The World Wide Web is changing the way we use technology, bringing e-learning and teaching to a whole new dimension of collaboration and communication.

Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native bridges the gap between technology and education by presenting innovative research on the future of education. An essential reference on e-learning, this scholarly publication examines current research in technology enhanced learning, provides new didactic models for education, and discusses the newest technologies and their impact on education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Collaborative critical incident tool
Computer-mediated learning groups
Distance learning success factors
Evaluation in a Web community
Group work in online learning environments
Instructional design model for industry training
Moderating learner-centered e-learning
Open learning environment
School based student software design
Virtual Schools

Reviews & Statements

The articles in this book reflect the breadth of the topic of the incorporation of technology into educational processes. They aim to trace the different discussions in different topics, from primary and secondary school to Higher Education, from Second Life to wiki technology, from physical education to cultural learning.

– Martin Ebner, Graz University of Technology, Austria; Mandy Schiefner, University of Zurich, Switzerland

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Editor/Author Biographies

Martin Ebner is currently head of the Department for Social Learning of Computer and Information Services at Graz University of Technology. He is responsible for all e-Learning activities of the University. His research focuses strongly on the use of Web 2.0 for teaching and learning purposes. Martin has delivered a number of lectures and seminars around the topic of e-Learning and the use of computers in educational settings. He studied civil engineering from 1995–2000 and got his M.Sc. from the Institute of Structural Concrete. Afterwards Martin worked as scientific assistant at the Institute of Structural Concrete and wrote his Ph.D. thesis about e-Learning in structural engineering. Since 2005 he holds a Ph.D. in technical sciences from Graz University of Technology. From 2005 to 2006 he worked at the Institute for Building Informatics as Assistant Professor. Since September 2006 Martin is head of the Department for Social Learning at the Computing and Information Services. He wrote not only an amount of international publications and gave a number of presentations about e-Learning, he is also member of various national and international research groups and scientific boards. Martin is one of the biggest EduBlogger in the German speaking area and conducts the e-Learning Blog (http://elearningblog.tugraz.at).

Mandy Schiefner is vice head at the center for university teaching and learning at University of Zurich. She studied educational science, information science and art history in Germany. She is interested in teaching and learning with digital media, media literacy and critical thinking.

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Editorial Advisory Board

Ralf Appelt, University of Hamburg, Germany

Andrea Back, University of St. Gallen, Switzerland

Oliver Bendel, University of Applied Sciences FHNW, Switzerland

Thomas Bernhardt, University of Bremen, Germany

Taiga Brahm, University of St. Gallen, Switzerland

Helena Bukvova, Dresden University of Technology, Germany

Martha Burkle, SAIT Polytechnic, Canada

Cristina Costa, University of Salford, U.K.

Bettina Dimai, University of Innsbruck, Austria

Johannes Dorfinger, University of Teacher Education Graz, Austria

Eric Duval, Katholieke Universiteit Leuven, Belgium

Urs Gröhbiel, University of Applied Science FHNW, Switzerland

Gabriela Grosseck, West University of Timisoara, Romania

Christian Gütl, Graz University of Technology, Austria

Nina Grabowski, University of Augsburg, Germany

Wolf Hilzensauer, Salzburg Research, Austria

Klaus Himpsl, Danube University Krems, Austria

Janet Holland, Emporia State University, USA

Andreas Holzinger, Medical University Graz, Austria

Mary Hricko, Kent State University, United States

Michael Kickmeier-Rust, University of Graz, Austria

Narayanan Kulathuramaiyer, Universiti Malaysia Sarawak, Malaysia

Patrick Kunz, University of Teacher Education St. Gallen, Switzerland

Anoush Margaryan, Glasgow Caledonian University, Scotland

Nadine Ojsterek, University of Duisburg, Germany

Jutta Pauschenwein, University of Applied Science Graz, Austria

Thomas Pfeffer, University of Klagenfurt, Austria

Annabelle Preussler, University of Duisburg, Germany

Wolfgang Reinhardt, University of Paderborn, Germany

Jochen Robes, X-Pulse E-Learning GmbH, Germany

Matthias Rohs, University of Zurich, Switzerland

Brigitte Römmer-Nossed, University of Vienna, Austria

Bernd Simon, University of Economics and Business Vienna, Austria

Sandra Schaffert, Salzburg Research, Austria

Christian Spannagel, University of Teacher Education Ludwigsburg, Germany

Kathryn Trinder, Glasgow Caledonian University, Scotland

Günther Wageneder, University of Salzburg, Austria

Anja C. Wagner, University of Applied Sciences Berlin, Germany

Edgar Weippl, Vienna University of Technology, Austria