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Handbook of Research on Technology Tools for Real-World Skill Development

Book Description

Education is expanding to include a stronger focus on the practical application of classroom lessons in an effort to prepare the next generation of scholars for a changing world economy centered on collaborative and problem-solving skills for the digital age. The Handbook of Research on Technology Tools for Real-World Skill Development presents comprehensive research and discussions on the importance of practical education focused on digital literacy and the problem-solving skills necessary in everyday life. Featuring timely, research-based chapters exploring the broad scope of digital and computer-based learning strategies including, but not limited to, enhanced classroom experiences, assessment programs, and problem-solving training, this publication is an essential reference source for academicians, researchers, professionals, and policymakers interested in the practical application of technology-based learning for next-generation education.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board
  6. Foreword
  7. Foreword
    1. REFERENCES
  8. Preface
    1. SECTION 1: DEFINING REAL-WORLD SKILLS IN TECHNOLOGY-RICH ENVIRONMENTS
    2. SECTION 2: TECHNOLOGY TOOLS FOR LEARNING AND ASSESSING REAL-WORLD SKILLS
    3. SECTION 3: AUTOMATED ITEM GENERATION AND AUTOMATED SCORING TECHNIQUES FOR ASSESSMENT AND FEEDBACK
    4. SECTION 4: ANALYSES OF PROCESS DATA IN TECHNOLOGY-RICH PERFORMANCE TASKS
    5. REFERENCES
  9. Acknowledgment
  10. Section 1: Defining Real-World Skills in Technology-Rich Environments
    1. Chapter 1: Twenty First Century Skills vs. Disciplinary Studies?
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. THE EMERGENCE OF DIGITAL COMPETENCY IN THE CURRICULUM
      4. 3. THE DISCIPLINE-BASED APPROACH
      5. 4. FORMS OF KNOWLEDGE
      6. 5. “CAN THE TWO WALK TOGETHER, EXCEPT THEY BE AGREED?” (AMOS, 3:3)
      7. 6. CONCLUSION
      8. REFERENCES
      9. ENDNOTE
    2. Chapter 2: Digital Competence
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: FROM LITERACY TO DIGITAL COMPETENCE
      4. CONCEPTUALIZATION OF DIGITAL COMPETENCE IN THE NET OF LITERACIES
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    3. Chapter 3: The Application of Transdisciplinary Theory and Practice to STEM Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. EMERGING PARADIGM IN STEM RESEARCH AND EDUCATION
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    4. Chapter 4: The SOAR Strategies for Online Academic Research
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TEACHING ONLINE READING AND RESEARCH
      5. EVIDENCE
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    5. Chapter 5: The Value of Metacognition and Reflectivity in Computer-Based Learning Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SELF-REGULATED LEARNING
      5. INSTRUCTIONAL DESIGN
      6. MOTIVATION AND ENGAGEMENT IN COMPUTER-BASED ENVIRONMENTS
      7. CASE STUDY FINDINGS
      8. OVERVIEW OF STRATEGIES
      9. ASSESSING METACOGNITION AND REFLECTION
      10. CONCLUSION
      11. FUTURE RESEARCH DIRECTIONS
      12. REFERENCES
      13. ADDITIONAL READING
      14. KEY TERMS AND DEFINITIONS
      15. APPENDIX
    6. Chapter 6: A Framework for Defining and Evaluating Technology Integration in the Instruction of Real-World Skills
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND ON TECHNOLOGY INTEGRATION
      4. TIM FRAMEWORK
      5. TIM IMPLEMENTATION
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    7. Chapter 7: Equipping Advanced Practice Nurses with Real-World Skills
      1. ABSTRACT
      2. BACKGROUND
      3. THREE CHOSEN CASE STUDIES FOR COMPUTER-BASED DELIVERY OF INSTRUCTION
      4. CONCLUSION
      5. ACKNOWLEDGMENT
      6. REFERENCES
      7. ADDITIONAL READING
  11. Section 2: Technology Tools for Learning and Assessing Real-World Skills
    1. Chapter 8: Simulations for Supporting and Assessing Science Literacy
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. WESTED STEM RESEARCH AND DEVELOPMENT
