Table of contents

  1. Front Matter
    Pages i-xvii
  2. Will J. R. Ellis, Roger Blamire, Frans Van Assche
    Pages 1-15 Open Access
  3. Sue Cranmer, Mary Ulicsak
    Pages 17-39 Open Access
  4. Tarmo Toikkanen, Anna Keune, Teemu Leinonen
    Pages 41-58 Open Access
  5. Frans Van Assche, Luis Anido-Rifón, Jean-Noël Colin, David Griffiths, Bernd Simon
    Pages 59-78 Open Access
  6. Bernd Simon, Michael Aram, Frans Van Assche, Luis Anido-Rifón, Manuel Caeiro-Rodríguez
    Pages 79-89 Open Access
  7. Luis Anido-Rifón, Juan Santos-Gago, Manuel Caeiro-Rodríguez, Manuel Fernández-Iglesias, Rubén Míguez-Pérez, Agustin Cañas-Rodríguez et al.
    Pages 91-114 Open Access
  8. Frans Van Assche, Victor Alvarez, Douglas Armendone, Joris Klerkx, Erik Duval
    Pages 115-139 Open Access
  9. David Griffiths, Kris Popat
    Pages 141-162 Open Access
  10. Back Matter
    Pages 187-201

About this book

Introduction

This book reports on a novel and comprehensive approach to the uptake of ICT in Schools. It focuses on key questions, pedagogically sound ways of introducing ICT, new technical artifacts supporting the approach, the evaluation in a large-scale validator, and future work. While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decades, the uptake of these innovations has not always been very successful, particularly in schools. The transition from proof of concept to integration into learning activities has been recognized as a bottleneck for quite some time. This major problem, which is affecting many TEL stakeholders, is the focus of this book which focuses on developing a more effective and efficient approach based on more than 2500 pilots in European classrooms.

Teachers, head teachers, and policy makers may benefit from reading how novel learning scenarios can be elaborated, adapted to a local context, and implemented in the classroom; how new technologies can support this process for teachers and their national/regional communities; how teachers and other stakeholders can be educated in such a re-engineering process; how the approach can be scaled up through MOOCs, ambassador schemes, and train-the-trainer programs; how future classroom labs can inspire teachers, head teachers, and policy makers; how teachers and, above all, learners can become more engaged in learning through the adoption of the iTEC approach.

Readers with a more technical focus may also be interested in the discussion of recommender systems, the flexible provision of resources and services, the deployment of the cloud in schools, and systems for composing technological support for lesson plans.

Keywords

Educational apps educational cloud future classroom large-scale validation learning activities learning design learning scenarios learning technology mainstreaming recommender systems schools

Editors and affiliations

  • Frans Van Assche
    • 1
  • Luis Anido
    • 2
  • David Griffiths
    • 3
  • Cathy Lewin
    • 4
  • Sarah McNicol
    • 5
  1. 1.Department of Computer ScienceUniversity of LeuvenLeuvenBelgium
  2. 2.Telematics Engineering Department ETSI TelecommunicationUniversity of VigoVigoSpain
  3. 3.Institute of Educational CybernaticsUniversity of BoltonBoltonUnited Kingdom
  4. 4.Education and Social Research InstituteManchester Metropolitan UniversityManchesterUnited Kingdom
  5. 5.Education and Social Research InstituteManchester Metropolitan UniversityManchesterUnited Kingdom

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-19366-3
  • Copyright Information The Editor(s) and the Author(s) 2015
  • Publisher Name Springer, Cham
  • eBook Packages Computer Science
  • Print ISBN 978-3-319-19365-6
  • Online ISBN 978-3-319-19366-3
  • About this book