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The implementation of the Common Core State Standards program has spearheaded many changes within the education field. As this initiative is ultimately designed to optimize student performance and success, it is critical that teacher education programs and technological tools being utilized in classrooms align with Common Core State Standards. Advancing Next-Generation Elementary Teacher Education through Digital Tools and Applications examines the impact of Common Core State Standards on teaching and learning within elementary classrooms. Focusing on the influence that Common Core has on teacher education programs and how the implementation of educational technologies is continuously changing the field, this book is ideally suited for teacher educators, researchers, administrators, classroom teachers, policy makers, and technology support personnel.
Digital tools and applications are an intricate part of many classroom communities. In the field of education, there is a need to continually monitor the digital landscape and keep up to date on the tools and applications that are available to classroom teachers and K-12 students. Understanding the ever-changing digital landscape and its impact on teaching and learning is critical to using digital tools and applications effectively and in ways that enhance students’ opportunities to learn. Next Generation Digital Tools and Applications for Teaching and Learning Enhancement is a critical scholarly publication that explores digital tools and applications for the PreK-12 classroom and how digital technology can enhance the preparation of teachers. Featuring a wide range of topics including education equity, social media, and teacher education, this book is essential for educators, academicians, curriculum designers, educational software developers, IT specialists, library specialists, researchers, and practitioners.
Today’s global educational environment includes the emergence of adult learners participating in formal and informal educational encounters for the purposes of professional development or personal enrichment. These learners must possess the conceptual and attitudinal idea of self-directed learning in order to be skilled workers and fulfilled human beings. Self-Directed Learning Strategies in Adult Educational Contexts is a critical scholarly publication that examines the impacts of self-directed learning methods and strategies on adult learning in various formal and informal learning situations and educational encounters. Featuring topics such as andragogy, learning analytics, and educational technologies, this book is geared toward adult educators, administrators, principals, professors, human resource managers, educational professionals, and researchers working in the fields of andragogy, adult learning theory, professional development, instructional technology, and curriculum development.
Public schooling faces a significant problem: the acquisition of literacy perpetuates biases and hampers inclusive and transformative education. Challenging Bias and Promoting Transformative Education in Public Schooling Through Critical Literacy offers a powerful solution. Edited by Lyndsey Benharris and Katharine Covino, this groundbreaking book explores how critical literacy can effectively challenge biases, center marginalized voices, and foster inclusive learning environments. This comprehensive volume delves into collaborative critical literacy work across disciplines, highlighting its efficacy in various grade levels. It examines the engagement between schools and communities, demonstrating how critical literacy can bridge gaps and promote transformative education. The book emphasizes the importance of incorporating marginalized voices and stories, and it serves as an essential resource for academic scholars seeking to create more equitable and just learning environments. By integrating critical literacy into their pedagogy, educators can disrupt biases, amplify marginalized voices, and nurture justice-oriented citizens. This resource equips them with research-based stories, practical examples, and classroom experiences, empowering them to transform their teaching and contribute to a more inclusive and socially conscious society.
The socioeconomic exclusion of marginalized individuals, including youths and adults, persists in society, leading to inequality, poverty, and lack of fulfillment in life. The digital divide continues to widen the gap between those who have access to education and those who do not, particularly in the adult education space. Promoting the Socio-Economic Wellbeing of Marginalized Individuals Through Adult Education is a research book which offers a comprehensive solution to the problem of the widening divide. This book provides a collection of original research and best practices in adult education that focus on integrating ICT into teaching and learning. This approach is particularly relevant in the current era of the digital divide, where access to education is crucial for socioeconomic development. Moreover, the book emphasizes the importance of decolonization and social justice in the era of digital migration, a crucial step toward creating a fair and just society. Edited by Dr. Sampson Tawiah, a leading scholar in the field of adult education, this book offers theoretical and scientific research reports that benefit postgraduate students, scholars, policymakers, and education providers in general. The book covers a wide range of topics, including sustainable economic change, leadership and management within adult education, and quality assurance in adult education, among others. This must-read book is ideal for anyone interested in creating a fair and just society, and is an essential resource for anyone working in the field of adult education. The integration of ICT into adult education practices is a major focus of the book, offering a practical approach to bridging the digital divide and improving access to education for marginalized individuals.
