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Volume Editor: JuliAnna Ávila
How would you implement Critical Digital Literacies in your own classrooms and educational programs?

You will find a valuable resource to answer that question in this volume, with a pronounced focus on social justice. Seventeen contributors advance the theories and praxis of Critical Digital Literacies. Aimed at literacy, teacher education, and English Education practitioners, this volume explores critical practices with digital tools. The chapters highlight activities and approaches which cross the boundaries of: genre; critical data literacy; materiality; critical self-reflection; preservice teacher education; gender; young adult literature; multimodal composition; assessment; gaming; podcasting; and second-language teacher education. Authors also explore the challenges of carrying out both the critical and the digital within the context and confines of traditional schooling.

Contributors are: Claire Ahn, JuliAnna Ávila, Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillón Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raúl Alberto Mora, Luci Pangrazio, Ernesto Peña, Amy Piotrowski, Amanda Miller Plaizier, Holger Pötzsch, Mary Rice and Anna Smith.
Volume Editor: Jayaluxmi Naidoo
Within the era of the Fourth Industrial Revolution, we are living in a technologically advanced society, and students and teacher educators need to be adequately prepared to succeed within this progressive society. Teaching and Learning in the 21st Century: Embracing the Fourth Industrial Revolution is an edited volume that situates teaching and learning for the 21st century within diverse contexts globally so that teacher educators could make sense of their professional knowledge, curriculum, classroom contexts and diverse students.

This book intends to frame and explore the different responsive and innovative pedagogies that are used for embracing the Fourth Industrial Revolution. Additionally, it aims to clarify some key concepts (for example blended learning, coding, digital, E-Learning, Internet, M-Learning, simulation and tools) in addition to other issues that surround teaching and learning for the 21st century. The book also exemplifies authentic case studies located within global contexts focusing on: the 21st-century curriculum, the 21st-century classroom environment, teachers in the 21st century and students in the 21st century.

Contributors from around the world (Australia, Indonesia, Mauritius, South Africa, Tanzania and the United States of America) share their innovations in education by interrogating research experiences and examples of good practice.
This diverse and global collection of scholars, educators, and activists presents a panorama of perspectives on media education and democracy in a digital age. Drawing upon projects in both the formal and non-formal education spheres, the authors contribute towards conceptualizing, developing, cultivating, building and elaborating a more respectful, robust and critically-engaged democracy. Given the challenges our world faces, it may seem that small projects, programs and initiatives offer just a salve to broader social and political dynamics but these are the types of contestatory spaces, openings and initiatives that enable participatory democracy. This book provides a space for experimentation and dialogue, and a platform for projects and initiatives that challenge or supplement the learning offered by traditional forms of education. The Foreword is written by Divina Frau-Meigs (Sorbonne Nouvelle, Paris) and the Postscript by Roberto Apirici and David García Marín (UNED, Madrid).

Contributors are: Roberto Aparici, Adelina Calvo Salvador, Paul R. Carr, Colin Chasi, Sandra L. Cuervo Sanchez, Laura D’Olimpio, Milena Droumeva, Elia Fernández-Diaz, Ellen Field, Michael Forsman, Divina Frau-Meigs, Aquilina Fueyo Gutiérrez, David García-Marín, Tania Goitandia Moore, José Gutiérrez-Pérez, Ignacio Haya Salmón, Bruno Salvador Hernández Levi, Michael Hoechsmann, Jennifer Jenson, Maria Korpijaakko, Sirkku Kotilainen, Emil Marmol, María Dolores Olvera-Lobo, Tania Ouariachi, Mari Pienimäki, Anna Renfors, Ylva Rodney-Gumede, Carlos Rodríguez-Hoyos, Mar Rodríguez-Romero, Tafadzwa Rugoho, Juha Suoranta, Gina Thésée, Robyn M. Tierney, Robert C. Williams and María Luisa Zorrilla Abascal.
Delivering Flexibility in Learning through Online Learning Communities
Flexibility has long been a feature of the delivery of learning in higher education, particularly with the rise in importance of technology in giving learners greater choice over when, where and how they engage in learning. Recent analysis has sought to look beyond its significance in learning delivery to its value as a personal attribute of both learners and educators. Flexibility is now a key feature of debates addressing the role of universities in producing graduates with the capability to become change agents in increasingly dynamic workplaces and the wider world.

Flexibility and Pedagogy in Higher Education explores flexibility in learning in the context of online learning communities, in relation to the delivery of learning and as a means of promoting the development of flexibility as a personal attribute. Essays draw on examples involving students from foundation up to postgraduate level in curricular and co-curricular settings.

