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New Pop-Up Paper Projects is an inspirational book for everyone who wants to learn and share the magic of pop-up paper engineering. Illustrated throughout with colour diagrams and photographs, this book guides you through basic techniques and foundation skills, offers advice on classroom planning and health and safety and shows you how to ensure that learners of all ages can develop and progress their skills.Guiding you through 90-, 180- and 360-degree engineering, this book presents step-by-step instructions and ideas for over 200 cross-curricular themes, from cityscapes to magical creatures. Aiming to challenge and inspire, Paul Johnson uses over 150 paper-engineering techniques, including: storybooks pop-ups without folds zigzag pop-ups pulleys, wheels and levers asymmetrical pop-ups intricate toy theatres diagonal pop-ups with movables. This book, brimming with pop-up techniques and how to teach them, is for everyone – from the self-styled ‘visually illiterate'to the art graduate, from parents keeping creativity alive at home to classroom teachers planning an engaging curriculum for their class of 30 plus pupils.

This book includes selected papers from the Hong Kong Association for Educational Communications and Technology (HKAECT) 2023 International Conference. It provides readers with a collection of insightful chapters which delves into the realms of data visualization, artificial intelligence (AI), virtual reality (VR), and augmented reality (AR). It also reflects on the dynamic shifts in online learning, blended learning, and self-directed learning. Part one of the volume includes case studies and examples of the integration of advanced technologies, such as data visualization, generative AI, and mixed reality in education. Part two shares experiences and observations from educators who embrace online learning, blended learning, and independent learning. Part three investigates the influences digital education has on learning, teaching, and society as a whole. The book paves a path for thought-provoking discussions on the future of education in a digitally connected world. It is a vital resource for educators, administrators, policymakers, and learners seeking to navigate and thrive in the rapidly evolving world of digital education.

This book presents high-quality, peer-reviewed papers from the International Conference in Information Technology & Education (ICITED 2023), to be held at the Nilton Lins University, Manaus, Brazil, during June 29–30, 2023. The book covers a specific field of knowledge. This intends to cover not only two fields of knowledge—Education and Technology—but also the interaction among them and the impact/result in the job market and organizations. It covers the research and pedagogic component of Education and Information Technologies but also the connection with Society, addressing the three pillars of higher education. The book addresses impact of pandemic on education and use of technology in education. Finally, it also encourages companies to present their professional cases which will be discussed. These can constitute real examples of how companies are overcoming their challenges with the uncertainty of the market.

This book presents high-quality, peer-reviewed papers from the International Conference in Information Technology & Education (ICITED 2021), to be held at the ESPM – Higher School of Advertising and Marketing, Sao Paulo, Brazil, between the 15th and the 17th of July 2021. The book covers a specific field of knowledge. This intends to cover not only two fields of knowledge – Education and Technology – but also the interaction among them and the impact/result in the job market and organizations. It covers the research and pedagogic component of Education and Information Technologies but also the connection with society, addressing the three pillars of higher education. The book addresses impact of pandemic on education and use of technology in education. Finally, it also encourages companies to present their professional cases which is discussed. These can constitute real examples of how companies are overcoming their challenges with the uncertainty of the market.

With the purpose of exploring the critical possibilities offered by the global crisis of coronavirus pandemic, this volume presents the collected works of scholars, educators and practitioners worldwide, bringing to the readers a broad array of perspectives on how COVID-19 inspires us to rethink, redefine, and make sense of the theoretical and pedagogical approaches that can be applied in various educational contexts. Part One of the book provides an insightful exploration of the technology-mediated innovations used in English language learning and teaching. Part Two reflects on the online learning experiences of students, as well as the teachers'strategies to cope with changes as the COVID-19 pandemic unleashed unprecedented disruptions in class. Part Three looks into a range of case studies regarding the digital divide, cross-border schooling, cyberbullying, and cross-disciplinary skill training in the post-pandemic workplace, highlighting the importance of creating a positivelearning environment. Part Four draws on the observations and experiences of frontline teachers, to examine ways to optimize the digital learning experiences of students in and outside the classroom. This volume will be a useful reference for scholars in Education, Communication, Applied Linguistics, Social Work, and Positive Psychology.

This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers.

Navigating in Educational Contexts: Identities and Cultures in Dialogue includes selected papers from the 2009 Biennial Conference of the International Study Association on Teachers and Teaching (ISATT), held at the University of Lapland in Finland. This volume contains keynote addresses and papers based on the thematic presentations held at the conference: Identity, context and marginality, Professional development and learning, Context and teaching, and ICT in teaching and learning. The articles open perspectives to the challenges in. education and point to the need for dialogue between different racial, cultural, social and gender groups. The articles benefit educators, teacher educators and policy makers aiming to enhance equity and equality. Insights into teachers'professional and personal knowledge are combined with wider social, cultural and global issues, and through experiences of learning both in Real Life and Second Life. There are many inspiring and promising ideas and approaches of how to promote quality teaching and learning. Under network-based education the topics of ICT skills and experiences, models of ICT integration, virtual reality and a simulation-based learning and online tutoring are being described and assessed.

This text rearticulates understandings of materials—blocks of clay, sheets of paper, brushes and paints, fabrics, and plastics—to formulate new ideas about what happens when we think with materials and apply them to early childhood development and classrooms.Through a series of ethnographic examples and engagement with existing ideas of relationality in the visual arts, feminist ethics, science studies, philosophy, anthropology, and environmental humanities, Encounters with Materials in Early Childhood Education highlights how materials can be conceptualized as active participants in early childhood education. Updated to include choreographies with fabrics and the process of reparation with plastics, this second edition shows how educators, young children, and researchers have explored what materials are capable of in their encounters with other materials and with children.The book is key reading for undergraduate students, graduate students, and pre-service teachers in early childhood education and art education programs. Access the Instructor and Student Resources at www.encounterswithmaterials.com.

