Title: Simulation and Serious Games for Education
Authors: Yiyu Cai, Sui Lin Goei
2016 | ISBN-10: 9811008604 | 156 pages
This book introduces state-of-the-art research on simulation and serious games for education. The major part of this book is based on selected work presented at the 2014 Asia-Europe Symposium on Simulation and Serious Games held in Windesheim University of Applied Sciences, the Netherlands (Oct 12, 2014).
It covers three major domains of education applications that use simulation and serious games: Science, Technology, Engineering and Mathematics (STEM) Education; Special Needs Education and Humanity and Social Science Education.
Researchers and developers in simulation and serious games for education benefit from this book, and it also offers educators and professionals involved in training insights into the possible applications of simulation and serious games in various areas.
Title: ICT Innovations
English | 2016 | ISBN: 3319257315 | 296 Pages
This book offers a collection of selected papers presented at the Seventh International Conference on ICT Innovations held in October 2015, in Ohrid, Macedonia, with main topic Emerging Technologies for Better Living. The conference gathered academics, professionals and industrial practitioners that work on developing the emerging technologies, systems, applications in the industrial and business arena especially innovative commercial implementations, novel application of technology, and experience in applying recent ICT research advances to practical solutions.
Title: Computer Science Teacher
English | 2017 | ISBN: 1780173946 | 281 Pages
Increased focus on computer science has recently brought about the new national curriculum in computing.
This book explores the role of Computer Science Teacher in a secondary school environment. An overview of secondary school computing is covered, along with what the role encompasses, the attributes, knowledge and skills required to be a success and useful standards, tools, methods and techniques you can employ. Case studies and quotes from schools and current teachers are also included.
“If you are either training to teach or already teaching the secondary computing curriculum, you will need to know what effective teaching of computing actually looks like. This book is for you. Throughout the book, you will discover the insights found and the journey undertaken by the author, as a head of department, as she transformed her department from teaching ICT to teaching computing. This text will not only help you teach computing in a way that places learners at the centre of your planning but also seeks to motivate, engage and inspire them with a love of the subject, show them the opportunities that computing can present them and how computing shapes their daily learning, rest and play. In addition, the text provides practical guidance and insights for those applying for either their first teaching post or seeking advancement as a secondary computing teacher.” – Andrew Csizmadia, Newman University, Senior Lecturer in Computer Science Education
Title: Digital Technologies and Generational Identity
Editor: Sakari Taipale (Editor), Terhi-Anna Wilska (Editor), Chris Gilleard (Editor)
Routledge | English | 2018 | ISBN-10: 1138225975 | 224 pages
The short lifetime of digital technologies means that generational identities are difficult to establish around any particular technologies let alone around more far-reaching socio-technological ‘revolutions’. Examining the consumption and use of digital technologies throughout the stages of human development, this book provides a valuable overview of ICT usage and generational differences. It focuses on the fields of home, family and consumption as key arenas where these processes are being enacted, sometimes strengthening old distinctions, sometimes creating new ones, always embodying an inherent restlessness that affects all aspects and all stages of life.
Combining a collection of international perspectives from a range of fields, including social gerontology, social policy, sociology, anthropology and gender studies, weaves empirical evidence with theoretical insights on the role of digital technologies across the life course. It takes a unique post-Mannheimian standpoint, arguing that each life stage can be defined by attitudes towards, and experiences of, digital technologies as these act as markers of generational differences and identity.
It will be of particular value to academics of social policy and sociology with interests in the life course and human development as well as those studying media and communication, youth and childhood studies, and gerontology.