The book outlines education under the auspices of digitization. Transformation processes are highlighted which, triggered by binary technologies, reach deep into everyday cultures and worldviews in our societies. These challenge the basis for knowledge and education.

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What have been the biggest successes in educational technology – and why have they succeeded when others have failed?

Educational Visions shows how innovations including citizen science, learning at scale, inclusive education, learning design and analytics have developed over decades. The book is shaped by the visions pursued by one research group for the past 40 years. It outlines the group’s framework for innovation and shows how this can be put into practice to achieve long-term results that benefit both students and teachers at every educational level.

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What have been the biggest successes in educational technology – and why have they succeeded when others have failed?

Educational Visions shows how innovations including citizen science, learning at scale, inclusive education, learning design and analytics have developed over decades. The book is shaped by the visions pursued by one research group for the past 40 years. It outlines the group’s framework for innovation and shows how this can be put into practice to achieve long-term results that benefit both students and teachers at every educational level.

Listed by Unglue.it.

What have been the biggest successes in educational technology – and why have they succeeded when others have failed?

Educational Visions shows how innovations including citizen science, learning at scale, inclusive education, learning design and analytics have developed over decades. The book is shaped by the visions pursued by one research group for the past 40 years. It outlines the group’s framework for innovation and shows how this can be put into practice to achieve long-term results that benefit both students and teachers at every educational level.

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For more than 30 years, certain governments, individuals and organisations have actively promoted computers as learning technologies. Enormous amounts of money and time have been spent promoting specific kinds of educational computing, and policies by which these might be implemented. The view that computers can enhance student learning has gained broad acceptance. The computers should not automatically be associated with success in schools. The view that all school children will benefit equally from access to computers overlooks inequities associated with differing patterns of use. How the Computer Went to School gives an account of the origins and development of the computer industry in the United States and shows how these influenced educational computing in both the US and Australia. It explores government policy that prioritises the economic benefits of educational computing for the nation and questions the proper role of the computer in education more generally.
This book is made open access as part of the Knowledge Unlatched KU Select 2018: HSS Backlist Books

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Lace Narratives: A monograph, 2005 – 2015 documents Cecilia Heffer’s innovative lace-making practice over a decade, including major exhibitions and commissions. This publication examines ways that Cecilia’s research practice responds to changing ideas and technologies as a means to extend our perception of textiles. It presents an in-depth reflection on studio practice in a discursive spirit, responding to the question: What has the studio enquiry revealed that could not have been revealed through other modes of research? 1The publication is composed of a digital edition of the book, along with a seven-minute video documenting Cecilia creating the lace-work Drawn Threads. A print-on-demand version of the book in either hard cover or paperback is available for purchase.Additionally, a limited edition artist’s book with lace samples bound into the pages will be publicly available through selected libraries and museums, including the UTS Library.Through these different components, the audience can watch Cecilia’s lace-making innovations in the documentary video, read critical reflections on her research and creative process, and handle lace samples. This combination affords a holistic understanding of Cecilia’s practice-led research and material output. This is an experimental publication model conceived by Zoë Sadokierski for the MediaObject book series and produced with support from the UTS Library.

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The Massive Open Online Courses (MOOCs) educational model has opened access to education by being affordable, removing geographical barriers, and enabling ubiquitous learning. Now, a potential student can study courses from anywhere in the world, is not required to travel to campus, and can study whenever they want. Because of less overheads on offering MOOCs and economies of scale, the courses do not cost much. Due to the COVID-19 pandemic, rapid advances were made in technology, platforms, and networks so that learners could continue studying online. This is the “new normal” of learning and there is no going back. This book looks at the technology, networks, and platforms that enable MOOCs. Is online learning a good substitute for face-to-face learning? We address the concerns, concepts, context, and implications in this book. Learning on your own has many challenges. This book looks at the pedagogical practices that we can apply to overcome these challenges and obtain a successful and satisfying teaching and learning experience.

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This collection features essays, case studies, and pedagogical approaches that explore how educators managed the privacy, security, and safety concerns that rushed into our lives as we shifted into emergency remote learning in 2020. While the COVID-19 pandemic brought this concern into focus, privacy issues with online learning continue to exist alongside us and our students. This book provides readers insight into the current state of privacy issues, describes the challenges and rewards of developing more privacy-focused learning environments, and presents several resources and tools that readers can bring to their own teaching practices. Representing a variety of perspectives from K-12, higher education, and libraries, contributors describe the challenges they encountered and offer solutions to help ensure the safekeeping of students’ online lives. How do we navigate these online environments, who collects our data, and how can we protect our most vulnerable populations?

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This book develops the challenges that history teaching must face as a curricular subject at the beginning of the 21st century. These challenges are related, both to new epistemological approaches in history education, and also to the development of new activities, active-learning methodologies, and historical thinking competencies. In terms of new approaches, this book suggests activities regarding invisible topics such as social and economic impacts in history, inequalities, church and science, gender equality, power and violence, prosecuted by justice, peasantry and the urban world, family and daily life, terror or travelers and their cross-currents. Regarding the activities, the incidence of new technologies in social relations and the effects of globalization is very remarkable for our students. The authors highlight the need for changes in teaching and learning history.

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Weder in der Technikphilosophie noch in der technischen Bildung besteht Übereinkunft hinsichtlich der Verwendung des Begriffs Technik. Da verwundert es nicht, dass auch die empirische Erforschung des Technikbegriffs von Kindern und Jugendlichen ein Forschungsdesiderat darstellt. Im Rahmen der hier vorgelegten Arbeit soll diesem Desiderat nachgegangen werden. Mittels Alltagssprachlichem Struktur-Lege-Spiel und Fragebogen wird untersucht, welche subjektiven Vorstellungen Kinder und Jugendliche bezüglich des Begriffs Technik zum Ausdruck bringen und wie stabil diese Begriffe sind. Die Aussagen der Kinder und Jugendlichen werden mittels strukturierender Inhaltsanalyse ausgewertet. Im Zentrum steht dabei das entwickelte Kategoriensystem, mit dem die Technikbegriffe aus den kindlichen bzw. jugendlichen Aussagen erfasst werden. Zusammenfassend lässt sich festhalten, dass keine typischen Technikbegriffe aus dem Datenmaterial herausgearbeitet werden können. Die Technikbegriffe der befragten Kinder und Jugendlichen unterscheiden sich stark. Allerdings kann gezeigt werden, dass die Kinder und Jugendlichen zum Teil scharfsinnige Gedanken über Technik zum Ausdruck bringen.

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Rapid advancements in technology have had a significant impact on teaching and learning. Globally, we have experienced an increase in innovative pedagogies and disruptive learning spaces, which have transformed teaching and learning. Tremendous changes in educational innovations and methods have emerged over the last century, such as Open Educational Resources (OER), Mass Open Online Courses (MOOC), open resources, blended learning, and virtual reality (VR). Technology in Learning brings together in one single text the basic rudiments of technology integrated into teaching and learning in a manner that would assist the university postgraduate students, emerging researchers, and postdoctoral fellows who are engaged in the planning, designing, conducting as well as reporting on technology.

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This book has three sections on the role of technology in education. The first section covers the merits of online learning and environment. The second section of the book gives insight on new technologies in learning and teaching. The third section of the book underlines the importance of new tendencies for the technology in education. I have a firm belief that readers can find great insights on the role of technology in education from different reflections and research.

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