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Books > Social sciences > Education > Educational resources & technology
Recent work on children's digital cultures has identified a range of literacies emerging through children's engagement with new media technologies. This edited collection focuses on children's digital cultures, specifically examining the role of play and creativity in learning with these new technologies. The chapters in this book were contributed by an international range of respected researchers, who seek to extend our understandings of children's interactions with new media, both within and outside of school. They address and provide evidence for continuing debates around the following questions: What notions of creativity are useful in our fields? How does an understanding of play inform analysis of children's engagement with digital cultures? How might school practice take account of out-of-school learning in relation to digital cultures? How can we understand children's engagements with digital technologies in commercialized spaces? Offering current research, theoretical debate and empirical studies, this intriguing text will challenge the thinking of scholars and teachers alike as it explores the evolving nature of play within the media landscape of the twenty-first century.
Video games challenge our notions of identity, creativity, and moral value, and provide a powerful new avenue for teaching and learning. This book is a rich and provocative guide to the role of interactive media in cultural learning. It searches for specific ways to interpret video games in the context of human experience and in the field of humanities research. The author shows how video games have become a powerful form of political, ethical, and religious discourse, and how they have already influenced the way we teach, learn, and create. He discusses the major trends in game design, the public controversies surrounding video games, and the predominant critical positions in game criticism. The book speaks to all educators, scholars, and thinking persons who seek a fuller understanding of this significant and video games cultural phenomenon.
What knowledge and skills do designers of learning technologies
need? What is the best way to train them to create high-quality
educational technologies? Distilling the wisdom of expert
instructors and designers, this cutting-edge guide offers a clear,
accessible balance of theory and practical examples.
Directed to university instructors working with students on developing educational software projects and to managers leading learning technologies development teams, this book is a valuable resource for guiding and inspiring the next generation of designers of learning technologies.
Video games challenge our notions of identity, creativity, and moral value, and provide a powerful new avenue for teaching and learning. This book is a rich and provocative guide to the role of interactive media in cultural learning. It searches for specific ways to interpret video games in the context of human experience and in the field of humanities research. The author shows how video games have become a powerful form of political, ethical, and religious discourse, and how they have already influenced the way we teach, learn, and create. He discusses the major trends in game design, the public controversies surrounding video games, and the predominant critical positions in game criticism. The book speaks to all educators, scholars, and thinking persons who seek a fuller understanding of this significant and video games cultural phenomenon.
This book takes into account three core policies: 'Every Child Matters', 'Personalised Learning', and 'Harnessing Technology', combined they are at the heart of changes to children and young peoples' experiences of school. Harnessing Technology considers these policies and their interlinked relationship. It outlines the ways in which technology allows us to assess, track and monitor pupil progress and use this information to better support both their learning and their broader needs, making it an essential resource for training and practicing teachers, school leaders, and all those involved in educational transformation. To achieve the five outcomes of the 'Every Child Matters' agenda requires an approach that is pupil centred, with developments in new technologies making it possible to not only understand each individual more precisely, but also for them to learn in more flexible and personalised ways. Through innovations such as web based information sharing, learning platforms and e-portfolios, schools will be able to offer content appropriate to pupil's personal goals, breaching conventional orthodoxies of time and place. How far these policies will transform schools and services for children and young people remains to be seen. Consideration is given within the book to the barriers to their success, the issues that impinge upon them, and questions asked about their capacity to bring about long-term, systemic, change.
This practical, how-to guide makes it easy for teachers to incorporate the latest technology in their classes. Employing an informal workshop approach, the book avoids technical jargon and pays special attention to the needs of teachers who are expanding the use of computers in their classrooms. The authors focus on what teachers do and how they can do it better, and provide a wide variety of proven tools, tips, and methods for enhancing these activities with technology."Best Ideas for Teaching with Technology" provides extensively illustrated tutorials for a wide variety of software, online tools, and teaching techniques. It covers everything from lesson plans, to time management, how to show animation, blogging, podcasts, laptop strategies, and much, much more. In addition, periodic updates to the text will be available on the authors' website.