Impact communities are the places where individuals gather to contribute to the transformation of their territories by disseminating knowledge. As such, it is vital to research the use of open and social learning in contributing to the evolution of impact communities and smart territories. Open and Social Learning in Impact Communities and Smart Territories is an essential reference source that discusses the learning processes in impact communities and in smart territories through case studies and other research methods. Featuring research on topics such as learning processes, smart communities, and social entrepreneurship, this book is ideally designed for entrepreneurs, managers, academicians, and researchers seeking coverage on the concept of impact communities and smart territories.
While research into intercultural teaching has grown exponentially during the past two decades, the research has primarily resorted to the use of quantitative data collection instruments and the interpretation of scores calculated through them. As such, studies in the field can seem somewhat decontextualized, ignoring in some cases setting-specific parameters. Therefore, further study is needed to bring together theory, research, and practice demonstrating how this teaching is reflected in research design and how it is undertaken in different settings. Intercultural Foreign Language Teaching and Learning in Higher Education Contexts is an essential reference source that provides a series of rich insights into the way intercultural education is practiced in numerous international contexts and showcases practical examples of teaching situations and classroom activities that demonstrate its impact within the classroom. Featuring research on topics such as higher education, multilingualism, and professionalism, this book is ideally designed for educators, researchers, administrators, professionals, academicians, and students seeking pedagogical guidance on intercultural teaching.
As the paradigm of education in academia continues to shift towards more diversity and inclusion, educators need to consider incorporating a “both-and” mindset when designing relevant education models in adult education. In order to attain a cross-sector collaboration among diverse stakeholders, innovative education practice settings with instructional strategies that meet the learning needs of every student need to be evaluated and implemented. Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education is a critical research resource that discusses project-based and social-situational instructional practices within community engagement as a method for educating adults. The approaches to designing and implementing learning activities show how to optimize community and business knowledge assets to collaboratively design and implement curricula in order to work toward social justice and community development. Divided into three sections, this publication provides extensive coverage on the design and delivery of academic programs, instructional approaches, and more, making it an ideal resource for professionals, adult education practitioners, faculty, administrators, community activists, researchers, and academicians.
Teaching English, or any other language, in the 21st century requires teachers to be competent in using computer-assisted language learning (CALL) to alleviate learning of subject matter and assess methods of instruction in different contexts. To be CALL competent, English as a foreign language (EFL) teachers should have acquired the seven subdomains of technological, pedagogical, and content knowledge (TPACK) regarding their subject matter before going into their teaching practice. As the learning environment evolves, technology plays a crucial role, so EFL teachers need to be well-prepared to deal with it. Therefore, English language teacher education (ELTE) should bear the onus of acquainting student teachers with all the necessary knowledge domains connecting content, pedagogy, and technology. Integrating TPACK and CALL in English Language Teaching presents the EFL context of the world and examines the underpinnings of ELTE and its connection to technology. It emphasizes that current EFL student teachers in the ELTE programs across the world should be empowered with TPACK applicable to their subject matter to integrate CALL effectively into prospective instruction. Besides foregrounding current challenges and exploring germane research in the world, the book provides an insightful examination of the field of CALL. Covering topics such as English language teacher education (ELTE), computer-assisted language learning (CALL), and EFL TPACK, this premier reference source is ideal for professionals, researchers, policymakers, and executives concerned with implementing technology integration in EFL teacher education programs.
Understanding new educational innovations is essential for the improvement of the training and learning process. In order to effectively implement these new tools in the classroom, teachers and trainers need access to real-life cases in which these methods were successfully used. Innovative Trends in Flipped Teaching and Adaptive Learning is a critical scholarly resource that examines current advances in educational innovation and presents cases that allow for the improvement of personalized and active learning. Featuring a wide range of topics such as higher education, teacher education, and learning strategies, this book is ideal for educators, instructional designers, academicians, researchers, and students.