the second international handbook of information ... · 1. learners and the digital learning...

TheSecondInternationalHandbookofInformationTechnologyin

PrimaryandSecondaryEducationJokeVoogt,Gerald,Knezek,Rhonda

Christensen&Kwok-WingLai

InternationalHandbookofInformationTechnologyinPrimary&SecondaryEducation

Voogt &Knezek,2008

>200.000CHAPTERDOWNLOADS(mid2016)

AimSynthesis ofresearchonICTin

education from abroadinternational perspective

Handbook&EDUsummIT

Fosteringlearning inthedigital

age

practice

researchpolicy

Closing gaps between researchpolicyandpractice

UNESCO, Paris (2006)

11 sections (15 section editors) & 76 chapters (136 authors from 23 countries)

GeraldKnezek RhondaChristensenJokeVoogt Kwok-WingLai

Aimofthe2nd editionUpdateofresearchonICTineducation including emerging

researchtopicsfrom abroad international

perspective

19sectioneditors,>100authors± 78chapters,± 20countries

UNESCOParis2016

Sectionsinthe2neditionCurricularChallengesofthe21stCenturyLearnersandtheLearningProcessesAttitudes,competenciesanddispositionsforlearningandteachingwithITProfessionallearninganddevelopmentofteachersTheroleofleadershipfortechnologyIneducationUsingITforassessment:IssuesandopportunitiesFlexibleanddistancelearningMobileLearninginthe21stCentury:AnOverviewGames,simulations&emergingtechnologiesIssuesandchallengesrelatedtodigitalequityParadigmsforresearchingITineducationInternationalPoliciesonICTinEducation

Section1CurricularChallengesofthe21st Century

Editors:JokeVoogt,UniversityofAmsterdam(Netherlands)&

OlaErstad,UniversityofOslo(Norway)

ChaptersinSection11. Curriculum inthe21st Century:Issuesandchallenges

2. Newliteraciesanditsimplicationsforthecurriculum

3. Computerscienceandcomputationalthinkinginthecurriculum:Researchandpractice

4. Digitalcitizenshipandsocialmedia:Acurriculumperspective

5. Computerliteracyinthecurriculum: Arestudentscomputerliterate?

6. Coherenceinyoungpeople’ssocialecologiesoflearningandidentitybuilding

Section2LearnersandtheLearningProcesses

Editors:Kwok-WingLai&Keryn Pratt,

NewZealand

ChaptersinSection21. Learnersandthedigitallearningprocesses:Researchand

practiceintechnology-enhancedlearning2. Theoreticalperspectivesinfluencingtheuseofinformation

technologyinteachingandlearning3. Computer-supportedcollaborativelearning– Mediatedand

co-presentformsoflearning4. andInquiry-basedlearning5. Culturalandsocialissuesinusingsocialmediatosupport

learning6. Informalandlifelonglearning

Section3Attitudes,CompetenciesandDispositionsfor

LearningandTeachingwithInformationTechnology

Editors:GeraldKnezek (US)&

RhondaChristensen(US)

ChaptersinSection3

1. TheImportanceofattitudes,competencies,anddispositions forTeachingandLearningwithInformationTechnology

2. Informationandcommunicationcompetences forstudents3. TheinfluenceofICTuseonstudents’informationliteracy4. Teachers’technologyadoption:Explanatorymodelsand

frameworksforaction5. Psycho-pedagogicalconstructsthatcontributetoeffective

teachingwithtechnology6. Toolsformeasuringteacherattitudesandcompetencies

Section4ProfessionalLearningandDevelopmentof

Teachers

Editors:PeterAlbion,Australia&JoTondeur,

Belgium

ChaptersinSection41. Transformationofeducatorsandeducationsystemsthrough

teacheragency2. KnowledgebaseforICTineducation3. TeacherdispositionsforICTineducation4. Preparingpre-serviceteachers totransformeducationwithICT5. Teacherteams,communities andnetworks forlearning6. Connectingresearchandpractice:Teacherinquiryanddesign-

basedresearch7. Professionaldevelopmentforflexible,distance andmobile

learning

Section5TheRoleofLeadershipforTechnologyinEducation

EditorSaraDexter,US

Chapters inSection5

1. TheroleofleadershipFortechnologyIneducation2. SystemsofpracticeforleadershipofIT3. Adistributedleadershipperspectiveintechnologiesfor

teachingandlearning4. Fosteringteachers’learningenvironmentsfortechnology

integration5. Toolsforleaderstobuildschool-widecapacitytointegrateIT

Foraddedvalue

Section6UsingITforAssessment:Issuesand

Opportunities

Editors:MaryWebb(UK)&DirkIfenthaler

(Germany)

