The adequate integration of information and communication technologies (ICT) in educational and training processes is one of the biggest current challenges in education. The classroom of the present is very different from just a few decades ago, new technological tools are completely transforming its characteristics and activities. This internationally authored book offers a timely, effective and practical vision of this new educational scenario. The book takes a multidisciplinary approach in looking at the problems and possible solutions that are faced by the educational professional of the 21st century when, by necessity or obligation, they face the use of ICT in their daily tasks. Divided into two parts, one theoretical and another practical, this book offers the highlights of the most important lines of research that are being developed today in educational technology, and importantly presents the innovations which have had the most impact over recent years. From the profound transformations in the physical classroom to everything that involves new virtual scenarios, where online teaching requires innovative strategies and training processes, this book describes the diverse scenarios that ICT has generated and will continue to generate in the field of education. It presents a new and a very different type of education that can be adapted to the needs of the citizen of the digital society.

Bridget Somekh draws on her experience of researching the introduction of ICT into education to look at ICT development over the last twenty years. The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It covers the key issues relating to the innovation of ICT that have arisen over this period, including: the process of change educational vision for ICT teacher motivation and engagement the phenomenon of ‘fit’ to existing practices systemic constraints policy and evaluation of its implementation students’ motivation and engagement the penetration of ICT into the home online learning and the ‘disembodied’ teacher.

This book aims to capture the current innovation and emerging trends of digital technologies for learning and education in k-12 sector through a number of invited chapters in key research areas. Emerging Patterns of innovative instruction in different context, Learning design for digital natives, Digital learning resources for personalized learning in both formal and informal educational settings, e-leadership and teacher’s digital capacity will be covered in the book. This book intends to provide reference for the innovation in K-12 schools. Researchers, policy makers, school administrators and also teachers could benefit from this book on researchers and methods for innovation in K-12 schools all over the world.

This book reports on a novel and comprehensive approach to the uptake of ICT in Schools. It focuses on key questions, pedagogically sound ways of introducing ICT, new technical artifacts supporting the approach, the evaluation in a large-scale validator, and future work. While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decades, the uptake of these innovations has not always been very successful, particularly in schools. The transition from proof of concept to integration into learning activities has been recognized as a bottleneck for quite some time. This major problem, which is affecting many TEL stakeholders, is the focus of this book which focuses on developing a more effective and efficient approach based on more than 2500 pilots in European classrooms. Teachers, head teachers, and policy makers may benefit from reading how novel learning scenarios can be elaborated, adapted to a local context, and implemented in the classroom; how new technologies can support this process for teachers and their national/regional communities; how teachers and other stakeholders can be educated in such a re-engineering process; how the approach can be scaled up through MOOCs, ambassador schemes, and train-the-trainer programs; how future classroom labs can inspire teachers, head teachers, and policy makers; how teachers and, above all, learners can become more engaged in learning through the adoption of the iTEC approach. Readers with a more technical focus may also be interested in the discussion of recommender systems, the flexible provision of resources and services, the deployment of the cloud in schools, and systems for composing technological support for lesson plans.

This book explores the effective use of information and communication technology (ICT) in teaching and learning. Concept-laden and practice-driven discussions offer insights into the art and practice of employing virtual and augmented reality (VR/AR), electronic devices, social networks and massive open online courses (MOOCs) in education.

This encyclopedia aims to offer researchers an indication of the breadth and importance of information systems in education, including the way IT is being used, and could be used to enable learning and teaching. The encyclopedia covers all aspects of the interaction between education and information technologies, including IT in kindergartens, primary and secondary schools, universities, training colleges, industry training, distance education and further education. It also covers teaching and computing, the use of IT in many different subject areas, the use of IT in educational administration, and national policies of IT and education.

This report highlights key issues to facilitate understanding of how a systemic approach to technology-based school innovations can contribute to quality education for all while promoting a more equal and effective education system.