In recent years, the use of technology for the purposes of improving and enriching traditional instructional practices has received a great deal of attention. However, few works have explicitly examined cognitive, psychological, and educational principles on which technology-supported learning environments are based. This volume attempts to cover the need for a thorough theoretical analysis and discussion of the principles of system design that underlie the construction of technology-enhanced learning environments. It presents examples of technology-supported learning environments that cover a broad range of content domains, from the physical sciences and mathematics to the teaching of language and literacy. The emphasis in this book is not on the design of educational software but on the design of learning environments. A great deal of research on learning and instruction has recently moved out of the laboratory into the design of applications in instructional settings. By designing technology-supported learning environments instructional scientists attempt to better understand the theories and principles that are explicit in their theories of learning. The contributors to this volume examine how factors such as social interaction, the creation of meaningful activities, the use of multiple perspectives, and the construction of concrete representations influence the acquisition of new information and transfer.

This book brings together mathematics education research that makes a difference in both theory and practice - research that anticipates problems and needed knowledge before they become impediments to progress.

CSCL 2: Carrying Forward the Conversation is a thorough and up-to-date survey of recent developments in Computer Supported Collaborative Learning, one of the fastest growing areas of research in the learning sciences. A follow-up to CSCL: Theory and Practice of an Emerging Paradigm (1996), this volume both documents how the field has grown and fosters a meaningful discussion of how the research program might be advanced in substantive ways. Recognizing the long-standing traditions of CSCL work in Europe and Japan, the editors sought to broaden and expand the conversation both geographically and topically. The 45 participating authors represent a range of disciplinary backgrounds, including anthropology, communication studies, computer science, education, psychology, and philosophy, and offer international perspectives on the field. For each chapter, the goal was not only to show how it connects to past and future work in CSCL, but also how it contributes to the interests of other research communities. Toward this end, the volume features a "conversational structure" consisting of target chapters, invited commentaries, and author responses. The commentaries on each chapter were solicited from a diverse collection of writers, including prominent scholars in anthropology of education, social studies of science, CSCW, argumentation, activity theory, language and social interaction, ecological psychology, and other areas. The volume is divided into three sections: *Part I explores four case studies of technology transfer involving CSILE, one of the most prominent CSCL projects. *Part II focuses on empirical studies of learning in collaborative settings. *Part III describes novel CSCL technologies and the theories underlying their design. Historically, there has been a certain amount of controversy as to what the second "C" in CSCL should represent. The conventional meaning is "collaborative" but there are many C-words that can be seen as relevant. With the publication of this volume, "conversational" might be added to the list and, in this spirit, the book might be viewed as an invitation to join a conversation in progress and to carry it forward.

The major focus of this Handbook is the design and potential of IT-based student learning environments. Offering the latest research in IT and the learning process, distance learning, and emerging technologies for education, these chapters address the critical issue of the potential for IT to improve K-12 education. A second important theme deals with the implementation of IT in educational practice. In these chapters, barriers and opportunities for IT implementation are studied from several perspectives. This Handbook provides an integrated and detailed overview of this complex field, making it an essential reference.

This handbook aims to give readers a thorough understanding of past, current and future research and its application in the field of educational technology. From a research perspective the book allows readers to grasp the complex theories, strategies, concepts, and methods relating to the design, development, implementation, and evaluation of educational technologies. The handbook contains insights based on past experiences as well as future visions and thus amounts to a comprehensive all round guide. It is targeted at researchers and practitioners working with educational technologies.

This book gives an overview of the state-of-the-art in Technology Enhanced Learning (TEL). It is organized as a collection of 14 research themes, each introduced by leading experts and including references to the most relevant literature on the theme of each cluster. Additionally, each chapter discusses four seminal papers on the theme with expert commentaries and updates. This volume is of high value to people entering the field of learning with technology, to doctoral students and researchers exploring the breadth of TEL, and to experienced researchers wanting to keep up with latest developments.

'I would like to enthusiastically recommend The SAGE Handbook of E-Learning Research. An international set of authors have produced a highly readable handbook that covers topics in E-learning research, theory, policy, language and literacy, and design issues. The work draws on multiple perspectives ranging from early work in asynchronous learning networks to community organization in e-learning. This is a large and much needed work that organizes and illuminates issues in E-learning in a way that readers will be able to take away practical advice for their own use. I am quite pleased to see this handbook that provides a very useful organization of knowledge for our field' - John Bourne, Ph.D Professor and Executive Director, The Sloan Consortium (www.sloan-c.org) 'This book is an important contribution to the development of E-learning because its account of the research always begins with the context of learning from which the exploitation of technology can be viewed. The authors help us understand that technology affords new kinds of relationship between the learner and what is learned, and how it is learned. With this rich understanding, the book is able to build the wide-ranging research foundation on which the field can move forward' - Diana Laurillard, Institute of Education, University of London 'A comprehensive and compelling resource that provides a global perspective on a development that is transforming higher education' - David Pilsbury, Chief Executive, Worldwide Universities Network 'Unlike many how-to books on the topic...this work focuses on research for educators and others interested in how technology enhances or diminishes learning. Highly Recommended' - Choice Magazine This handbook provides a state-of-the-art, in-depth account of research in the rapidly expanding field of E-learning. The first of its kind, it provides reviews of over 20 areas in E-learning research by experts in the field, and provides a critical account of the best work to date. The contributors cover the basics of the discipline, as well as new theoretical perspectives. Areas of research covered by the Handbook include: - Contexts for researching e-learning - Theory and policy - Language and literacy - Design issues - History of the field The editors' introduction and many of the chapters show how multiple aspects of E-learning interact. The introduction also provides a new model for researching the field. This book is relevant for everyone in higher education, from undergraduate to faculty, as well as university administrators involved in providing E-learning. It will provide a research background for higher education, including universities, training colleges, and community colleges. It will also be relevant to those involved in any research and developmental aspect of E-learning - corporate trainers and those involved in online programs at secondary school or in virtual high schools. Whether you are a lecturer, researcher or programme designer, this is an essential read. Richard Andrews is Professor in English at the Institute of Education, University of London and Visiting Professor at New York University's Steinhardt School of Education, Culture and Human Development. Caroline Haythornthwaite is Associate Professor at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign.

This book explores, through eight chapters, how design thinking vocabulary can be interpreted and employed in educational contexts. The theoretical foundations of design thinking and design in education are first examined by means of a literature review. This is then followed by chapters that characterize design thinking among children, pre-service teachers and in-service teachers using research data collected from the authors’ design-driven coursework and projects. The book also examines issues associated with methods for fostering and assessing design thinking. In the final chapter, it discusses future directions for the incorporation of design thinking into educational settings. Intended for teachers, teacher educators and university instructors, this book aims to provide them with the theoretical foundations needed to grasp design thinking, and to provide examples of how design thinking can be interpreted and evaluated. The materials covered will help these groups of professionals to consider how design thinking can be integrated into their own teaching and learning contexts. The book will also promote a discourse between educational researchers on the theoretical development of design thinking in educational settings.

The proper use and dissemination of information among stakeholders, organizations, and societies is crucial for the development of productive and prosperous communities. Governance, Communication, and Innovation in a Knowledge Intensive Society gathers current research on knowledge management in governments, organizations, and institutions, and presents a compilation useful to academics, professionals, politicians, and policymakers invested in knowledge intensive societies. This book investigates the impact of knowledge and information technologies on fields as diverse as education, culture, science and business, in order to provide an effective framework for effectively navigating the nuances of an information-pervasive world.