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Information and communications technology (ICT) pervades virtually all domains of modern life-educational, professional, social, and personal. Yet although there have been numerous calls for linkages that enable ICT competencies acquired in one domain to benefit another, this goal has largely remained unrealized. In particular, while technology skills and applications at work could be greatly enhanced by earlier complementary learning at school-particularly in K-12 education, a formative and influential stage in a person's life-little progress has been made on such linkages. At present, the curricula of most U.S. high schools focus on skills in the use of tools such as specific word-processing software or contemporary Internet search engines. Although these kinds of skills are certainly valuable-at least for a while-they comprise just one component, and the most rudimentary component, of ICT competencies. The National Academies held a workshop in October 2005 to address the specifics of ICT learning during the high school years would require an explicit effort to build on that report. The workshop was designed to extend the work begun in the report Being Fluent with Information Technology, which identified key components of ICT fluency and discussed their implications for undergraduate education. ICT Fluency and High Schools summarizes the workshop, which had three primary objectives: (1) to examine the need for updates to the ICT-fluency framework presented in the 1999 study; (2) to identify and analyze the most promising current efforts to provide in high schools many of the ICT competencies required not only in the workplace but also in people's day-to-day functioning as citizens; and (3) to consider what information or research is needed to inform efforts to help high school students develop ICT fluency.
Information and communications technology (ICT) pervades virtually all domains of modern life-educational, professional, social, and personal. Yet although there have been numerous calls for linkages that enable ICT competencies acquired in one domain to benefit another, this goal has largely remained unrealized. In particular, while technology skills and applications at work could be greatly enhanced by earlier complementary learning at school-particularly in K-12 education, a formative and influential stage in a person's life-little progress has been made on such linkages. At present, the curricula of most U.S. high schools focus on skills in the use of tools such as specific word-processing software or contemporary Internet search engines. Although these kinds of skills are certainly valuable-at least for a while-they comprise just one component, and the most rudimentary component, of ICT competencies. The National Academies held a workshop in October 2005 to address the specifics of ICT learning during the high school years would require an explicit effort to build on that report. The workshop was designed to extend the work begun in the report Being Fluent with Information Technology, which identified key components of ICT fluency and discussed their implications for undergraduate education. ICT Fluency and High Schools summarizes the workshop, which had three primary objectives: (1) to examine the need for updates to the ICT-fluency framework presented in the 1999 study; (2) to identify and analyze the most promising current efforts to provide in high schools many of the ICT competencies required not only in the workplace but also in people's day-to-day functioning as citizens; and (3) to consider what information or research is needed to inform efforts to help high school students develop ICT fluency.
Report of a Workshop on the Scope and Nature of Computational Thinking presents a number of perspectives on the definition and applicability of computational thinking. For example, one idea expressed during the workshop is that computational thinking is a fundamental analytical skill that everyone can use to help solve problems, design systems, and understand human behavior, making it useful in a number of fields. Supporters of this viewpoint believe that computational thinking is comparable to the linguistic, mathematical and logical reasoning taught to all children. Various efforts have been made to introduce K-12 students to the most basic and essential computational concepts and college curricula have tried to provide a basis for life-long learning of increasingly new and advanced computational concepts and technologies. At both ends of this spectrum, however, most efforts have not focused on fundamental concepts. The book discusses what some of those fundamental concepts might be. Report of a Workshop on the Scope and Nature of Computational Thinking explores the idea that as the use of computational devices is becoming increasingly widespread, computational thinking skills should be promulgated more broadly. The book is an excellent resource for professionals in a wide range of fields including educators and scientists.
As the 21st century has seen, lifelong learning has become more important as many countries have emerged into “learning societies”. With these learning societies, adult and community education, along with new technologies, play a major role in shaping and reshaping their economic, political, and cultural realities. Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning addresses how technologies impact the combination of workforce education and adult learning. This comprehensive collection of research from leading authorities and front line faculty seeks to equip adult learners/employees with the right knowledge and skills to continue to contribute to the economy given the importance of the essential role of technologies.
Perspectives on Empowering Intergenerational Relations in Educational Organizations is a groundbreaking book that addresses the urgent need to build and maintain peace between generations. Edited by Soner Polat and Ça?lar Çelik from Kocaeli University, Turkey, this comprehensive exploration delves into intergenerational relations within educational settings, equipping readers with the knowledge and strategies needed to foster positive interactions between different generations. From intergenerational communication and conflict resolution to empathy development and leadership, this book empowers individuals with the essential skills for peaceful coexistence. With a focus on practical guidance and real-life examples, Perspectives on Empowering Intergenerational Relations in Educational Organizations offers valuable insights for educators, administrators, students, and parents. It serves as a valuable resource for navigating and improving intergenerational dynamics within educational institutions. By engaging with this book, readers gain a deeper understanding of the complexities of intergenerational relations and acquire the competencies necessary to build stronger, more harmonious connections across generations. Through concrete strategies and research-based guidance, it provides a roadmap for promoting empowering intergenerational relations, paving the way for a more inclusive and harmonious future in educational organizations.
New technology has brought with it new tools for learning, and research has shown that the educational potential of video games resonates with teachers and pupils alike. Klopfer here describes the largely untapped potential of mobile learning games to make a substantial impact on education.
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
January 2009 marked the 25th anniversary of one of the most famous three minutes of television history. It was during half-time of the 1984 Super Bowl that APPLE show cased its new Macintosh Computer in an avant-guard commercial. In the following three weeks sales of the new computer, in both the public and private sectors, took off leading some to note this occasion as the "true" start of the information age. At the same time schools joined this so-called information revolution and began to use the new technology, in various forms, in a much more serious manner. Given both the changing nature of technology, as well as its classroom applications, over the past quarter century this work's goal is to capture the historical trends of both use and application of information technology in the social studies during this era. This is done by providing a retrospective view , from 1984 through 2009 , of where we've been, where we are, and a view of new tools and strategies and possible studies that are emerging that can enhance our understanding of the effects that technology has and will have on the social studies.
"This book discusses the efficacy of instructional technology in various, global learning environments"--Provided by publisher.