A common idea within modern education is that digital technologies and traditional learning cannot coexist successfully, that essentially technologies can be distracting and disrupting for students. It is believed that current implementations of technology in educational settings create an environment that is at odds with itself. However, this dichotomy between traditional learning and educational technologies does not need to be the default. Digital technology can be used in positive ways to enhance learning, whether it is providing easier access to information or in a creative light such as the implementation of video games as learning tools. Ultimately, it is possible to incorporate technologies into classical education strategies so that they complement each other. Acquiring Learning Skills With Digital Technology is a critical scholarly publication that examines cutting-edge research on how digital technologies disrupt the traditional learning structure, and proposes ways in which traditional learning and digital technology can complement each other. This will improve learning while communicating a program of skill-acquisitions that can become the basis for stand-alone general education courses and as teaching techniques. It examines three skills that the authors define as trim (abilities in the economy and concentration of language), track (progressive comprehension of documents), and test (pragmatic testing of data and precepts located on search engines). The authors demonstrate these skills' links to already-established digital skills, platforms, and protocols while also giving examples of each in both practice and format. The book examines a variety of technologies including video games, the internet, and social media, in particular Skype, Google, and Twitter. Featuring a wide range of topics such as social media, pedagogy, and psychology, this book is ideal for education professionals, academicians, IT professionals, researchers, computer scientists, psychologists, and students.

Snapshots of the U.S.'s last nine generations--from the creators of the Mindset List media sensation

Just as high school graduates in 1957 couldn't imagine life without zippers, those of 2009 can't imagine having to enter phone booths and deposit coins in order to call someone from the street corner. Every August, the Mindset List highlights the cultural touchstones that have shaped the lives of that year's incoming college class. Now this fascinating book extends the Mindset List approach to dramatize what it was like to grow up for every American generation since 1880, showcasing the remarkable changes in what Americans have considered ""normal"" about the world around them.Expands Tom McBride and Ron Nief's popular annual Mindset Lists to explore the mindset of nine generations of Americans, from 1880 to the future high school graduates of 2030 Offers a novel and absorbing way to understand the frame of reference of Americans through history, whether it's the high school grads of 1918, who viewed riding an elevator as a thrill second only to roller coasters, or those of 2009, who have always thought of ""friend"" as an active verb Puts a human face on the evolution of historical changes related to technology, the struggle for rights and equality, the calamities of war and depression, and other areas The annual Mindset List garners extensive media attention, including on "Today," "The Early Show," the "NBC Nightly News," CNN, and Fox as well as in the "Wall Street Journal," the "New York Times," "USA Today," the "Los Angeles Times," "Time" magazine, and hundreds of international publications

Whatever your own generational mindset, this book will give you an entertaining and important new tool for understanding the unique perspective and experience of Americans over more than a hundred and fifty years.

A common idea within modern education is that digital technologies and traditional learning cannot coexist successfully, that essentially technologies can be distracting and disrupting for students. It is believed that current implementations of technology in educational settings create an environment that is at odds with itself. However, this dichotomy between traditional learning and educational technologies does not need to be the default. Digital technology can be used in positive ways to enhance learning, whether it is providing easier access to information or in a creative light such as the implementation of video games as learning tools. Ultimately, it is possible to incorporate technologies into classical education strategies so that they complement each other. Acquiring Learning Skills With Digital Technology is a critical scholarly publication that examines cutting-edge research on how digital technologies disrupt the traditional learning structure, and proposes ways in which traditional learning and digital technology can complement each other. This will improve learning while communicating a program of skill-acquisitions that can become the basis for stand-alone general education courses and as teaching techniques. It examines three skills that the authors define as trim (abilities in the economy and concentration of language), track (progressive comprehension of documents), and test (pragmatic testing of data and precepts located on search engines). The authors demonstrate these skills' links to already-established digital skills, platforms, and protocols while also giving examples of each in both practice and format. The book examines a variety of technologies including video games, the internet, and social media, in particular Skype, Google, and Twitter. Featuring a wide range of topics such as social media, pedagogy, and psychology, this book is ideal for education professionals, academicians, IT professionals, researchers, computer scientists, psychologists, and students.