The essays collected in this volume examine the practical application of flexibility in learning through the use of online learning communities. It provides best practice examples for educators looking to use innovative pedagogies to develop flexible learning experiences, thereby building on recent studies on the place of flexibility in the future development of higher education.
Recognizing the vast numbers of old and young people alike that interact, socialize, and learn through gameplay, this book explores research approaches to games, their literacies, and the pedagogical possibilities of play. Consequentially, this volume is rooted in the idea that powerful forms of learning, communication, and multimodal production occur through and because of gaming. These profound literacy practices can mirror traditional literacies but the educational field’s approach to engaging in a pedagogy of playful literacies has been largely scattershot. By bringing together diverse voices, contexts, and research designs, the chapters in this volume present a snapshot of 21st century literacy practices at work and at play.

Organized into two parts, Studying Gaming Literacies explores the rich methodological approaches to gaming literacies scholarship as well as the possibilities of engaging in research in both classrooms and informal learning settings. With a robust set of context-specific approaches, this book acts less as a how-to manual for equity-driven scholarship than as a companion to support and undergird other research and pedagogical approaches to play and gaming in literacy-rich learning environments.

Focused on presenting scholarly approaches to gaming research, this volume, too, presents pedagogical takeaways for educators, for students, and for game designers and curators. Across the seven case studies presented in this volume, we call for intentional playful practices in educational research. The literacies of play are myriad and complex and – particularly in the name of educational equity – they demand to be studied, uplifted, and leveraged for academic achievement.

Contributors are: Jolynn Asato, Ali Carr-Chellman, Sebastián Castaño, Laura D’Aveta, Jennifer S. Dail, Jason Engerman, James Paul Gee, Robert Hein, Michael Hernandez, Ellen Middaugh, Raúl Alberto Mora , Shannon Mortimore-Smith, Tyrone Steven Orrego, Daniel Ramírez, Nate Turcotte, Shelbie Witte, and Jennifer Wyld.
Considerations for Implementing Gaming Literacies in the Classroom
The possibilities of gaming for transformative and equity-driven instructional teaching practice are more robust than ever before. And yet, support for designing playful learning opportunities are too often not addressed or taught in professional development or teacher education programs. Considering the complex demands in public schools today and the niche pockets of extracurricular engagement in which youth find themselves, Playing with Teaching serves as a hands-on resource for teachers and teacher educators. Particularly focused on how games – both digital and non-digital – can shape unique learning and literacy experiences for young people today, this book’s chapters look at numerous examples that educators can bring into their classrooms today.

By exploring how teachers can support literacy practices through gaming, this volume provides specific strategies for heightening literacy learning and playful experiences in classrooms. The classroom examples of gameful teaching described in each chapter not only provide practical examples of games and learning, but offer critical perspectives on why games in literacy classrooms matter today.

Through depictions of cutting-edge of powerful and playful pedagogy, this book is not a how-to manual. Rather, Playing with Teaching fills a much-needed space demonstrating how games are applied in classrooms today. It is an invitation to reimagine classrooms as spaces to newly investigate playful approaches to teaching and learning with adolescents. Roll the dice and give playful literacy instruction a try.

Contributors are: Jill Bidenwald, Jennifer S. Dail, Elizabeth DeBoeser, Antero Garcia, Kip Glazer, Emily Howell, Lindy L. Johnson, Rachel Kaminski Sanders, Jon Ostenson, Chad Sansing, and Shelbie Witte.
Volume Editors: Nagla Ali and Myint Swe Khine
Three dimensional or 3D printing technology is a process of making three dimensional solid objects from a digital file. Currently, low cost and affordable 3D printers enable teachers, schools, and higher education institutions to make 3D printing a part of the curriculum. Integrating 3D printing into the curriculum provides an opportunity for students to collaboratively discuss, design, and create 3D objects. The literature reveals that there are numerous advantages of integrating 3D printing into teaching and learning. Educators recommend that 3D printing should be introduced to the students at a young age to teach STEM concepts, develop creativity and engage in team work – essential skills for the 21st century work force.

This edited volume documents recent attempts to integrate 3D printing into the curriculum in schools and universities and research on its efficacies and usefulness from the practitioners' perspectives. It unveils the exemplary works by educators and researchers in the field highlighting the current trends, theoretical and practical aspects of 3D printing in teaching and learning.

