Overview

With a historical context covering the past 20 years, this book provides in-depth discussions of research, trends, and issues related to learning technologies in K-12 schools, higher education settings, and educational administration in the U.S. Given the remote learning challenges and opportunities that the COVID-19 pandemic has recently brought to our attention, world-wide interest in educational technology-related issues is at its peak. Therefore, this book is specifically directed at the entire educational technology field, educators, educational leaders, researchers, and policymakers alike who are interested in learning technologies in the U.S. educational system. Three main resources guide the discussions in the book. First, an extensive literature review related to the book’s central focus—learning technologies in the U.S. education system, including relevant studies published over the last two decades-is presented. Second, reflections on the author's twenty years of professional teaching, research, and scholarship focused on educational technology at a major U.S. research university are provided. And third, the viewpoints of students in the graduate—level educational technology courses taught by the author, presenting the vital perspective of practicing teachers and educational leaders regarding how learning technologies affect their schools and their work within them, are considered. All of these perspectives and data combine to provide a comprehensive overview on the topic of learning technologies in the U.S. education system. Together, they create a book that is indispensable for anyone interested in learning technologies in education.

Full Product Details

Author:   Mesut Duran
Publisher:   Springer International Publishing AG
Imprint:   Springer International Publishing AG
Edition:   1st ed. 2022
Weight:   0.535kg
ISBN:  

9783031181108

ISBN 10:   3031181107
Pages:   226
Publication Date:   20 October 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

​1)Introduction1.1. Overview of the U.S. Education System 1.2. Purpose of the Book 1.3. Organization of the Book References 2. Technology Integration 2.1. Introduction 2.2. Purpose of the Chapter 2.3. What is Technology Integration and What It Isn’t 2.3.1. What is Not Technology Integration? 2.3.2. Where Does Technology Integration Happen? 2.3.3. What is Successful Technology Integration? 2.4. Why is Technology Integration Important? 2.4.1. Impact on Differentiated Instruction 2.4.2. Impact on Student Engagement and Motivation 2.4.3. Impact on Academic Achievement 2.4.4. Impact on 21st Century Skills 2.5. Current Trends in the U.S. to Address Technology Integration 2.5.1. Initiatives in Preservice Teacher Preparation Programs 2.5.2. Professional Development in In-service Teacher Education 2.5.3. Revisions in National Educational Technology Standards for Students 2.6. Issues Related to Technology Integration 2.6.1. Technocentrism and Pedagogical Dogmatism 2.6.2. Technology Integration as a Wicked Problem 2.7. Conclusion References 3. Emerging Technologies in K-12 Education 3.1. Introduction 3.2. Purpose of the Chapter 3.3. Important Developments in Emerging Technologies 3.3.1. Makerspaces 3.3.2. Robotics 3.3.3. Learning Analytics 3.3.4. Virtual Reality (VR) 3.3.5. Artificial Intelligence (AI) 3.3.6. The Internet of Things (IoT) 3.4. Current Trends Affecting Decision-Making in Emerging Technologies 3.4.1. Short-Term Trends 3.4.2. Mid-Term Trends 3.4.3. Long-Term Trends 3.5. Issues Related to Emerging Technologies 3.6. Conclusion References 4. Funding for Technology and the “Digital Divide” 4.1. Introduction 4.2. Purpose of the Chapter 4.3. Funding for Technology 4.4. The Digital Divide 4.4.1. Economic Divide 4.4.2. Usability Divide 4.4.3. Empowerment Divide 4.5. Prospects for Bridge Building 4.6. Digital Divide and theCOVID-19 Pandemic 4.7. Conclusion References 5. Legal and Ethical Issues in Educational Technology 5.1. Introduction 5.2. Purpose of the Chapter 5.3. Legal Issues in Educational technology 5.3.1. Plagiarism 5.3.2. Copyright and Fair Use 5.3.3. Safety and Privacy 5.4. Ethical Issues in Educational technology 5.4.1. Netiquette 5.4.2. Cyberbullying 5.4.3. Objectionable Materials and Educational Control 5.5. Conclusion References 6. Online Learning in K-12 Education 6.1. Introduction 6.2. Purpose of the Chapter 6.3. Online Learning 6.4. Blended Learning 6.5. Open Education 6.6. Remote Learning Surge Under COVID-19 6.7. Current Trends in Online Learning 6.8. Issues Related to Online Learning 6.9. Conclusion References 7. Digital Citizenship 7.1. Introduction 7.2. Purpose of the Chapter 7.3. Citizenship in the Digital Age 7.4. Nine Themes of Digital Citizenship 7.5. Teaching Citizenship in Schools 7.6. Current Trends in Digital Citizenship 7.7. Issues Related to Digital Citizenship 7.8. Conclusion References 8. ICT and Digitization in Higher Education 8.1. Introduction 8.2. Purpose of the Chapter 8.3. Current ICT Practices in Higher Education 8.3.1. Blended Learning 8.3.2. Online Teaching and Learning 8.3.3. Massive Open Online Courses (MOOCs) 8.4. Emerging Technologies in Higher Education 8.4.1. Artificial Intelligence 8.4.2. Adaptive Learning 8.4.3. Machine Learning 8.4.4. Learning Analytics 8.4.5. Learning Engineering 8.4.6. Extended Reality 8.5. Trends and Developments in Higher Education 8.5.1. Short-Term Trends 8.5.2. Mid-Term Trends 8.5.3. Long-Term Trends 8.6. Key Issues Related to ICT in Higher Education 8.7. COVID-19 Pandemic and the Future of Higher Education 8.8. Conclusion References 9. ICT and Digitization in Educational Administration 9.1. Introduction 9.2. Purpose of the Chapter 9.3. Visionary Leadership 9.3.1. School Technology Plans 9.3.2. Advocacy for Technology Funding 9.4. Digital Age Learning Culture 9.4.1. Innovations in Pedagogy 9.4.2. Technology and Learning Resources 9.5. Excellence in Professional Practice 9.5.1. Research-Based Professional Development 9.5.2. Learning Communities 9.6. Systemic Improvement 9.6.1. Robust Infrastructure and Systems 9.6.2. Data Management 9.7. Promoting Digital Citizenship 9.7.1. Equity, Inclusion, and Digital Citizenship Practices 9.7.2. Contributing to Positive Social Change 9.8. Current Trends and Issues in Guiding Digital Age Learning 9.8.1. Revisions in Technology Standards for Administrators 9.8.2. School Administration Under COVID-19 Pandemic 9.9. Conclusion References 10. Conclusion References

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Author Information

Dr. Mesut Duran is a Professor of Technology at the College of Education, Health, and Human Services, University of Michigan-Dearborn. He completed his B.A. at Hacettepe University in Ankara, Turkey. He received his M.Ed. in Microcomputer Applications in Education and Ph.D. in Curriculum and Instruction from Ohio University. Dr. Duran’s teaching and research interests focus on technology and teacher education. He specializes in and writes about technology integration in teacher preparation programs. He has published numerous articles and book chapters on this topic. Dr. Duran’s scholarly interest also includes researching STEM learning trends and educational technology issues. His editorial book, STEM Learning: IT Integration and Collaborative Strategies, was published by Springer International Publishing in 2016. Dr. Duran received the “Outstanding Paper Award” for his paper presented at the 10th International SITE Conference in 2008. He has over 80 publications and presentations in top journals and conferences, including the Journal of Science Education and Technology, Journal of Research on Technology in Education, Journal of Technology and Teacher Education, Computers in the Schools, and Computers in Human Behavior. The U.S. Department of Education and the National Science Foundation funded Dr. Duran's research.

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