Handbook on Digital Learning for K-12 Schools

1. Front Matter

   Pages i-xv

   PDF

2. Introduction

   • Tríona Hourigan, Ann Marcus-Quinn

   Pages 1-11

3. Multimodal Opportunities with Digital Tools: The Example of Narrated Photographs

   • K. M. Crook, C. K. Crook

   Pages 13-29

4. Introducing Digital Technologies into Secondary Schools to Develop Literacy and Engage Disaffected Learners: A Case Study from the UK

   • Helen Boulton

   Pages 31-44

5. Transforming Mathematics Teaching with Digital Technologies: A Community of Practice Perspective

   • Alison Clark-Wilson

   Pages 45-57

6. Design-Based Research as Intelligent Experimentation: Towards Systematising the Conceptualisation, Development and Evaluation of Digital Learning in Schools

   • Tony Hall, Bonnie Thompson Long, Eilís Flanagan, Paul Flynn, Jim Lenaghan

   Pages 59-73

7. Images of Educational Practice: How School Websites Represent Digital Learning

   • Charles Crook, Natasa Lackovic

   Pages 75-90

8. Corpus-Based Resources for L1 Teaching: The Case of Slovene

   • Špela Arhar Holdt, Iztok Kosem, Polona Gantar

   Pages 91-113

9. Tablet Use in Schools: Impact, Affordances and Considerations

   • Louis Major, Bjoern Haßler, Sara Hennessy

   Pages 115-128

10. EUFolio: A Classroom ePortfolio Pilot Project

    • Ben Murray, Sinéad Tuohy

    Pages 129-146

11. Taking the Tablets: Has the Long Predicted Revolution in Teaching and Learning Finally Arrived?

    • Christina Preston, Sarah Younie

    Pages 147-171

12. Evaluation of Lesson Plan Authoring Tools Based on an Educational Design Representation Model for Lesson Plans

    • Stylianos Sergis, Effrosyni Papageorgiou, Panagiotis Zervas, Demetrios G. Sampson, Lina Pelliccione

    Pages 173-189

13. Implementing Teaching Model Templates for Supporting Flipped Classroom-Enhanced STEM Education in Moodle

    • Stylianos Sergis, Panagiotis Vlachopoulos, Demetrios G. Sampson, Lina Pelliccione

    Pages 191-215

14. Assessment of Online Learning

    • Michael J. Timms

    Pages 217-231

15. Digital Literacies in a Chinese Secondary School

    • Xiaofan He, David Wray

    Pages 233-249

16. The Paradoxical Art of Designing for Emergence

    • Stephen Mark Collis

    Pages 251-270

17. Blogging as a Form of Web 2.0 Technologies for Reflective Practice

    • Gregory Powell

    Pages 271-291

18. Digital Learning in Canadian K-12 Schools: A Review of Critical Issues, Policy, and Practice

    • Paul W. Bennett

    Pages 293-315

19. Flip the School, Forget the Classroom; How to Enable Personalised Learning with the Help of Information Technology

    • Maurice de Hond, Tijl Rood

    Pages 317-328

20. Technology to Improve Assessments of Learning in Class, School and Nation

    • Elizabeth Hartnell-Young

    Pages 329-339

This book guides the adoption, design, development and expectation of future digital teaching and learning projects/programs in K12 schools. It provides a series of case studies and reports experiences from international digital teaching and learning projects in K12 education. The book also furnishes advice for future school policy and investment in digital teaching and learning projects. Finally, the book provides an explanation of the future capacity and sustainability of digital teaching and learning in K12 schools.

• Digital learning
• Digital teaching
• Instructional design
• Instructional design for K-12 education
• Instructional technology
• International digital teaching
• K-12 education
• Online learning
• Online teaching
• learning and instruction

• University of Limerick, Limerick, Ireland

  Ann Marcus-Quinn

• Department of Education and Skills, Limerick, Ireland

  Tríona Hourigan

Ann Marcus-Quinn is a lecturer in Technical Communication and Instructional Design at the University of Limerick, Ireland. She is currently the Course Director for the Graduate Certificate in Technical Writing. Ann has been awarded both national and international funding for her research. In a previous role Ann worked with the National Digital Learning Resources service (NDLR) as a national advocate for Open Educational Resources.

Tríona Hourigan is a teacher and researcher employed by the Department of Education and Skills, Ireland. She received her B.A. in Language and Cultural Studies, Masters in French,  PhD in Education and Grad. Dip in Education from the University of Limerick. Prior to joining the Department of Education and Skills, she worked as a post-doctoral research fellow in the area of ICT in Education at the University of Limerick.

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