Kwok-Wing Lai – författare

This volume integrates research findings from three multinational studies conducted to examine the impact of children's use of computers in school. Conclusions are drawn from in-depth analyses of trends in more than 20 nations. Its seven authors from four nations were key researchers on these projects. Both a study and a product of the information age, this work is of prime importance to teachers, teacher educators, and school administrators.This work is unique in three important ways:* it presents data gathered in many regions of the world;* many of the authors are well-known and respected for their previous work in educational studies; and* the chapters are designed in such a way that the majority of the book is easily accessible to professionals such as classroom teachers who are interested primarily in findings, results, and outcomes rather than the methodology of the research.

This volume integrates research findings from three multinational studies conducted to examine the impact of children's use of computers in school. Conclusions are drawn from in-depth analyses of trends in more than 20 nations. Its seven authors from four nations were key researchers on these projects. Both a study and a product of the information age, this work is of prime importance to teachers, teacher educators, and school administrators.This work is unique in three important ways:* it presents data gathered in many regions of the world;* many of the authors are well-known and respected for their previous work in educational studies; and* the chapters are designed in such a way that the majority of the book is easily accessible to professionals such as classroom teachers who are interested primarily in findings, results, and outcomes rather than the methodology of the research.

This collection of papers presents a comprehensive overview of the concerns and developments in the use of information and communication technologies that are of relevance to educators and educational policy makers across the globe. While the papers in one sense incorporate wide-ranging perspectives deriving from varying national contexts, their grouping within topic areas reveals more commonalities of concern than differences. The first topic area, "The Teacher of the Future as a Professional", focuses on the changing requirements for both the initial preparation and the continuing professional education of teachers. The second area, "Classroom Roles of the Teacher of the Future" is concerned more specifically with the way in which developments in information and communication technologies are changing the way in which teachers interact with students. Finally, the section "Teaching and Learning Environments of the Future" examines a range of pedagogical scenarios in differing stages of development and implementation, each of which provides a special insight into how the "classroom of the future" might function.This book is one of the outcomes of the Working Conference on "ICT and the Teacher of the Future", which took place in Melbourne, Australia in January 2003 under the auspices of the International Federation for Information Processing (IFIP) Technical Committee 3, Working Group 3.1 (Secondary Education) and Working Group 3.3 (Research). In addition to the text of the papers delivered by the three keynote speakers, the book comprises a selection of papers that have been rigorously reviewed and subsequently undergone an additional process of collaborative editing.

Carolyn Dowling Australian Catholic University Kwok-Wing Lai University of Otago This book is one of the outcomes of a Working Conference on the topic of 'ICT and the Teacher of the Future', which took place in Melbourne, Australia, in January 2003.