Education is expanding to include a stronger focus on the practical application of classroom lessons in an effort to prepare the next generation of scholars for a changing world economy centered on collaborative and problem-solving skills for the digital age. "The Handbook of Research on Technology Tools for Real-World Skill Development" presents comprehensive research and discussions on the importance of practical education focused on digital literacy and the problem-solving skills necessary in everyday life. Featuring timely, research-based chapters exploring the broad scope of digital and computer-based learning strategies including, but not limited to, enhanced classroom experiences, assessment programs, and problem-solving training, this publication is an essential reference source for academicians, researchers, professionals, and policymakers interested in the practical application of technology-based learning for next-generation education. Following a foreword by Andreas Schleicher, a foreword by Chris Dede, a preface, and an acknowledgment section, this 2-volume set is organized into the following volumes, sections, and chapters: Volume I: Section 1: Defining Real-World Skills in Technology-Rich Environments: (1) Twenty First Century Skills vs. Disciplinary Studies? (Lars Vavik and Gavriel Salomon); (2) Digital Competence: A Net of Literacies (Edith Avni and Abraham Rotem); (3) The Application of Transdisciplinary Theory and Practice to STEM Education (Susan Malone Back, Heather Greenhalgh-Spencer, and Kellilynn M. Frias); (4) The SOAR Strategies for Online Academic Research: Helping Middle School Students Meet New Standards (Carolyn Harper Knox, Lynne Anderson-Inman, Fatima Terrazas-Arellanes, Emily Deanne Walden, and Bridget Hildreth); (5) The Value of Metacognition and Reflectivity in Computer-Based Learning Environments (Sammy Elzarka, Valerie Beltran, Jessica Decker, Mark Matzaganian, and Nancy T. Walker); and (6) A Framework for Defining and Evaluating Technology Integration in the Instruction of RealWorld Skills (J. Christine Harmes, James L. Welsh, and Roy J. Winkelman); (7) Equipping Advanced Practice Nurses with Real-World Skills (Patricia Eckardt, Brenda Janotha, Marie Ann Marino, David P. Erlanger, and Dolores Cannella). Section 2: Technology Tools for Learning and Assessing Real-World Skills: (8) Simulations for Supporting and Assessing Science Literacy (Edys S. Quellmalz, Matt D. Silberglitt, Barbara C. Buckley, Mark T. Loveland, and Daniel G. Brenner); (9) Using the Collegiate Learning Assessment to Address the College-to-Career Space (Doris Zahner, Zachary Kornhauser, Roger W. Benjamin, Raffaela Wolf, and Jeffrey T. Steedle); (10) Rich-Media Interactive Simulations: Lessons Learned (Suzanne Tsacoumis); (11) An Approach to Design-Based Implementation Research to Inform Development of EdSphere®: A Brief History about the Evolution of One Personalized Learning Platform (Carl W. Swartz, Sean T. Hanlon, E. Lee Childress, and A. Jackson Stenner); (12) Computer Agent Technologies in Collaborative Assessments (Yigal Rosen and Maryam Mosharraf); (13) A Tough Nut to Crack: Measuring Collaborative Problem Solving (Lei Liu, Jiangang Hao, Alina A. von Davier, Patrick Kyllonen, and Diego Zapata-Rivera); (14) Animalia: Collaborative Science Problem Solving Learning and Assessment (Sara Bakken, John Bielinski, Cheryl K. Johnson, and Yigal Rosen); (15) Using Technology to Assess Real-World Professional Skills: A Case Study (Belinda Brunner, Kirk A. Becker, and Noel Tagoe); Volume II: (16) Assessment in the Modern Age: Challenges and Solutions (Mahmoud Emira, Patrick Craven, Sharon Frazer, and Zeeshan Rahman); (17) Technology-Assisted Learning for Students with Moderate and Severe Developmental Disabilities (Diane M. Browder, Alicia Saunders, and Jenny Root); (18) Mitigation of Test Bias in International, Cross-National Assessments of Higher-Order Thinking Skills (Raffaela Wolf and Doris Zahner); (19) Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking (Yigal Rosen and Maryam Mosharraf); (20) "Visit to a Small Planet": Achievements and Attitudes of High School Students towards Learning on Facebook--A Case Study (Rikki Rimor and Perla Arie); and (21) Cross-Border Collaborative Learning in the Professional Development of Teachers: Case Study--Online Course for the Professional Development of Teachers in a Digital Age (Rafi Davidson and Amnon Glassner). Section 3: Automated Item Generation and Automated Scoring Techniques for Assessment and Feedback: (22) Using Automated Procedures to Generate Test Items That Measure Junior High Science Achievement (Mark Gierl, Syed F. Latifi, Hollis Lai, Donna Matovinovic, and Keith A. Boughton); (23) Automated Scoring in Assessment Systems (Michael B. Bunch, David Vaughn, and Shayne Miel); (24) Automated Scoring of Multicomponent Tasks (William Lorié); (25) Advances in Automated Scoring of Writing for Performance Assessment (Peter W. Foltz); and (26) Using Automated Feedback to Improve Writing Quality: Opportunities and Challenges (Joshua Wilson and Gilbert N. Andrada). Section 4: Analysis, Interpretation, and Use of Learning and Assessment Data from Technology Rich Environments; (27) Assessing Problem Solving in Technology-Rich Environments: What Can We Learn from Online Strategy Indicators? (Jean-Francois Rouet, Zsofia Vörös, and Matthias von Davier); (28) Analyzing Process Data from Technology-Rich Tasks (Lisa Keller, April L. Zenisky, and Xi Wang); (29) Analyzing Process Data from Problem-Solving Items with N-Grams: Insights from a Computer-Based Large-Scale Assessment (Qiwei He and Matthias von Davier); (30) Assessment of Task Persistence (Kristen E. DiCerbo); and (31) Assessing Engagement during the Online Assessment of Real-World Skills (J. Christine Harmes and Steven L. Wise). A compilation of References, a section about the contributors, and an index are included.