEAs 1056 Conceptual Frameworks 1057 Design Issues 1058 Potential Outputs of ICT-Related WISCEAs: The Example of SITES 2006 1063 Recommendations for Future ICT-Related WISCEAs 1064 Reflections 1065 Section 11 International and Regional Programs and Policies 1069 Section Editor: JefMoonen 11.1 Evolution of IT and Related Educational Policies in International Organisations 1071 JefMoonen Evolution of IT and its Potential Impact on Educational Policy 1071 An Overview of Policy Support by International Organizations 1073 A Framework to Categorize Educational Policies in Relation to the Introduction of IT 1076 11.2 Comparative Analysis of Policies for ICT in Education 1083 Robert B. Kozma International Significance of ICT Policy 1083 The Rationale for Strategic Policy for Educational ICT 1084 Strategic Educational ICT Policy Rationales 1085 Operational Components of ICT Policies 1089 Policy Recommendations 1091 11.3 ICT and Educational Policy in the European Region 1097 Claudio Delrio and Claudio Donai Socioeconomic, Educational and Cultural Context 1097 Rationales and Influencing Factors for a Policy About ICT in Education 1099 Specific Policies About ICT and Education in the European Union 1101 Reflections and Future Steps to Improve a Policy About ICT in Education in Europe 1104 11.4 ICT in Educational Policy in the North American Region 1109 Susan Patrick Educational and Cultural Context Specific Policies About ICT in Education Reflections and Future Steps to Improve a Policy About ICT in Education 11.5 IT and Educational Policy in the Asia-Pacific Region Yew-Jin Lee, David Hung, and Horn-Mun Cheah Socioeconomic, Educational, and Cultural Context Rationales and Influencing Factors for Policy About IT in Education Specific Policies About the Introduction of IT in Education Reflections and Future Steps to Improve a Policy About IT in Education 11.6 ICT and Educational Policy for the Latin American and Caribbean Regions Patricia Avila Muñoz Socioeconomic, Educational, and Cultural Context 1133 Rationales and Influencing Factors for a Policy About ICT in Education 1134 Specific Policies About ICT in Education 1137 The Appropriate Introduction of ICT in Schools 1139 Reflections and Further Steps Toward Improving ICT Policies 1140 11.7 IT and Educational Policy in the Sub-Saharan African Region 1145 Frank Tilya Socioeconomic, Educational, and Cultural Context 1145 Rationales and Influencing Factors for a Policy About IT in Education 1147 Specific Policies About the Introduction of IT in Education 1151 Reflections and Future Steps to Improve the Introduction of TT in Education 1154 11.9 Policy From a Global Perspective Jef Moonen 1109 Introduction 1110 Combined Overview A New Policy? 1114 Glossary 1119 Contributors 1119 1120 Name Index (VolJ) 1123 Subject Index (Vol_I) 1129 Name Index (Volji) Subject Index (VolJI) 1171 1171 1172 1176 1179 1195 521 535 1205 1221 11.8 IT and Educational Policy in North Africa and Middle East Region 1161 Amr Ibrahim Socioeconomic, Educational, and Cultural Context 1161 Rationales and Factors Influencing a Policy about IT in Education 1163 Specific Policies about IT in Education 1165 Reflections and Future Steps to Improve Policy about IT in Education 1165
adam_txt	CONTENTS Preface xxvii Introduction xxix Part One Section 1 Education in the Information Society 3 Section Editor: Ronald E. Anderson 1.1 Implications of the Information and Knowledge Society for Education 5 Ronald E. Anderson The Information Society 5 The Knowledge Society 5 Information vs. Knowledge 6 Knowledge Societies in Education 6 Implications of the Knowledge Society for Learning Priorities 7 1CT 8 The Twenty-First Century Skills Movement 9 Parallels in Education and Management 10 Some Knowledge-Based Models in Education 11 The Emerging Pedagogical Practices Paradigm 12 Student Knowledge Framework 12 Knowledge-Related Skills 13 Knowledge-Related Task Phases 14 Knowledge Capabilities and ICT Tools 15 Knowledge Societies and Cooperative Work 18 Knowledge Societies and Learning to Learn 19 Implications for Education in the Era of Knowledge Societies 20 1.2 New Literacies for the Knowledge Society David Mioduser, Rafi Nachmias, and Alona Forkosh-Baruch Introduction The Knowledge Society The "New Literacies" Basic Issues