| Preface |
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| Acknowledgment |
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| Chapter 1 Leadership and Technology: The Need for District, School, and Digital Vision |
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The current trends and needs in education across the globe require that leaders must think in unprecedented ways that focus on the present and future integration of technology. |
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This requires school systems, and their leaders, to build vast technological infrastructures that include continuous hardware, software, and training updates. |
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As technology continues to advance at a rapid pace, educational systems across the world seek to find ways to address the needs of their current student populations while undertaking the daunting task of preparing for future technological needs that are uncertain and constantly advancing at rates most school systems find difficult to sustain. |
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The chapter focuses on some of the current skills educational leaders employ to navigate the advancements in technology and education that are presently in practice while highlighting how they prepare the next generation of students with the next generation of digital tools required for their success. |
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| Chapter 2 Perceptions of Middle School Teachers on Technology Integration |
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Using an interpretative phenomenological analysis, this research explored how technology affects the teacher-student relationship in the middle school classroom, and in addition, investigated the middle school teachers' perceptions of the teacher-student relationship when the technology was integrated. |
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This chapter reports on data collected from 16 middle school teachers in Grades 6, 7, and 8 within one school district in northern New Jersey. |
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The data sources included one-to-one semi-structured interviews and a focus group consisting of 10 out of the 16 middle school teachers from the various core subjects (English language arts, mathematics, social studies, and science). |
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The data were analyzed by coding and generating themes in a qualitative approach as recommended in an interpretative phenomenological analysis. |
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| Chapter 3 The Potential for Personalized Learning in the K-12 Online Classroom |
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33 | (21) |
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K-12 online education has come to be one of the most transformational trends in education, with K-12 full-time online schools serving 313,000 students in 33 states with enrollment in those programs increasing at a rate of about 6% per year. |
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The growth of the K-12 online education setting has outpaced the ability for researchers to study and generate data supporting its best practices. |
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Researchers recognized that there must be a change in epistemic beliefs, of how knowledge is created and developed, and how learner agency is facilitated in virtual learning environments. |
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While most research on online teaching is geared towards higher education, there has been some research addressing K-12 online teaching. |
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This chapter covers asynchronous instruction and synchronous instruction in virtual classrooms, frameworks that support these practices, and differentiation and its implementation in K-12 virtual classrooms. |
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| Chapter 4 STEM Becomes STEAM: Educational Innovation in the 21st Century |
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54 | (17) |
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Education has seen many changes as we move into the 21st century. |
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Students have been traditionally educated to contribute as specialists in the STEM fields, and now the needs to be prepared for the future are changing and driving educational transformation. |
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The procurement of employment is no longer reliant on a set of specific skills and routines; instead, people in the workforce are being asked to collaborate and innovate solutions and processes. |
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Educators are tasked with integrating more of the design and creative processes through arts integration, which helps students learn how to be confident learners and future contributors to the modern workforce. |
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Throughout this chapter, the author explores the historical arch of these recent changes that brought the arts into STEAM, as well as changes related to gender and innovation in the STEAM fields as society enters the 21st century, and computer science contributions to the classroom. |
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| Chapter 5 Vocational Education and Technology |
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71 | (14) |
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Every generation has seen advances in technology. |
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While many technologies can be viewed as an amazing triumph, a fad, or have a connotation of changing the "normal," two things are certain: that new technologies need to be understood and how they can impact a society. |
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This application of knowledge is hopefully used for the advancement of the society and not the opposing effect. |
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As such, it is the advancements in technology throughout history that brought about the need for vocational education in the United States, especially during the Industrial Revolution. |
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However, educators today are finding it overwhelmingly necessary to expand on vocational education in the United States, more than ever, and a new generation seeks ways of earning a living that include less formal education that will not incur substantial debt. |
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| Chapter 6 Gaming in Education |
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85 | (17) |
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This chapter addresses student motivation, engagement, and content acquisition through the use of gaming, digital game-based learning, and gamification, as well as clarifying the difference between terms related to gaming that are often mistakenly used interchangeably. |
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The chapter will utilize current literature, explain theories linked to gaming in education, and offer a method for using gaming to impact the future of teaching and learning. |
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The aim of this chapter is to provide an overview of how the use of gaming for emerging realities and the implementation of gaming during remote learning can be supported. |
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Learning theories such as the theory of gamified learning, the self-determination theory, and the theory of flow demonstrate the link between learning, motivation, and goal-setting, as well as providing a basis for teacher education on the link between theory and the use of gaming in the future of technology in the classroom. |
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| Chapter 7 Extra-Curricular Activities: The Virtual Element |
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102 | (18) |
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One of the fastest growing phenomena in the use of educational technology is online learning. |
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The shift from traditional schooling to virtual models is a shift in pedagogy from objectivist to a constructivist model where students take more ownership over their learning. |
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Given the current COVID-19 pandemic, academic institutes have an urgency to support students in an online environment while adapting extracurricular activities to the new domain and providing an additional level of engagement, support, and community of learners for their student body. |
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It is important to adapt distant learning to meet all the social, academic, and cognitive needs of all students. |
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This chapter seeks to introduce readers to the opportunities virtual schools can provide to their students interested in engaging with peers outside of the traditional classroom or school setting to pursue common likes and activities. |
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| Chapter 8 Exploring the Role of AI in K12: Are Robot Teachers Taking Over? |
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120 | (16) |
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The purpose of this chapter is to discover the role of artificial intelligence (AI) in K12. |
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How AI, in particular robot teachers, are taking over online learning is the key objective of this study. |
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A focus group interview was conducted online to measure the phenomenon. |
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Findings from focus group interview indicated that the traditional method of teaching and learning had been changed dramatically due to numerous reasons, especially due to market turbulence like COVID-19. |
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As a result, the role of AI in K12 received massive attention in society. |
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The study contained a limited number of respondents that may affect the generalizability of the study. |
