The first part includes two chapters. Marlene Scardamalia and Carl Bereiter discuss the meaning of knowledge building/knowledge creation and the importance of transformation from teaching for understanding to knowledge building. They argued that the goal of spanning Knowledge Building theory, pedagogy, and technology was to recreate schools as knowledge-creating organizations a formidable educational challenge requiring a shift in the modes of thought that since ancient times have characterized education. Jinbao Zhang and Linglin Meng discuss the ICT-supported instructional innovative practice and diffusion mechanism of K-12 in China.
Methods to Design Learning
The second part consists of three chapters. Michael Spector discusses some issues for ICT-supported instructional design by considering the emerging technologies and challenges for effective design of instruction. The chapter also discusses how to prepare educational technologists and the logic models to advance research, design and practice. Chee-Kit Looi, Daner Sun, and Wenting Xie present the importance of informal learning, considering the concept of seamless learning.
Some major concepts were discussed and methods were provided for integrating informal learning into formal learning in this chapter. Di Wu, Xiaorong Yu, and Jingyang Rao compare the differences of ICT infrastructure construction status in China and the United States from broadband access, classroom environment and popularity of terminal equipment. The authors also summarize the experience for infrastructure construction of ICT in education from three aspects
Development Model of Digital Learning Resources
The third part consists of two chapters. Liang Yu, Chuqian Sheng, and Di Wu introduce the background, purpose, and tasks included in the Teaching Site covered by the Digital Education Resources Project promoted by the Ministry of Education in China to bridge the digital divide between the Western remote rural areas.
Allison Powell’s chapter provides a brief description of the field of K-12 online and blended learning in the United States and an overview of the types of digital content available to K-12 students and teachers. She also discusses how content is developed along with the pros and cons of building content in contrast to purchasing content from a publisher.
Promoting e-leadership Using ICT
The fourth part includes three chapters. Stylianos Sergis and Demetrios G. Sampson analyze the 70 existing school leadership decision support systems (SL-DSS), to gather insights that could drive future implementations of school leadership decision support systems toward providing more effective decision support affordances and tackling the identified shortcomings of existing systems. Glen Bull, Nigel Standish, Eric Johnson, and Hossein Haj-Hariri introduce the successful use of digital manufacturing in a Lab School in the US, and point out that central coordination and planning can facilitate the effective use of digital manufacturing technology in schools. Martina A. Roth and Jon K.