Underlying Our Discussion of the "New Literacies" Seven Literacies for the Knowledge Society Epilogue 1.3 Theoretical Perspectives Influencing the Use of Information Technology in Teaching and Learning Chris Dede Overview Behaviorist Instructional Technologies Cognitivist Instructional Technologies Constructivist Instructional Technologies "Next-Generation" Pedagogical Media Illustrative Historic Controversies About Technology and Pedagogy Conclusion 1.4 Students in a Digital Age: Implications of ICT for Teaching and Learning John Ainley, Laura Enger, and Dara Searle Introduction ICT Use: Access and Confidence Behavioural Engagement Emotional Engagement Cognitive Engagement ICT and Learning Conclusion Note 1.5 Traditional and Emerging IT Applications for Learning J. Enrique Hinostroza, Christian Labbé, Leonardo Lopez, and Hans lost Introduction General Background: IT in Education Potential Impacts of IT Factors Affecting the Use of IT for Learning Trends in Emerging Technologies and Learning Conclusions 23 23 24 26 27 29 38 43 43 46 48 50 53 54 59 63 63 63 70 73 75 76 78 79 81 81 82 84 86 90 93 1.6 Driving Forces for ICT in Learning 97 Alfons ten Brummelhuis and Els Kuiper Introduction 97 Conceptual Framework 97 Example of a Contrasting Position in Instructional Practices: Teacher or Student as Regulating the Learning Process 104 Discussion: Technology Push vs. Educational Pull 107 Section 2 IT and Curriculum Processes 115 Section Editor: Joke Voogt 2.1 IT and Curriculum Processes: Dilemmas and Challenges 117 Joke Voogt A Curricular Perspective on IT in Education 117 Rationales for IT in Education 118 Learning to Use IT 118 Using IT to Learn 120 Current Use of IT in the Curriculum 121 Realizing the Potential of IT in the Curriculum 122 Innovative IT-Supported Pedagogical Practices 124 The Attained Curriculum: Student Outcomes from Learning with IT 127 Conclusions 128 2.2 Impact of IT on Science Education 133 Mary Webb Introduction 133 The Use and Impact of IT on Science Learning in Schools 134 Evidence for How IT Enables Science Learning 134 Pedagogies with IT in Science 140 IT Use and the Nature of the Science Curriculum 143 Implications for Teachers and Curriculum Developers 143 Conclusions: Ways Forward for Science Education with IT 144 2.3 The Potential of IT to Foster Literacy Development in Kindergarten 149 Judy Van Scoter Introduction 149 Literacy Development 150 IT and Literacy Development 150 Word Processing 151 Hypertext and Reading Potential in the Classroom 152 Integrated Learning Systems and Drill and Practice 153 Integrating TT in the Kindergarten Classroom 154 Print-Rich Environment 155 Technology Center IT and the Classroom Reading Corner Connection with Real Worlds Products and Presentations Technology and Literacy in the Inclusion Classroom Implementation Concerns Technology as a Benign Addition 2.4 Innovative Pedagogical Practices Using Technology: The Curriculum Perspective Rafi Nachmias, David Mioduser, and Alona Forkosh-Baruch Introduction ICT, Curriculum and Innovation Curricular Issues in ICT-Based Innovations: Secondary analysis of SlTESm2 cases Epilogue 2.5 Changing Assessment Practices and the Role of IT Ola Erstad Introduction Teaching, Learning, and Assessment Assessment Practices, IT, and Change Different Conceptions of IT and Assessment Conclusion: Are We Changing Practices? 2.6 Information Technology Tools for Curriculum Development Susan McKenney, Nienke Nieveen, andAllard Strijker Curriculum Development Aided by Technology Three Cases of IT Support for Curriculum Development Future Directions Section 3 IT and the Learning Process Section Editor: Kwok- Wing Lai 3.1 ICT Supporting the Learning Process: The Premise, Reality, and Promise Kwok-Wing Lai Introduction The Learning Process and ICT Use Research on ICT Effects ICT and Learning Environments Computer-Supported Learning Environments Conclusion 155 155 156 156 156 157 158 163 163 165 167 176 181 181 182 183 184 190 195 195 200 206 213 215 215 216 217 218 220 227 3.2 Interactive Learning Environments: Review of an Old Construct with a New Critical Twist 231 Mark Brown Introduction 231 Origin of Interactive Learning Environments 231 What is the Domain of Interactive Learning Environments? 233 What Assumptions Underpin Instructional Design? 