@book {570711,
	title = {Handbook of Research on Technology Tools for Real-World Skill Development (2 Volumes)},
	year = {2015},
	pages = {824},
	publisher = {Information Science Reference, IGI Global},
	organization = {Information Science Reference, IGI Global},
	abstract = {Changes in the world economy, specifically toward information industries, have changed the skillset\&nbsp;demand of many jobs (Organization for Economic Development [OECD], 2012a). Information is created,\&nbsp;acquired, transmitted, and used{\textemdash}rather than simply learned{\textemdash}by individuals, enterprises, organizations,\&nbsp;and communities to promote economic and social development. Major employers and policy\&nbsp;makers are increasingly asking teachers and educators to help students develop so-called real-world\&nbsp;skills (Gallup, 2013). While learning basic numeracy and literacy skills still is crucial to success in the\&nbsp;job market, developing real-world skills also is essential to success in the job market and worldwide\&nbsp;economic development.
Real-world skills, or {\textquotedblleft}21st century skills,{\textquotedblright} include critical thinking, collaborative problem solving,\&nbsp;creativity, and global competency. These skills that facilitate mastery and application of science,\&nbsp;mathematics, language arts, and other school subjects will grow in importance over the coming decade\&nbsp;(National Research Council, 2012; OECD, 2012a, 2012b). A wide range of initiatives and programs in\&nbsp;education promote learning and assessment of real-world skills. These include, for example, the Common\&nbsp;Core State Standards (National Governors Association Center for Best Practices and Council of\&nbsp;Chief State School Officers, 2010a, 2010b), Next Generation Science Standards (National Research\&nbsp;Council, 2013), Common European Framework of Reference (Council of Europe, 2011), Partnership for\&nbsp;21st Century Skills (Partnership for 21st Century Skills, 2009), Education for Life and Work (National\&nbsp;Research Council, 2012), and assessment frameworks in the Programme for International Student Assessment\&nbsp;(PISA) (OECD, 2013).
Because of the importance of promoting these skills, we have embarked on a journey to create a\&nbsp;Handbook of Research on Technology Tools for Real-World Skill Development. Because conceptions\&nbsp;and educational applications of real-world skills are evolving rapidly, we have welcomed a wide range\&nbsp;of skills in the Handbook. The following four strands of skills are represented in the chapters: Thinking\&nbsp;skills refer to higher-order cognition and dispositions such as critical thinking, complex problem\&nbsp;solving, metacognition, and learning to learn. Social skills refer to attitudes and behaviors that enable\&nbsp;successful communication and collaboration. Global skills refer to attitudes and behaviors that emphasize\&nbsp;the individual{\textquoteright}s role in, and awareness of, the local as well as the global and multicultural environment.\&nbsp;Digital skills emphasize information and digital literacies needed in the technology-rich world in\&nbsp;which we live. Similarly, the chapters in this Handbook describe a range of technology tools to support\&nbsp;teaching, learning, assessment for learning (e.g., Stiggins, 2005; Wiliam, 2011), feedback for learning\&nbsp;(e.g., Hattie, \&amp; Timperley, 2007; Shute, 2008), and scoring of student responses.
As technology-rich environments for teaching, learning, assessment, and feedback are being integrated\&nbsp;into educational processes, there is much to be learned about how to leverage advances in technology,\&nbsp;learning sciences, and assessment to develop real-world skills for the 21st century. Research findings on\&nbsp;what works best are just emerging, possibly due to the strong multi-disciplinary approaches required to\&nbsp;extract the greatest value. This Handbook is intended to serve as a first body of research in the expanding\&nbsp;area of technology tools for teaching, learning, assessment, and feedback on real-world skills that\&nbsp;educators can turn to in the coming years as a reference. Our aim is to bring together top researchers\&nbsp;to summarize concepts and findings. The Handbook contains contributions of leading researchers in\&nbsp;learning science, educational psychology, psychometrics, and educational technology. Assuming that\&nbsp;many readers will have little grounding in those topics, each chapter outlines theory and basic concepts\&nbsp;and connects them to technology tools for real-world skill development. We see this as one of the most\&nbsp;crucial contributions of the Handbook, seeking to establish strong theoretical principles that can inform\&nbsp;educational research and practice and future research and development.},
	url = {http://www.igi-global.com/book/handbook-research-technology-tools-real/132469},
	author = {Yigal Rosen and Steve Ferrara and Maryam Mosharraf}
}
