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Front-matter,Copyright,List of contributors,About the editors,About the authors,PrefaceEntitled to full text1 - Learning through dynamic design and animation, Pages 1-11Ģ - Creating digital videos in an ESL learning community to develop communication skills and content area knowledge, Pages 13-35ģ - Unplugging with off-the-gridders, Pages 37-45Ĥ - PROS: A self-guided process for assignment completion and meaningful learning, Pages 47-58ĥ - The use of free resources to facilitate anytime-anywhere learning, Pages 59-74Ħ - I teach, therefore iPad: Improving asynchronous learning through formative assessment, Pages 75-91ħ - The selfie (and ussie) as identity in the classroom, Pages 93-102Ĩ - Rhizomes of the classroom: Enabling the learners to become the curriculum, Pages 103-118ĩ - Supporting the conceptualization of student innovation projects through peer and expert feedback on virtual pitches, Pages 119-135ġ0 - Synchronous “elevator pitch”: Teaching digital communication literacy with peer consultation and self-assessment, Pages 137-147ġ1 - Effective use of technology for asynchronous learning to elevate students’ knowledge and problem-solving ability, Pages 149-158ġ2 - STEM to social awareness: Connecting the dots through audio storytelling with podcasts, Pages 159-167ġ3 - Asynchronous blogging as a mechanism to enhance students’ conceptual understanding of the epidemiological and public health ramifications of microbial diseases, Pages 169-176ġ4 - Ten-story building: App development for ESL, Pages 177-186ġ5 - Global classrooms: Creating international collaborative initiatives, Pages 187-213ġ6 - Integration: Theory to everyday life, Pages 215-223ġ7 - How rich media and discussion boards in online classes can foster student learning and an understanding of online social activism: A special focus on Black Lives Matter, Pages 225-235