235 Digging a Little Deeper 237 Connecting the Metaphors 239 Cleaning Up a Messy Construct 240 Mind Tools for Instruction 242 Mind Tools for Construction 243 Mind Tools for Inquiry 243 Mind Tools for Community 244 Interaction for What Kind of Future 244 Conclusion 245 3.3 Online Learning Communities in K-12 Settings 249 Seng Chee Tan, Lay Hoon Seah, Jennifer Yeo, and David Hung Introduction 249 Defining Online Learning Communities 250 Theoretical Foundations of Learning in Online Communities 253 Review of Studies on Online Learning Communities in K-12 Settings 254 Knowledge Building Community 254 Quest Atlantis 256 Virtual Math Team (VMT) Project 256 The Web-Based Inquiry Science Environment (WISE) 257 Comparison of the Four Online Learning Communities 258 Pertinent Research and Implementation Issues 261 Conclusion 263 3.4 Collaborative Learning and Computer-Supported Collaborative Learning Environments 267 Maarit Arvaja, Päivi Häkkinen, and Marja Kankaanranta Introduction: Collaboration Defined 267 Research Traditions on Collaborative Learning 269 What is Computer-Supported Collaborative Learning? 270 Challenges of CSCL 272 Structuring Collaboration to Overcome Challenges in CSCL 273 Methodological Issues with CSCL Research 274 Conclusions 275 3.5 Computer Contexts for Supporting Metacognitive Learning 281 Xiaodong Lin and Florence R. Sullivan Common Metacognitive Learning Outcomes 281 Recall and Memory 282 Content and Domain Subject Learning 284 Social Interactions as Learning Mechanisms 290 Conclusion 295 3.6 Collaborative Inquiry and Knowledge Building in Networked Multimedia Environments 299 Carol K.K. Chan and Jan van Aalst Introduction 299 Changing Theories and Metaphors of Learning 300 Views of Learning Underpinning Multimedia and Networked Learning Environments 302 Classroom Innovations in Networked Multimedia Environments 305 Theoretical, Pedagogical, and Methodological Issues 310 Section 4 IT Competencies and Attitudes 319 Section Editors: Gerald Knezek and Rhonda Christensen 4.1 The Importance of Information Technology Attitudes and Competencies in Primary and Secondary Education 321 Gerald Knezek and Rhonda Christensen Introduction 321 Role of Attitudes 322 Requirements of Competency 322 Verification Through Standards and Tests 323 Concerns About Overstandardization 323 The Need for Asking Good Questions 324 Theoretical/Conceptual Foundations 324 Formal Models of Attitudes and Achievement 326 Self Report and Observation Measures for Determining Attitudes and Competencies Toward Technology 327 Summary and Conclusions 328 4.2 Information, Communications, and Educational Technology Standards for Students, Teachers, and School Leaders 333 Lajeane G. Thomas and Donald G. Knezek Rationale for Information and Communication Technology Standards 333 Establishing New Learning Environments Supported with Technology 335 ICT Standards for Students 335 Barriers to Adoption of Standards for Students New Skill Sets for Teachers ISTE National Educational Technology Standards for Teachers ICT Standards for School and School-System Leaders of K-12 Education Preparation of Specialists for Leadership in ICT Essential Conditions to Support ICT in Educational Environments Potential for Catalytic Change Summary and Conclusions 4.3 Self-Report Measures and Findings for Information Technology Attitudes and Competencies Rhonda Christensen and Gerald Knezek Introduction Self-Report and Survey Research Self-Report vs. Observation Assessing the Magnitude of Self-Report Findings Findings Student Attitudes and Competencies Discussion Summary and Conclusions 4.4 Observation Measures for Determining Attitudes and Competencies Toward Technology Renate Schulz-Zander, Michael Pfeifer, and Andreas Voss Introduction Observation as an Approach to Researching IT Competencies and Attitudes A Synthesis of Empirical Research Results Conclusions 4.5 Computer Attitudes and Competencies Among Primary and Secondary School Students Martina Meelissen Introduction Measuring Computer Attitudes Students' Computer Attitudes The Influence of the Social Environment Students' Computer Competencies Summary and Prospects for Future Research 335 337 339 341 344 345 345 347 349 349 349 350 351 352 357 359 359 367 367 368 372 377 