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