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Searching online is one of the most powerful resources today's students have for accessing information. Searching in groups is a daily practice across multiple contexts; however, the tools we use for searching online do not enable collaborative practices and traditional search models consider a single user navigating online in solitary. This paper presents a three level conceptual model, called the Collaborative Search Procedural Model, which enables the implementation of collaborative search classroom activities based on multi-user collaborative search scripts. A software solution, CollSearch, which follows the Collaborative Search Procedural Model and offers a unified tool to enable collaborative searching computer-supported classroom activities, is also presented. Empirical evaluation of the tool with high school students as part of an English as a second language course shows that students' outcomes improve when compared to non-scripted group search. Results show that by following the Collaborative Search Procedural Model students better appropriate the work they build together with their group. The OECD has highlighted the importance of collaborative work by the fact that PISA 2015 will assess collaborative problem solving; collaborative search is a fertile field for fostering better group work interactions. This paper shows that new tools that enable collaborative work dynamics in searching for information must be developed in order to address the educational challenges that today's students are facing.

In order to grow the market, computer game designers need to start thinking about broadening their audiences by moving computer game technology into the education market. Taking games into the classroom can be difficult because some teachers aren't proficient at playing so these games offer teacher-friendly features.

McFarlane comments on the effectiveness of using interactive whiteboards as teaching tools in the classroom. While whiteboards capture the attention of students when used correctly, they tend to shift focus away from the individual as a learner and teach to the class as a whole instead.

McFarlane comments on creativity in education and various interpretations of how to encourage creativity in this environment. She describes a study in which year 10 students used the educational software Omnigraph to experiment with quadratic functions creatively.

The starting point for diCTatEd was to carry out a literature review in order to identify rationales given for the use of ICT in education. The resulting synthesis came up with 19 commonly used rationales, and they are now collecting data via an online questionnaire to see the extent to which practioners are driven by these rationales.

Individuals in the higher income brackets in the UK are five times more likely to have Internet access at home than those in the lowest. The divide also exists at the level of whole groups or even countries.

Which factors have been influential in developing science teaching and learning for the three to thirteen age group in the last twenty years? How might these factors have an impact on the future direction of science teaching and learning for this age range into the 21st century? How can teachers cope with the changes?Science 3-13 explores some of the historical antecedents of the current position of science in the lives of younger children. It covers the various influences, both from within and outside the teaching profession, that have shaped the current science curriculum. Current practice is examined and, on this basis, speculations are made about the future position and direction of this important subject.The contributors each cover a particular aspect of science for the 3-13 age range but common themes emerge such as the influence of government intentions, particularly through the development of the National Curriculum. The role of research groups and the impact of ICT on the teaching profession as to what is important to teach and how science and science teaching should be viewed within society are shown to be important factors in the mix that contributes to change. This book forms part of a series of key texts which focus on a range of topics related to primary education and schooling. Each book in the Primary Directions Series will review the past, analyse current issues, suggest coping strategies for practitioners and speculate on the future.