Wie kann mobil lebenden Kindern Zugang zu Bildung ermöglicht werden? Diese Publikation beschäftigt sich mit der Notwendigkeit und dem Aufbau eines mobilen Schulsystems für Pastoralisten (Wanderhirten) in Nordkenia. Das zugrundeliegende System der Lernleitern bietet Schüler*innen und Lehrer*innen ein zuverlässiges System für individualisiertes Lernen in heterogenen Lerngemeinschaften. Das Buch gibt einen praktischen Einblick in die internationale Entwicklungszusammenarbeit, die kooperative Lernmaterialentwicklung und Lehrerbildung in dem Schulentwicklungsprojekt INES (Illeret Nomadic Education System).

Mobile Learning in Schools explores the potential for using mobile devices in diverse school and college settings around the globe. It evaluates the exciting opportunities mobile initiatives bring and shares experience of where things can go wrong, in order to ensure that those embarking on new projects are fully informed. Drawing on a wide range of international perspectives, it unpicks knotty sociocultural issues, including lack of sustainability, behavioural and ethical concerns, and explores successful student learning. Key issues considered include: mobile learning in primary schools teaching and learning with mobile devices in secondary schools opportunities inside and outside school pedagogical principles and sustainability mobile learning for initial teacher training and CPD ethical considerations behaviour matters – disruption, plagiarism, cheating, cyberbullying assessing mobile learning. With annotated further reading and questions to trigger reflection and further discussion amongst readers, this thought-provoking text provides a detailed survey of this often controversial topic. It is essential reading for all those engaged in understanding the potential for using mobile devices to support students’ learning.

This book combines several perspectives on the steps the Finnish educational system has taken to provide students with the skills and competences needed for living in today’s society and in the future. The ecosystem is used as a metaphor for the educational system. The Finnish system aims to achieve sustainable education by ensuring that the system is simultaneously interconnected and open to transformations. The book describes how a flexible curriculum system is succeeding without the pressures of high-stake testing. It also illustrates how the ongoing curriculum reform of the basic education is working. The book brings together knowledge gained in schools through the cooperation of researchers, teachers, school principals, the public sector, and private companies. The book presents case studies of technology integration aimed at crossing boundaries in formal and informal learning settings, locally and globally. The contributors address 21st-century needs and requirements through learner-driven knowledge creation, collaboration, networking, and digital literacies. It opens new scenarios of how to apply digital storytelling and games connecting fun, motivation, and learning. The strong message is that, through collaboration and networking, we can create an educational ecosystem that supports different learners.

Twenty-first Century Schools traces the extension of political control over Britain's school system and, through US case studies, looks at alternative methods of organisation.