      5. FUTURE DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    2. Chapter 9: Using the Collegiate Learning Assessment to Address the College-to-Career Space
      1. ABSTRACT
      2. INTRODUCTION
      3. ISSUES IN THE AMERICAN HIGHER-EDUCATION SYSTEM AND THE MOVEMENT TOWARD ACCOUNTABILITY
      4. CAREER READINESS AND EMPLOYABILITY: INSTITUTIONAL OBLIGATIONS
      5. STUDY #1: COMPARING ALTERNATIVES IN THE PREDICTION OF COLLEGE SUCCESS
      6. STUDY #2: THE CLA+: REMEDYING AN IDENTIFIED MARKET FAILURE
      7. SOLUTIONS AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. ADDITIONAL READING
      12. KEY TERMS AND DEFINITIONS
      13. APPENDIX: SAMPLE CLA+ SELECTED RESPONSE QUESTIONS
    3. Chapter 10: Rich-Media Interactive Simulations
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SOLUTIONS AND RECOMMENDATIONS
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    4. Chapter 11: An Approach to Design-Based Implementation Research to Inform Development of EdSphere®
      1. ABSTRACT
      2. INTRODUCTION
      3. ACKNOWLEDGMENT
      4. REFERENCES
    5. Chapter 12: Computer Agent Technologies in Collaborative Assessments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FUTURE RESEARCH DIRECTIONS
      5. CONCLUSION
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
    6. Chapter 13: A Tough Nut to Crack
      1. ABSTRACT
      2. INTRODUCTION
      3. COLLABORATIVE PROBLEM SOLVING SKILLS FRAMEWORK
      4. THE GAME-LIKE TASK AND STRUCTURED CPS SYSTEM PROMPTS
      5. CROWDSOURCING DATA COLLECTION
      6. PRELIMINARY DATA ANALYSIS AND RESULTS
      7. CONCLUSION
      8. FUTURE RESEARCH PLAN
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    7. Chapter 14: Animalia
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FUTURE RESEARCH DIRECTIONS
      5. CONCLUSION
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
      9. APPENDIX
    8. Chapter 15: Using Technology to Assess Real-World Professional Skills
      1. ABSTRACT
      2. INTRODUCTION
      3. BUILDING A BETTER ASSESSMENT PROGRAM
      4. BACKGROUND
      5. ASSESSMENT OF HIGHER-ORDER THINKING SKILLS
      6. VALIDITY CONSIDERATIONS IN DESIGNING INNOVATIVE ASSESSMENTS
      7. A REVIEW OF PRINCIPLED DEVELOPMENT METHODOLOGIES
      8. A FRAMEWORK FOR INNOVATIVE ITEM DESIGN
      9. DESIGNING CIMA'S CAPSTONE CASE STUDY EXAMINATIONS
      10. A NEW WAY OF THINKING ABOUT CONTENT DEVELOPMENT
      11. RECOMMENDATIONS FOR DEVELOPING AUTHENTIC ASSESSMENTS OF PROFESSIONAL COMPETENCY
      12. CONCLUSION
      13. REFERENCES
      14. KEY TERMS AND DEFINITIONS
    9. Chapter 16: Assessment in the Modern Age
      1. ABSTRACT
      2. INTRODUCTION
      3. PART 1: BACKGROUND AND LITERATURE REVIEW
      4. PART 2: RESEARCH FINDINGS
      5. SOLUTIONS AND RECOMMENDATIONS TO IMPROVE THE CBA SYSTEM
      6. SOLUTIONS AND RECOMMENDATIONS TO IMPROVE THE CAA SYSTEM
      7. PART 3: USING CBA AND CAA ON AN APPRENTICESHIP PROGRAMME- CASE STUDY
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. ADDITIONAL READING
      12. KEY TERMS AND DEFINITIONS
      13. ENDNOTES
    10. Chapter 17: Technology-Assisted Learning for Students with Moderate and Severe Developmental Disabilities
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. RESEARCH-BASED STRATEGIES FOR TECHNOLOGY USE
      5. RECOMMENDATIONS FOR USING TECHNOLOGY WITH STUDENTS WITH MODERATE AND SEVERE DEVELOPMENTAL DISABILITIES
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    11. Chapter 18: Mitigation of Test Bias in International, Cross-National Assessments of Higher-Order Thinking Skills
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. EMPIRICAL ILLUSTRATION
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
      10. APPENDIX
    12. Chapter 19: Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FUTURE RESEARCH DIRECTIONS
      5. CONCLUSION
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
    13. Chapter 20: “Visit to a Small Planet”
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHODOLOGY
      5. FINDINGS
      6. DISCUSSION AND CONCLUSION
      7. FUTURE RESEARCH DIRECTIONS
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
      10. ENDNOTES
      11. APPENDIX 1
      12. APPENDIX 3