In Teaching English Language Learners through Technology, the authors explore the use of computers/technology as a pedagogical tool to aid in the appropriate instruction of ELLs across all content areas. The special focus of this book is on the informed use of various technologies and software programs that can specifically aid ELLs. Strategies are also provided for varying levels of access--whether teachers teach in a one computer classroom, have access to multiple computers, or have the ability to go into a computer lab at their school. A fully annotated list of web and print resources completes the volume, making this a valuable reference to help teachers harness the power of computer-assisted technologies in meeting the challenges of including all learners in effective instruction.
Student engagement with digital learning resources and online social networking are strong forces in education today. How can these resources best be utilized by educators and course designers in higher education? This book aims to provide the reader with enough background information to appreciate the value of social networking, especially for distributed education. Through highlighting the most relevant, interesting, and challenging aspects of e-learning the book provides practical advice for using social networking tools in course design. This volume covers the following issues of course design using social networking: key issues of social networking as an educational technique designing for a distributed environment strengths and weaknesses of delivering content in various formats: text, audio and video specific media: blogging, wikis, podcasting, webcasting constraints on course design implementation, evaluation, induction and training Illustrated by short descriptive case studies, it also highlights contact addresses, websites, and further reading to help readers find resources and enhance their design. This practical guide will help all those involved in the design and delivery of online learning in higher education make the best choices when preparing courses for distributed learning. Robin Mason is Professor of Educational Technology at the Open University where she is a specialist in the design and practice of online teaching and learning. Frank Rennie is Professor of Sustainable Rural Development at the UHI Millennium Institute in the Highlands and Islands of Scotland. Please visit the authors' wiki at: www.socialnetworking.wetpaint.com
Based on a major research project (the InterActive Project), this book explores and illustrates how digital technologies can transform learning across the curriculum. Using a wide range of educational settings primary, secondary, school and home it will help practitioners think about, plan and execute effective learning in their classrooms and beyond. It will show teachers how they can 'harness technology for the future' by covering important topics such as:
By weaving 'evidence based practice' into each chapter, the book will provide extensive guidance, practical advice and insights into working in the 'digital classroom' for all primary and secondary school teachers.
Moving debates about ICT and higher education beyond a simple
focus on e-learning, this book takes into consideration the
provision of post-secondary education as a whole.
In a highly competitive educational marketplace, institutions need to react to and embrace new technologies to provide rich and competitive learning environments for the students of tomorrow. The discussion and guidance in this book is essential reading for all leaders, managers and heads of e-learning in higher and further education.
This book takes a serious historical and international look at the Digital Pencil movement to equip every student with a computing device with wireless connection. Using an ecological perspective as an overarching framework, and drawing on their own studies and available literature that illuminate the issues related to one-to-one computing, the authors present well-reasoned discussions about a set of complex and critical issue facing policy makers, educators, students, parents, and the general public. good idea? The authors analyze the costs and benefits of one-to-one computing programs through consideration of multiple indicators and examine the evaluation reports of various projects within their analytical framework to present a comprehensive summary of outcomes of one-to-one computing projects. What happens when each child has a networked computer? The authors analyze existing data with the goal of gaining insights and making suggestions and recommendations for policy makers, teachers, and parents. What should schools purchase or lease - is there an ideal device? devices and implementation schemes. How do we know if one-to-one computing is making a difference? The authors review the evaluation plans of the various projects and propose a framework for comprehensive evaluation and research on one-to-one computing. What is the future of one-to-one computing? The authors summarize emerging technology trends and define the role of one-to-one computing in preparing students with digital citizenship for a globalized education. This book is intended for researchers, school administrators, educational technology professionals, and policy makers in the U.S. and around the world, and as a supplemental text for advanced courses in education, technology, and technological innovation.
