Regina Kaplan-Rakowski – författare

This timely volume positions digital and artificial intelligence (AI) competence as a central educational goal. Bringing together novel theoretical, conceptual, and empirical insights from a wealth of interdisciplinary and national contexts, it explores how subject-specific education can respond to emerging technologies, including AI and high-immersion virtual reality. At the heart of the volume lies its interdisciplinary scope. Contributions span different school subjects, including foreign and general language education, business education, geography, and religious studies, highlighting both shared concerns and subject-specific approaches. Within the interdisciplinary discussion, chapters explore how digital and AI competence can be fostered in teaching and learning, while also addressing teacher education. In doing so, they situate classroom practice within broader institutional contexts and consider the challenges and possibilities presented by digitalization. Ultimately offering key concepts, research tools, and empirical findings, the volume provides a platform for exploring the development of digital and AI competence among learners and educators in diverse educational settings from an international perspective. This book will be of interest to a range of scholars, researchers, and postgraduate students in the fields of digital education, subject-specific education, and teacher education more broadly. It will also be valuable to educators seeking to integrate emerging technologies into their practice.

This timely volume positions digital and artificial intelligence (AI) competence as a central educational goal. Bringing together novel theoretical, conceptual, and empirical insights from a wealth of interdisciplinary and national contexts, it explores how subject-specific education can respond to emerging technologies, including AI and high-immersion virtual reality. At the heart of the volume lies its interdisciplinary scope. Contributions span different school subjects, including foreign and general language education, business education, geography, and religious studies, highlighting both shared concerns and subject-specific approaches. Within the interdisciplinary discussion, chapters explore how digital and AI competence can be fostered in teaching and learning, while also addressing teacher education. In doing so, they situate classroom practice within broader institutional contexts and consider the challenges and possibilities presented by digitalization. Ultimately offering key concepts, research tools, and empirical findings, the volume provides a platform for exploring the development of digital and AI competence among learners and educators in diverse educational settings from an international perspective. This book will be of interest to a range of scholars, researchers, and postgraduate students in the fields of digital education, subject-specific education, and teacher education more broadly. It will also be valuable to educators seeking to integrate emerging technologies into their practice.

This timely volume positions digital and artificial intelligence (AI) competence as a central educational goal. Bringing together novel theoretical, conceptual, and empirical insights from a wealth of interdisciplinary and national contexts, it explores how subject-specific education can respond to emerging technologies, including AI and high-immersion virtual reality. At the heart of the volume lies its interdisciplinary scope. Contributions span different school subjects, including foreign and general language education, business education, geography, and religious studies, highlighting both shared concerns and subject-specific approaches. Within the interdisciplinary discussion, chapters explore how digital and AI competence can be fostered in teaching and learning, while also addressing teacher education. In doing so, they situate classroom practice within broader institutional contexts and consider the challenges and possibilities presented by digitalization. Ultimately offering key concepts, research tools, and empirical findings, the volume provides a platform for exploring the development of digital and AI competence among learners and educators in diverse educational settings from an international perspective. This book will be of interest to a range of scholars, researchers, and postgraduate students in the fields of digital education, subject-specific education, and teacher education more broadly. It will also be valuable to educators seeking to integrate emerging technologies into their practice.

Technology has developed at a tremendous rate since the turn of the century, but educational practice has not kept pace. Traditional teaching practices still predominate in many educational settings, and educators are often intimidated by new technology. However, as tragic as the COVID-19 pandemic has been, it has caused many people to rethink education and opportunities provided by new technologies for effective teaching and learning. How can educational communities of practice be reimagined to support a growth mindset for learning?  This volume explores innovative visions for 21st century learning. The content explores the experiences of teachers with new technology, presents research studies that highlight effective strategies and technologies, and shares lessons learned from a unique researcher-practitioner mentoring model. Educational approaches that worked well, challenges that were difficult to overcome, and potential benefits of effective technology integration will encourage readers to reimagine education and implement practices that can strengthen the future of online education.