Don Passey (PhD, MBCS, MA, PGCE, BSc (Hons)) is Professor Emeritus of Technology Enhanced Learning at Lancaster University, UK, and is an Honorary Professor at Amity University, Uttar Pradesh, India. Don has held positions as Director of International Strategy and Director of the Doctoral Programme in e-Research and Technology Enhanced Learning in the Department of Educational Research at Lancaster University, UK. His research interests have focused on how emerging technologies are applied and integrated into educational practice and policy, and how digital technologies can support inclusive learning and teaching (particularly in blended, online and hybrid contexts), innovative and inclusive practices in onsite and offsite settings, in home and community settings for learners across the lifespan. He has published widely, and his findings have informed research, policy and practice, for government departments and agencies, regional and local authorities, companies and corporations. Don has been the guest editor of a number of journal special issues on contemporary topics concerned with emerging digital technologies and their potential for supporting educational practices.  Don is currently the Chair of the Technical Assembly (TA) and Chair of the Activity Management Board (AMB) of the International Federation for Information Processing (IFIP) and previously held the positions of Chair of the Technical Committee on Education (TC3) and Vice-Chair of the Technical Assembly. He has recently chaired an IFIP Task Force on “Sustaining relevant digital inclusive education for young people (5-18 years of age)”, has completed an in-depth case study of how one nation has succeeded in this endeavour for the past 35 years, and is developing two further national case studies on this topic. He has been honoured with the IFIP Outstanding Service and Silver Core Awards.

• Chapter 1 Learning and teaching behaviors – what they are and are not, and why they are important.- Chapter 2 Behaviours and emerging technologies – the potential impacts of artificial intelligence, robotics and virtual and augmented realities.- Chapter 3 An historical perspective – learning and teaching behaviors shifting over time.- Chapter 4 Theoretical perspectives – the importance of educational change and continuous change concepts, challenging critiques of educational theories, including behaviorism.- Chapter 5 Learning and learner behaviors – shifting technologies and shifting possibilities.- Chapter 6 Teaching and teacher behaviors – developing technologies and accommodating inquisitiveness.- Chapter 7 Support and home behaviors – encouragement, awareness and wider engagement.- Chapter 8 Peer and online behaviors – time, place and the psychologies of reliance and independence.- Chapter 9 Policy and guidance behaviors – long-term focus and commitment, but continuous curriculum, practice and assessment review.- Chapter 10 Making a difference for all – enabling behaviours that can match wider individual needs and characteristics.- Chapter 11 The future – continuous and continuing inquisitiveness and critical concern.

Don Passey (PhD, MBCS, MA, PGCE, BSc (Hons)) is Professor Emeritus of Technology Enhanced Learning at Lancaster University, UK, and is an Honorary Professor at Amity University, Uttar Pradesh, India. Don has held positions as Director of International Strategy and Director of the Doctoral Programme in e-Research and Technology Enhanced Learning in the Department of Educational Research at Lancaster University, UK. His research interests have focused on how emerging technologies are applied and integrated into educational practice and policy, and how digital technologies can support inclusive learning and teaching (particularly in blended, online and hybrid contexts), innovative and inclusive practices in onsite and offsite settings, in home and community settings for learners across the lifespan. He has published widely, and his findings have informed research, policy and practice, for government departments and agencies, regional and local authorities, companies and corporations. Don has been the guest editor of a number of journal special issues on contemporary topics concerned with emerging digital technologies and their potential for supporting educational practices.  Don is currently the Chair of the Technical Assembly (TA) and Chair of the Activity Management Board (AMB) of the International Federation for Information Processing (IFIP) and previously held the positions of Chair of the Technical Committee on Education (TC3) and Vice-Chair of the Technical Assembly. He has recently chaired an IFIP Task Force on “Sustaining relevant digital inclusive education for young people (5-18 years of age)”, has completed an in-depth case study of how one nation has succeeded in this endeavour for the past 35 years, and is developing two further national case studies on this topic. He has been honoured with the IFIP Outstanding Service and Silver Core Awards.

• Chapter 1 Learning and teaching behaviors – what they are and are not, and why they are important.- Chapter 2 Behaviours and emerging technologies – the potential impacts of artificial intelligence, robotics and virtual and augmented realities.- Chapter 3 An historical perspective – learning and teaching behaviors shifting over time.- Chapter 4 Theoretical perspectives – the importance of educational change and continuous change concepts, challenging critiques of educational theories, including behaviorism.- Chapter 5 Learning and learner behaviors – shifting technologies and shifting possibilities.- Chapter 6 Teaching and teacher behaviors – developing technologies and accommodating inquisitiveness.- Chapter 7 Support and home behaviors – encouragement, awareness and wider engagement.- Chapter 8 Peer and online behaviors – time, place and the psychologies of reliance and independence.- Chapter 9 Policy and guidance behaviors – long-term focus and commitment, but continuous curriculum, practice and assessment review.- Chapter 10 Making a difference for all – enabling behaviours that can match wider individual needs and characteristics.- Chapter 11 The future – continuous and continuing inquisitiveness and critical concern.

Don Passey (PhD, MBCS, MA, PGCE, BSc (Hons)) is Professor Emeritus of Technology Enhanced Learning at Lancaster University, UK, and is an Honorary Professor at Amity University, Uttar Pradesh, India. Don has held positions as Director of International Strategy and Director of the Doctoral Programme in e-Research and Technology Enhanced Learning in the Department of Educational Research at Lancaster University, UK. His research interests have focused on how emerging technologies are applied and integrated into educational practice and policy, and how digital technologies can support inclusive learning and teaching (particularly in blended, online and hybrid contexts), innovative and inclusive practices in onsite and offsite settings, in home and community settings for learners across the lifespan. He has published widely, and his findings have informed research, policy and practice, for government departments and agencies, regional and local authorities, companies and corporations. Don has been the guest editor of a number of journal special issues on contemporary topics concerned with emerging digital technologies and their potential for supporting educational practices.  Don is currently the Chair of the Technical Assembly (TA) and Chair of the Activity Management Board (AMB) of the International Federation for Information Processing (IFIP) and previously held the positions of Chair of the Technical Committee on Education (TC3) and Vice-Chair of the Technical Assembly. He has recently chaired an IFIP Task Force on “Sustaining relevant digital inclusive education for young people (5-18 years of age)”, has completed an in-depth case study of how one nation has succeeded in this endeavour for the past 35 years, and is developing two further national case studies on this topic. He has been honoured with the IFIP Outstanding Service and Silver Core Awards.

• Chapter 1 Learning and teaching behaviors – what they are and are not, and why they are important.- Chapter 2 Behaviours and emerging technologies – the potential impacts of artificial intelligence, robotics and virtual and augmented realities.- Chapter 3 An historical perspective – learning and teaching behaviors shifting over time.- Chapter 4 Theoretical perspectives – the importance of educational change and continuous change concepts, challenging critiques of educational theories, including behaviorism.- Chapter 5 Learning and learner behaviors – shifting technologies and shifting possibilities.- Chapter 6 Teaching and teacher behaviors – developing technologies and accommodating inquisitiveness.- Chapter 7 Support and home behaviors – encouragement, awareness and wider engagement.- Chapter 8 Peer and online behaviors – time, place and the psychologies of reliance and independence.- Chapter 9 Policy and guidance behaviors – long-term focus and commitment, but continuous curriculum, practice and assessment review.- Chapter 10 Making a difference for all – enabling behaviours that can match wider individual needs and characteristics.- Chapter 11 The future – continuous and continuing inquisitiveness and critical concern.