Reviews research and professional practices on how to support teacher learning and professional development in integrating technology
Addresses the multiple components at varying levels that are important for indicating successful implementation of IT in education
Provides examples of innovative practices as well as research findings of using IT for assessment Surveys the landscapes of distance and flexible learning in the primary and secondary sector
Synthesizes methods to study the impact of technology use on both formal and informal learning

Addresses the multiple components that are important for successful implementation of IT in education, including supporting student learning with technology With many innovative practices and research results on the use of IT for assesment Shows the potential of distance learning and flexible learning Includes supplementary material: sn.pub/extras

Autorentext
Dr. Joke Voogt is professor of ICT and Curriculum at the Faculty of Behavioural and Social Sciences of the University of Amsterdam and professor of Educational Innovation and ICT at Windesheim University of Applied Sciences. Since the 1980s she has been investigating the integration of Information and Communication Technology in educational practice in national and international settings. She was part of the coordination team of Second Information Technology in Education Studies (1998-2008) of the International Association for the Evaluation of Educational Achievement and is currently involved as a curriculum specialist in the OECD Education 2030 study: The future of Education and Skills. Dr. Voogt is co-editor of the first edition of the International Handbook of Information Technology in Primary and Secondary Education. She is co-founder and chair of the EDUsummIT, the international Summit for research, policy and practice that emerged from the first edition of the Handbook. Dr. Voogt has more than 100 scientific publications. Her areas of expertise are curriculum innovation, teacher learning and development, 21st century skills, in particular related to the integration of technology in education. Dr. Voogt has a master's degree in Educational Science and Technology (with distinction) and a doctoral degree (PhD) in Educational Sciences from the University of Twente, The Netherlands.
Dr. Gerald Knezek is Regents Professor of Learning Technologies at the University of North Texas (UNT), USA, and Co-Director of the Institute for the Integration of Technology into Teaching & Learning (IITTL) at UNT. He was a Fulbright Scholar at the Tokyo Institute of Technology and Japan's National Center for University Entrance Examinations during 199394 and completed Fulbright Senior Specialist appointments in Ecuador during 200607 and in the Netherlands during 201112. Dr. Knezek received his B.A. in Mathematics and the Social Sciences from Dartmouth College, USA, and his M.Ed. and Ph.D. degrees in Educational Psychology from the University of Hawaii. He was Co-Editor on the first edition of the Handbook published in 2008.
Dr. Rhonda Christensen , Ph.D., is Research Professor in the Learning Technologies Department in the College of Information at the University of North Texas, USA. She is a co-director of the Institute for the Integration of Technology into Teaching and Learning at UNT and a Co-PI and Project Director for the Going Green! Middle Schoolers Out to Save the World (MSOSW) project funded by the U.S. National Science Foundation (NSF) Innovative Technologies Program and the National Aeronautics and Space Administration (NASA) Space Science Education Consortium funded project. She serves as the Chair of the IT Council for the Society for Information Technology in Teacher Education (SITE). She is a Fulbright Senior Scholar recipient working in the Netherlands on a research teaching assignment. Dr. Christensen has participated as a leader and participant in four of the international EDUSummIT meetings focused on ICT in education.
Dr. Kwok-Wing Lai is Professor of Education and Director, Centre for Distance Education and Learning Technologies, at the University of Otago, New Zealand. He was a high school teacher in Hong Kong prior to completing his graduate studies in educational technology in Canada, at Queen's University and the Ontario Institute for Studies in Education, University of Toronto. He is the founding editor of Computers in New Zealand as well as the founding president of Knowledge Building New Zealand. He has been part of the leadership team of EDUsummIT (International Summit on ICT in Education) since its inception, and was its program co-chair in 2015 and 2017. He was a section editor of the first edition of this Handbook.

Inhalt
Introduction.- Section 1 - Working title: Challenges in 21st century curricula.- Section 2 - Working title: Learners and the Learning processes.- Section 3 - Working title: Attitudes, competencies, and dispositions for learning and teaching.- Section 4 - Working Title: Professional learning & development of teachers.- Section 5 - Working Title: The role of leadership.- Section 6 Working Title: Assessment: issues and opportunities.- Section 7 - Working Title: Flexible and distance learning.- Section 8 Working Title: Mobile learning.- Section 9 Working Title: Educational games, simulation, and emerging technologies.- Section 10 - Working Title: Digital equity.- Section 11 - Working Title: Research paradigms.- Section 12 - Working Title: International policies.