In recent times, physicists have come to appreciate information's central role in the universe's grand plan. That and the fact that an explicit understanding of the informational relationships involved may well be key to unlocking many of the universe's deepest secrets. That makes the birth of both Computer and Information Science not only essential to the explosion of modern technological success, but also to our understanding of reality itself. In recognizing that, what unfolds is a story not only about Alan Turing and his pioneering colleagues, but also great thinkers like Albert Einstein, Michael Faraday, Ludwig Wittgenstein and others. It therefore pulls in much of modern history and touches on seminal events like the birth of the atomic bomb. It also hints at the reasons behind the various social and political divides we see in the world today. So, in many ways, the story of how we became more informed about information is also the story of the modern age. What you will read of here is the role that information plays in that ongoing saga and many of the twists and turns that have brought us to where we are with information today. In it you will learn that, unbeknown to Turing and others, their work would not only help overthrow the Nazis and thaw the chilling atmosphere of the Cold War to come, but also echo down the ages to remain relevant in a conflict still raging today. That sees the Computer and Information Scientists at loggerheads as they fight to find a right and justifiable place for meaning in information's definition. About The Open Group Press The Open Group Press is an imprint of The Open Group for advancing knowledge of information technology by publishing works from individual authors within The Open Group membership that are relevant to advancing The Open Group mission of Boundaryless Information Flow™. The key focus of The Open Group Press is to publish high-quality monographs, as well as introductory technology books intended for the general public, and act as a complement to The Open Group standards, guides, and white papers. The views and opinions expressed in this book are those of the authors, and do not necessarily reflect the consensus position of The Open Group members or staff.

This book provides a historical presentation of Old Quantum Theory and early Quantum Mechanics integrated with comments and examples that help contextualize and understand the physics discussed. It consists in a detailed analysis of the usual topics that have most contributed to the birth and the development of Quantum Mechanics (black-body spectrum, atomic models, EPR paradox, etc.), but also dealing with ideas, concepts and results that are not usually treated (vortex atoms, discussion on the meaning of the term “electron”, non-quantum models of the Compton effect, etc.). The time span taken into consideration goes mainly from the 1880s to the 1940s; but some brief notes on more recent results are also presented in the appendixes. The work is based on nearly 800 original documents – books, papers, letters, newspapers – whose content is not only partially reported, but also explained, and inserted in the historical, social and disciplinary context of the time. Together with a rigorous historical framework, the book offers also an educational discussion of the physical aspects presented. Indeed, there are some specific sections and subsections with pedagogical observations. This book is intended for students pursuing STEM degrees, particularly those seeking an understanding of the genesis and rationale behind quantum mechanics. But it is surely also addressed to professional physicists who are eager to reconsider the cultural foundations underlying the quantum view of the world. We are thus thinking of inquiring minds, people who teach quantum physics, and individuals involved in quantum technologies.

Many of the essays pinpoint the stagnancy of teaching methods today and discuss the reductive parameters enforced by the current curriculum. The radical tone that echoes through the entire series of papers is unmistakable. Throughout the book, postmodern theory informs the polemical debate concerning new directions in educative practice. Contributors shed new light on a postmodern view of art in education with emphasis upon difference, plurality and independence of mind. Ultimately, the paper provides a detailed insight into the various concepts that shape and drive the contemporary art world and expands the debate regarding the impression of postmodern thinking in art education.

The TOGAF® Standard, a standard of The Open Group, is a proven Enterprise Architecture methodology and framework used by the world's leading organizations to improve business efficiency. The TOGAF Certification Program has enabled more than 100,000 Enterprise Architects and trainers around the globe to demonstrate their proven knowledge of the framework and method. This is the book you need to prepare for the TOGAF Business Architecture Foundation qualification. This edition is aligned to the TOGAF Standard, 10th Edition. It includes an overview of every learning outcome included in the TOGAF Business Architecture Syllabus and in-depth coverage on preparing and taking the TOGAF Business Architecture Foundation examination. It includes Key Learning Points, exercises and challenging Test Yourself questions for each part of the syllabus, together with a Test Yourself examination paper that you can use to test your readiness to take the official TOGAF Business Architecture Foundation examination. The audience for this Study Guide is: Individuals, such as those responsible for business planning, who wish to apply the TOGAF Business Architecture approach in their working environment Individuals needing to gain competencies in TOGAF Business Architecture techniques Individuals who wish to become qualified as part of their own professional development A prior knowledge of Enterprise Architecture is advantageous but not required. Topics covered include: An introduction to TOGAF certification and the TOGAF Business Architecture Foundation qualification, including the TOGAF Business Architecture Foundation examination The concepts of Enterprise Architecture and the TOGAF Standard; this includes the TOGAF Architecture Development Method (ADM), the contents of the TOGAF framework, and the TOGAF Library The key terminology of TOGAF Business Architecture An introduction to the TOGAF ADM, including the objectives of the ADM phases, and how to adapt and scope the ADM for use How business modeling relates to the TOGAF Standard, the impact and benefits of business models, and examples of different representations of business models How to define business capabilities, how they can be modeled, and how to map them to other business perspectives Value streams and value stream mapping; the benefits, the different approaches to value stream analysis, the relationship to other Business Architecture concepts, and how to apply value streams How to apply information mapping when developing a Business Architecture How to apply organization mapping when developing a Business Architecture How to apply the TOGAF Business Scenario method How a Business Architecture is developed with the TOGAF ADM

The TOGAF® Standard, a standard of The Open Group, is a proven Enterprise Architecture methodology and framework used by the world's leading organizations to improve business efficiency. The TOGAF Certification Program has enabled more than 100,000 Enterprise Architects and trainers around the globe to demonstrate their proven knowledge of the framework and method. This is the book you need to prepare for the TOGAF Enterprise Architecture Foundation qualification. This edition is aligned to the TOGAF Standard, 10th Edition. It includes an overview of every learning outcome included in the TOGAF Enterprise Architecture Level 1 Syllabus and in-depth coverage on preparing and taking the TOGAF Enterprise Architecture Part 1 examination. It includes Key Learning Points, and challenging Test Yourself questions for each part of the syllabus, together with a Test Yourself examination paper that you can use to test your readiness to take the official TOGAF Enterprise Architecture Part 1 examination. The audience for this Study Guide is: Individuals who need a basic understanding of a proven Enterprise Architecture methodology Professionals who work for or join an organization applying the TOGAF Standard Individuals who need to start to learn the TOGAF method Individuals who want to achieve the TOGAF® Enterprise Architecture Practitioner qualification in a stepwise manner, or other certifications and certification credentials from The Open Group where this certification is a prerequisite A prior knowledge of Enterprise Architecture is advantageous but not required. Topics covered include: An introduction to TOGAF certification and the TOGAF Enterprise Architecture Foundation qualification, including the TOGAF Enterprise Architecture Part 1 examination The concepts of Enterprise Architecture and the TOGAF Standard The key terminology of the TOGAF Standard The Architecture Development Method (ADM) cycle and the objectives of each phase, and how to adapt and scope the ADM for use The techniques available to support the ADM Applying the ADM, including iteration, partitioning, and application in a digital enterprise How Architecture Governance contributes to architecture development Architecture content – the outputs produced while executing the ADM

