Transformation Of Teaching Learning Strategies In The Digital Era

A new reality of teaching and learning through technology is continually on the rise creating the need for governments, organizations, teachers, students, and families to adapt. Students are realizing the need to become more autonomous, parents are having to become more present, and teachers are assuming new roles in virtual education. Although this new era of education is marked by innovation at all levels, most of these changes have not been thoroughly planned or structured, thus creating a difficult experience for all the educational stakeholders. Impact of Digital Transformation in Teacher Training Models conducts a critical discussion on teacher preparedness in the digital transformation of teaching practices. It promotes practitioner reflections on the role of institutional policies, teacher digital literacy, the digital divide, and how the ongoing digital transformation of society will induce the need for a paradigm shift in teacher training models. Covering topics such as emergency remote education, emerging pedagogies, and massive open online courses, this book is an essential resource for policymakers, government officials, education administration, pre-service teachers, educators, researchers, and academicians.

This book presents research on the intersection of self-study research, digital technologies, and the development of future-oriented practices in teacher education. It explores the changing teacher education landscape by considering issues that are central to doing self-study: context and location; data access, generation and analysis; social and personal media; forms and transformations of pedagogy; identity; and ethics in an increasingly digital world. Self-study research on, with, and around digital technologies is highly significant in education where the rapid development and ubiquity of such technologies are an integral part of teacher educators’ everyday pedagogical and research practices. Blended and virtual environments are now not only commonplaces in which to teach about teaching but also to research about teaching. The book highlights how digital technologies can enhance the pedagogies and knowledge base of teacher education research and practice while remaining circumspect of grandiose claims. Each chapter addresses aspects of doing self-study with educational technology, and provides issues for discussion and debate for readers wanting to engage in self-study.

Many reports over the last few years have analysed the potential use of games, videogames, 3D environments and virtual reality for educational purposes. Numerous emerging technological devices have also appeared that will play important roles in the development of teaching and learning processes. In the context of these developments, learning rather than teaching becomes the main axis in the organisation of the educational process. This process has now gone beyond the analogue world and face-toface education to enter the digital world, where new learning environments are being produced with ever greater doses of realism. Teaching and Learning in Digital Worlds examines the teaching and learning process in 3D virtual environments from both the theoretical and practical points of view.

Recent evolutions, such as pervasive networking and other enabling technologies, have been increasingly changing human life, knowledge acquisition, and the way works are performed and students learn. In this societal change, educational institutions must maintain their leading role. They have therefore embraced digitally enhanced learning to provide increased flexibility and access for their students. The Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era provides insights into the transformation of education in the digital era and responds to the needs of learners of any context and background through relevant studies that include sound pedagogical and content knowledge. Covering key topics such as hybrid learning, media, remote learning, and social media, this major reference work is ideal for administrators, policymakers, academicians, researchers, scholars, practitioners, librarians, instructors, and students.

In this book, we put forward a holistic conceptual framework for implementing Scholarship of Learning and Teaching (SoLT) in higher education. Unlike previous SoLT studies, which usually focus on a specific aspect, here various aspects are integrated into a holistic framework. Further, it identifies three main stakeholders, namely, the higher education institution, teaching staff, and students. These stakeholders are in turn connected by four interlocking themes: staff professional development, enhancement of student learning experiences, assessment, and digital technologies. Presenting chapters that address these four themes, this book supports the advancement of SoLT in higher education in relation to existing theories and emerging practices. By helping academics and leaders in higher education to implement SoLT for the improvement of student learning and teaching practices, it also makes a valuable contribution to the field of teacher education.

This book offers the latest research and new perspectives on Interactive Collaborative Learning and Engineering Pedagogy. We are currently witnessing a significant transformation in education, and in order to face today’s real-world challenges, higher education has to find innovative ways to quickly respond to these new needs. Addressing these aspects was the chief aim of the 21st International Conference on Interactive Collaborative Learning (ICL2018), which was held on Kos Island, Greece from September 25 to 28, 2018. Since being founded in 1998, the conference has been devoted to new approaches in learning, with a special focus on collaborative learning. Today the ICL conferences offer a forum for exchanging information on relevant trends and research results, as well as sharing practical experiences in learning and engineering pedagogy. This book includes papers in the fields of: * Collaborative Learning * Computer Aided Language Learning (CALL) * Educational Virtual Environments * Engineering Pedagogy Education * Game based Learning * K-12 and Pre-College Programs * Mobile Learning Environments: Applications It will benefit a broad readership, including policymakers, educators, researchers in pedagogy and learning theory, school teachers, the learning industry, further education lecturers, etc.