EDUsummIT 2023 outcomes driving research and practice in Education

Sarah Prestridge; Sarah Howard; Jo Tondeur; Rhonda Christensen; Ottavia Trevisan; Gerald Knezek; Dirk Ifenthaler

EdMedia + Innovate Learning 2024 (Jul 01, 2024) pp. 1213–1215

The panel will discuss the outcomes of an International summit of 70 researchers, policy-makers and practitioners held in Kyoto, Japan 2023. Under the patronage of UNESCO, 9 thematic groups collaborated for 3 days on a complex issue associated with...

Topics: Emerging Technologies for Learning and Teaching

Rethinking Learning in a Digital Age: Outcomes from EDUsummIT 2017

Joke Voogt; Gerald Knezek

Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 369–375

"Rethinking learning in the digital age" was the theme of EDUsummIT 2017, which was held in Borovets, Bulgaria in September, 2017. Approximately 100 policy makers, practitioners and researchers met to discuss key topics in nine Thematic...

Technology Enhanced Quality Learning for All: The EDUsummIT 2015 Call to Action

Joke Voogt; Kwok Wing Lai; Gerald Knezek; Peter Albion; Jo Tondeur; Alona Forkosh-Baruch; Miri Schönfield; Thérèse Laferrière; J. Michael Spector; Punya Mishra; Petra Fisser; Danah Henriksen; Rhonda Christensen; Paul Resta; Mike Searson; Charoula Angeli

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 797–799

EduSummIT is a global community of policy-makers, researchers, and educators working together to move education into the digital age. The fourth EDUsummIT took place September 14-15, 2015 in Bangkok, Thailand, in close connection with the UNESCO...

Topics: Technology Leadership, Research & Evaluation, International Education

Moving Forward to New Educational Realities in the Digital Era – Report of EDUsummIT 2022-2023

Michael Phillips, Editor; Petra Fisser, Editor

Moving Forward to New Educational Realities in the Digital Era – Report of EDUsummIT 20222-2023 (2023)

Under the patronage of UNESCO, the EDUsummIT 2022-23 took place from May 29-June 1, 2023 in Kyoto, Japan. EDUsummIT, the International Summit on Information Technology (IT) in Education, is a global community of researchers, policy-makers and...

EDUsummIT 2013 Call to Action: Outcomes from the 2013 International Summit on ICT in Education

Joke Voogt; Gerald Knezek; Michael Searson

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1016–1021

EDUsummIT is a global community of policy-makers, researchers, and educators working together to move education into the digital age. The first assembly of the International Summit on ICT in Education took place in 2009, in The Hague, The...

Topics: New Possibilities with Information Technologies, Information Technology Diffusion/Integration

Technology Enhanced Quality Learning for All: The EDUsummIT 2015 Call to Action

Joke Voogt; Kwok Wing Lai; Gerald Knezek; Peter Albion; Jo Tondeur; Alona Forkosh-Baruch; Miri Schönfield; Thérèse Laferrière; J. Michael Spector; Punya Mishra; Petra Fisser; Danah Henriksen; Rhonda Christensen; Paul Resta; Mike Searson; Charoula Angeli

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1246–1248

EduSummIT is a global community of policy-makers, researchers, and educators working together to move education into the digital age. The fourth EDUsummIT took place September 14-15, 2015 in Bangkok, Thailand, in close connection with the UNESCO...

Topics: Technology Leadership, Research & Evaluation, International Education

EDUsummIT Symposium SITE 2020 - Learners and learning contexts: New alignments for the digital age

Miri Shonfeld; Gerald Knezek; Louise Starkey; Rhonda Christensen; Carolyn Y Ng; Deirdre Butler; Margaret Leahy; Peter Twinning; Michael Phillips; Melda Yildiz

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 981–984

The International Summit on Information and Communication Technology (ICT) in Education (EDUsummIT) is a global community of researchers, educational practitioners, and policy makers who discuss goals and challenges for ICT in education. EDUsummIT...

Topics: Technology Policy and Practice

Teacher Indicators for Technology Enhanced Teaching and Learning: Expanding Outcomes from EDUSummIT 2015

Rhonda Christensen; Dale Niederhauser; Gerald Knezek

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1028–1035

Defining indicators for technology enhanced learning and teaching was a goal of one of the nine working groups at EDUSummIT 2015 held in Bangkok, Thailand. The Indicators of Quality Technology-enhanced Teaching and Learning working group created a...

