Introduction / 9
PART I: Evolution of Educational Systems in the U.S. and Poland
Chapter 1: Contextual Factors and Their Influence on the Evolution of Education in the U.S. / 17
Introduction: Evolution of Education in the U.S. / 17
A Brief History of Education in America / 18
Technology and Learning / 22
TPACK/TPCK: Technological, Pedagogical, Content Knowledge Framework / 31
SAMR: Substitution Augmentation Modification Redefinition Model / 32
TIM: Technology Integration Matrix / 34
21st Century Drivers and Trends / 35
Economics / 35
The Standards Movement / 38
Competition /40
Advancements in Technology / 43
Key Policy Initiatives / 45
Conclusion / 48
References / 49
Chapter 2: Contextual Factors and Their Influence on the Evolution of Education in Poland / 55
Traditional and Modern Use of Media in Education in Poland at the Turn of the 20th and the 21st Centuries / 55
Opinions on the Didactics of the Use of Media in Education / 55
The Concept of Kazimierz Sośnicki / 57
The Concept of Multilateral Education by Wincenty Okoń / 58
The Concept of Education Through Tourism and Trips by Kazimierz Denek / 59
The Concept of Differential Didactics by Tadeusz Lewowicki / 60
The Concept of Krzysztof Kruszewski / 60
Media in Education or Efforts for Better Teaching / 60
The Illustrative Function as a Determining Role of the Media
in Education / 61
Two Pillars Forming the Polish Educational Technology / 65
Development of Mass Media / 65
Programmed Teaching / 71
Media Education in the Face of Challenges in IT Progress / 73
Media Pedagogy / 80
Summary / 83
References / 83
Chapter 3: Important Policies and Reports in American and Polish Education / 89
Important Policies and Reports in American Education / 89
1892 Committee of Ten / 90
1896 Plessy v. Ferguson / 90
1958 National Defense Education Act (NDEA) / 90
1965 Elementary and Secondary Education Act (ESEA) / 91
1972 Title I / 91
1974 Title IX / 91
1975 Individuals with Disabilities Education Act (IDEA) / 91
1983 Nation at Risk / 92
1994 Improving America’s Schools Act and Goals 2000: Educate America Act / 92
1996 National Educational Technology Plan / 92
2000 The Power of the Internet for Learning: Moving from Promise to Practice / 93
2000 National Educational Technology Plan / 93
2001 No Child Left Behind Act (NCLB) / 93
2004 National Educational Technology Plan / 94
2009 Race to the Top (RTT) / 94
2010 A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act / 94
2010 National Educational Technology Plan / 95
2012 U.S. Education Reform and National Security / 95
2012 Common Core State Standards (CCSS) / 96
Family Education and Privacy Act (FERPA) / 96
References / 97
Important Policies and Reports in Polish Education / 99
Systemic Changes in the Documents and Reports of the EU and International Organisations / 100
Education and Training 2010 / 101
The Copenhagen Declaration / 101
The Maastricht Communiqué / 101
The Bologna Declaration: Higher Education in Europe / 101
Commission Staff Working Paper. Schools for the 21st Century / 102
Manifesto of the European Ambassadors for Creativity and Innovation / 103
Digital School Program / 107
EU Reports and Documents Relating to the Use of ICT / 108
The Polish Education System / 110
The Education Act / 110
Core Curriculum for General Education at Primary Schools / 114
Regulation of the Minister of National Education of 23 Dec. 2008 / 114
Core Curriculum for General Education at the Lower and Upper Secondary Levels / 115
European Qualifications Framework / 117
Computer Classes and Information Technology in the Curriculum of Particular Types of Schools / 118
References / 126
PART II: The Praxis (Practical Application) of Educational Technology in the U.S. and Poland
Chapter 4: Mainstream and Emerging Practices in the U.S. / 133
The Digital Classroom in the U.S. / 133
One-to-One Computer and BYOD (Bring Your Own Device) / 135
Games, Virtual Worlds, and Simulations / 139
Online Learning / 141
Blended Learning / 144
Competency-based Education / 147
Open Educational Resources (OER) / 149
Education Data / 152
Conclusion / 155
References / 157
Chapter 5: Mainstream and Emerging Practices in Poland / 167
Research on the Use of Computer Labs in Education / 172
Research on the Use of Multimedia Workshops for Teachers Conducted between 1997 and 1999 / 177
Research on the Effectiveness of the Use of Information Technology to Develop Innovative and Creative Activities / 179
The Study on Pupils’ Creative Activity in Relation to IT Presence in Primary Schools / 180
A/ Creativity and Computer Games Used by Pupils between 12 and 15 Years of Age / 180
B/ Abilities and Creative Attitudes and Styles of Using Electronic Media / 184
C/ Research on the Project Method Supported by New Technologies / 189
D/ Research on Students’ Leisure Time in the Digital Age / 193
Experiments on the Use of Computers in Working with Children with Different Deficits / 195
A/ A Project of an Expert System of Diagnosis and Therapy Selection / 196
B/ The Project of a Computer-based School Maturity Test / 198
C/ Designs of Computer Programs for Pedagogical Diagnosis and Therapy / 199
Studies on the Use of IT in the Educational Process in the Years 2010–2014 / 200
Conclusions / 210
References / 211
Chapter 6: Research in Educational Technology / 213
Research on Digital Classrooms in the U.S. / 213
Trending Reports and Standards / 213
Emerging Pedagogy and Best Practice / 215
Digital Tools / 222
Online and Blended Learning / 226
Student Achievement / 231
Learning Analytics / 233
Chapter 7: Digital Tools in the Classroom – Poland / 237
Introduction / 237
The Use of Information Technology at the Upper Secondary Level / 237
Information Skills at the Lower Secondary Level in Light of School IT Teaching Models / 239
Research on Availability of Computer Labs / 240
Research on the Use of Information Technology in Education / 242
Information Technology as a Didactic Resource in Teacher Training – Students of Postgraduate Studies / 243
Abilities and Creative Attitude as Compared to Styles of Use of Electronic Media / 243
Didactic Effectiveness of the Use of Interactive Information Technology Tools in the Process of Early-school Teaching / 246
Research on Teachers’ Information Competence / 247
Other Research on Teachers’ Competencies / 248
Research on Intensity of Teachers’ and Head Teachers’ Use of Information Technology / 250
Research on the Most Popular ICT Tools as Used by Students in Their Everyday Life / 251
Project-based Learning (PBL) in the Construction and Implementation of the System of University Education in the Context of New Technologies / 253
Learning Styles of Students Performing Tasks by Means of the Project Method / 257
Modes of Study and Learning Styles / 258
Sources of Knowledge, the Media, Ways of Execution and Knowledge Developed Through Participation in the Project / 259
Barriers in Execution of the Project / 261
Exploration, Processing and Presenting Information in the Project Method / 262
Summary / 266
Distance Learning / 266
Introduction / 266
A. The Concept of E-learning in Light of Research / 267
B. Examples of Research on E-learning Implemented in Poland / 271
C. Projects Related to E-learning / 277
D. Educational Proposals Concerning E-learning / 281
References / 290