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Future studies with mixed methodology may shed light on the undiscovered phenomenon of AI in the context of K12. |
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| Chapter 9 Social Media and the Future of the Instructional Model |
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136 | (22) |
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This chapter provides the latest information on social media and its application in the instructional model. |
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The chapter contains information on how social media enhances learning, especially at times where remote learning is necessary, such as COVLD-19. |
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It also includes problems that have been documented in schools as a result of social media. |
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This chapter also presents information about the use of social media for professional development and how teachers are interacting and collaborating using social media. |
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| Chapter 10 Totally Flipping Instruction Advantages, Alternative Models, and Challenges of a Flipped Classroom in K-12 and Higher Education |
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158 | (18) |
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Meagan Caridad Arrastia-Chisholm |
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The flipped classroom approach is becoming more widespread across K-12 and higher education classrooms. |
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This blended learning instructional model has been found to be effective in engaging learners, creating active learning experiences, and providing students continual access to course materials. |
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By completing these types of active learning experiences, students receive personalized learning opportunities that are more conducive to their academic needs. |
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Through this instructional approach, educators are considered guides on the side instead of a sage on the stage. |
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There are a vast array of advantages and disadvantages to integrating flipped classroom approaches. |
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However, researchers have discovered that flipped classrooms are effective instructional methods that are well received by students but need to be designed carefully to ensure that learners review all required course materials prior to completing in-class activities. |
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| Chapter 11 Teaching Undergraduate STEM Students as Emerging Adults: Developing More Self-Regulated Learners in Online Education |
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176 | (15) |
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The need to reform science, technology, engineering, or math (STEM) education in the United States has been shown through both industry and educational research. |
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Despite many suggested reform strategies including applied, active learning, most STEM undergraduate education is being delivered in large, lecture-based classrooms. |
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In 2020, the need to deliver STEM undergraduate courses online complicated reform efforts. |
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This chapter is focused on the need to reframe reform efforts to be more focused on designing and delivering STEM online courses to develop emerging adult learners. |
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This would involve moving from the primary mode of pedagogical instruction to andragogical instruction designed to be more inclusive and engaging. |
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This approach would provide opportunities for learners to become more self-regulated in online STEM education with the goal of cultivating self-directed learners that will be retained in STEM programs and ultimately be successful future STEM professionals. |
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| Chapter 12 Positive Psychology: Exploring a Mindful Approach to Online Learning in Higher Education |
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191 | (31) |
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The application of mindfulness practice in education has been a growing area of interest in research. |
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Some of the benefits of mindfulness practice in education include increased focus and concentration, decreased stress and anxiety, and improved overall well-being. |
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While mindfulness in education has been studied in preschool, elementary, secondary, and tertiary settings, little research has been done examining the benefits of mindfulness in an online learning environment. |
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As online learning continues to be an emerging trend in higher education, it is important for educators to consider alternative ways to support the holistic needs of online learners. |
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This chapter explores the impact of mindfulness resources on the academic and emotional experience of the online learner. |
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| Chapter 13 Breaching the Paywall: Increasing Access, Recognition, and Representation Using Open Educational Resources |
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This chapter informs readers of recent developments with open educational resources (OERs) as well as the various advantages and challenges to the use of open access materials and repositories. |
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This chapter explores examples of OER usage for instruction and research and discusses digital and instructional media relevant to open pedagogy and the technology-enabled democratization of learning. |
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Finally, the chapter concludes with suggestions for advocacy of greater open access to benefit national and international dissemination of knowledge and the increase of societal use. |
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| Chapter 14 Educators' Participatory Practices and Development of Professional Identities in a Twitter Online Professional Learning Network (PLN) |
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242 | (19) |
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Twitter, a popular social networking application, is being recognized as a tool for changing how people share their knowledge and experience, as well as collaborate with one another. |
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Twitter is being recognized for not only how people network with one another, but as a multipurpose learning tool. |
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Originally designed as an application where users could update and share their statuses with friends, Twitter has become an essential tool for learning and developing online communities. |
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Various studies feature Twitter's potentialities to promote the work of K-12 teachers. |
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Within these studies, Twitter (1) enables educators to interact with other educators besides those in their own school districts, (2) decreases different kinds of isolation in workplaces, and (3) provides personalized and collaborative communities as well as PLNs. |
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| Chapter 15 Adequacy of Instructing Learning Post-Covid 19 Pandemic |
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261 | (14) |
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The COVID-19 pandemic has been the biggest test of the world since Second World War. |
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The novel coronavirus (SARS-CoV-2) ailment causes severe respiratory issues. |
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Nowadays, all the colleges and schools utilize e-learning processes to advance their studies. |
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It has had a remarkable effect on the instruction area, where students are accustomed to going to these schools or universities. |
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In any case, as the circumstance is beyond our control, the college has no alternative but to proceed. |
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This will continue as an elective method of study in the post-pandemic circumstance. |
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In the 21st century, computerized time and information communication technology (ICT) use in the study hall is fundamental for giving students different chances to learn. |
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To procure the most elevated correspondence level in school guaranteed that modernized education learning process where data innovation as a subset of data and interchanges innovation. |
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In this way, to keep up this convention, one should proceed with the e-assets, similar to google study hall, Microsoft teams, class in skype, or any other applications. |
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The authors intended to provide brief knowledge about the COVID-19 pandemic; the international education system classification and need for global education systems have to transfer from traditional to digital platforms. |
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The common problems involved in the digital learning platform, irrespective of the system's international educational classification, have concluded. |
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| Compilation of References |
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| About the Contributors |
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331 | (5) |
| Index |
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336 | |