The TOGAF® Standard, a standard of The Open Group, is a proven Enterprise Architecture methodology and framework used by the world's leading organizations to improve business efficiency. The TOGAF Certification Program has enabled more than 100,000 Enterprise Architects and trainers around the globe to demonstrate their proven knowledge of the framework and method. This is the book you need to prepare for the TOGAF Business Architecture Foundation qualification. This edition is aligned to the TOGAF Standard, 10th Edition. It includes an overview of every learning outcome included in the TOGAF Business Architecture Syllabus and in-depth coverage on preparing and taking the TOGAF Business Architecture Foundation examination. It includes Key Learning Points, exercises and challenging Test Yourself questions for each part of the syllabus, together with a Test Yourself examination paper that you can use to test your readiness to take the official TOGAF Business Architecture Foundation examination. The audience for this Study Guide is: Individuals, such as those responsible for business planning, who wish to apply the TOGAF Business Architecture approach in their working environment Individuals needing to gain competencies in TOGAF Business Architecture techniques Individuals who wish to become qualified as part of their own professional development A prior knowledge of Enterprise Architecture is advantageous but not required. Topics covered include: An introduction to TOGAF certification and the TOGAF Business Architecture Foundation qualification, including the TOGAF Business Architecture Foundation examination The concepts of Enterprise Architecture and the TOGAF Standard; this includes the TOGAF Architecture Development Method (ADM), the contents of the TOGAF framework, and the TOGAF Library The key terminology of TOGAF Business Architecture An introduction to the TOGAF ADM, including the objectives of the ADM phases, and how to adapt and scope the ADM for use How business modeling relates to the TOGAF Standard, the impact and benefits of business models, and examples of different representations of business models How to define business capabilities, how they can be modeled, and how to map them to other business perspectives Value streams and value stream mapping; the benefits, the different approaches to value stream analysis, the relationship to other Business Architecture concepts, and how to apply value streams How to apply information mapping when developing a Business Architecture How to apply organization mapping when developing a Business Architecture How to apply the TOGAF Business Scenario method How a Business Architecture is developed with the TOGAF ADM

Today, modern business is adrift in a sea of connectivity and potential. Where once an organization's IT needs could be met from within its four walls, we now see many mission-critical systems reaching out beyond an enterprise's traditional boundaries. This is pushing solutions design well beyond the comfort zone of Enterprise Architecture and out into a world of hyper-enterprise systems. This is a world of complexity and scale, where the changing status quo demands that organizations keep up or die. To survive, their IT systems must also evolve as the context of their environment(s) ebbs and flows. The result is a dynamic, interconnected web of critical business advantage, balanced against uncertainty and risk, and infused with AI. This is the world of Ecosystems Architecture. This book will introduce you to the challenges of designing hyper-enterprise IT systems and the tools you will need as the era of Ecosystems Architecture dawns. It explains the proximity of new thinking to long-held architectural tenets and outlines how and why thinking has moved on. It also reviews existing frameworks and explains how and why they fit into the broader landscape of architectural thinking. About The Open Group Press The Open Group Press is an imprint of The Open Group for advancing knowledge of information technology by publishing works from individual authors within The Open Group membership that are relevant to advancing The Open Group mission of Boundaryless Information Flow™. The key focus of The Open Group Press is to publish high-quality monographs, as well as introductory technology books intended for the general public, and act as a complement to The Open Group Standards, Guides, and White Papers. The views and opinions expressed in this book are those of the authors, and do not necessarily reflect the consensus position of The Open Group members or staff.

This volume of the series Proceedings in Engineering Mechanics - Research, Technology and Education provides selected papers presented at the 3rd International Conference on Science and Technology Education, held in Porto, Portugal, October 6-7, 2022. From the various topics covered at this conference, individual contributions have been selected for this book. These contributions focus on learning mechanisms, learning systems and assessment. The book presents the latest trends, new methods and ideas in science and technology education. An essential resource for lecturers and tutors working in this field.

This volume expands the discussion on the language management (LM) framework through two themes: interests and power, which are driving forces of the LM process, observable and describable at every step. It consists of thirteen contributions analyzing diverse situations in Europe, Asia, and Africa. Authors focus on a range of topics, including the role of language ideologies in various types of institutions, such as higher education institutions and language cultivation centers, the struggle to maintain minority languages, the positions of the actors involved in the process of making policies concerning foreign language teaching, or the processes that learning and choosing to use foreign languages entail. Emergent insights into the commonalities in the ways in which interests and power guide or underlie the management of language, communication, and sociocultural problems contribute significantly to the strength of LM as a sociolinguistic framework.

Social-Emotional Learning Using Makerspaces and Passion Projects is chock-full of meaningful projects that educators can use to teach social-emotional skills in grades 3-6. The projects show students how to create a digital calming room, prototype an inclusive playground, and make recycled cards with paper circuits to spread kindness. They also teach young makers how to focus on self-regulation and self-care, engage in community outreach by helping struggling families, and tell their own stories using podcasting and green screening. In addition, the book provides teachers with helpful strategies for scaffolding passion projects, funding a makerspace, and tips for building community and celebrating diversity.With the engaging ideas in this book, educators will be able to help their students build direct connections to social awareness, relationship skills, responsible decision-making, self-management, and self-awareness (CASEL's SEL Framework).

This edited book collects papers with perspectives from scholars and practitioners in Asia, Australia, and Europe to reveal the pros and cons, chances and challenges, constraints, and potential risks that educators and learners are facing as the new paradigm for communication and learning takes place, with a view to shedding light on the global education climate in the midst of the pandemic. Since the onset of the global pandemic, education has been revolutionized in almost every aspect. The emergency precautionary measures which were once supposed to be temporary school arrangements only have now become the new normal, reshaping our understanding of learning environments, redefining the pedagogic standards in terms of teaching practices, learning designs, teacher–student interaction, feedback, and assessment. Online teaching, distanced learning, flipped classrooms, and self-paced e-learning have all played an increasingly vital role in shaping a new education culture in various education settings, affecting school management, teachers, students, and parents alike. While ICT in education, alongside new media, has provided ample benefits and convenience for educators and students, communication and virtual lessons conducted in the socially distanced classroom appear to have brought issues such as the digital divide, e-mental health, insufficient technical support, inefficient classroom management, reduced interaction between teachers and students, not to mention the growing concerns over privacy and security.

