Education and Digital Technology – serie

Mathematics Education with Digital Technology examines ways in which widely available digital technologies can be used to benefit the teaching and learning of mathematics. The contributors offer their insights to locate the value of digital technology for mathematics learning within the context of evidence from documented practice, prior research and of educational policy making. Key pedagogical uses of digital technologies are evaluated in relation to effective mathematics learning and practical ideas for teaching and learning mathematics with digital technology are critically analysed. The volume concludes by looking at future developments and by considering the ways in which ICT could be used as a catalyst for cross-curricular work to achieve greater curricular coherence.

This book is focused on and recognises the valuable and varied roles and interactions with ICT, as a source and resource for teaching, learning and research in music and music making in the secondary school. This book draws together a range of innovative practices underpinned by theoretical insight that helps to clarify musical practices of relevance to the changing nature of schooling and the transformation of music education. In this way, it addresses a pressing need to provide new ways of thinking about the application of music and technology in schools. More specifically it covers a diverse and wide range of technology, environments and contexts on topics that demonstrate and recognize new possibilities for innovative work in music in education. It deals with teaching strategies and approaches that stimulate different forms of musical experience, meaningful engagement, musical learning, creativity and teacher-learner interactions, responses, monitoring and assessment.It investigates how teachers and pupils voice and value their experiences in particular contexts and environments with specific software, hardware and forms of technology.It explores the professional development aspects involved in teachers and learners utilising and interacting with technology and the secondary music curriculum. It introduces reflective practices and research methodologies of great interest and relevance to music teachers, teacher-trainers, community artists and for researchers and professional practitioners alike. This series takes a scholarly look at the significant impact digital technology has had on teaching. Each book takes a different subject and discusses the specific implications the increased used of digital technology as a tool for learning has on their particular topic.

This book draws together a range of innovative practices underpinned by theoretical insight that helps to clarify musical practices of relevance to the changing nature of schooling and the transformation of music education. In this way, it addresses a pressing need to provide new ways of thinking about the application of music and technology in schools.More specifically it: covers a diverse and wide range of technology, environments and contexts on topics that demonstrate and recognize new possibilities for innovative work in music in education; deals with teaching strategies and approaches that stimulate different forms of musical experience, meaningful engagement, musical learning, creativity and teacher-learner interactions, responses, monitoring and assessment; investigates how teachers and pupils voice and value their experiences in particular contexts and environments with specific software, hardware and forms of technology; explores the professional development aspects involved in teachers and learners utilising and interacting with technology and the secondary music curriculum; and, introduces reflective practices and research methodologies of great interest and relevance to music teachers, teacher-trainers, community artists and for researchers and professional practitioners alike.

While digital technology is endlessly innovating and improving itself as a tool to support teaching and learning, the cognitive process of language learning itself remains perennially the same. However, digital technology has created new learning opportunities and introduces new elements into the cognitive process of foreign language learning. The contributors of this well-edited collection examine foreign language learning primarily from a user perspective and explore these underlying questions: How does digital technology support existing foreign language learning needs and processes? What new learning experiences does it entail for the learner? The book situates new insights into the value of digital technology for foreign language learning within the context of evidence from prior research and of educational policy-making and examines key pedagogical uses of digital technology in relation to effective foreign language learning by pupils.It provides an in-depth description of the use of a range of digital media and combines practical ideas for teaching and learning with critical analysis of evidence drawing on an analysis of technology-focused language learning across different sectors and in different anglophone contexts.

Drama Education with Digital Technology explores the rapidly evolving intersections between drama, digital gaming, technology and teaching. It documents the praxis (practice and research) that move beyond anecdotal discussion of approaches and design. The contributors explore the realities of teaching an ancient aesthetic form in classrooms full of technologically able students. It also examines cases from classroom practice to present teaching, with approaches and understandings that are based on evidence and supported by cutting edge learning theory from educational leaders in drama and technology.

Mathematics Education with Digital Technology examines ways in which widely available digital technologies can be used to benefit the teaching and learning of mathematics. The contributors offer their insights to locate the value of digital technology for mathematics learning within the context of evidence from documented practice, prior research and of educational policy making. Key pedagogical uses of digital technologies are evaluated in relation to effective mathematics learning and practical ideas for teaching and learning mathematics with digital technology are critically analysed. The volume concludes by looking at future developments and by considering the ways in which ICT could be used as a catalyst for cross-curricular work to achieve greater curricular coherence.

In the last decade educational policies across the world have recognised ICT as a key vehicle for shaping foreign language learning at school and university. The focus of this book aims to fill a gap in understanding the role of ICT in foreign language learning.There is an apparent paradox in the fact that while digital technology is endlessly innovating and improving itself as a tool to support teaching and learning, the cognitive process of language learning itself remains perennially the same. However, it is also true that the medium has created new learning opportunities which were not possible before and therefore introduces new elements into the cognitive process of foreign language learning. The book's overall aim of examining foreign language learning primarily from the user's perspective (both teacher and learner) is broken down into 2 underlying questions: How does digital technology support existing foreign language learning needs and processes? What new learning experiences does it entail for the learner?More specifically, this book aims to meet the following objectives: To situate new insights into the value of digital technology for FL learning within the context of evidence from prior research and of educational policy-making; To present and examine key pedagogical uses of digital technology in relation to effective foreign language learning by pupils; To provide an in-depth description of the use of a range of digital media; To combine practical ideas for teaching and learning with critical analysis of evidence; And, to bring together analysis of technology-focused language learning across different sectors (secondary, university, TEFL) and in three national anglophone contexts (England, Australia and USA).This series takes a scholarly look at the significant impact digital technology has had on teaching. Each book takes a different subject and discusses the specific implications the increased used of digital technology as a tool for learning has on their particular topic.