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This book documents experiences of implementing distance learning to solve real-life problems, providing guidance for understanding and analysis. It helps develop analytic and problem-solving skills through diverse case studies, useful for educational technology, instructional design, learning sciences, and more.

During the technology boom of the 1980s and 1990s, computers seemed set to revolutionize education. Do any of these promises sound familiar? (1) Technology would help all students learn better, thanks to multimedia programs capable of adapting to individual needs, learning styles, and skill levels; (2) Technology would transform the teacher's role from a purveyor of a one-size-fits-all curriculum to a facilitator of student exploration; (3) Technology would replace textbooks with dynamic, interactive learning resources that were always up-to-date; and (4) Technology would boost test scores, as engaged and motivated students acquired advanced skills, problem-solving abilities, and a growing thirst for knowledge. By 2001, educational materials developer William D. Pflaum had begun to suspect that technology was not the all-purpose solution it had seemed. Deciding to see how computers were really being used in U.S. classrooms, he embarked on a yearlong road trip to a cross-section of schools throughout the nation. In this book, he recounts his journey. Although he did find technology application to admire, too often he found broken promises: millions spent for little measurable gain, problems instead of solutions, a fix instead of a fix. This inside look at computer use in our schools shares the voices, experiences, triumphs, and frustrations of educators and students in urban, rural, and suburban settings. The author provides insight into the key roles that computers play in the classroom and clarifies what must be done to ensure that the promise of technology is fulfilled... and that students truly benefit. This book is organized into five parts. Part I, Commitment and Focus, includes the following chapters: (1) St. Mary's Elementary School; (2) Harriet Tubman Elementary School; (3) Longworth High School; (4) Washington-Connors Elementary School; and (5) Mitchell Elementary School. Part II, Commitment, Less Focus, presents the next series of chapters: (6) St. John's High School; (7) Longfellow Elementary School; (8) Ludlow Springs School District; and (9) Western Hills School District. Part III, Hit-or-Miss Commitment, includes: (10) Springdale High School; (11) Harrison Elementary Schools; (12) Woodvale Middle School; (13) City Academy; (14) Emerson Elementary School; (15) Lambert Elementary School; and (16) Carter Elementary School. Part IV, Too Troubled to Focus, presents: (17) Alexanderville School District; (18) Porter Elementary School; (19) Fisher High School; and (20) Lincoln Elementary School. Part V, Conclusions and Next Steps, contains the final two chapters of the book: (21) Computer Use in the Classroom; and (22) So What Should We Do? An index and a section with information about the author are also included.

Artificial Intelligence (AI) technologies have been progressing constantly and being more visible in different aspects of our lives. One recent phenomenon is ChatGPT, a chatbot with a conversational artificial intelligence interface that was developed by OpenAI. As one of the most advanced artificial intelligence applications, ChatGPT has drawn much public attention across the globe. In this regard, this study examines ChatGPT in education, among early adopters, through a qualitative instrumental case study. Conducted in three stages, the first stage of the study reveals that the public discourse in social media is generally positive and there is enthusiasm regarding its use in educational settings. However, there are also voices who are approaching cautiously using ChatGPT in educational settings. The second stage of the study examines the case of ChatGPT through lenses of educational transformation, response quality, usefulness, personality and emotion, and ethics. In the third and final stage of the study, the investigation of user experiences through ten educational scenarios revealed various issues, including cheating, honesty and truthfulness of ChatGPT, privacy misleading, and manipulation. The findings of this study provide several research directions that should be considered to ensure a safe and responsible adoption of chatbots, specifically ChatGPT, in education.

There is wide agreement that teacher professional development (TPD) is a necessary element in educational change, especially for the more effective application of technology to enhance learning. The research literature reports many examples of successful TPD but there remain many challenges to wider and deeper success in the variety of different contexts. Discussion by the thematic working group on TPD at EDUsummIT 2015 in Bangkok identified several challenges to successful TPD. This paper discusses those challenges, describes four cases of successful TPD from varied contexts, and derives a model for TPD based on observed commonalities in the cases.

This book provides scholars, teacher educators, as well as reflective school leaders and teachers with valuable insights into what it is to be a teacher in the 21st century. It does so by presenting original research based on a study of several New Zealand schools between 2013 and 2015, and in particular, a focussed study of four of those schools in 2015. The book draws on the findings to take stock of some of the central manifestations of 21st-century learning, especially digital pedagogies and the collaborative practices associated with teaching and learning in modern learning environments. It reflects on the mental shifts and sometimes-painful transitions teachers and leaders are making and experiencing as they enter uncharted waters, moving from traditional classroom practices to ones that emphasise collaboration, teamwork and the radical de-centring of their personal roles. It outlines a blueprint for understanding how to navigate these changes, and describes and explains the nature of pedagogical shifts apparent in digital classrooms and modern learning environments.

Artificial intelligence is the driving force of change focusing on the needs and demands of the student. The research explores Artificial Intelligence in Education (AIEd) for building personalised learning systems for students. The research investigates and proposes a framework for AIEd: social networking sites and chatbots, expert systems for education, intelligent mentors and agents, machine learning, personalised educational systems and virtual educational environments. These technologies help educators to develop and introduce personalised approaches to master new knowledge and develop professional competencies. The research presents a case study of AIEd implementation in education. The scholars conducted the experiment in educational establishments using artificial intelligence in the curriculum. The scholars surveyed 184 second-year students of the Institute of Pedagogy and Psychology at the Abay Kazakh National Pedagogical University and the Kuban State Technological University to collect the data. The scholars considered the collective group discussions regarding the application of artificial intelligence in education to improve the effectiveness of learning. The research identified key advantages to creating personalised learning pathways such as access to training in 24/7 mode, training in virtual contexts, adaptation of educational content to personal needs of students, real-time and regular feedback, improvements in the educational process and mental stimulations. The proposed education paradigm reflects the increasing role of artificial intelligence in socio-economic life, the social and ethical concerns artificial intelligence may pose to humanity and its role in the digitalisation of education. The current article may be used as a theoretical framework for many educational institutions planning to exploit the capabilities of artificial intelligence in their adaptation to personalized learning.