The BIAN Data Architecture & Design Specialist exam leads to the official BIAN Data Architecture & Design Specialist Certification by the Banking Industry Architecture Network. It is carried out by Van Haren Learning Solutions. The BIAN Data Architecture & Design Specialist Certification exam tests the training participant's knowledge of the approach used to create and manage the BIAN Reference Data Architecture for the Financial Industry. t tests their ability to describe the added value this model can provide for the Financial Industry and its service providers. By successfully passing the BIAN Data Architecture & Design Specialist Exam, participants will achieve the BIAN Data Architecture & Design Specialist level certification which assures they have been audited and have successfully mastered the required BIAN Data Architecture & Design Specialist level. The BIAN Data Architecture & Design Specialist Certification level includes the knowledge and understanding of the general design principles and elements of BIAN's Reference Architecture for the Financial Industry. But the main objective is to understand and be able to apply BIAN's approach to creating and managing its Business Object Model. This includes an understanding of the documentation conventions in the ArchiMate and UML languages, used to represent and manage the BIAN Business Object Model as a Reference Data Architecture for the Financial Industry. It includes an understanding of, and the ability to apply, the Business Object Modeling approach and its Patterns. The BIAN Data Architecture & Design Specialist Certification level includes the ability to describe the added value the BIAN Object Model, as an enterprise data model, can provide to the financial industry and its service providers. The BIAN certification exam is intended for professionals in the financial services industry such as: data architects and data modelers at both enterprise and solution level as well as consultants and service providers that operate in the financial services industry. Key Benefits of the BIAN Data Architecture & Design Specialist Certification It enables data professionals to leverage the benefits of BIAN and the BIAN BOM It increases the knowledge and general skills of professionals regarding data modeling, the BIAN BOM and Control Records and enables the creation of a more effective and transparent data architecture. It provides professionals and their organizations with a competitive advantage. It is a hallmark for the professionalism of banking professionals and banking architects active with data. Number of questions: 60 Duration(minute) of exam: 60 min. Pass Mark –: 70% Open/Closed book: closed Language: English Paper based & online availability: online availability

Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers advocates the revamp of the madrasah system and a review of the Islamic curriculum across Muslim countries and emphasises training needs for Islamic teachers for modern instructional practice.Islamic schools across Muslim countries face 21st-century challenges and teachers need continuing professional development to help them keep abreast of modern teaching practice. Books, papers, educators and parents have consistently called for curriculum change to transform teaching and learning in Islamic schools. Divided into three unique parts, Part 1 of the volume focusses on content knowledge, pedagogy and teaching methods; Part 2 highlights professional development, responsibilities and lifelong learning; and Part 3 comprises chapters on Islamic curriculum review, reform and Islamisation of knowledge.Scholars from the United States, United Kingdom, Europe, Canada, Australia, New Zealand, Asia and Africa review the Islamic curriculum to highlight areas for further improvement and provide modern techniques and methods of teaching for pedagogical best practices and effective outcomes in Islamic schools. With these contributions, this volume will be of interest to OIC countries, Islamic student teachers and Islamic teachers who work in international and local settings.

The IPMA Research Evaluation Baseline® helps the various users in the field of Project, Portfolio and Program Management to guide the possibilities and results in research and is a systematic and transparent basis for the IPMA Research Awards, Best Paper Prizes and the IPMA Research conferences. The main purpose of the IPMA Research Evaluation Model (REM) is to guide diff erent user groups to evaluate the capability and achievements of their research conducted in the domain of PPP management. The IPMA REB® can be used by these organizations and/or individuals for developing their internal research evaluation system, such as research funding agencies, research performing organizations, research customers, researchers (scientists), research evaluators, research managers, students/supervisors, and so on. Foreword Executive summary Contents List of figures List of tables Abbreviations and acronyms Terms and definitions 1. Introduction 2. Purposes and intended users of IPMA Research Evaluation Baseline (IPMA REB) 2.1. Purpose of IPMA REB 2.2. Main user groups of IPMA REB 3. Introduction to the IPMA Research Evaluation Model (IPMA REM) 3.1. Principles behind the model design 3.2. Structure of the model 3.3. Interactions between the model areas 4. IPMA REM and the research evaluation criteria A. Criteria for the area Research Problem B. Criteria for the area Research Processes C. Criteria for the area Research Results D. Criteria for the area Research People 5. Research evaluation 5.1. Approaches to the research evaluation 5.2. Evaluation during different research phases 5.3. Research evaluator: role and competences 5.4. Research evaluation process 5.5. Scoring in the research evaluation Annex A Introduction to IPMA Global Research Awards A.1. IPMA Global Research Awards Categories A.2. The benefits of applying for the IPMA Global Research Awards A.3. The IPMA Global Research Awards Application and Evaluation Process A4. The IPMA Research Achievement Awards Nomination and Decision Process References

Besides the BIAN Foundation Certification Courseware (ISBN: 9789401804721) publication you are advised to obtain the publication BIAN Edition 2019 – A framework for the financial services industry (ISBN: 9789401803151). This is the official courseware for accredited BIAN Foundation training. Intended for professionals that aim to pass the BIAN Foundation Exam. The BIAN Foundation Exam is the exam for official BIAN Foundation level certification by the Banking Industry Architecture Network and is carried out by Van Haren Learning Solutions. The BIAN Foundation Certification Exam is to test the delegate's knowledge about the BIAN standard. This is the common framework for banking interoperability issues. By successfully passing the BIAN Foundation Exam delegates will achieve the BIAN Foundation level certification which ensures that they have been audited and have successfully mastered the required BIAN Foundation level. This includes their ability to describe and recognize certain knowledge about BIAN such as: the benefits BIAN provides to financial services providers, the BIAN design principles and artefacts, the abilities to reduce integration cost and maximize interoperability. The BIAN certification exam is intended for professionals in the financial services industry such as: enterprise- and solution architects, consultants, that all operate in the financial services industry. Key Benefits •This certification qualifies professionals and demonstrates their knowledge of BIAN •It is necessary for professionals to have this basic knowledge in order to model a bank to the BIAN standard •It qualifies professionals in the financial services industry to demonstrate that they •have the proper understanding of the standards in architecture required for financial organizations. Number of questions:60 Duration(minute) of exam:60 min. Pass Mark – X% (X marks):70% Open/Closed book:closed Language:English Paper based & online availability:online availability