Topics: Research & Evaluation, International Education

EDUsummIT: A Global Knowledge Building Community for Educational Researchers, Practitioners, and Policy Makers

Kwok-Wing Lai; Joke Voogt; Gerald Knezek; David Gibson

Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 5–15

The International Summit on Information and Communication Technology (ICT) in Education (EDUsummIT) is a global knowledge building community of researchers, educational practitioners, and policy makers aiming to create and disseminate ideas and...

Research-informed Strategies to address Educational Challenges in a Digitally Networked World: The EDUsummIT 2013 Action Agenda

Joke Voogt; Gerald Knezek; Mike Searson; Kwok-Wing Lai; David Gibson; Ferial Khaddage

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1022–1023

EduSummIT is a global community of policy-makers, researchers, and educators working together to move education into the digital age. EDUsummIT 2013 took place in Washington DC and resulted in an action agenda for researchers, policy makers and...

Topics: New Possibilities with Information Technologies, Information Technology Diffusion/Integration, International Education

Research-Based Implications for Policy and Practice: Outcomes from EduSummIT 2017 – The Fifth International Summit on Information Technology in Education – Part 1

Gerald August Knezek; Joke Voogt; Rhonda Christensen; Koos Eichhorn; Henk Sligte; Rowland Baker; Dominik Petko; Miri Shonfeld; Anneke Smits; Dirk Ifenthaler; Mary Webb; Jo Tondeur; Sarah Howard

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 783–788

Through five EDUsummITs spanning 2009 – 2017, approximately 100 researchers, practitioners and policy makers from across the globe have gathered to discuss ways to fast track what researchers know about information technology in education, into...

Topics: Global learning partnerships and innovations, Global studies and education, Global learning communities

Technology Enhanced Quality Learning for All

Joke Voogt; Gerald Knezek; Ferial Khaddage; Therese Laferriere; Paul Resta; Peter Albion; Punya Mishra; Petra Fisser; Mike Searson; Mike Spector; Kwok Wing Lai; David Gibson

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1312–1314

EduSummIT is a global community of policy-makers, researchers, and educators working together to move education into the digital age. The fourth EDUsummIT in 2015 will take place in Bangkok, Thailand, in close connection with the UNESCO Bangkok....

Topics: Research & Evaluation, Technology Leadership

Building a Global Community of Policymakers, Researchers and Educators to Move Education Systems into the Digital Age

J Voogt; G Knezek

Journal of Computer Assisted Learning Vol. 29, No. 5 (October 2013) pp. 399–402

The EDUsummIT 2011 aimed to develop (a) recommendations for policy, practice and research that will help educational systems move into the digital age and (b) strategies to build a global community of researchers, policymakers and teachers in the...

Building a Global Community of Policy-makers, Researchers, and Teachers to Move Education Systems into the Digital Age: The EDUsmmIT 2011 Report

Joke Voogt; Gerald Knezek; Paul Resta; Michael Searson

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 47–54

EDUsummIT 2011 brought together l20 distinguished researchers, policy-makers, teachers, journal editors and technology leaders from across the globe to develop strategies and recommendations to move educational systems into the Digital Age. The...

Building a global community of policymakers, researchers and educators to move education systems into the digital age

J. Voogt; G. Knezek

Journal of Computer Assisted Learning Vol. 29, No. 5 (Oct 05, 2013) pp. 399–402

The EDUsummIT 2011 aimed to develop (a) recommendations for policy, practice and research that will help educational systems move into the digital age and (b) strategies to build a global community of researchers, policymakers and teachers in the...

Smart Partnerships in Education: What are they?

Niki Davis; Margaret Leahy; Amina Charania; Hasniza Nordin; Davor Orlic; Cathy Lewin; Olatz Lopez-Fernandez

Global Learn 2016 (Apr 28, 2016) pp. 154–163

This paper which arises from EDUsummIT 2015 provides an overview of the development of a working definition of Smart Partnerships (SP) in education before describing and analysing three potential SPs of which only one is identified as a SP. Further...

Topics: Global learning partnerships and innovations

Moving Education into the Digital Age: The Contribution of Teachers' Professional Development

P Twining; J Raffaghelli; P Albion; D Knezek

Journal of Computer Assisted Learning Vol. 29, No. 5 (October 2013) pp. 426–437

This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers ...

A Model Driven Framework to Address Challenges in a Mobile Learning Environment

Ferial Khaddage; Rhonda Christensen; Wing Lai; Gerald Knezek; Cathie Norris; Elliot Soloway

Education and Information Technologies Vol. 20, No. 4 (2015) pp. 625–640

In this paper a review of the pedagogical, technological, policy and research challenges and concepts underlying mobile learning is presented, followed by a brief description of categories of implementations. A model Mobile learning framework and...

