"Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together." —Ted Wohlfarth, PSYCCRITIQUES "This text′s greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful." —Nancy L. Markowitz, San Jose State University Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem—solving, and learning during cooperative learning. Key Features Presents cooperative learning in conjunction with national standards: The book situates cooperative learning within the context of No Child Left Behind and a climate of high stakes testing. Links theory with practice: Numerous case studies and small group exercises highlight how teachers can assess both the process and outcomes of cooperative learning. Emphasizes the key role teachers play in establishing cooperative learning: Guidelines are given on how teachers can establish cooperative learning in their classrooms to promote student engagement and learning across various levels and for students of diverse abilities. Incorporates the latest research on cooperative learning: An overview is provided of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy. Intended Audience This is an excellent supplementary text for several undergraduate and graduate level K—12 teacher preparation and certification courses regularly offered in schools of education. It can also be used as one of several texts in courses on cooperative learning and as a supplement in K—12 teaching methods courses.

This book explores collaboration in the foreign language classroom through the use of new media. An essential resource for applied linguists and practising teachers/teacher trainees in secondary/higher education, the contributions combine theoretical, empirical and practical insights.

The 21st century has brought about changes in every aspect of life through ubiquitous technology and Internet-based social media. The distances between cultures and continents have narrowed, the world has become flat, and multicultural work-teams composed of members from different countries have become a daily reality in global businesses. However, in many ways these global changes in work practices have only just begun to have an impact on education. To better prepare students for the information age, researchers and policy makers largely agree about the skills needed for shared knowledge construction. Indeed, the education systems in several different countries have begun to integrate these skills into teaching and learning and are placing a strong emphasis on their implementation (Melamed et al, 2010; Resta et al, 2011). In 2015 the OECD PISA exam for the first time, included assessment of collaborative problem-solving in its country-by-country comparison. Collaborative learning is not a trivial challenge nor is it intuitive for all teachers and learners. One must acquire and practice the essential skills in order to successfully work in a team. Consequently it is essential to train teachers in collaborative teamwork, as they must serve as role models for students. In addition, new tools and practices become available at a rate that outpaces the abilities of many higher education institutions to adopt and implement. This book surveys the current state of the field and provides theoretical guidance and practical examples to help meet the gaps in research, development and practice.

Our children are at an advantage when they experience other cultures and develop skills in a connected world. They are better prepared to be productive and compassionate citizens in an increasingly global economy, and they are able to improve their communication skills, collaborate effectively and be ready for multicultural workspaces. Empowering educators with the tools to foster this environment in the classroom is a critical part of the process. The International Society for Technology in Education (ISTE) has been leading the way in this field. As part of its extensive publishing program, ISTE will be releasing in July 2016 The Global Educator: Leveraging Technology for Collaborative Learning & Teaching by Julie Lindsay. In The Global Educator, Lindsay illustrates the need for intercultural understanding and collaboration to personalize learning, achieve curriculum objectives and bring the world to our students by answering these key questions: How imperative is it that educators connect themselves and their classrooms to the world? What emerging education leadership styles are shifting pedagogy and why should we be taking notice of this? What are the essential benefits of embedding online global collaboration into the curriculum? What are simple steps that educators in the classroom can take to become more globally minded and start to change their practice? How are emerging digital technologies supporting this move to online global learning and collaboration? In addition to answering these questions, the book provides practical resources and powerful case studies from educators and education leaders in the United States and throughout the world who are forging connections across the globe, embedding these practices into current curriculum objectives and providing their students with invaluable educational experiences, including: — more — Yvonne Marie Andres, a California-based global collaboration expert and co-founder of Global SchoolNet, which has been at the forefront of telecommunication-based learning. Librarian and media specialist Toni Olivieri-Barton, based in Colorado, has participated in and led many online global projects across K-12 levels. She was the runner-up for an ISTE Online Learning Network Award for creating opportunities for online independent studies at the middle school and high school levels. And Anne Mirtschin, an award-winning teacher in Australia, finds and designs opportunities for her students and fellow teachers and brings rich learning activities to the classroom. Global collaboration has changed the learning ecology of her school and had a positive impact on her students. For educators and curriculum developers, The Global Educator is an invaluable resource to support and nurture a global learning experience for children and students everywhere.

The COVID-19 pandemic has forced companies, institutions, citizens, and students to rapidly change their behaviors and use virtual technologies to perform their usual working tasks. Though virtual technologies for learning were already present in most universities, the pandemic has forced virtual technologies to lead the way in order to continue teaching and learning for students and faculty around the world. Universities and teachers had to quickly adjust everything from their curriculum to their teaching styles in order to adapt to an online learning environment. Online learning is a complex issue and one that comes with both challenges and opportunities; there is plenty of room for growth, and further study is required to better understand how to improve online education. The Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education is a comprehensive reference book that presents the testimonials of teachers and students with various degrees of experience with distance learning and their utilization of current virtual tools and applications for learning, as well as the impact of these technologies and their potential future use. With topics ranging from designing an online learning course to discussing group work in an online environment, this book is ideal for teachers, educational software developers, IT consultants, instructional designers, administrators, professors, researchers, lecturers, students, and all those who are interested in learning more about distance learning and all the positive and negative aspects that accompany it.