Enhancing Learning and Teaching with Technology: What the research says

Educational technology is growing fast, with schools, colleges and universities more than ever looking for the best ways to use technology to support learning. At the same time, there is an increasing appetite for learning and teaching practices to be backed up by evidence. Few resources are able to offer guidance that has been vigorously tested by research. Now, 'Enhancing Learning and Teaching with Technology' brings together researchers, technologists and educators to explore and show how technology can be designed and used for learning and teaching to best effect. It addresses what the research says about: - how and why learning happens and how different technologies can enhance it - engaging a variety of learners through technology and helping them benefit from it - how technology can support teaching. This book is an accessible introduction to learning and teaching with technology for teachers and other educational professionals, regardless of their experience with using technology for education.

Table of Contents:
General Introduction: How research is reported in the news, Terry Freedman PART 1 LEARNING Introduction: What the research says about how and why learning happens by David Baume and Eileen Scanlon 1.1 The role of genetic inheritance in how well children do in schools by Michael J. Reiss 1.2 The value of self-tests and the acknowledgement of uncertainty by Tony Gardner-Medwin 1.3 Context and learning by Rosemary Luckin. PART 2 THE USE OF DIFFERENT TECHNOLOGIES TO ENHANCE LEARNING. Introduction: What the research says about the use of different technologies to enhance learning by Mutlu Cukurova and Rosemary Luckin 2.1 The new Computing curriculum in England by Lawrence Williams and Miroslava Černochová 2.2 Using game design for learning by Charlotte Lærke Weitze 2.3 Citizen science and informal learning: A brief commentary by Christothea Herodotou 2.4 Video for learning by Nageela Yusuf 2.5 Learning when out and about by Mark Gaved, Alice Peasgood and Agnes Kukulska-Hulme 2.6 Learning with iPads: ‘Makes learning fun’ by Patricia Davies. PART 3 ENGAGING LEARNERS THROUGH TECHNOLOGY. Introduction: Engaging learners through technology by Kim Issroff 3.1 Unintentional learning: Are digital games friends or foes? by Rafael Marques de Albuquerque and Shaaron Ainsworth 3.2 Issues of academic integrity around digital learning and assessment by Charles Crook 3.3 Improving learning through engaging spaces by Allison Allen and Richard Allen. PART 4 HELPING LEARNERS GET THE MOST BENEFIT FROM DIGITAL TECHNOLOGY. Introduction: Helping learners get the most benefit from digital technology by Rosemary Luckin and Mutlu Cukurova 4.1 A contemporary digital capabilities framework by David Baume and Eileen Scanlon 4.2 Tablet devices in education: Beyond face-value by Keith Turvey and Norbert Pachler 4.3 The maker movement and schools by Torben Steeg and David Barlex 4.4 Learning across locations and settings by Ann Jones, Eileen Scanlon and Koula Charitonos. PART 5 TECHNOLOGY FOR ADULT LEARNERS IN AND BEYOND FORMAL INSTITUTIONS. Introduction: Technology for adult learners in and beyond formal institutions by Stuart Edwards 5.1 Technology, the Internet and adult participation in learning by Stuart Edwards 5.2 MOOC development: Priority areas by Rebecca Ferguson, Christothea Herodotou, Tim Coughlan, Eileen Scanlon and Mike Sharples 5.3 Widening adult learning participation by Stuart Edwards PART 6 HOW TECHNOLOGY CAN SUPPORT TEACHING. Introduction: What the research says about how technology can support teaching by Rosemary Luckin and Wayne Holmes 6.1 Learning analytics, artificial intelligence and the process of assessment by Rosemary Luckin and Kristen Weatherby 6.2 Artificial intelligence and big data technologies to close the achievement gap by Benedict du Boulay, Alexandra Poulovassilis, Wayne Holmes and Manolis Mavrikis 6.3 Technology to provide educational practitioners with the expertise they need by Kaśka Porayska-Pomsta, Christina Preston, Charlotte Lærke Weitze and Sarah Younie.

About the Author :
Rosemary Luckin is Professor of Learner Centred Design at the UCL Knowledge Lab and Director of EDUCATE. Her research involves the design and evaluation of educational technology using theories from the learning sciences and techniques from artificial intelligence (AI).