381 381 382 384 386 390 391 4.6 Characteristics of Teacher Leaders for Information and Communication Technology Margaret Riel and Henry Jay Becker Introduction Teacher Leadership and Professional Engagement Describing a Route to Teacher Leadership Teachers Leaders Represent the Highest Level of Professional Engagement Variation in Professional Engagement: Findings from the TLC Study Teacher Leaders' Beliefs About Teaching and Learning Leadership-Inspired Instruction Teacher Leaders' Use of Computers: TLC Study Findings Studies of Teacher Leadership Among Technology-Expert Teachers Dimensions of Teacher Technology Leadership Toward a Culture of Teacher Leadership with Technology Section 5 IT, Pedagogical Innovations, and Teacher Learning Section Editor: Nancy Law 5.1 Teacher Learning Beyond Knowledge for Pedagogical Innovations with ICT Nancy Law Introduction ICT as a "Disruptive" Force in Pedagogical Innovations Teacher Learning for Pedagogical Innovation with ICT: Beyond Knowledge Teacher Learning Through Innovations - Conceptualization of Support for Teacher Learning Beyond Knowledge 5.2 Benchmarks for Teacher Education Programs in the Pedagogical Use of ICT Paul Kirschner, Theo Wubbels, and Mieke Brekelmans Introduction The Pedagogy and Effects of Teacher Education Benchmarks Discussion 5.3 Factors Affecting Teachers' Pedagogical Adoption of ICT Bridget Somekh Insights from Socio-Cultural Theory The Processes of Pedagogical Adoption of ICT Examples of Transformative Pedagogies with ICT 397 397 398 400 403 404 405 406 408 410 412 414 421 425 425 427 429 431 435 435 436 438 444 449 449 451 453 The Shaping of ICT-Mediated Pedagogies by National Culture 455 Providing a Context that Supports the Pedagogic Adoption of ICT 457 Integrating Research with the Pedagogic Adoption of ICT 458 5.4 Models and Practices in Teacher Education Programs for Teaching with and about IT 461 Anne McDougall Introduction 461 Goals, Purposes and Aims of Teacher Education Programs 462 Structures and Strategies 466 Evaluation of Teacher Education and Professional Development Programs 471 Conclusion 472 5.5 Multimedia Cases, Teacher Education and Teacher Learning 475 Ellen van den Berg, John Wallace, and Erminia Pedretti Introduction 475 Cases, Teacher Learning and Knowledge 475 A Typology of Multimedia Cases: Primary, Secondary and Tertiary Use 480 Anchoring Multimedia Cases in Teacher Education Programs 483 Conclusions 485 5.6 Communities of Practice for Continuing Professional Development in the Twenty-First Century 489 Chee-Kit Looi, Wei-Ying Lim, and Wenli Chen Challenges that Teacher Professional Development Face 489 Community of Practice as an Effective Professional Development Strategy 490 CoPs for Continuing Professional Development in the Twenty-First Century 492 Online Community of Practice for Teachers' Professional Development 493 Design Tenets for Building CoPs in the Twenty-First Century 494 Technology Architecture Supporting Establishment of CoPs 498 Teacher Professional Identity Formation in CoPs 501 Conclusion 502 5.7 How May Teacher Learning Be Promoted For Educational Renewal with IT? 507 Niki Davis Introduction 507 A Global Perspective 508 Schools' Local Area as an Ecology 510 A School Perspective The IT Coordinator A Teacher Innovating with IT Simultaneous Renewal of Preservice Teacher Education and K- 12 Schools Summary and Conclusions Part Two Section 6 IT in Schools Section Editor: Sara Dexter 6.1 Leadership for IT in Schools Sara Dexter Introduction Dimensions and Aims of IT Leadership IT Leadership to Set Direction IT Leadership to Develop People IT Leadership to Make the Organization Work Roles and Responsibilities in IT Leadership Teams Conclusion 6.2 Framing IT Use to Enhance Educational Impact on a School-Wide Basis Peter Twining Introduction - Importance of Consistent Understandings Frameworks for Thinking About IT in Education Achievement Frameworks Cognitive Frameworks Software Frameworks Pedagogical Frameworks Evolutionary Frameworks Conclusions 6.3 Quality Support for ICT in Schools Neal Strudler and Doug Hearrington Introduction Need for and Aspects of ICT Support Teacher Professional Development Staffing for ICT Support Support Staff Conclusions 511 512 513 515 516 541 543 543 543 545 546 548 549 