Hywel Roberts and Debra Kidd's Uncharted Territories: Adventures in learning is a book of prompts, provocations and possibilities designed to nourish creativity and generate ideas that will get teachers and pupils excited about learning. In this time of high-stakes testing, growing mental health issues among young people and increasing pressure on teachers to focus on rote repetition and practice papers, we have to step back and ask:'What is the purpose of education?'If you think it is to get children through tests, then this book is probably not for you. If, however, you think it is to develop wisdom in children - the capacity to think, to apply knowledge, to empathise, to weigh up evidence, to consider consequences and to make informed choices - then this book is most definitely for you. Rooted in practice and grounded in research, Uncharted Territories invites a reassessment of what curriculum coverage can look like and provides an abundance of hooks into exploratory learning that place learners - of whatever age - knee-deep in dilemma, so that they are thinking deeply, analytically and imaginatively. These are not knowledge organisers or schemes of work; rather they are inspirational forays into imagined contexts for learning which, as fantastical as they may appear, always have the real world as their destination. Signposted by story starters and inductive questions - not to mention the beautiful illustrations which are sure to fire children's imaginations - Hywel and Debra's innovative routes to learning will help teachers stray from the beaten track of the curriculum and instil in learners a sense of purpose as they discover, manipulate and apply knowledge and skills across a range of collaborative, cross-curricular problem-solving contexts. Each chapter focuses on a different place - such as a remote castle or a mysterious cave, where the learning will be applied and challenged - and is packed with starting points and'what ifs...?'to establish rich landscapes for exploration and a wide range of opportunities for discussion and writing. To help map out the territory ahead, Hywel and Debra guide the teacher around the key learning landmarks linked to each context's overarching concepts and lines of inquiry, and point out the many different curriculum areas to which the explorations naturally lend themselves to. The authors go further by offering transferable ideas which can be adjusted to work with whatever age group, as well as a variety of context-based tasks to enable the teacher to explore how elements of, for example, literacy and/or numeracy could be incorporated in order to save curriculum time. While Uncharted Territories is a rallying call to arms for the imagination, in each of its chapters Hywel and Debra also delve into the why in order to present the teacher with a comprehensive debrief of the learning processes and the theoretical and academic underpinning. Furthermore, the authors provide a helpful listing of drama techniques and relevant books and poems that can be incorporated into the learning journeys, as well as useful advice on how to assess and evidence their outcomes. Designed for use with learners of all ages, from early years to secondary.

Encounters with Materials in Early Childhood Education rearticulates understandings of materials—blocks of clay, sheets of paper, brushes and paints—to formulate what happens when we think with materials and apply them to early childhood development and classrooms. The book develops ways of thinking about materials that are more sustainable and insightful than what most children in the Western world experience today through capitalist narratives. Through a series of ethnographic events and engagement with existing ideas of relationality in the visual arts, feminist ethics, science studies, philosophy, and anthropology, Encounters with Materials in Early Childhood Education highlights how materials can be conceptualized as active participants in early childhood education and generators of human insight. A variety of examples show how educators, young children, and researchers have engaged in thinking with materials in early years classrooms and explore what materials are capable of in their encounters with other materials and with children.Please visit the companion website at www.encounterswithmaterials.com for additional features, including interviews with the authors and the teachers featured in the book, videos and photographs of the classroom narratives described in these pages, and an ongoing blog of the authors'ethnographic notes.

Nonverbal signals are less easily controlled that words and thus, potentially, offer reliable information to both teachers and children on each other's true intentions. But such signals are also more ambiguous than words, and this makes them valuable when teachers or children wish to send a message they do not want to be challenged. Even so, misunderstandings can occur, for example, between different ethnic groups. Originally published in 1991, Sean Neill explores how children's skill in using and understanding nonverbal signals increases with age. The appropriate nonverbal signals for teachers differ from those used in informal conversation because of the teacher's controlling, instructing and encouraging role, and this creates problems for new teachers, who also find it difficult to interpret the limited feedback from the class. A detailed coverage of teachers'and children's signals leads on to a survey of how teachers acquire nonverbal skills and research on effective training. Classroom Nonverbal Communication provides the only comprehensive survey of these areas for staff involved in the initial and in-service training of teachers, and in staff development. Classroom social arrangements are permanently reflected in seating layout and room design, which can allow teachers and administrators to influence classroom interaction through advance planning. For these groups, this richly illustrated volume assesses how effective such planning really is. Sean Neill has researched room layout and nonverbal communication in education since 1975 and has published many papers dealing with these issues. He provides a uniquely comprehensive survey of the research evidence on classroom nonverbal communication.

Carlos Bulosan—Revolutionary Filipino Writer in the United States: A Critical Appraisal is an in-depth, critical evaluation of Bulosan's major works in the context of the sociopolitical changes that configured his sensibility during the Depression, the united-front mobilization prior to World War II, and the Cold War witch-hunting of the fifties. Unprecedented for its thorough historical-materialist analysis of the symbolic dynamics of the texts, this book uses original research into the Sanora Babb papers that have never before been linked to Bulosan. Sophisticated dialectical analysis of the complex contradictions in Bulosan's life is combined with a politico-ethical reading of U.S.-Philippines relations. San Juan takes the unorthodox view that Bulosan's career was not an immigrant success story but instead a subversive project of an organic intellectual of a colonized nation-in-the-making. Today, Bulosan is hailed as a revolutionary Filipino writer, unparalleled in the racialized, conflicted history of the Philippines as a colony/dependency of the United States. This book follows San Juan's pioneering 1972 study Carlos Bulosan and the Imagination of the Class Struggle.

This book presents a collection of papers written by researchers, teachers, administrators, analysts and graduate students working and doing research in the field of social sciences. The scientific studies include a wide range of topics from the analysis of social science textbooks to the teacher image in newspapers, the relationship between self-efficacy and cognitive level and the role of organizational silence on the loneliness of academics in work life.

Presented in a format that immediately allows you to see what materials are needed, how much preparation is required and how each game is played, this book presents practical resource material in an accessible format. Ideas include introduction mixing exercises, games using gentle movement, exuberant games, puzzles brain teasers, verbal games, pen paper games, and more. It includes a special outdoor selection, and advice on how to make your group successful. It is ideal for scout and church leaders, as well as occupational therapists, activity organisers and social workers.

Literacy learning continues to be central to schooling, and is currently of major concern to educators, policy developers, and members of the public alike. However, the proliferation of communication channels in this digital era requires a fundamental re-thinking of the nature of literacy and the pedagogy of literacy teaching and teacher education. This text brings together papers by experts in teacher education, literacy, and information technology to help chart a way forward in this complex area. Because of their background in teacher education, the authors are realistic about what is appropriate and feasible—they do not just jump on a technology bandwagon—but they are also able to provide extended examples of how to embed technology in the practice of teacher education.

