This chapter begins with an overview of the key components of lesson planning and what this looks like in the context of a mathematics lesson. We consider approaches to planning that focus on developing a sound conceptual understanding of important mathematical concepts. We then look at how the use of technology can be planned for and capitalised on to support students’ learning, including in an online environment, and within the context of a 21st century classroom. The latter part of the chapter uses classroom snapshots and case studies to show how mathematical skills, knowledge and understanding can be developed through the use of inquiry over a series of lessons.

Educationally, we are in an exciting time in terms of geometrical investigations in the classroom. While the manipulation of concrete materials to enable student construction of two-dimensional figures and three-dimensional objects has been readily available for many years, there are a growing number of mathematics classrooms that have access to dynamic geometry software and interactive sites that enable real-time creation and exploration of geometric figures and their properties. In fact, in some pockets of society, students’ access to a mobile device is in a similar manner to how classrooms of the 1980s used pen and paper as a resource. While, in jest, mobile devices may be referred to ‘an extension of the brain’, in its regular use as an instant source of information and exploration there is an element of this use that can be exploited for positive gain in the mathematics classroom. This chapter explores the development of geometrical concepts and the manner in which we can facilitate exploratory experiences to assist students in their development.

Schools are technology rich. Teachers routinely now use digital tools for reporting, communications within school and with parents, for maintaining class records, for preparing materials and so on. Some schools use online teaching programs or electronic textbooks. With NAPLAN moving to become fully online (see Chapter 19) there is a need for both teachers and students across the primary years to be confident and creative users of digital technology. Each chapter in this book has included examples and strategies for integrating digital tools into the teaching of mathematics across a range of mathematical content areas.

Climate services (CS) and agricultural advisory services (AAS) have the potential to play synergistic roles in helping farmers manage climate-related risk, providing they are integrated. For information and communication technology (ICT)-enabled, climate-informed AAS to contribute towards transformation, the focus must shift from scaling access to scaling impact. With expanding rural ICT capacity and mobile phone penetration, digital innovation brings significant opportunities to improve access to services. Achieving impact requires the following actions: building farmers’ capacity and voice; employing a diverse delivery strategy for CS that exploits digital innovation; bundling CS, agri-advisories, and other services; investing in institutional capacity; and embedding services in a sustainable and enabling environment in terms of policy, governance, and resourcing. Recent experiences in several countries demonstrate how well targeted investments can alleviate constraints and enhance the impact of climate-informed AAS.

More often than not, the advent of contemporary information and communication technologies is presented as one of the great success stories of contemporary schooling, and while ICT has the potential to be a transformative force in education, the issues are complicated and the outcomes far from certain. The field is often divided into those who grew up with such technologies ߝ ‘digital natives’/students ߝ and those who have come to these technologies at a later date ߝ ‘digital immigrants’/teachers. This binary articulates a central problem within a power relation where teachers are normally expected to know more than those they teach. Furthermore, such new technologies do not simply represent mechanisms for accessing more information more quickly and in more interesting ways. By stepping outside the domain of traditional linear texts, traditional understandings of literacy start to lose their meaning. New digital technologies necessitate the adoption of the notion of ‘multiliteracies’, a plural understanding of literacy that encompasses a range of other modes of contemporary meaning-making ߝ hypertext, audio, video and so on ߝ which are integral to the digital universe.

This chapter focuser on the general capabilities in the Australian Curriculum. It addresses the seven general capabilities as they relate to and enhance learning in the health and physical education key learning area. This chapter builds on the introduction of the Early Years Learning Framework and the Australian Curriculum: Health and Physical Education as outlined in the previous chapter. It is worth referring here to the Review of the Australian Curriculum (due mid-2021) as this review is focused on the accessibility of teachers to effectively integrate the general capabilities and the cross curricula priorities. All seven general capabilities will be explored equally and the cross-curriculum priorities are detailed next.

The international community is too often focused on responding to the latest cyber attack instead of addressing the reality of pervasive and persistent cyber conflict. From ransomware against the city government of Baltimore to state-sponsored campaigns targeting electrical grids in Ukraine and the United States, we seem to have relatively little bandwidth left over to ask what we can hope for in terms of “peace” on the Internet, and how to get there. It’s also important to identify the long-term implications for such pervasive cyber insecurity across the public and private sectors, and how they can be curtailed. This edited volume analyzes the history and evolution of cyber peace and reviews recent international efforts aimed at promoting it, providing recommendations for students, practitioners, and policymakers seeking an understanding of the complexity of international law and international relations involved in cyber peace. This title is also available as Open Access on Cambridge Core.

This chapter addresses the place and nature of the general capabilities of the Australian Curriculum and emphasises that the general capabilities are not an ’add-on’ to the teaching of the Australian Curriculum: Geography. Rather, the general capabilities are integral to quality geographical education and have a very comfortable synergy with the aims, knowledge, understandings, skills and pedagogical approaches of the geography curriculum.

It is hard to imagine a world without digital technologies. They influence every facet of our lives, including our education, health, leisure activities, finances and jobs. You may have heard different terms for digital technologies such as information technology (IT) and information and communication technology (ICT). In this chapter, we will use the terms digital technology and ICT interchangeably. In the first section of this chapter ‘Digital technologies and you’, we will explore both your personal and educational experiences with ICT as well as investigate your attitudes towards digital technologies in education. ‘Digital technologies in schools’ explores the current situation in early childhood, primary and secondary school contexts. You will be given an insight into theoretical frameworks, curriculum implications and practical considerations for twenty-first-century classrooms. The third section discusses pedagogical theories surrounding the use of digital technologies in classrooms and the fourth section, ‘Using digital technologies in class’, provides numerous suggestions and practical information on how digital technologies can be used for teaching and learning.

Democratic backsliding and its effectsare gaining momentum within Public Administration research as populist parties start to implement their political agendas. Despite the increasing relevance of the topic, the local government is seldom mentioned. This gap is especially relevant as many populist parties govern at first and even only at the local level, playing a crucial role in shaping local politics, public services, and administrative reform. This chapter explores the strategies and the impact of technocratic populism on the public administration in three European cities. It investigates how technocratic populist parties and leaders in cities interact with bureaucracy and combine different strategies of democratic backsliding: centralizing of administrative structures, disciplining the bureaucracy, and controlling societal participation. It also examines the role of ICT tools and innovations within the populist strategies. The empirical analysis showed that technocratic populists employ, with varying success, strategies to transform public administration. However, there are also considerable differences among cases that point to heterogeneity within this populist category.

This chapter summarizes the results and concludes by pointing out two limitations of the volume. Overall continuity has prevailed in the protest arena during the Great Recession. Neither during the shock period nor during the period of the Euro-crisis has this deep economic crisis led to a general return of economic protest across Europe, nor has it led to a transformation of the action repertoire of the protestors in the streets. Southern Europe has been different, because it experienced a double crisis – economic and political, which expressed itself in a tremendous wave of protest above all in Greece, but also in Spain and to a lesser extent in Portugal. In Italy, we saw more of the business as usual that characterized the protest arena in the rest of Europe. The main effect of the protest wave that swept through southern Europe has been the transformation of the party systems in the respective countries. New challenger parties rose up, party systems fragmented and coalition formation became difficult. The focus of the volume on protest in the streets is limited in two respects: On the one hand, with the rise of new challenger parties from the left and the right, protest politics are shifting into the electoral arena, which we have not analysed in this volume. On the other hand, protest politics may be increasingly influenced by the new opportunity structure provided by the information communication technologies (ICTs), which was not the focus of our study either.