551 555 555 556 557 559 559 563 568 574 579 579 580 583 585 588 593 6.4 Distributed Leadership and IT Nigel Bennett Introduction Analysing the Elements of 'Leadership' Moving on from 'Top-Down' Leadership Distributed Leadership So What? Distributed Leadership and IT in Schools 6.5 Total Cost of Ownership and Total Value of Ownership Kathryn Moyle Introduction Policy Contexts Data-Driven Decision-Making Measuring Data Cost, Value and Impact Conclusion 6.6 The Logic and Logic Model of Technology Evaluation Yong Zhao, Bo Yan, and Jing Lei Introduction A Critical Appraisal of the Evaluation Literature Where Are We Now? A Proposal for Moving Forward: A Logic Model for Evaluating Technology Conclusion Section 7 IT and Distance Learning in K-12 Education Section Editors: Roumen Nikolov and ¡liana Nikolova 7.1 Distance Education in Schools: Perspectives and Realities Roumen Nikolov and ¡liana Nikolova Introduction Defining the Area The Phenomenon of ICT-Based Distance Education in K-12 Schools The ICT-Driven Educational Reform Virtual Learning Environments for ICT-Based DE Pedagogical Dimensions for VLEs in ICT-Based Distance Education in K-12 Education Effectiveness of ICT-Based Distance Education The Future of ICT-Based Distance Education Conclusions 659 661 662 665 667 669 670 672 7.2 Pedagogical Principles, Problems, and Possibilities in Online Global Classrooms 675 Malcolm Beazley, Julie McLeod, and Lin Lin Introduction 675 Pedogogical Principles 676 Problems 683 Possibilities 689 Concluding Remarks 691 7.3 Virtual Schools: Redefining "A Place Called School" 695 M.D. Roblyer Introduction: Virtual Schools as Defining Initiative 695 Background on Virtual Schooling 696 Current Virtual School Issues 701 Research on Virtual School Implementation and Impact 704 Challenges for the Future of Virtual Schools 706 Conclusion 709 7.4 Distance Learning - Enrichment: A Pacific Perspective 713 John H. Southworth, Curtis P. Ho, and Shigeru Narita Introduction 713 DL-E Applications in the 1 970s 715 New Developments in the 1 980s and 1 990s 716 DL-E Projects in the Twenty-First Century 717 Fostering Cultural Awareness 719 Techniques for Classroom Technology Integration Using DL-E 720 Assessment of Added Value of DL-E 722 Concluding Remarks 722 7.5 Technology and Open Learning: The Potential of Open Education Resources for K-12 Education 725 Neil Butcher and Merridy Wilson-Strydom Introduction 725 Distance Education and Open Schooling 726 Open Learning 729 Technology and Open Learning 733 Open Education Resources (OER) 735 OERs in Action: A Practical Example from the K-12 Sector 741 Conclusion 742 7.6 Online Professional Development for Teachers 747 Márta Turcsányi-Szabó Introduction 747 Teacher Training in Europe and Beyond 749 Virtual and Distance Learning for Teachers 750 Trends in Knowledge Delivery 751 Lessons Learned in Asia and The Pacific Region 753 The Case of Hungary 754 Conclusion 758 Section 8 IT and the Digital Divide 763 Section Editors: Thérèse Laferrière and Paul Resta 8.1 Issues and Challenges Related to Digital Equity 765 Paul Resta and Thérèse Laferrière Introduction 765 Conceptual Framework 766 Issues and Challenges 768 Conclusion 775 8.2 Gender and Information Technology 779 E. Dianne Looker Introduction 779 Identifying the Issues - The Developed World 779 Identifying the Issues - The Developing World 780 Why is This Important? 781 Educational Interventions 782 Conclusion 785 Further Research 786 8.3 Meeting the Learning Needs of All Learners Through IT 789 Jutta Treviranus and Vera Roberts Introduction 789 Assistive Technologies 789 Guidelines and Specifications 790 Accessibility Guidelines of the World Wide Web Consortium 790 Metadata 792 Matching the Resource to the Needs of the Learner Through Metadata 793 Transformation 795 Reusable Learning Resources 796 Content-Free Activity Templates 798 Accessibility in Practice 799 Challenges 800 Conclusions 800 8.4 Critical Success Factors in Moving Toward Digital Equity 803 Joyce Pittman, Robert T. McLaughlin, and Bonnie Bracey-Sutton Introduction 803 Example Cases: Initiatives that Have Made Progress in Moving Toward Digital Equity in Different Global Contexts 804 Success Factors for Moving Toward Digital Equity 812 Future Trends and Challenges in Moving Toward Digital Equity 814 8.5 The Relationship of Technology, Culture, and Demography 819 Loriene Roy, Hsin-liang Chen, Antony Cherian, and Teanau Tulono Introduction 819 Historic Information on Incorporation of Technology by Indigenous Peoples 819 What Are the Relations Between IT and Indigenous Cultures? 