Contributors are: Waleed K. Ahmed, Issah M. Alhamad, Hayder Z. Ali, Nagla Ali, Hamad AlJassmi,Jason Beach, Jennifer Buckingham, Michael Buckingham, Dean Cairns, Manisha Dayal, Muhammet Demirbilek, Yujiro Fujiwara, Anneliese Hulme, Myint Swe Khine, Lee Kenneth Jones, Jennifer Loy, Kehui Luo, Elena Novak, James I. Novak, Joshua Pearce, Dorothy Belle Poli, Chelsea Schelly, Min Jeong Song, Sylvia Stavridi, Lisa Stoneman, Goran Štrkalj, Mirjana Štrkalj, Pamela Sullivan, Jeremy Wendt, Stephanie Wendt, and Sonya Wisdom.
Volume Editor: Theodosia Prodromou
New digital technologies offer many exciting opportunities to educators who are looking to develop better teaching practices. When technologies are new, however, the potential for beneficial and effective implementations and applications is not yet fully recognized. This book is intended to provide teachers and researchers with a wide range of ideas from researchers working to integrate the new technology of Augmented Reality into educational settings and processes. It is hoped that the research and theory presented here can support both teachers and researchers in future work with this exciting new technology.

Contributors are: Miriam Adamková, Gilles Aldon, Panayiota Anastasi, Ferdinando Arzarello, Martina Babinská, Robert Bohdal, Francisco Botana, Constadina Charalambous, Eva Csandova, Omer Deperlioglu, Monika Dillingerová, Christos Dimopoulos, Jiri Dostal, Jihad El-Sana, Michael N. Fried, Maria Fuchsová, Marianthi Grizioti, Tomas Hlava, Markus Hohenwarter, Kateřina Jančaříková, Konstantinos Katzis, Lilla Korenova, Utku Köse, Zoltán Kovács,Blanka Kožík Lehotayová, Maria Kožuchová, Chronis Kynigos, Ilona-Elefteryja Lasica, Zsolt Lavicza, Álvaro Martínez, Efstathios Mavrotheris, Katerina Mavrou, Maria Meletiou-Mavrotheris, Georgios Papaioannou, Miroslava Pirháčová Lapšanská, Stavros Pitsikalis, Corinne Raffin, Tomás Recio, Cristina Sabena, Florian Schacht, Eva Severini, Martina Siposova, Zacharoula Smyrnaiou, Nayia Stylianidou, Osama Swidan, Christos Tiniakos, Melanie Tomaschko, Renata Tothova, Christina Vasou, and Ibolya Veress-Bágyi.
SEEding Change for a Better World
Author: Vinesh Chandra
There is no doubt that our world is becoming increasingly more connected through digital technologies. For meaningful participation in this environment we need to be digitally literate, yet there are many children in developing countries who have yet to touch a computer because of social disadvantage. For these children, schools are the only place where they can build this capacity. Regrettably, many schools in these communities are under resourced. They do not have sufficient and relevant library books, let alone digital resources. As a consequence, teaching and learning strategies have remained unchanged for decades.

The field of critical pedagogy evolved through the initial work of Paulo Freire. This theory is underpinned by critical thinking about societal issues followed by action and reflection. When citizens are armed with such knowledge and skills, they can positively impact on the lives of the underprivileged. Critical pedagogy, however, is still struggling to find its meaningful place, particularly in higher education. This is largely due to the lack of effective strategies and critical educators.

Share Engage Educate is an auto-ethnography which presents accounts of the initiatives that were undertaken to promote print and digital literacy in rural and remote schools in eight developing countries. It highlights the experiences of school leaders, teachers, university staff and students, and globally minded citizens working alongside local communities to enhance the quality of education for over 15,000 children in these schools. This book explores how critical pedagogy can unfold in educational spaces through knowledge sharing, engaging and in the process educating all stakeholders.
How to Learn Better during Visits to Museums, Science Centers, and Science Fieldtrips
The authors provide practical, research-informed, guidelines and detailed lesson plans that improve learning of chemical, physical, biological, and Earth & space sciences. The context for learning is the myriad of exciting opportunities provided by informal science institutions such as zoos, museums, space centers and the outdoors. Many such institutions seek to educate the public and inspire budding scientists. Visits outside school help students relate science to everyday life, providing strong motivation to learn science for all abilities. This book shows the key to making such visits effective, is when they are linked to classroom learning using a learning management system, drawing upon modern students’ fascination with digital technologies and mobile devices.