Moving education into the digital age: the contribution of teachers' professional development

P. Twining; J. Raffaghelli; P. Albion; D. Knezek

Journal of Computer Assisted Learning Vol. 29, No. 5 (Oct 05, 2013) pp. 426–437

This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers ...

Part 1: Rethinking Learning in the Digital Age – Implications for Teacher Education

Joke Voogt; Kwok Wing Lai; Gerald Knezek; Rhonda Christensen; Alona Forkosh Baruch; Vadim Grinshkun; Sergey Grigoryev; Miri Shonfeld; Anneke Smits; Danah Henrikson; Michael Henderson; Alexander Uvarov; Mike Philips; Mary Webb; Dale Niederhauser; Punya Mishra; Margaret Leahy; Deirdre Butler; Allard Strijker

Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1075–1079

The International Summit on Information and Communication Technology (ICT) in Education (EDUsummIT) met in Borovets, Bulgaria in September 2017 This community of 80 leading scholars, policy makers and educators discussed the theme Rethinking...

Topics: Technology Leadership, Research & Evaluation

Responding to Challenges in Teacher Professional Development for ICT Integration in Education

Jo Tondeur; Alona Forkosh-Baruch; Sarah Prestridge; Peter Albion; Shiyama Edirisinghe

Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 110–120

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...

Digital Citizenship within Global Contexts

Michael Searson; Marsali Hancock; Nusrat Soheil; Gregory Shepherd

Education and Information Technologies Vol. 20, No. 4 (2015) pp. 729–741

EduSummIT 2013 featured a working group that examined digital citizenship within a global context. Group members recognized that, given today's international, regional, political, and social dynamics, the notion of "global" might be more...

Arguing for Computer Science in the School Curriculum

Andrew Fluck; Mary Webb; Margaret Cox; Charoula Angeli; Joyce Malyn-Smith; Joke Voogt; Jason Zagami

Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 38–46

Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration...

A Smart Partnership: Integrating Educational Technology for Underserved Children in India

Amina Charania; Niki Davis

Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 99–109

This paper explores the evolution of a large multi-stakeholder partnership that has grown since 2011 to scale deep engagement with learning through technology and decrease the digital divide for thousands of underserved school children in India....

Sustainability and Scalability in Educational Technology Initiatives: Research-Informed Practice

Dale S. Niederhauser; Sarah K. Howard; Joke Voogt; Douglas D. Agyei; Therese Laferriere; Jo Tondeur; Margaret J. Cox

Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 507–523

Although a positive impact of technology interventions on educational practice and student outcomes has been shown in many previous research settings, the use of technology in classrooms and schools is still often superficial and not meeting the...

Technology Enhanced Formative Assessment for 21st Century Learning

J. Michael Spector; Dirk Ifenthaler; Demetrios Sampson; Lan Yang; Evode Mukama; Amali Warusavitarana; Kulari Lokuge Dona; Koos Eichhorn; Andrew Fluck; Ronghuai Huang; Susan Bridges; Jiingyan Lu; Youqun Ren; Xiaoqing Gui; Christopher C. Deneen; Jonathan San Diego; David C. Gibson

Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 58–71

This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard...

Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action

J Voogt; G Knezek; M Cox; D Knezek; A Brummelhuis

Journal of Computer Assisted Learning Vol. 29, No. 1 (February 2013) pp. 4–14

‘Under which conditions does ICT have a positive effect on teaching and learning?’ This was the leading question of the International EDUsummIT in The Hague, the Netherlands. The bases for the discussion were the scholarly findings of the...

Data Science in Educational Assessment

David C. Gibson; Mary E. Webb

Education and Information Technologies Vol. 20, No. 4 (2015) pp. 697–713

This article is the second of two articles in this special issue that were developed following discussions of the Assessment Working Group at EDUsummIT 2013. The article extends the analysis of assessments of collaborative problem solving (CPS) to...

Barriers to Successful Implementation of Technology Integration in Educational Settings: A Case Study

T Laferrière; C Hamel; M Searson

Journal of Computer Assisted Learning Vol. 29, No. 5 (October 2013) pp. 463–473

Representing issues discussed at the EduSummIT 2011 relative to essential conditions and barriers to successful technology integration, this article presents a systemic analysis of barriers that needed to be overcome for an information technology...

