Inclusive Technology Enhanced Learning draws together a remarkable breadth of research findings from across the field, providing useful data on the power of technology to solve cognitive, physical, emotional or geographic challenges in education. A far-ranging assessment, this book combines research, policy, and practical evidence to show what digital technologies work best for which learners and why. Inclusive Technology Enhanced Learning takes a number of unique perspectives, looking at uses of digital technologies through a detailed learning framework; considering different groups of users and how they can be individually supported through digital technologies; and exploring how those who support different categories of learners can apply technologies to their specific support needs. This powerful meta-analysis of research on technology enhanced learning will be invaluable reading for anyone concerned with the impacts of digital technologies on learning across subject areas, age ranges, and levels of ability.

This book is about the promotion and development of digital solutions for inclusive education, including a variety of hardware, software, digital learning materials, and digital learning content currently available on the market. All of these technological solutions serve as support materials and building blocks for inclusive learning environments but, at the same time, can involve hidden risks which may inadvertently create even greater gaps in inclusive education. This book provides strategies and methodologies that promote the development of opportunities for using digital technologies to support inclusive education. It provides an, understanding how to close the current digital gap while ensuring that the digital technologies selected do not support new risks of exclusion from the digital learning environment, strengthening and augmenting the already existing digital divide.

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.

Discussing learning technologies in relation to young children often provokes a wide range of passionate responses, from sceptics to enthusiasts. This text explores the issues in a holistic, pedagogical and research-informed way. It helps professionals unpick the complex issues involved, understand the scope of available technology, examine the interplay between learning and specific technologies, and more broadly create a vision for a technology-enabled learning environment that is child-centred, playful, creative and interactive. Recurring case studies are analysed from a number of theoretical perspectives, and the approach deliberately goes beyond the scope of ‘understanding of the world’ to consider the contribution of technology-enhanced learning to a range of different contexts and subject areas. Throughout there are clear links to professional standards, the Early Years Foundation Stage and the characteristics of effective learning.

This is a practical guide to the use of technology enhanced learning (TEL) in the classroom. Introducing 50 ways to use technology for learning. Areas covered include: - Gamified learning - Social media - Video streaming - The flipped classroom - Instant feedback tools - And many more. Guidance on how to use these technologies for learning is complemented by an exploration of their impact on learning. For each example, the opportunities for evidencing progress are evaluated.

This book explains how educational research can inform the design of technology-enhanced learning environments. After laying pedagogical, technological and content foundations, it analyses learning in Web 2.0, Social Networking, Mobile Learning and Virtual Worlds to derive nuanced principles for technology-enhanced learning design.

As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices. Each of the 27 strategies that this book comprises has a substantial research base, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. In this new second edition, David Mitchell, a leading writer in special and inclusive education, continues to break new ground with revised and updated strategies based on evidence from the most recent studies in the field. From the myriad of related research available, only those studies with genuine potential for improving the practices of teachers and schools have been included, with the aim of facilitating high-quality learning and social outcomes for all learners in schools. Updates to this new edition include: four new chapters, on response to intervention, universal design for learning, inter-agency cooperation and one on the Finnish education system over 350 new references an even wider international focus, including evidence drawn from Asia references to recent developments in neuroscience a new companion website, with extra case studies, links to further reading, journal articles and videos, and an interactive quiz, at www.routledge.com/cw/mitchell This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher. David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education. ‘This is the book I wish I had written, synthesizing an enormous literature focused on special needs students. It is robust, it is readable, and it is your right-hand resource. A stunner of a book.’ –Professor John Hattie, University of Melbourne, author of Visible Learning

Digital Learning and Collaborative Practices offers a comprehensive overview of design-based, technology-enhanced approaches to teaching and learning in virtual settings. Today’s digital communications foster new opportunities for sharing culture and knowledge while also prompting concerns over division, disinformation and surveillance. This book uniquely emphasises playful, collaborative experiences and democratic values in a variety of environments—adaptive, augmented, dialogic, game-based and beyond. Graduate students and researchers of educational technology, the learning sciences and interaction design will discover rich theories, interventions, models and approaches for concretising emerging practices and competencies in digital learning spaces.

This book is an essential text for researchers and academics seeking the most comprehensive and up-to-date coverage of all aspects of e-learning and ICT in education. It provides expanded peer-reviewed content from research presented at the 9th Panhellenic Conference on ICT in Education. It focuses on providing original research on the most cutting edge e-Learning technologies, including CSCL, ICT based learning, ICT and instructional design, serious games and game design, virtual learning environments, robotics in education, ubiquitous learning, distance learning, digital literacies, learning analytics, social media in education and e-assessment.

This encyclopedia aims to offer researchers an indication of the breadth and importance of information systems in education, including the way IT is being used, and could be used to enable learning and teaching. The encyclopedia covers all aspects of the interaction between education and information technologies, including IT in kindergartens, primary and secondary schools, universities, training colleges, industry training, distance education and further education. It also covers teaching and computing, the use of IT in many different subject areas, the use of IT in educational administration, and national policies of IT and education.