822 A Final Word: Cultural Protocol and Balancing Local Control and Access to Intellectual Content 829 8.6 Global Partnerships Enhancing Digital and Social Equity 833 Ian W. Gibson Shrinking World: Global Responsibility 833 The Potential of Technology in Redefining Access to Learning Opportunities 834 Benefits of International Participation: An Example 836 Preparing Teachers for the Future: A Focus on Teacher Education 840 Benefits and Conclusions 842 Section 9 Emerging Technologies for Education 847 Section Editors: Cathleen Norris and Elliot Sotoway 9.1 An Instructional Model That Exploits Pervasive Computing 849 Cathleen Norris and Elliot Soloway Introduction 849 The Current Situation: Limited-Access Computing 850 The Transition to Pervasive Computing: Predicting a Disruption 850 The Elements of a Pervasive Computing Infrastructure 851 Pervasive Computing Enables Project-Based Learning 852 An Example of Virtual Learning Environment to Support Project-Based Learning 854 Concluding Remarks 859 9.2 M-Learning in Africa: Doing the Unthinkable and Reaching the Unreachable 861 Tom H. Brown Introduction 861 Why M-Learning in Africa? 862 Overview of Current M-Learning Activities in Africa 863 Examples of M-Learning in Africa 864 Premises for M-Learning in Africa: Lessons Learnt from Pilot Studies at the University of Pretoria 867 Conclusion 870 9.3 Personal, Mobile, Connected: The Future of Learning 873 Mark van 't Hooft Introduction g73 Rethinking Teaching, Learning, and Technology 875 Rethinking Teaching 875 Rethinking Learning 876 Rethinking Technology 877 An Example 878 Conclusion 879 9.4 Use of Wireless Mobile Technology to Bridge the Learning Divide 883 Mohamed Ally Introduction 883 Capabilities of Wireless Mobile Technology 884 The Design of Learning Materials for Wireless Mobile Technology Devices 884 Use of Wireless Mobile Technologies in Practice 886 Conclusion 887 9.5 Information Technologies for Informal Learning in Museums and Out-of-School Settings 891 Sherry Hsi Introduction 89 1 IT Transforming Informal Learning Institutions 892 IT Extending the Museum Experience (Pre- and Post Activities) 893 IT for Distant Learners and Browsers of Museum Experience 894 Informal Learning Transforming IT Activities 896 Trends for the Future 898 9.6 Emerging Technologies for Collaborative, Mediated, Immersive Learning 901 Jody Clarke, Chris Dede, and Ed Dieterle Introduction 901 How Collaborative Mediated Immersion Helps Teaching and Learning 902 Multi-user Virtual Environments 903 Augmented Reality 905 Conclusion 907 9.7 Three-Dimensional Computer-Based Online Learning Environments 911 James G Jones and Scott J. Warren Introduction 911 3D Computer-Based Multiuser Online Environments 911 Educational Environments 913 Cognitive Scaffolding 916 Educational Affordances 916 The Future of and Barriers to Educational Integration 917 9.8 Trace Theory, Coordination Games, and Group Scribbles 921 Charles M. Patton, Deborah Tatar, and Yannis Dimitriadis Coordination in Learning 921 Group Scribbles 922 Group Scribbles and Coordination: Key Aspects of Design Enable a Focus on Coordination 925 Using Trace Theory to Describe and Specify Coordination Structures in Group Scribbles 927 Alternative Versions of the Jigsaw Pattern 930 Summary, Conclusions, and Future Research 932 9.9 One-to-One Educational Computing: Ten Lessons for Successful Implementation 935 Kyle Peck and Karl Sprenger Introduction 935 Lesson One: Focus on an Expanded Educational Vision 936 Lesson Two: Expand Participation and Commitment 936 Lesson Three: Think Software, THEN Hardware 937 Lesson Four: Embrace Professional Development 938 Lesson Five: Re-assess Infrastructure Needs 938 Lesson Six: Focus on Functionality and an "Always Up" Learning Environment 939 Lesson Seven: Minimize the Number of Vendors 939 Lesson Eight: Have an Insurance Plan 939 Lesson Nine: Be Prepared to Add Technical Support Staff 940 Lesson Ten: Assess Morale and Prepare for Turbulence 940 Conclusion 941 9.10 Making the Most of One-to-One Computing in Networked Classrooms 943 William R. Penuel Potential of Classroom Networks 943 Which Way the Future? 