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This book integrates research, action research, best practice and
case studies detailing how some educators have embraced the
opportunities afforded by mobile learning. In particular, it brings
together a range of scenarios, solutions and discussions relating
to mobile learning in development and other resource challenged
contexts. The book will appeal to elected public/government
representatives, public service agencies, community groups,
regional development bodies, researchers, educational technologists
and others interested in mobile learning. Students on senior
undergraduate or postgraduate courses in educational technology,
education, development studies, information technology, information
systems, business, health, and social work will find this book
useful in their studies related to the application of mobiles in
learning and development.
This book integrates research, action research, best practice and
case studies detailing how some educators have embraced the
opportunities afforded by mobile learning. In particular, it brings
together a range of scenarios, solutions and discussions relating
to mobile learning in development and other resource challenged
contexts. The book will appeal to elected public/government
representatives, public service agencies, community groups,
regional development bodies, researchers, educational technologists
and others interested in mobile learning. Students on senior
undergraduate or postgraduate courses in educational technology,
education, development studies, information technology, information
systems, business, health, and social work will find this book
useful in their studies related to the application of mobiles in
learning and development.
A volume in Educational Design and Technology in the Knowledge
Society Series Editors Stewart Marshall and Wanjira Kinuthia The
field of educational technology is one that requires a high level
of problem solving critical thinking, and interpersonal skills to
solve problems that are often complex and multi-dimensional.
Analyzing cases provides an opportunity to explore professional
issues through an environment that allows action researchers,
practitioners and students to analyze and reflect on relevant
theories and techniques to understand a real problem, ponder
solutions and consequences, and develop responses. Hence, this book
seeks to provide relevant authentic and realistic cases for such
exploration. This book is guided by the premise that the cases
presented will serve as a platform for researchers, practitioners
and students to share experiences and best practices in both
developing and developed contexts, in an endeavor to bridge the
knowledge divide. Throughout the book, various challenges are
addressed and educational technology tools and strategies are
subsequently employed in an effort to minimize the issues.
Notwithstanding, the book also highlights successes and
accomplishments in areas and contexts in which educational
technology is being harnessed, including reaching more learners,
providing more affordable options, and building capacity. Because
of the interdisciplinary and multidisciplinary nature of the field
and the cases, this book is useful not only in educational
technology, but also in other fields. A "Facilitator Guide" is
provided for each chapter for educators with their learners.
A volume in Educational Design and Technology in the Knowledge
Society Series Editors Stewart Marshall and Wanjira Kinuthia The
field of educational technology is one that requires a high level
of problem solving critical thinking, and interpersonal skills to
solve problems that are often complex and multi-dimensional.
Analyzing cases provides an opportunity to explore professional
issues through an environment that allows action researchers,
practitioners and students to analyze and reflect on relevant
theories and techniques to understand a real problem, ponder
solutions and consequences, and develop responses. Hence, this book
seeks to provide relevant authentic and realistic cases for such
exploration. This book is guided by the premise that the cases
presented will serve as a platform for researchers, practitioners
and students to share experiences and best practices in both
developing and developed contexts, in an endeavor to bridge the
knowledge divide. Throughout the book, various challenges are
addressed and educational technology tools and strategies are
subsequently employed in an effort to minimize the issues.
Notwithstanding, the book also highlights successes and
accomplishments in areas and contexts in which educational
technology is being harnessed, including reaching more learners,
providing more affordable options, and building capacity. Because
of the interdisciplinary and multidisciplinary nature of the field
and the cases, this book is useful not only in educational
technology, but also in other fields. A "Facilitator Guide" is
provided for each chapter for educators with their learners.
A volume in Educational Design and Technology in the Knowledge
SocietySeries Editors Stewart Marshall and Wanjira KinuthiaIn many
international settings, developing economies are in danger of
declining as the digital divide becomesthe knowledge divide. This
decline attacks the very fabric of cohesion and purpose for these
regional societiesdelivering increased social, health, economic and
sustainability problems. The examples in this book willprovide
leaders, policy developers, researchers, students and community
with successful strategies andprinciples of ICT use in education to
address these needs.This book will discuss how educational
technology can be used to transform education and assist
developingcommunities to close the knowledge divide. It will
provide comprehensive coverage of educational technologyin
development in different professions and parts of world. The book
will provide examples of best practice, case studies and principles
for educators, community leaders, researchers and policy advisers
on the use of educational technology for development. Inparticular,
it will provide examples of how education can be provided more
flexibly in order to provide access to hitherto disadvantaged
communitiesand individuals.
In many international settings, developing economies are in danger
of declining as the digital divide becomes the knowledge divide.
This decline attacks the very fabric of cohesion and purpose for
these regional societies delivering increased social, health,
economic and sustainability problems. The examples in this book
will provide leaders, policy developers, researchers, students and
community with successful strategies and principles of ICT use in
education to address these needs. This book will discuss how
educational technology can be used to transform education and
assist developing communities to close the knowledge divide. It
will provide comprehensive coverage of educational technology in
development in different professions and parts of world. The book
will provide examples of best practice, case studies and principles
for educators, community leaders, researchers and policy advisers
on the use of educational technology for development. In
particular, it will provide examples of how education can be
provided more flexibly in order to provide access to hitherto
disadvantaged communities and individuals.
This book examines the complexities of these negotiations in a
particularly complicated and volatile context (Palestine) and a
particularly ""hot"" development field (early childhood
development). The international community's efforts to support
early childhood programming in the developing world fall more
broadly within the empowerment camp than other development sectors,
and, through their greater-than-average integration of civil
society institutions, local communities, and governments, may serve
as a source of important lessons about ""fishing expeditions"" in
development more generally. This case, in particular, speaks to the
conflux of interests, priorities, and dreams that shape local
initiatives for early childhood development, and examines the ways
in which the supposed students of fishing may, sometimes, teach
their instructors a thing or two.
This book examines the complexities of these negotiations in a
particularly complicated and volatile context (Palestine) and a
particularly ""hot"" development field (early childhood
development). The international community's efforts to support
early childhood programming in the developing world fall more
broadly within the empowerment camp than other development sectors,
and, through their greater-than-average integration of civil
society institutions, local communities, and governments, may serve
as a source of important lessons about ""fishing expeditions"" in
development more generally. This case, in particular, speaks to the
conflux of interests, priorities, and dreams that shape local
initiatives for early childhood development, and examines the ways
in which the supposed students of fishing may, sometimes, teach
their instructors a thing or two.
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