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CHILDWISE TRENDS REPORT 2009 For the tenth year, trend data from this proven leading industry tracking study is available as a separate, 30 page, concise report - providing the ideal introductory reference for information on children aged 5-16.

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.

"Zunehmende soziale Integration durch ePortfolios für funktionelle Analphabeten Mark A. Kramer, Universität Salzburg ICT&S Center for Advanced Studies, A"

McLuhan built on Innis's idea that in studying the effects of communications media, technological form mattered more than content.

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.