Technology Enhanced Assessment in Complex Collaborative Settings

Mary Webb; David Gibson

Education and Information Technologies Vol. 20, No. 4 (2015) pp. 675–695

Building upon discussions by the Assessment Working Group at EDUsummIT 2013, this article reviews recent developments in technology enabled assessments of collaborative problem solving in order to point out where computerised assessments are...

Barriers to successful implementation of technology integration in educational settings: a case study

T. Laferrière; C. Hamel; M. Searson

Journal of Computer Assisted Learning Vol. 29, No. 5 (Oct 05, 2013) pp. 463–473

Representing issues discussed at the EduSummIT 2011 relative to essential conditions and barriers to successful technology integration, this article presents a systemic analysis of barriers that needed to be overcome for an information technology...

A Multilevel System of Quality Technology-Enhanced Learning and Teaching Indicators

Nancy Law; Dale S. Niederhauser; Rhonda Christensen; Linda Shear

Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 72–83

In this paper we elaborate and extend the work of the EDUsummIT 2015 Thematic Working Group 7 (TWG7) by proposing a set of indicators on quality Technology-Enhanced Learning and Teaching (TEL&T). These indicators are intended as one component of ...

Education Systems in the Digital Age: The Need for Alignment

Deirdre Butler; Margaret Leahy; Peter Twining; Ben Akoh; Yousra Chtouki; Sara Farshadnia; Kanda Moore; Roumen Nikolov; Carlos Pascual; Barbara Sherman; Teemu Valtonen

Technology, Knowledge and Learning Vol. 23, No. 3 (2018) pp. 473–494

The focus of Thematic Working Group 1 at EDUsummIT 2017 centred on the need for alignment in education systems and was driven by two key questions relating to (a) if and how all the parts of an education system work together to support the type of...

Digital Equity and Intercultural Education

Paul Resta; Thérèse Laferrière

Education and Information Technologies Vol. 20, No. 4 (2015) pp. 743–756

Digital equity and intercultural education continue to be areas of concern in the emerging knowledge-based society. The digital divide is present across the globe as the result of a complex of factors such as the inequality in: access to hardware...

Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action

J. Voogt; G. Knezek; M. Cox; D. Knezek; A. ten Brummelhuis

Journal of Computer Assisted Learning Vol. 29, No. 1 (February 2013) pp. 4–14

‘Under which conditions does ICT have a positive effect on teaching and learning?’ This was the leading question of the International EDUsummIT in The Hague, the Netherlands. The bases for the discussion were the scholarly findings of the...

The International Handbook Summit Call to Action for Learning with Technology in the 21st Century

Gerald Knezek; Joke Voogt; Cathie Norris; Elliot Soloway; Ian Gibson; Michael Searson

Global Learn 2010 (May 17, 2010) pp. 1–5

This panel session incorporates on-site and virtual presenters focusing on a "call for action" emerging from the International Handbook for Information Technology in Primary & Secondary Education (Springer, 2008; 136 authors from 23 nations)....

Learning in the Covid-19 crisis: A Cross-cultural Alignment Model

Miri Shonfeld; Melda Yildiz; Miriam Judge

EdMedia + Innovate Learning 2020 (Jun 23, 2020) pp. 1152–1155

The recent outbreak of the COVID-19 pandemic has brought about extensive and rapid changes to education systems worldwide as schools and colleges were closed. Consequently, many countries faced the challenge of an unanticipated and accelerated move...

Topics: E-learning/E-training

The International Handbook Summit Call to Action for Learning with Technology in the 21st Century: Next Steps, Part 2

Joke Voogt; Gerald Knezek; Chris Dede; Paul Resta; Mike Searson; Ann Thompson; Therese Laferriere; David Gibson; Margaret Riel; Renate Schulz-Zander; Rhonda Christensen; Kwok Wing Lai; Niki Davis; Rowland Baker; Ian Gibson; Don Knezek

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2413–2415

The International Handbook of Information Technology in Primary and Secondary Education (Voogt & Knezek, 2008) provides researchers, policy makers and practitioners with an integrated and detailed overview of this complex field. One of the important ...

Rephrasing “Social Emotional Learning” using Quantitative Text Analysis

Takahisa Furuta; Ola Erstad; Miroslava ?ernochová; Gerald Knezek; Anantha Duraia; Kyosuke Takami; Changhao Liang

EdMedia + Innovate Learning 2024 (Jul 01, 2024) pp. 967–970

How can we rephrase "empathy" in plain terms while respecting accumulated SEL practice and research? In this paper, we collected abstracts of research papers on SEL, created an embedded word model to determine the cosine similarities of the words...

