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Despite the fact that education systems have been heavily investing in technology since the early 1980s, international indicators on technology uptake and use in education are missing. This book aims to provide a basis for the design of frameworks, the identification of indicators and existing data sources, as well as gaps in areas needing further research. The contributions stem from an international expert meeting in April 2009 organised by the Centre for Research on Lifelong Learning, in co-operation with OECD (CERI), on benchmarking technology use and effects in education. The contributions clearly demonstrate the need to develop a consensus around approaches, indicators and methodologies. The book is organised around four blocks: contexts of ICT impact assessment in education, state-of-the-art ICT impact assessment, conceptual frameworks and case studies.

"The Sloan Consortium is an institutional and professional leadership organization dedicated to integrating online education into the mainstream of higher education, helping institutions and individual educators improve the quality, scale, and breadth of education. Membership in the Sloan Consortium provides knowledge, practice, community, and direction for educators. Originally funded by the Alfred P. Sloan Foundation, Sloan-C is now a non-profit, member sustained organization."

PISA provides a goldmine of data for researchers interested in many topics, and the OECD has just its analysis of Technology Use and Educational Performance in PISA, which notes that "OECD countries [here's the list of them] have undertaken significant investments to enhance the role of technology in education. What are the results of these investments? Are they fulfilling expectations? PISA 2006 provides a wealth of comparative data to begin answering these questions ..."

This volume of the Schooling for Tomorrow series goes beyond the OECD's own set of educational futures already published. It discusses how to develop scenarios and use them to address the challenges confronting policy and practice. Its chapters give both authoritative scholarly overviews and very practical lessons to be applied, including from Jay Ogilvy, a prominent exponent of scenario thinking for the business world, and school change expert Michael Fullan. This book is relevant for the many - policy makers, school leaders and teachers - concerned with the long-term future of education.

David Buckingham is Professor of Education at the Institute of Education, London University, and Director of the Centre for the Study of Children, Youth and Media. His research focuses on children's and young people's interactions with electronic media, and on media education.

Education industry research provides the critical insights you'll need to gain competitive advantage and keep your business moving forward, regardless of the times.

Educational Research and Innovation Are the New Millennium Learners Making the Grade?: Technology Use and Educational Performance in PISA 2006 (Complete Edition - ISBN 9789264076044) Abstract

An agenda for change in Education and Lifelong learning beyond 2010 proposed by the Learnovation project

In March 2010 the report Mobile Augmented Reality voor het onderwijs has been published. CELSTEC researchers wrote this report (in Dutch) for SURFnet/Kennisnet. It's a technology survey of augmented reality on smartphones and its possibilities for education.

Ulf Ehlers presentations

"Futurelab is passionate about transforming the way people learn. Tapping into the huge potential offered by digital and other technologies, we develop innovative resources and practices that support new approaches to learning for the 21st century."

Have a look at the scenarios here: http://mobiled.uiah.fi/?page_id=88

The Social Media Classroom (we'll call it SMC) includes a free and open-source (Drupal-based) web service that provides teachers and learners with an integrated set of social media that each course can use for its own purposes-integrated forum, blog, comment, wiki, chat, social bookmarking, RSS, microblogging, widgets , and video commenting are the first set of tools.

The Horizon Project, as the centerpiece of NMC's Emerging Technologies Initiative, charts the landscape of emerging technologies for teaching, learning and creative expression and produces the NMC's annual Horizon Report. Since the launch of the Horizon Project in March 2002, the NMC has held an ongoing series of conversations and dialogs with hundreds of technology professionals, campus technologists, faculty leaders from colleges and universities, and representatives of leading corporations.

" Imagine the implications of the future that most technology experts foresee: Wireless devices are embedded in everything-including us; cameras record activity in all public spaces; databases catalogue our online moves; massive data centers allow our information to be sorted and understood in new ways; the physical environment changes as "the Internet of things" and "everywhere" applications are widespread; projection of digital material is possible on all kinds of surfaces; immersive, invisible, ambient networked computing makes us available to more people in more ways; software exhibits humanlike thinking; and a direct brain-to-computer interface is possible."