The governance of education in many countries and regions of the world is currently in transition, challenging histories, remaking subjectivities and shaping possible futures. This book provides an up to date analysis and discussion of the cutting edge theme of educational governance from an international comparative perspective. The volume explores the landscape of ‘educational governance'in its broadest sense; considering new forms of steering, leadership and management, assessment and evaluation, teaching and learning, knowledge creation and the realities and possibilities for different forms of political engagement. The new spatial dynamics of education are explored in institutional settings such as schools and universities and via professional groupings such as teachers, administrators and leaders.The chapters in this book are based on the best peer reviewed papers and keynote speeches, which were delivered at the XXVI Conference of the Comparative Education Society in Europe (CESE) in June 2014 in Freiburg, Germany. Comparative Education is uniquely situated to explore the emerging dynamics of educational governance within changing and newly emerging educational spaces because it provides the opportunity to learn more about different local, national or regional educational processes and trajectories and to share knowledge about the logics, ideologies and impacts of different techniques and regimes of governance across Europe and beyond.Hans-Georg Kotthoff is Professor of Comparative Education and School Pedagogy at the University of Education Freiburg, Germany, and President of the Comparative Education Society in Europe (CESE) since 2012.Eleftherios Klerides is Lecturer in Comparative Education and History of Education at the University of Cyprus and the Secretary-Treasurer of the Comparative Education Society in Europe (CESE).

This edited volume gives explicit attention to the influence of gender, feminism, and queer theory in self-study of teacher education practices. It builds on the self-study community's interest in social justice that has mostly been focused on race, ethnicity, gender, disability, and power, as well as broad conceptions that include multiculturalism and ways of knowing. This is the time to examine gender both because our community is growing and because of the reconceptualization of issues of gender, feminism, and queer theory in teacher education. This collection of papers provides a space for members of the self-study field, from founders to welcomed new members, along with the general community of teacher educators to problematize these issues through a variety of theoretical lenses. As always with self-study the impetus of the research is on the improvement of individual practice. Readers will find innovative approaches and insights into their own work as teacher educators.

This groundbreaking book examines why the majority of Australian school leavers want to go to university and have resisted government attempts to promote alternative forms of tertiary education. The New Inheritors explores differences in young people's understanding of the purpose of university and their reasons for wanting to enrol. The book reveals that although there has been a general shift in values towards the utilitarian perspective, there is still significant support for the traditional liberal idea of university education as a cultural experience. This support is concentrated in well-educated families, regardless of their financial resources, but there is a substantial number of young people from less well-educated families who have absorbed the liberal perspective. The book begins with an extensive and unique overview of changes in Australian federal government tertiary education policy and changes in the public discourse on education. This overview provides a framework against which differences among today's students are examined in detail. Drawing on a study of over 200 secondary school students from diverse backgrounds The New Inheritors records their attitudes to university - including access, fees and the role of government—and explores how these are formed by their family backgrounds and influenced by public policy on education. The New Inheritors uncovers the complexity of young people's attitudes, and what processes occur in the forming and reforming of those attitudes to university and what young people really want from university education. Dr Madeleine Mattarozzi Laming is a Lecturer in Education at Australian Catholic University. She has given numerous conference papers on transition from school to university and teaching students from diverse backgrounds. In 2011 she received an Australian Learning and Teaching Council Citation for an outstanding contribution to student learning, particularly at the first year.

The Brighton Conference in 1975 was devoted to an examination of some of the problems arising from the re-organisation of teacher education in a period of economic stringency and widespread cuts in education. The book is divided into four sections. The first considers the structural changes resulting from mergers and changing institutional roles. The second considers the changing curriculum; the third consists of discussion papers by three principals of colleges of higher education and the fourth section summarises discussions and seeks to identify some future trends in teacher education.

The themes of the different papers in this book are related to five major areas of research. First, the book presents the work on a large-scale assessment in vocational and occupational education and training. Reason was the work of Frank Achtenhagen and his colleagues on the preparation of a VET-PISA which started in 2004 which has now become more and more a concrete program. The contributions to this part of the book contain a project description and profound presentations and discussions of measurement and evaluation problems. It reflects also the work of Achtenhagen with respect to item response theory, measurement and testing. The second part of this book presents a unique endeavour of promoting VET research: The Swiss Federal Office for Professional Education and Technology (OPET) initiated a program of Leading Houses of VET which are dedicated to different important research topics. This program might serve as example for comparable approaches in other countries. The third part highlights central issues of research on learning processes, curriculum theory and the use of technology. Here the work of Achtenhagen on competence-profile modelling, competence measurement and instructional and curriculum designing is touched. The fourth part stresses social and emotional learning as important aspects of VET learning. The fifth part considers the political and institutional dimensions of VET research which have to be taken into account when an international large-scale assessment of VET shall be getting started. Achtenhagen's work on learning at work, leaning in economics and learning under the conditions of institutional modelling are discussed. The whole book is a collection of central issues around a field that is not yet taken enough into consideration in educational research, but pushed and supported by Frank Achtenhagen: VET research. He belongs to the founding fathers of it, and this is why precisely the book reflects new trends and new concepts with respect to the question “What can we, educational psychologists and educational researchers, learn from a rich and central research field.”

Writing Qualitative Research on Practice brings together key authors in the field of qualitative research to critique current trends and expand discourse about the challenges and practices of writing qualitative research. This book is located in the context of professional practice and the practice world. It scopes and maps the broad horizons of qualitative research on practice and explores writing in major qualitative research traditions. A key issue addressed in writing qualitative research, particularly the narrative forms, is finding a way to write that encapsulates the goals and genre of the research project. Writing is presented as a process and journey and also a way of thinking and creating knowledge. Within research, writing is an essential expression of the research frame of reference and a key element of the research genre. This book explores writing for a range of publications including books, chapters, theses and papers for journals. The practical and accessible style of this book makes it an invaluable resource for postgraduate research students, teachers and supervisors and scholars of qualitative research.

SqEME® is an open standard for developing a processed-centred architecture of an enterprise. It may be reproduced freely by any organization wishing to use it to develop a governance structure on the quality of their business processes. SqEME® Process Management is a method that facilitates discussion of the design of the organization, in a subtle but unambiguous way. Processes have to hold a prominent place in observing organizations: how are the different parts of the organization tuned to each other and how does adequate communication take place? SqEME® as a methodology views processes from four different perspectives. SqEME® calls these ‘windows’, by means of which one seeks for the Constitution, Chemistry, Correspondence and Construction of the enterprise. SqEME® is the result of more than twenty years experience with the management of business processes within various organizations. SqEME® has been applied successfully in industry (chemistry, automotive, construction, paper), in the business sector (IT service, healthcare), in the non-profit sector, and in public companies such as the Prosecution Counsel, County Councils and local authorities. This book is particularly aimed at professionals who are involved in the change process within process-driven organizations. Anyone wishing to familiarize themselves with process-centred thinking will be pleased to find that this book adopts an innovative, yet practice-proven approach. The SqEME® Foundation is a platform for discussing the method and its application, where insights into the basic assumptions and backgrounds are shared: www.sqeme.org.