947 9.11 Graphing Calculators: Enhancing Math Learning for AH Students 951 Jeremy Roschelle and Corrine Singleton Introduction 951 Features of Graphing Calculators 952 Alignment of Graphing Calculators with Standards and Practices 953 Pedagogical Affordances of Graphing Calculators 954 Research on Graphing Calculators 955 Discussion and Conclusion 957 Section 10 Researching IT in Education 963 Section Editor: Margaret J. Cox 10.1 Researching IT in Education 965 Margaret J. Cox Introduction 965 Evolution of IT Resources 966 Uptake of IT in Education 970 Measuring Learning and Motivation 971 Teachers' Beliefs and Practices 972 National and International Contexts 974 Complexity of Researching IT in Education 976 Conclusions 977 10.2 Research Methods: Their Design, Applicability and Reliability 983 Gail Marshall and Margaret J. Cox Introduction 983 Research Goals 984 To Measure the Impact of IT on Learning 985 Uptake of IT by Schools and Teachers 985 Effects of IT on Learning Strategies and Processes 986 Effects of IT on Collaboration and the Learning Context 986 Attitudes Towards Computers in Education 986 Effects of IT on Pedagogies and Practices of the Teachers 987 Computer Use by Girls vs. Boys 987 Contribution of IT to Enhancing Access and Learning for Special Needs 987 Total Operating Costs and Cost Effectiveness 988 Epistemological Theories and Research Design 988 Standards for Research 992 Formative and Summative Studies 994 Critical Factors 997 Conclusions 997 10.3 Measuring the Impact of Information Technology on Students' Learning 1003 Rachel M. Pilkington Introduction 1003 Impact of IT on Learning - Experimental Research Designs 1003 Impact on Learning - Survey-Based Approaches 1006 Impact on Learning - Case Studies and Meta- Analyses 1008 Future Schools: Making Progress and Managing Change 1012 Revisiting Learning Theory: Issues for Design 1013 Conclusions 1015 10.4 Large-Scale Studies and Quantitative Methods 1019 Yuen-Kuang Cliff Liao and Yungwei Hao The Meta-analysis Research Method 1019 Review of Studies of Meta-analysis on Information Technology in Education 1022 Evidence Outcomes Achieved Through Meta-analysis on Information Technology in Education 1028 Meta- Analysis on Information Technology in Education: To Use, or Not to Use? 1031 10.5 Evaluation of the Design and Development of IT Tools in Education 1037 Thomas C. Reeves Evaluation of the Design and Development of IT Tools in Education 1037 Background 1038 Formative Evaluation 1038 Summative Evaluation 1040 Contemporary Approaches to Evaluating IT Tools in Education 1041 A Decision-Oriented Rationale for Evaluation 1042 Primary Components of an Evaluation Plan 1044 Evaluation Reporting 1046 The Future of Evaluation of IT Tools in Education 1046 10.6 Methods for Large-Scale International Studies on ICT in Education 1053 Willem Pelgrum and Tjeerd Plomp Introduction 1053 Historical Sketch of ICT-Related WISCEAs 1055 Questions Underlying ICT-Related WISCEAs 1056 Conceptual Frameworks 1057 Design Issues 1058 Potential Outputs of ICT-Related WISCEAs: The Example of SITES 2006 1063 Recommendations for Future ICT-Related WISCEAs 1064 Reflections 1065 Section 11 International and Regional Programs and Policies 1069 Section Editor: JefMoonen 11.1 Evolution of IT and Related Educational Policies in International Organisations 1071 JefMoonen Evolution of IT and its Potential Impact on Educational Policy 1071 An Overview of Policy Support by International Organizations 1073 A Framework to Categorize Educational Policies in Relation to the Introduction of IT 1076 11.2 Comparative Analysis of Policies for ICT in Education 1083 Robert B. Kozma International Significance of ICT Policy 1083 The Rationale for Strategic Policy for Educational ICT 1084 Strategic Educational ICT Policy Rationales 1085 Operational Components of ICT Policies 1089 Policy Recommendations 1091 11.3 ICT and Educational Policy in the European Region 1097 Claudio Delrio and Claudio Donai Socioeconomic, Educational and Cultural Context 1097 Rationales and Influencing Factors for a Policy About ICT in Education 1099 