Digital Technology Schools And Teachers Workplace Learning

This book advances an alternative reading of the social, political and cultural issues surrounding schools and technology and develops a comprehensive overview of the interplay between policy, practice and identity in school workplaces. It explores how digital technologies have become an integral element of the politics and socially negotiated practices of school workplaces as school campuses are now awash with digital hardware and growing amounts of school work is carried out on a 'virtual' basis.

This book advances an alternative reading of the social, political and cultural issues surrounding schools and technology and develops a comprehensive overview of the interplay between policy, practice and identity in school workplaces. It explores how digital technologies have become an integral element of the politics and socially negotiated practices of school workplaces as school campuses are now awash with digital hardware and growing amounts of school work is carried out on a 'virtual' basis.

This book addresses the issues confronting educators in the integration of digital technologies into their teaching and their students’ learning. Such issues include a skepticism of the added value of technology to educational learning outcomes, the perception of the requirement to keep up with the fast pace of technological innovation, a lack of knowledge of affordable educational digital tools and a lack of understanding of pedagogical strategies to embrace digital technologies in their teaching. This book presents theoretical perspectives of learning and teaching today’s digital students with technology and propose a pragmatic and sustainable framework for teachers’ professional learning to embed digital technologies into their repertoire of teaching strategies in a systematic, coherent and comfortable manner so that technology integration becomes an almost effortless pedagogy in their day-to-day teaching. The materials in this book are comprised of original and innovative contributions, including empirical data, to existing scholarship in this field. Examples of pedagogical possibilities that are both new and currently practised across a range of teaching contexts are featured. ​

This open access volume provides insight into how organizations change through the adoption of digital technologies. Opportunities and challenges for individuals as well as the organization are addressed. It features four major themes: 1. Current research exploring the theoretical underpinnings of digital transformation of organizations. 2. Insights into available digital technologies as well as organizational requirements for technology adoption. 3. Issues and challenges for designing and implementing digital transformation in learning organizations. 4. Case studies, empirical research findings, and examples from organizations which successfully adopted digital workplace learning.

In a world bursting with new information, ideas, opportunities, and technological advancements, it is time to rethink how continuous learning shapes our future. Amidst the ongoing digital revolution, widespread educational reform, and the most significant global pandemic of our lifetimes, we are at a pivotal time in history. Transformative Digital Technology for Effective Workplace Learning explores the technological developments that are rapidly unfolding in the workplace and those that support workplace training. What emerges is that the rate of change and the possibilities for improvement are more extensive than many of us might have suspected. From artificial intelligence to virtual reality, from data analytics, to adaptive learning, there is the capacity for significant innovation and opportunity if harnessed in the right ways. The book offers an overview of several critical issues that face the future of the workplace and examines them through the lens of lifelong learning. The book begins by conveying the current impacts on the workplace and how the internal function of learning and development has evolved. It then considers the eight learning imperatives that drive workplace learning and then looks at the future workplace. Exploring technological frameworks for digitally enhanced workplace learning, the book takes a deep dive into the capabilities of immersive technologies, as well as into the insights enabled through learning analytics. The goal of this book is not to merely describe technological advancements in the workplace but instead, to challenge the status quo and think critically about the future that lies ahead. One aim is to have business leaders understand the necessity for ongoing workplace learning. Another is that individuals appreciate that lifelong learning is the new social norm. Ongoing education allows people to become more open to change and less anxious about new experiences. Developing a growth mindset and adopting a company culture that says everyone can learn new things and continue to improve their performance will become the standard. Most importantly, as the business world is reconfigured before our very eyes, ongoing learning must become an economic imperative.

This book aims to provide insight into how digital technologies may bridge and enhance formal and informal workplace learning. It features four major themes: 1. Current research exploring the theoretical underpinnings of digital workplace learning. 2. Insights into available digital technologies as well as organizational requirements for technology-enhanced learning in the workplace. 3. Issues and challenges for designing and implementing digital workplace learning as well as strategies for assessments of learning in the workplace. 4. Case studies, empirical research findings, and innovative examples from organizations which successfully adopted digital workplace learning.

Making Technology Work in Schools is an easy-to-use guide for transforming your school into a learner-centered, tech-rich environment. School systems are increasingly adopting ambitious new educational technologies, but how do you make sure they are yielding effective teaching and learning experiences? The authors’ proven, intuitive practices speak directly to academic coaches, school technology leads, district technology directors, and teachers on special assignment who are responsible for introducing new tools and programs. After reading this book, you will be able to better prepare the educators you serve to empower their learners, whether digitally savvy or not, to be engaged, collaborative, and better prepared for college and careers.

Teaching and Learning in the Digital Age is for all those interested in considering the impact of emerging digital technologies on teaching and learning. It explores the concept of a digital age and perspectives of knowledge, pedagogy and practice within a digital context. By examining teaching with digital technologies through new learning theories cognisant of the digital age, it aims to both advance thinking and offer strategies for teaching technology-savvy students that will enable meaningful learning experiences. Illustrated throughout with case studies from across the subjects and the age range, key issues considered include: how young people create and share knowledge both in and beyond the classroom and how current and new pedagogies can support this level of achievement the use of complexity theory as a framework to explore teaching in the digital age the way learning occurs - one way exchanges, online and face-to-face interactions, learning within a framework of constructivism, and in communities what we mean by critical thinking, why it is important in a digital age, and how this can occur in the context of learning how students can create knowledge through a variety of teaching and learning activities, and how the knowledge being created can be shared, critiqued and evaluated. With an emphasis throughout on what it means for practice, this book aims to improve understanding of how learning theories currently work and can evolve in the future to promote truly effective learning in the digital age. It is essential reading for all teachers, student teachers, school leaders, those engaged in Masters' Level work, as well as students on Education Studies courses.