Topics: Teacher education and technology integration, Participatory/contributory communities

Advancing Ecological Models to Compare Scale in Multi-Level Educational Change

David James Woo

Current Issues in Comparative Education Vol. 18, No. 1 (2016) pp. 68–82

Education systems as units of analysis have been metaphorically likened to ecologies to model change. However, ecological models to date have been ineffective in modelling educational change that is multi-scale and occurs across multiple levels of...

Comparing what matters: Rethinking international indicators of information technology in education

David Gibson; Jill Downie; Tania Broadley; Peter Wallet

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 602–613

This roundtable will discuss the development of four aspects for new indicators that compare how information technology is being used in classrooms across the world: 1) evolving mission, methods and core principles of information and communication...

Topics: Research & Evaluation, International Education, Teaching and Learning with Emerging Technologies

Digital Divide: Will Mobile Technology Lead the Change?

Miri Shonfeld; Ferial Khaddage; Melda Yildiz; Adalheidur Reed; Asmaa N. Ganayem

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 723–726

In this panel, we redefine the "digital divide” from a global point of view. We bring examples from K-12 and higher education institutions highlighting Turkey, Israel, Iceland and Australia. This panel not only focuses on the access to ICT resources,...

Topics: Computers, Literacy, Digital Divide, Equity & Social Justice, Information Literacy Education (Library & Media Science)

Measuring Learning Preferences within the Integrated Communications Learning Landscape

Leila Mills; Gerald Knezek

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1994–1999

This research reports the development of the Information Communications Technology Learning (ICTL) survey instrument which is designed to measure learner dispositions toward new preferences for learning and knowledge acquisition made available by...

How Do Learners Perceive and Evaluate Their Digital Skills?

Miroslava Černochová; Hana Voňková; Jiří Štípek; Petra Černá

International Journal of Smart Education and Urban Society Vol. 9, No. 1 (January 2018) pp. 37–47

Self-assessment is commonly used in educational research (PISA, ICILS, etc.) and in real-life situations (advertisement for a post on labour market, etc.). Research studies demonstrate that in mathematics some people either over- or underestimate...

Online Collaborative Learning in a Global World

Miri Shonfeld; David Gibson; Levy Dalit; Tami Seifert; Elaine Hoter; Paul Resta

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 910–917

In this symposium we will present case studies from different places in the world from the the book “collaborative learning in a global world”. This book is intended to survey the current state of the field and provide practical examples to help...

Topics: International Education

Technology Binds or Blinds? Different Countries Similar Issues: Part 1

Melda Yildiz; Tami Seifert; Miri Shonfeld; Amy Eguchi; Sagini Keengwe; George Kontos; Adhithya Krishna

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1699–1704

Technology binds or blinds us? In this symposium, we outline stories from different educational institutions around the world where the technology may be limited but pedagogy is plenty (Paulo Freire). Each presenter first shares our personal...

Topics: Geospatial Education, International Education, Equity & Social Justice

Making connections: Equipping the next generation of teachers for educational technology use

Jo Tondeur; Sarah Howard

EdMedia + Innovate Learning 2020 (Jun 23, 2020) pp. 1359–1366

Educational practice exists in tension between two functions: education as a matter of assuring continuity of knowledge and society; and; education as a matter of fostering creativity and change. These dual agendas often result in a range of clashes ...

Effect of Macro Environment on the Development of College English Teachers’ Information-based Teaching Ability

Shen Guo-rong

International Journal of Emerging Technologies in Learning (iJET) Vol. 13, No. 12 (Dec 20, 2018) pp. 201–210

The macro environment of teachers' professional development involves many factors, including the policies, rules and regulations and the actual development needs of teachers. In terms of the ecological system of information technology, from the...

Language: English

Troubleshooting MOOCs: The Case of a Massive Open Online Course at a College of Education

Sarah Schrire; Dalit Levy

World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 761–766

This paper presents a case study involving the establishment of a massive open online course (MOOC) at a college of education. MOOCs are seen to represent an approach to learning that should be of interest to educators preparing their learners (the...

A National ICT Competency Framework for Student Teachers

Maurice Schols; Jeroen Bottema

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2637–2645

As emerging technologies provide access to the new resources in society, teachers’ roles need to transform to cater to individual students’ learning preferences. As a result, adequate ICT training for student teachers should provide technology rich...

Topics: Technological, Pedagogical Content Knowledge, Development of Future Faculty