ICT in Education in Global Context

Intended to promote the innovative use of technology in education and promote educational advances all over the world, this volume brings together 16 best-practice cases on technology-enhanced educational innovations. Experts from Turkey, Tunisia, Cyprus, Italy, Malaysia, China, India and Finland have contributed to these cases, highlighting the current state-of-the-art in the use of technology in education in their respective counties. Topics include best practices for designing smart classrooms, effective use of tablets and interactive whiteboards, virtual learning environments, digital learning spaces, game-based learning, synchronous cyber classrooms, micro-courses, among others. The book offers an essential resource on emerging technologies and the educational approaches currently being pursued in different countries to foster effective learning.

Auteur
Jinbao Zhang is an Associate Professor, who is a supervisor on the majors of Educational Technology and Science Education in Beijing Normal University. He serves as a committee in the Ministry of Chinese E-Learning Technology Standards, Secretary of expert committees on Teacher Education, Secretary of the Expert Committees on National Science Training, etc. His research focuses on the diffusion of Innovations, the 21st learning, and the development of students' innovation ability. He has published more than fifty academic articles and participated in around ten educational programs. He has a long-term cooperation with institutions and IT companies such as Microsoft, Intel, CISCO etc. Now he is in charge of the Research Centre of 3D Technology and the development of students' Creativity in Beijing Normal University.

Dr. Junfeng Yang has been an Assistant Professor with the School of Education in Hangzhou Normal University since 2009. He is the author ofmore than 20 articles in ICT in education. His research interests include ICT in education, smart learning environment, and digital generation of learners. Dr. Yang was a recipient of the best paper awards from International Conference in Smart Learning Environment 2014, and the outstanding service as Technical Manager for 13th IEEE International Conference on Advanced Learning Technologies from IEEE computer society.

Dr. Maiga Chang is Associate Professor in the School of Computing Information and Systems at Athabasca University, Canada. His researches mainly focus on mobile learning and ubiquitous learning, museum e-learning, game-based learning, educational robots, learning behaviour analysis, data mining, intelligent agent technology, computational intelligence in e-learning, and mobile healthcare. He is new initiative chair in the executive board of IEEE Technical Committee of Learning Technology (TCLT), executive council member of Chinese Society for Inquiry Learning, co-chair of Asia-Pacific Region Game and Toy Enhanced Learning and Society special interest group (SIG) under the Asia-Pacific Society for Computers in Education (APSCE). He is editor in chief of International Journal of Distance Education Technologies (an EI journal without publication fee), section editor of Education and Science (an SSCI Open Access journal), and advisory board member of Journal of Computers and Applied Science Education. He has given 66 talks and lectures in different conferences, universities, and events; He has participated in more than 260 international conferences and workshops as a Program Committee Member; and, he also has (co-)authored more than 185 edited books, book chapters, journal and international conference papers. He is an IEEE member for seventeen years since 1996 and also a member of ACM (since 2001), AAAI (since 2001), INNS (since 2004), and Phi Tau Phi Scholastic Honor Society.
Dr.TingWen Chang is a researcher and the director of international cooperation office in Smart Learning Institute of Beijing Normal University (SLIBNU) for doing the research on Smart Learning as well as making many international cooperation projects. He was associate research fellow of Collaborative & Innovative Center for Educational Technology at Beijing Normal University in China from 2014 to 2015. Since 2011 to 2013, he was a postdoctoral fellow at Athabasca University in Canada, funded by NSERC/iCore/Xerox/Markin Industrial Research Chair Program. Before, he worked as PhD Student Researcher at Athabasca University funded by National Science Council in Taiwan through the Graduate Students Study Abroad Program and as Graduate Researcher and Lecturer in National Chung Cheng University. He received his B.S. degree in Computer Science and Information Engineering from Tamkang University, Taiwan, in 2001 and the M.S. and Ph.D. Degrees in Computer Science and Information Engineering from National Chung Cheng University, Taiwan, in 2003 and 2011, respectively. His research mainly focus on technology enhanced learning, adaptivity and personalization, user/student modelling, multimedia Learning instruction, multi-screen learning environment, and computer assisted instruction.

Contenu
Preface.- Chapter 1: Towards a critical understanding to the best practices of ICT in K-12 education in global context.- Chapter 2: How teachers and students depict interactive whiteboards and tablet PCs in a 9th grade classroom?.- Chapter3: A qualitative case study of tablet use in a high school in turkey.- Chapter 4: Teaching and learning effectiveness enhancement project TLEEP.- Chapter 5: Learning effectiveness enhancement project LEEP.- Chapter 6: Teaching effectiveness enhancement project TEEP.- Chapter 7: Are teachers ready for new digital learning spaces: case study of an online social networking site for secondary teachers in trinidad and tobago.- Chapter 8: Information communication technologies in education for developing countries.- Chapter 9: An italian pilot experience in game making for learning.- Chapter 10: Frog virtual learning environment for Malaysian schools: exploring teachers' experience.- Chapter 11: Building a smart classroom a case study of spreading inquiry-based nature science courses for elementary school in Taiwan.- Chapter 12: How to improve K12 teachers' ICT competence in Finland: the Joensuu region case.- Chapter 13: Using learning technologies to enhance numeracy competence in rural public schools.- Chapter 14: Synchronous remote classroom connecting K-12 schools in developed and undeveloped areas: A case study from China.- Chapter 15: Developing, sharing and using of micro-lectures in region: implications derived from a government-oriented micro-lecture project in Shanghai.