"Interactive Literacy Education "combines the latest research and
theory related to technology-based instructional design for
children's literacy development. It shows how technology can be
used to build literacy learning environments that are compatible
with students? cognitive and social processes. Topics addressed
throughout this enlightening work include:
This important book explores key areas of educational technology research and development within an education system infused by technology. The book explores the opportunities and challenges associated with planning and implementing educational technology within higher education. It is unique in that it is a multi-perspective view of key contemporary work on education and technology and draws on the common struggles and best practices from experts. Readers will gain a balanced understanding of educational technology and how it is used across a broad educational spectrum as well as ways to stimulate an ongoing dialog and sharing among those dedicated to optimizing the use of technology in educational settings. The book covers topics including The development and application of e-learning technology standards Distance learning approaches to online instruction Multimedia classroom practices Perspectives on online learning design Web-based training strategies Research on students and student experiences with technology within and beyond the classroom learning experience
Virtual learning environments are widely spread in higher education, yet they are often under utilised by the institutions that employ them. This book addresses the need to move beyond thinking about the VLE simply in terms of the particular package that an institution has adopted, and viewing it as a significant educational technology that will shape much of the teaching and learning process in the coming years. Considering how virtual learning environments can be successfully deployed and used for effective teaching, it sets out a model for effective use, focussing on pedagogic application rather than a specific technology, and seeks to provide a bridge between pedagogical approaches and the tools educators have at their disposal. It contains essential advice for those choosing a VLE and encourages all those involved in the deployment of a VLEs to use them more productively in order to create engaging learning experiences.
Virtual learning environments are widely spread in higher education, yet they are often under utilised by the institutions that employ them. This book addresses the need to move beyond thinking about the VLE simply in terms of the particular package that an institution has adopted, and viewing it as a significant educational technology that will shape much of the teaching and learning process in the coming years. Considering how virtual learning environments can be successfully deployed and used for effective teaching, it sets out a model for effective use, focussing on pedagogic application rather than a specific technology, and seeks to provide a bridge between pedagogical approaches and the tools educators have at their disposal. It contains essential advice for those choosing a VLE and encourages all those involved in the deployment of a VLEs to use them more productively in order to create engaging learning experiences.
E-learning is at an exciting point in its development; its potential in terms of research is great and its impact on institutional practices is fully recognised. This book defines e-learning as a field of research, highlighting the complex issues, activities and tensions that characterise the area. Written by a team of experienced researchers and commented upon by internationally recognised experts, this book engages researchers and practitioners in critical discussion and debate about the findings emerging from the field and the associated impact on practice. Key topics examined include: access and inclusion the social-cultural contexts of e-learning organisational structures, processes and identities technical aspects of learning research - using tools and resources approaches to learning and teaching practices and associated learning theories designing for e-learning and the management of educational resources professional roles and identities the evolution of e-assessment collaboration, motivation and educational evaluation. Contemporary Perspectives in E-Learning Research provides a synthesis of research, giving readers a grounding in contemporary e-learning scholarship whilst identifying the debates that make it such a lively and fast-moving area. A landmark text in an evolving field, this book will prove invaluable for all researchers, practitioners, policy makers and students who engage with e-learning.
User Design offers a fresh perspective on how front-line
learners (users) can participate in the design of learning
environments. The author challenges the universal assumption that
front-line users must be relegated to the role of offering input,
and that the actual design activity of learning systems must still
be conducted only by experts. The book presents a new set of
methods and strategies that show how the tools of professional
designers can be effectively shared with broad groups of users and
other participants in the process of creating their own
learning.
