This book presents analysis of the "learning digital divide" in different countries - developed and developing - and the policies and specific innovations designed to bridge it.

The report looks at the vast educational possibilities arising from the Internet, bringing together the school, the home and the wider community.

With the purpose of exploring the critical possibilities offered by the global crisis of coronavirus pandemic, this volume presents the collected works of scholars, educators and practitioners worldwide, bringing to the readers a broad array of perspectives on how COVID-19 inspires us to rethink, redefine, and make sense of the theoretical and pedagogical approaches that can be applied in various educational contexts. Part One of the book provides an insightful exploration of the technology-mediated innovations used in English language learning and teaching. Part Two reflects on the online learning experiences of students, as well as the teachers’ strategies to cope with changes as the COVID-19 pandemic unleashed unprecedented disruptions in class. Part Three looks into a range of case studies regarding the digital divide, cross-border schooling, cyberbullying, and cross-disciplinary skill training in the post-pandemic workplace, highlighting the importance of creating a positive learning environment. Part Four draws on the observations and experiences of frontline teachers, to examine ways to optimize the digital learning experiences of students in and outside the classroom. This volume will be a useful reference for scholars in Education, Communication, Applied Linguistics, Social Work, and Positive Psychology.

There are many teaching and curriculum programs that attempt to make education relevant to the wider sociocultural environment of learners. Volume 5 focuses on research on curriculum and teaching from a sociocultural perspective. Authors will discuss exemplary examples of research on curriculum initiatives, teaching resources, and teaching approaches that reflect a concern for sociocultural issues broadly defined, while also mapping out implications, future issues, and future research agendas. There will be chapters on reading mathematics, science, language, social science, history, music, health education, religious and moral education, information technology, vocational education, and multicultural studies. The text will be relevant to educators across all levels of education.

A sense of disquietude seems ever present when discussing new digital practices. The transformations incurred through these can be profound, troublesome in nature and far-reaching. Moral panics remain readily available. Discussing the manner in which digital culture within education might differ from its ‘analogue’ predecessors incurs the risk of resorting to increasingly roadworn meta¬phors of new frontiers, ‘cyber’ domains, inter-generational conflicts and, inevitably, the futurist utopias and dystopias characterised by Western media throughout the twentieth century. These imaginings now seem to belong to an earlier era of internet thinking. We are freer, over two decades on, to re-evaluate digital difference from new perspectives. Are digital learning environments now orthodox, or do the rapidly emerging technologies hold a new promise and a new arena of difference for pedagogical practice? What are the points of rift, and the points of continuity, between virtual learning spaces and their equivalents in the real? What qualities of difference should concern us now? The writings in this collection from three continents reflect a complex embrace of culture, power and technology. Topics range from social questions of consumption, speed, uncertainty, and risk to individual issues of identity, selfhood and desire. Ethical issues arise, involving equity and authority, as well as structural questions of order and ambiguity. From these themes emerges an engaging agenda for future educational research and practice in higher education over the coming decade. The book will interest teachers, practitioners and managers from all disciplines, as well as educational researchers.

Covers the important concepts, methodologies, technologies, applications, social issues, and emerging trends in this field. Provides researchers, managers, and other professionals with the knowledge and tools they need to properly understand the role of end-user computing in the modern organization.

Teacher preparation programs in the United States and around the world have finally begun to address this deficiency in their programs. The realization that technology is a powerful driving force in education coupled with a renewed emphasis on teacher preparation by governments have resulted in some dramatic changes in teacher preparation programs. I believe that we have just begun to see changes in teacher preparation and that the pace of change will continue to accelerate. This volume covers some of the more exciting developments in the field, including the emergence of wireless computing in the classroom and the preparation of teachers in an online environment. In short, I am optimistic. For those of you who are also in the field, I think you will agree. For those who are just entering the field, this book is a great place to start as you change education. Finally, while this book is the last book of the three part series that we at CAIT conceptualized with Charalambos Vrasidas and Gene Glass, it is also the beginning of a new relationship. We are excited to join with a new partner, CARDET, to present this book. Over many years in the education and R&D field, I have come to realize the value of partnerships and relationships. I want to thank both Charalambos and Gene for making this series a reality and such a success. We are looking forward to working with them and CARDET in the near future.

Discusses how to develop scenarios to address the longer-term challenges confronting education policy and practice.

The rapid development of information communication technologies (ICTs) is having a profound impact across numerous aspects of social, economic, and cultural activity worldwide, and keeping pace with the associated effects, implications, opportunities, and pitfalls has been challenging to researchers in diverse realms ranging from education to competitive intelligence.