The educational technology sector is growing fast, with schools, colleges and universities more than ever looking for the best ways to use technology in the classroom. At the same time, there is an increasing appetite for learning and teaching practices to be backed up by evidence. However, there are few resources that bring these two things together. "Enhancing Learning and Teaching with Technology" brings together researchers, technologists and educators to discuss how technology can be designed and used for learning and teaching to best effect. It addresses what the research says about: (1) how and why learning happens and how different technologies can enhance it; (2) engaging a variety of learners through technology and helping them benefit from it; and (3) and how technology can support teaching. The book is an accessible introduction to learning and teaching with technology for teachers and other educational professionals, regardless of their experience with using technology for education. Following a general introduction, "How research is reported in the news" (Terry Freedman), this book is divided into four parts. Part 1, "Learning," includes: (1) Introduction: What the research says about how and why learning happens (David Baume and Eileen Scanlon); (2) The role of genetic inheritance in how well children do in schools (Michael J. Reiss); (3) The value of self-tests and the acknowledgement of uncertainty (Tony Gardner-Medwin); (4) Context and learning (Rosemary Luckin). Part 2, "The Use of Different Technologies to Enhance Learning," contains: (1) Introduction: What the research says about the use of different technologies to enhance learning (Mutlu Cukurova and Rosemary Luckin); (2) The new Computing curriculum in England (Lawrence Williams and Miroslava Cernochová); (3) Using game design for learning (Charlotte Laerke Weitze); (4) Citizen science and informal learning: A brief commentary (Christothea Herodotou); (5) Video for learning (Nageela Yusuf); (6) Learning when out and about (Mark Gaved, Alice Peasgood, and Agnes Kukulska-Hulme); and (7) Learning with iPads: 'Makes learning fun' (Patricia Davies). Part 3, "Engaging Learners through Technology," includes: (1) Introduction: Engaging learners through technology (Kim Issroff); (2) Unintentional learning: Are digital games friends or foes? (Rafael Marques de Albuquerque and Shaaron Ainsworth); (3) Issues of academic integrity around digital learning and assessment (Charles Crook); and (4) Improving learning through engaging spaces (Allison Allen and Richard Allen). Part 4, "Helping Learners Get the Most Benefit from Digital Technology," includes: (1) Introduction: Helping learners get the most benefit from digital technology (Rosemary Luckin and Mutlu Cukurova); (2) A contemporary digital capabilities framework (David Baume and Eileen Scanlon); (3) Tablet devices in education: Beyond face-value (Keith Turvey and Norbert Pachler); (4) The maker movement and schools (Torben Steeg and David Barlex); and (5) Learning across locations and settings (Ann Jones, Eileen Scanlon and Koula Charitonos). Part 5, "Technology for Adult Learners in and beyond Formal Institutions," includes: (1) Introduction: Technology for adult learners in and beyond formal institutions (Stuart Edwards); (2) Technology, the Internet and adult participation in learning (Stuart Edwards); (3) MOOC development: Priority areas (Rebecca Ferguson, Christothea Herodotou, Tim Coughlan, Eileen Scanlon, and Mike Sharples); and (4) Widening adult learning participation (Stuart Edwards). Lastly, Part 6, "How Technology Can Support Teaching," presents: (1) Introduction: What the research says about how technology can support teaching (osemary Luckin and Wayne Holmes); (2) Learning analytics, artificial intelligence and the process of assessment (Rosemary Luckin and Kristen Weatherby); (3) Artificial intelligence and big data technologies to close the achievement gap (Benedict du Boulay, Alexandra Poulovassilis, Wayne Holmes, and Manolis Mavrikis); and (4) Technology to provide educational practitioners with the expertise they need (Kaska Porayska-Pomsta, Christina Preston, Charlotte Laerke Weitze, and Sarah Younie).