In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

The EDUsummIT 2011 aimed to develop (a) recommendations for policy, practice and research that will help educational systems move into the digital age and (b) strategies to build a global community of researchers, policymakers and teachers in the field of Information and Communication Technology (ICT) in Education. Thematic working groups…

This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century…

This paper uses the literature of educational technology as the site of analysis in order to map the field of educational technology. Having considered Kuhn and Bourdieu's theories, the paper frames the analysis of the field in Bernsteinian terms as a horizontal knowledge structure in a vertical knowledge discourse. Using the concepts of…

Recent work on applying semantic technologies to learning has concentrated on providing novel means of accessing and making use of learning objects. However, this is unnecessarily limiting: semantic technologies will make it possible to develop a range of educational Semantic Web services, such as interpretation, structure-visualization, support…

Explores how various collaborative settings affect elementary school children's interactions with each other and with technology. Describes the development of co-located groupware systems offering support for concurrent, multi-user interactions around a shared display, which offer a collaborative environment in which users share both the physical…

Often with large classes of students it is difficult to cater for individual needs. Large classes hold many students, some of whom may be under-prepared for the course they are taking and some who will already have a high degree of familiarity with much of the planned content and learning outcomes. In catering for the diversity of students,…

Describes the Second Instructional Technology in Education Study: Module 2 (SITES M2), a series of qualitative studies that identify and describes innovative pedagogical practices in 28 participating countries that use technology, and provides a context for the other papers in this issue. (Author/LRW)

Describes a toolkit that was developed to help faculty members evaluate learning that uses information and communication technologies. Presents a two-part evaluation of the toolkit's impact which demonstrates that this approach enhances design, supports reflection, and prompts users to consider the most appropriate approach to evaluation.…

Analyzes the data collected in 10 elementary and secondary schools in Israel which have incorporated ICT (information and communication technology) in unique ways and have succeeded in devising innovative classroom pedagogies and changes in teachers' and students' roles and outcomes. Identifies correlation patterns among levels of innovation and…