This pocket guide is a practical book and provides compulsory reading material for anyone who wants to learn more about SqEME® process management, or intends using SqEME. It acts as an instructive guide, with directives and tips showing an efficient approach for structuring, mastering and improving processes; supported by real life case studies. This pocket guide explains the essentials of SqEME® process management. As a methodology, SqEME ® views processes from four different perspectives known as ‘windows’. The content of this title is broken down into these four ‘windows’: Constitution; Correspondence; Chemistry; Construction; The language and drawing conventions for SqEME are dealt with as key issues. SqEME® is an open standard for developing a processed-centred architecture of an enterprise. It may be reproduced freely by any organization wishing to use it to develop a governance structure on the quality of their business processes. SqEME® Process Management is a method that facilitates discussion of the design of the organization, in a subtle but unambiguous way. Processes have to hold a prominent place in observing organizations: how are the different parts of the organization tuned to each other and how does adequate communication take place? SqEME® as a methodology views processes from four different perspectives. SqEME® calls these ‘windows’, by means of which one seeks for the Constitution, Chemistry, Correspondence and Construction of the enterprise. SqEME® is the result of more than twenty years experience with the management of business processes within various organizations. SqEME® has been applied successfully in industry (chemistry, automotive, construction, paper), in the business sector (IT service, healthcare), in the non-profit sector, and in public companies such as the Prosecution Counsel, County Councils and local authorities. The SqEME® Foundation is a platform for discussing the method and its application, where insights into the basic assumptions and backgrounds are shared: www.sqeme.org.

The field of design research has been gaining momentum over the last five years, particularly in educational studies. As papers and articles have grown in number, definition of the domain is now beginning to standardise. This book fulfils a growing need by providing a synthesised assessment of the use of development research in education. It looks at four main elements: background information including origins, definitions of development research, description of applications and benefits and risks associated with studies of this kind how the approach can serve the design of learning environments and educational technology quality assurance - how to safeguard academic rigor while conducting design and development studies a synthesis and overview of the topic along with relevant reflections.

Over the past twenty years the International Study Association on Teachers and Teaching (ISATT) has become world-renowned as an organisation dedicated to the discussion of current thinking in educational policy and practice. As such, the ideas aired at ISATT conferences are of the greatest significance to today's educational practitioners. This book satisfies the demand for a lasting record of ISATT's illuminating discussions on the theme. It is based on a selection of papers presented at their third bi-annual conference and has been updated by each contributor to include their current thoughts and opinions. Containing nineteen articles, each an in-depth examination of the topic, it is divided into four sections: conceptual frames for teacher thought and action methods and approaches to the study of teacher though and action teacher judgment and evaluation of students teacher thinking and teacher education. Broad in theme, international in scope and detailed this book is essential and enlightening reading for anyone with a serious interest in the ongoing development of educational thought.

Writing for Inclusion (WIN) wishes to develop high quality and care systems in childhood education. The priority has been to sensitize very young learners towards care and inclusion. The book shows the learning modules to train teachers to tackle care in education within their classrooms. It also provides students with materials both visual and written to create texts both orally and in writing to advocate for inclusion through stories. As for digital competence, the book explores the possibilities of new technologies to engage in active citizenship. Inclusion practices to create inclusive environments, such as the integration of children with a disability or an awareness campaign for minority students are valuable because they stem from the concept of'Care', fostering empathy in 4th-year primary education students. This book is about building and implementing a methodology that interprets those special needs in four European schools and acts upon them through digital storytelling.

This exam preparation booklet is a comprehensive guide designed to help you earn your certification for the NL AIC AI Fundamentals (AI Brevet) and AI Basis. It can also be used for exams based on the EXIN BCS Artificial Intelligence Essentials and/or Foundation. For those focusing on the Artificial Intelligence Essentials, sections 1.1 and 2.1 are relevant, while all sections apply to the Artificial Intelligence Foundation. All the knowledge areas described in the preparation guide will be covered with exam-like questions. The number of questions per topic can differ, depending on the weights used in the formal exam requirements. The booklet is structured into two main sections: The first part features questions without answers, allowing you to test your knowledge and identify areas for improvement. The second part provides the correct answers along with concise explanations to enhance your understanding. This exam preparation booklet will help prepare you for various acknowledges AI certification exams and provides you with sertanty going in to the exam session.

Preparation Guide for IPMA ® Individual CertificationBased on Project Management by ICB4 This Preparation Guide for IPMA ® Individual Certification is a must for anyone preparing for the IPMA D® and IPMA C® project management exams through one of the IPMA® Member Associations based on the ICB version 4. This book follows the same structure as the textbook Project Management by ICB4 and includes a summary of the learning objectives covered in the textbook and many multiple-choice and open-ended questions with answer indications to practice the material. Multiple-choice questions with answer indications are included for all the Basic learning objectives. Open-ended questions with sample answers are included for all the main topics of the learning objectives in both the Basic and Advanced sections. The multiple questions are formulated at Bloom level C Comprehensive. The open-ended questions are formulated at different Bloom levels. The Bloom level at which the questions are formulated is indicated in the title of each question. The open-ended questions are all based on a short case study. They are always about applying the project management framework and supporting theories as indicated in the textbook. Each IPMA® Member Association independently decides which learning objectives apply to their IPMA D® and IPMA C® certification levels. To determine which learning objectives, consult your IPMA® Member Association's website. This Exam Prep contains more than 400 multiple-choice questions and 225 open questions, the latter totalling more than 650 marks, so a wealth of practice material.An extensive team of IPMA® trainers and project managers has reviewed the Exam Prep book.

'Gentry and Ouellette are cannonballing into the reading research pool, they're making waves, and these waves are moving the field of reading forward.'—From the foreword by Mark Weakland, Super Spellers'In this second edition, the authors have written a practical and fascinating resource that helps connect the theory and research of the neurological reading circuitry to classroom practice.'—Molly Ness, teacher educator, author, consultantA lot has changed since the original publication of Brain Words. The first edition was very much a call for change, and change has indeed happened! While the science of reading has made real and substantive change within education, there unfortunately remain too many misunderstandings and misinterpretations of what the science of reading is, and stubborn resistance to all it has to offer. Now more than ever it is vital that we work towards an understanding of the science of reading and what it has to say about teaching our students how to read.Written for beginning or seasoned teachers, homeschoolers, teacher educators, as well as parents who want to fully engage in their child's literacy development, this updated and highly readable new edition presents brain science, reading research, and theory in ways that can be understood and directly applied in teaching, ultimately leading to efficacious science of reading based literacy instruction.Gentry and Ouellette show how an understanding of the science of reading can shape teaching to help make all students literate. Building on their science of reading based framework of “brain words”—dictionaries in the brain where students store and access word spelling, pronunciation, and meaning—the authors offer a wealth of information to transform your thinking and practice. They offer: an updated review of models of reading, developmental theory, and brain research that help explain the reading brain a new exploration of how oral language provides the foundation for learning to read and write, and how elements of oral language directly contribute to literacy learning throughout the school years an evolving critique of classroom practices that aren't as effective as once believed explicit guidance on how spelling can be used to teach the critical skill of word reading a deepened understanding of dyslexia through the lens of the science of reading With the insights and strategies in Brain Words, you can meet your students where they are and ensure that more of them read well, think well, and write well.