    14. Chapter 21: Cross-Border Collaborative Learning in the Professional Development of Teachers
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CASE STUDY: AN ONLINE TEACHER TRAINING COURSE
      5. FINDINGS
      6. DISCUSSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
  12. Section 3: Automated Item Generation and Automated Scoring Techniques for Assessment and Feedback
    1. Chapter 22: Using Automated Procedures to Generate Test Items That Measure Junior High Science Achievement
      1. ABSTRACT
      2. INTRODUCTION
      3. PURPOSE OF CHAPTER
      4. 1. OVERVIEW OF AIG METHODOLOGY
      5. 2. USING AIG TO CREATE JUNIOR HIGH SCHOOL SCIENCE ITEMS
      6. 3. EVALUATING THE QUALITY OF THE GENERATED ITEMS
      7. 4. CONCLUSION
      8. ACKNOWLEDGMENT
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
      11. ENDNOTE
    2. Chapter 23: Automated Scoring in Assessment Systems
      1. ABSTRACT
      2. INTRODUCTION
      3. A BRIEF HISTORY OF AUTOMATED SCORING
      4. REFERENCES
    3. Chapter 24: Automated Scoring of Multicomponent Tasks
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. AUTOMATED SCORING OF MULTICOMPONENT TASKS
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
      9. ENDNOTE
    4. Chapter 25: Advances in Automated Scoring of Writing for Performance Assessment
      1. ABSTRACT
      2. WRITING FOR PERFORMANCE ASSESSMENTS
      3. AUTOMATED SCORING APPLIED TO REAL-WORLD SKILL BUILDING
      4. SCORING AND FEEDBACK ON WRITING QUALITY
      5. FEEDBACK ON CONTENT IN WRITING
      6. SCORING SUMMARIES
      7. WRITING IN PERFORMANCE TASKS
      8. CONCLUSION
      9. REFERENCES
    5. Chapter 26: Using Automated Feedback to Improve Writing Quality
      1. ABSTRACT
      2. INTRODUCTION
      3. PURPOSE OF THE PRESENT CHAPTER
      4. AUTOMATED ESSAY EVALUATION (AEE) AND AUTOMATED FEEDBACK
      5. THEORY UNDERLYING THE USE OF AUTOMATED FEEDBACK TO IMPROVE WRITING SKILLS
      6. PRIOR RESEARCH ON AUTOMATED FEEDBACK AND WRITING QUALITY
      7. METHODS
      8. RESULTS
      9. DISCUSSION
      10. AREAS OF FUTURE RESEARCH
      11. CONCLUSION
      12. REFERENCES
      13. ADDITIONAL READING
      14. KEY TERMS AND DEFINITIONS
  13. Section 4: Analysis, Interpretation, and Use of Learning and Assessment Data from Technology Rich Environments
    1. Chapter 27: Assessing Problem Solving in Technology-Rich Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. PROBLEM SOLVING IN TECHNOLOGY-RICH ENVIRONMENTS (PS-TRE)
      4. ONLINE INDICATORS OF INFORMATION PROBLEM SOLVING PROFICIENCY
      5. A CASE STUDY OF ONLINE PROBLEM-SOLVING PROFICIENCY INDICATORS
      6. CONCLUSION AND PERSPECTIVES
      7. REFERENCES
    2. Chapter 28: Analyzing Process Data from Technology-Rich Tasks
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. EXAMPLES WITH EXPERT DEFINED VARIABLES
      5. DATA MINING STRATEGIES
      6. PROCESS VARIABLES USED IN ANALYSES
      7. ANALYSIS
      8. RECOMMENDATIONS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    3. Chapter 29: Analyzing Process Data from Problem-Solving Items with N-Grams
      1. ABSTRACT
      2. INTRODUCTION
      3. METHOD
      4. RESULTS
      5. DISCUSSION
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
      9. ENDNOTES
    4. Chapter 30: Assessment of Task Persistence
      1. ABSTRACT
      2. INTRODUCTION
      3. DEFINITION OF PERSISTENCE
      4. PERSISTENCE AND OUTCOMES
      5. INTERVENTION TO INCREASE PERSISTENCE
      6. ASSESSMENT OF PERSISTENCE
      7. A DESIGN PATTERN FOR ASSESSMENT OF PERSISTENCE
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. ADDITIONAL READING
      12. KEY TERMS AND DEFINITIONS
    5. Chapter 31: Assessing Engagement during the Online Assessment of Real-World Skills
      1. ABSTRACT
      2. INTRODUCTION
      3. INNOVATIVE ITEMS
      4. ENGAGEMENT AND VALIDITY
      5. ENGAGEMENT INDICES FOR INNOVATIVE ITEMS
      6. EXAMPLE STUDY: INNOVATIVE ITEM DEVELOPMENT AND PILOT TESTING
      7. STUDY RESULTS
      8. ASSESSING STUDENT ENGAGEMENT WITH ADDITIONAL INNOVATIVE ITEM TYPES
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
  14. Compilation of References
  15. About the Contributors