Accessible to all audiences, User Design can serve as a strong companion volume to traditional instructional design texts, yet is comprehensive enough to be a stand-alone text in design courses. It will appeal to instructional designers, curriculum developers, training managers/designers, community organizers, adult educators, as well as anyone interested in the dynamics of power and emancipation in learning.
i User Design /i offers a fresh perspective on how front-line learners (users) can participate in the design of learning environments. Author Alison A. Carr-Chellman, Ph.D. challenges the universal assumption that front-line users must be relegated to the role of offering input, and that the actual design activity of learning systems must still be conducted only by experts. The book presents a new set of methods and strategies that show how the tools of professional designers can be effectively shared with broad groups of users and other participants in the process of creating their own learning. br br Drawing on ideas from human computer interface design, stakeholder participation, critical theory, systems theory, change processes, learning theory, and basic design theories, this innovative work is organized around the major issues associated with user-design. Areas covered include: br *differences between user-design, stakeholder involvement, and user-centered design; br *historical perspectives and empirical research; br *user-design tools and ways of facilitating user-design; br *gaining leadership support in an organization; and br *conflicts that arise during user-design engagement. br br Accessible to all audiences, i User Design /i can serve as a strong companion volume to traditional instructional design texts, yet is comprehensive enough to be a stand-alone text in design courses. It will appeal to instructional designers, curriculum developers, training managers/designers, community organizers, adult educators, as well as anyone interested in the dynamics of power and emancipation in learning.
In this study of computer-mediated instruction (CMI) in a U.S.
research university that is the site of nationally known
innovations in this area, Jan Nespor traces the varying material
and organizational entanglements of a constantly reconfiguring
network of people, things, categories, and ideas that are sometimes
loosely, sometimes tightly entangled in forms of CMI. He unfolds
how the different forms and meanings of CMI policy and practice
were constructed over time, across departments, and in relation to
students7; academic trajectories. Tying together a range of issues
usually separated in discussions of instructional technology and
examining often slighted topics, such as the articulations of local
and national practices, this book questions the common vocabulary
for making sense of CMI and contributes to educational change
theory by showing how CMI has evolved both from the top-down and
the bottom-up.
New technologies are dramatically changing the face of education and the nature of childhood itself. In Shift to the Future, Nicola Yelland examines the ways in which these technologies are reshaping the social, personal, and educational experiences of childhood, and explores the curricular revisions such changes demand. With a focus on the various information and communications technologies (ICTs) available to young students and the possibilities these ICTs offer for teaching and learning, Shift to the Future provides inspiring examples of teachers who have innovatively incorporated new technologies into their classrooms to engage their students in contemporary times.
In recent years there has been a resurgence in the use of video in
teaching and training contexts, due to technological advances that
enable good quality moving pictures through CD-Rom, DVD and
broadband Internet. This book offers advice and assistance to a
growing group of teachers and trainers, technical and support staff
in the most effective deployment of video and multimedia in open
and distance learning.
This volume gives language teachers, software designers, and
researchers who wish to use technology in second or foreign
language education the information they need to absorb what has
been achieved so far and to make sense of it. It is designed to
enable the kind of critical reading of a substantial literature
that leads to a balanced and detailed knowledge of the field."
"Chapter by chapter, the book builds, through description,
analysis, examples, and discussion, a detailed picture of modern
CALL.
This is a comprehensive, practical guide to the most effective use of video and multimedia in open and distance learning. Illustrated throughout, it considers pedagogic design principles for the highest quality learning material, covering:
With insights into the comprehensive process of designing, developing and managing distance learning materials, this book will appeal to those involved in course development, educational video, audiovision and interactive multimedia design, as well as to students of general video and multimedia production.
"Web-Based Learning: Theory, Research, and Practice" explores the
state of the art in the research and use of technology in education
and training from a learning perspective. This edited book is
divided into three major sections:
By clearly identifying the barriers that can still exist to the successful integration of ICT in schools this book aims to suggest ways in which these barriers may be overcome. Current and past policy and practice is examined and where barriers are identified, the book:
Optimistic and forward-looking, the book also explores how ICT, when effectively used, can help children learn and achieve to the best of their abilities. It is relevant for trainee and practising teachers, ICT co-ordinators and school managers in all key stages. |
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