The first of two volumes dedicated to this little-explored topic, this volume gathers international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. The book thereby challenges the historical concept of Waldorf education as an international movement championing “progressive education.”Spanning the period 1919–1955, this first volume looks at countries with a longstanding tradition of Waldorf schools: Germany, The Netherlands, Norway, Switzerland, Austria, and Finland. The second volume, which covers the period 1987–2004, focuses on more recent developments in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifications of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as-yet under-researched field.This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education, as well as practicing teachers and school staff at Waldorf education institutions, may also benefit from the volume.

This book operationalises the new field—EmLearning—that integrates embodiment and grounded cognition perspectives with education using the 4E approach as a guiding principle, which suggests that cognition is embodied, embedded, enacted, or extended.Chapters highlight empirical data, providing readers with research-based insight into the theoretical foundations of embodied cognition in learning, illustrated by practical examples. Ultimately, the volume contributes a radical understanding of embodied cognition, demonstrating the importance of the field to the educational system more broadly and suggesting a fundamental change to the way learning, education, and curriculum design are viewed and considered. Based on contemporary scientific findings, the book addresses the educational area with a focus on opening the embodied approach to a wider audience that will circulate the new knowledge and support their educational practices.Written with the purpose of contributing to a broad spectrum of academic educational fields, this book will be of use to postgraduates, researchers, and academics in the fields of higher education, educational psychology, teacher education, and teaching methodology and practice. Teachers and school politicians should also benefit from this volume more broadly.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

¿Qué es el Metaverso? ¿En qué ámbitos de nuestra vida cultural está presente? ¿Cómo nos condiciona en nuestra reinterpretación de la realidad? ¿En qué puede beneficiarnos desde el ámbito de las Humanidades? ¿Cuáles son sus posibles ventajas y desventajas?El Metaverso parece haberse convertido en un concepto clave para el inicio de este siglo. Por ello, conviene conocerlo, investigarlo y profundizar en sus múltiples aplicaciones en la cultura y las letras, en definitiva, en el campo de las Humanidades. Esta publicación es precisamente eso: una investigación revisada por pares con grandes dosis de reflexión realizada por diferentes investigadores nacionales e internacionales desde varias disciplinas: la literatura, la enseñanza, la traducción y la cultura. A través de sus reflexiones teórico-prácticas, los capítulos aquí recopilados dan cuenta de algunas de las claves que entraña el Metaverso, siempre desde una sólida, fundamentada y rigurosa perspectiva científica.

This book layouts historic and future perspectives at the introduction of technology into education systems: On the one hand, the book attempts to explain why despite numerous attempts, technology has struggled to integrate successfully into the education system for over a century; on the other hand, it explores whether this trend will persist in the foreseeable future, questioning if emerging technologies, like virtual reality or Gen-AI will ever be embraced by education systems worldwide, and introducing a hypothesis that these technologies will become inevitable so that education systems will have a little choice in adopting them. The underlying perspective is that education systems need to prepare for this new future and better start doing so now. The book encompasses three key areas: education, technology, and future studies, with a focus on how technology will shape the future of education. It begins by examining past failures of integrating technology into education, analyzing the reasons behind these setbacks. It progresses to assess the potential integration of future technologies (10-20 years from now), exploring a feasible scenario and the force implications on learning, teachers, and the system. Examining recent attempts to implement technology in education reveals numerous reasons for failure. A significant contributing factor appears to be inherent conflicts within the education system's fundamental structure. These conflicts, involving goals, curricula, organizational structure, pedagogy, and student management, prevent the system from embracing reforms or new technologies. Envisioning a future where technology will deeply'know'the students,'sense'their environment,'understand'the context and the situation,'explain'and'advise'them on the best suitable behavior or activity, the book anticipates applications in education ranging from ensuring personal safety and health to enhancing knowledge acquisition and decision-making. As the book explores the potential inevitability of technology in education, it recognizes the transformative impact on teachers and students and outlines possible desire scenario to aid in preparation, such as, personalized education to better suit student's capabilities, needs, and desires; how to motivate students to learn in an environment where all tasks can be done by machines; ethical issues; the new role of the school, the educator, and the system, etc. This book is especially suitable for teachers, educators, public officials, and anyone interested in the future of education.

With technology and artificial intelligence playing a growing role in education, traditional co-teaching strategies require an update. The authors offer a revived approach to co-teaching that accounts for pressing topics in today's classroom. PreK–12 teachers will learn to create collaborative co-teaching partnerships and navigate key co-teaching components—such as lesson design, conflict resolution, and communication with stakeholders—with research-backed tools and strategies. PreK–12 teachers as well as school and district leaders can use this book to: Incorporate digital technology tools such as ed tech and artificial intelligence into lessons Plan and design co-taught lessons based on research-backed instructional strategies Understand how to involve specialists in co-teaching planning and decisions Learn and adopt the mindset and communication skills behind thriving co-teaching partnerships Establish and cultivate a culture of collaboration with co-teachers and stakeholders Contents: Introduction Chapter 1: Navigating Co-Teaching Partnerships Chapter 2: Introducing Co-Teaching Strategies Chapter 3: Building and Maintaining Co-Teaching Relationships Chapter 4: Synthesizing Efficacy, Attitude, and Essential Agreements Chapter 5: Planning and Designing Lessons Chapter 6: Integrating Instructional Strategies With Co-Teaching Strategies Chapter 7: Co-Teaching in Classrooms Without Boundaries Chapter 8: Integrating Specialists Into Co-Teaching Chapter 9: Co-Teaching in PreK and Early Childhood Settings Chapter 10: Cultivating a Culture of Co-Teaching Epilogue: Moving Forward as a Co-Teacher References and Resources Index

Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students'learning in effective and powerful ways.For a long period of time teaching has been “black-boxed”, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers'independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship.Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.