ChaptersforSection6

1. Assessmentas,for andof 21st-centurylearningusingIT2. Formativeassessmentandfeedback usingIT3. Progressandchallengesforautomatedscoringandfeedback

systemsforlarge-scaleassessments4. Assessmentofproblemsolvingskillsinimmersive

environments5. Makinguseofdataforassessments:harnessinganalytics

anddatascience6. Assessmentdataforevaluation andaccountability7. AfuturesperspectiveonITandassessment

Section7Flexibleanddistance learning

Editors:Roumen Nikolov,Bulgaria &Kwok-WingLai, New

Zealand

ChaptersinSection7

1. Distanceandflexiblelearninginthe21st Century2. Virtualschools:Aglobalperspective3. Openeducationresources,MOOCs,andonlineplatformsfor

DistanceandFlexibleLearning4. OnlinelearningcommunitiesinK-12Settings5. Designingblended,flexible,andpersonalisedLearning6. Blendingvirtualandface-to-facelearningExperiencesthrough

Exploration,InteractiveVisualizationandSimulation

Section8MobileLearninginthe21stCentury

EditorsCathieNorris,US&ElliottSoloway,

US

ChaptersinSection8

• Mobile learning in the U.S.• Mobile learning - BUT is it mobile? And

is it learning?• Mobile learning in Asia• Evaluating the educational effectiveness

of mobile learning software• Mobile learning: No Longer about the

technology, but about the learning

Section9GamesandSimulation-BasedTeachingand

Learning

DavidGibson(Australia)HiroakiOgata(Japan)

GamesandSimulation-BasedTeachingandLearning

• Game-basedlearning• Choosingandusinggamesintheclassroom• Gamesandcognitiveethnography• ReviewofResearchonsimulations,immersiveenvironments

• Makerspaces• Robotsineducation• Digitallearninganalytics

Section10IssuesandChallengesRelatedto

DigitalEquityThérèse Laferrière,Canada&

PaulResta,US

ChaptersinSection10

• Issuesandchallengesrelatedtodigitalequity• Learningdifferencesanddigitalequityintheclassroom

• Digitalinequality inschool• Technologyandculturalidentity• Organizinglearningenvironmentsforrelationalequitywithnewdigitalmedia

• Technology,equity,andK-12educationintheUS• Digitalequity:Asocio-criticalperspective

Section11ParadigmsforResearchingITinEducation

Editors:MargaretCox,(UK)&JokeVoogt,(theNetherlands)

ChaptersinSection11

• ResearchingITineducation:Meetingthechallengesofanever-changingenvironments

• Meta– analysisofmultipletolargescaledata• ResearchingthedesignandevaluationofITtoolsforeducation

• Largescaleinternationalstudies• Methodstomeasureemergingtechnologyimpact• Lookingback,movingforward:Impactandmeasurability oftheuseofeducationaltechnology

• Communicating researchimpacttopolicyandpractice

Section12InternationalPoliciesonITin

Education

BirgitEickelmann,Germany

ChaptersinSection12

• ITineducationalpolicy inEurope• ITineducationalpolicyinAsia• ITineducationalpolicyinAustraliaandOceania

• ITandeducationalpolicyinNorthAmerica• ITand educational policyinSouthAmerica• ITand educational policyinAfrica(including theMiddle East)

Joke VoogtGerald KnezekRhonda ChristensenKwok-Wing Lai

Second International Handbookof Information Technology in Primary and Secondary Education

32yearsof“ChildrenintheInformationAge”