Specific Policies About ICT and Education in the European Union 1101 Reflections and Future Steps to Improve a Policy About ICT in Education in Europe 1104 11.4 ICT in Educational Policy in the North American Region 1109 Susan Patrick Educational and Cultural Context Specific Policies About ICT in Education Reflections and Future Steps to Improve a Policy About ICT in Education 11.5 IT and Educational Policy in the Asia-Pacific Region Yew-Jin Lee, David Hung, and Horn-Mun Cheah Socioeconomic, Educational, and Cultural Context Rationales and Influencing Factors for Policy About IT in Education Specific Policies About the Introduction of IT in Education Reflections and Future Steps to Improve a Policy About IT in Education 11.6 ICT and Educational Policy for the Latin American and Caribbean Regions Patricia Avila Muñoz Socioeconomic, Educational, and Cultural Context 1133 Rationales and Influencing Factors for a Policy About ICT in Education 1134 Specific Policies About ICT in Education 1137 The Appropriate Introduction of ICT in Schools 1139 Reflections and Further Steps Toward Improving ICT Policies 1140 11.7 IT and Educational Policy in the Sub-Saharan African Region 1145 Frank Tilya Socioeconomic, Educational, and Cultural Context 1145 Rationales and Influencing Factors for a Policy About IT in Education 1147 Specific Policies About the Introduction of IT in Education 1151 Reflections and Future Steps to Improve the Introduction of TT in Education 1154 11.9 Policy From a Global Perspective Jef Moonen 1109 Introduction 1110 Combined Overview A New Policy? 1114 Glossary 1119 Contributors 1119 1120 Name Index (VolJ) 1123 Subject Index (Vol_I) 1129 Name Index (Volji) Subject Index (VolJI) 1171 1171 1172 1176 1179 1195 521 535 1205 1221 11.8 IT and Educational Policy in North Africa and Middle East Region 1161 Amr Ibrahim Socioeconomic, Educational, and Cultural Context 1161 Rationales and Factors Influencing a Policy about IT in Education 1163 Specific Policies about IT in Education 1165 Reflections and Future Steps to Improve Policy about IT in Education 1165
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spelling	International handbook of information technology in primary and secondary education ed. by Joke Voogt ... New York, NY Springer txt rdacontent n rdamedia nc rdacarrier Springer international handbooks of education ... 2. Aufl. u.d.T.: Second handbook of information technology in primary and secondary education Lehrmittel (DE-588)4074111-4 gnd rswk-swf Neue Medien (DE-588)4196910-8 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Lehrmittel (DE-588)4074111-4 s Neue Medien (DE-588)4196910-8 s DE-604 Voogt, Joke edt Digitalisierung UB Augsburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016089768&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	International handbook of information technology in primary and secondary education Lehrmittel (DE-588)4074111-4 gnd Neue Medien (DE-588)4196910-8 gnd
subject_GND	(DE-588)4074111-4 (DE-588)4196910-8 (DE-588)4143413-4
title	International handbook of information technology in primary and secondary education
title_auth	International handbook of information technology in primary and secondary education
title_exact_search	International handbook of information technology in primary and secondary education
title_exact_search_txtP	International handbook of information technology in primary and secondary education
title_full	International handbook of information technology in primary and secondary education ed. by Joke Voogt ...
title_fullStr	International handbook of information technology in primary and secondary education ed. by Joke Voogt ...
title_full_unstemmed	International handbook of information technology in primary and secondary education ed. by Joke Voogt ...
title_short	International handbook of information technology in primary and secondary education
title_sort	international handbook of information technology in primary and secondary education
topic	Lehrmittel (DE-588)4074111-4 gnd Neue Medien (DE-588)4196910-8 gnd
topic_facet	Lehrmittel Neue Medien Aufsatzsammlung
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016089768&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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