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Lecture recording provides learning material for local and distance education. The TeleTeachingTool uses the very flexible screen recording technique to capture virtually any material displayed during a presentation. With its built‐in annotation system teachers can add freehand notes and emphasize important parts. Unlike other screen recorders, our implementation offers slide‐based navigation, full text search and annotated scripts, which are obtained by automated post‐production. This article presents how automated analysis generates indices for slide‐based navigation on the fly and how to achieve live interlinkage of annotations with slides so that annotations disappear when a slide is changed and are made visible again when returning to that slide later during presentation, although screen recorders generally do not provide an association of annotations with slides.

Since 1985, Advances in Special Education has aspired to advance theories and best practices essential to understanding, treating, and instructing students with disabilities. At times, advancement involves vision and innovation. At other times, new technologies, cutting edge medical procedures, or innovate pedagogical practices capture the attention of special education professionals globally and substantial changes can result in the way students with special needs are instructed. This volume in Special Education International Perspectives invites a call for common ground and global commonalities in all schools. The main theme of this chapter is that teachers matter. The chapter reviews two decade of scientific evidence that supports this theme. The scientific evidence comes from neuroscience and social cognition findings related to the importance of the teacher–student interaction. Environmental influences are not only the physical world but the all-important social world. The chapter begins with an overview of the “social” brain relative to teaching. A practical guide for teacher use of evidence-based educational practices concludes the chapter.

The paper aims to examine the notion of the boundaryless career, arguing that the notion is problematic, and that simultaneous co‐existence of different types of careers makes both “new” and “old” types of careers possible.

The approach is twofold: a theoretical argument, and a qualitative ethnographic study, involving observations and interviews.

The theoretical argument questions the underlying premise and promise of the notion of the boundaryless career, namely that modern careers amount to a higher level of personal freedom. This empirical study will serve to illustrate the co‐constitutive nature of different career stories.

The research is qualitative and thereby limited in the following way: it serves to give a deep understanding of the phenomena at hand, but is not easily generalizable. However, the methodology can inspire scholars to explore the findings observed in this paper.

The idealization of the boundaryless career is problematic, as it poses problems to those concerned with the career. A more flexible ideal of careers would be preferable to researchers and organisational actors alike.

The paper gives a practical and empirical input to a debate that has been largely conceptual or generalized.