Educational equipment and technology, computer-aided learning (CAL) Books
Springer Fachmedien Wiesbaden Netzguidance für Jugendliche: Chancen und Grenzen der Internetkompetenzförderung und ihrer Vermittlung
Book SynopsisEveline Hipeli untersucht geeignete Maßnahmen, um Jugendlichen Internetkompetenz zu vermitteln. Die Autorin analysiert, welche Sozialisationsinstanzen als Vermittler eingesetzt werden können und wo deren Chancen und Grenzen liegen. Neben Alter, Geschlecht und Schultypus wurde die kreative und kritische Internetnutzung als Einflussfaktor für die Einstellung Jugendlicher gegenüber Netzguidance-Maßnahmen und Vermittlern untersucht. Denn die kreative und kritische Verwendung des Internets setzt andere Kenntnisse voraus als eine rein konsumorientierte Nutzung.Table of ContentsAufwachsen und Leben in einer digitalen Medienwelt.- Netzguidance.- Der jugendliche Internetnutzer.- Medienkompetenz als Schlüpsselqualifikation.- Der Prozess der Mediensozialisation.- Der Uses-and-Gratifications-Ansatz.- Der Medienökologische Ansatz.- Chancen und Grenzen der Sozialisationsinstanzen bei der Förderung von Internetkompetenz.- Forschung zur Internetnutzung und Internetkompetenz Jugendlicher.- Konkretisierung anhand von Referenzstudien in Europa.- Fragestellungen.- Schriftliche Befragung im Kanton Zürich.- Ergebnisse.- Diskussion.
£36.09
Springer Fachmedien Wiesbaden Raspberry Pi im Informatik- und
Book SynopsisDieses Buch beschreibt erprobte und evaluierte Unterrichtssequenzen zum Experimentieren mit dem Raspberry Pi im Informatik- und Technikunterricht der Sekundarstufe. Ausgehend von den Zielen eines modernen Informatikunterrichts wird gezeigt, wie eine interessen- und motivationsfördernde Raspberry-Pi Lernumgebung aussehen kann. Neben konkreten und differenzierten Unterrichtseinheiten, mit denen sich Schülerinnen und Schüler experimentell die Grundbausteine von Algorithmen erschließen können, werden Unterrichtseinheiten für fortgeschrittene Lernende sowie Projekte vorgestellt. Die vorgestellten Konzepte unterstützen Lehrerinnen und Lehrer wirkungsvoll bei der Konzeption des eigenen Unterrichts, können aber auch als Selbstlernmodule genutzt werden.Table of ContentsDidaktik der Informatik - Die MicroBerry-Lernumgebung - Unterrichtseinheit im Rahmen der MicroBerry-Lernumgebung - Lernsequenzen zur Unterrichtseinheit „Grundelemente von Algorithmen“ - Beschreibung des Projektskripts zur Unterstützung der Projektphase - Projektideen - Evaluationsergebnisse
£25.19
Springer-Verlag GmbH Digitale Medien im inklusiven Sportunterricht ein Thema in der Sportlehrkräftebildung
£67.49
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen
Book SynopsisDas Handbuch vermittelt einen umfassenden Überblick über den aktuellen Erkenntnisstand zu Ansätzen und Befunden zur systematischen Gestaltung von Lernumgebungen in deutscher Sprache. Es präsentiert theoretische und methodische Grundlagen der Forschungsdisziplin Bildungstechnologie und stellt darüber hinaus konkrete Überlegungen an, wie diese wissenschaftlichen Grundlagen in praktischen Lehr-Lern-Kontexten umgesetzt werden können. Neben der systematischen Konzeption von Lernangeboten (Instructional Design) liegt ein weiterer Schwerpunkt beim Einsatz aktueller Informations- und Kommunikationstechnik, insbesondere digitaler, interaktiver Medien im Bildungswesen.Trade Review“... Das Buch gibt einen umfassenden, gut lesbaren Überblick über den Stand der aktuellen wissenschaftlichen Debatte. ... Es führt ein in Theorie und Empirie und ist dank praktischer Beispiele auch für Laien auf dem Gebiet der Bildungstechnologien ein empfehlenswerter Ratgeber.” (Alexander König, in: on. Lernen in der digitalen Welt, Heft 4, 2021)“... Dieses Buch, so die Herausgeber, basiert auf der „breit gefächerten wissenschaftlichen und praxisbezogenen Expertise“ der beteiligten Autorinnen und Autoren. Damit wird eine Brücke geschlagen zwischen den dargestellten wesentlichen wissenschaftlichen Aspekten der Bildungstechnologie(n) und den dahinterstehenden Praxisbezügen. ... Insgesamt bietet das Handbuch eine wissenschaftliche Grundlage für Praxisentscheidungen im Bildungsbereich ...” (Bildungsbrief, Heft 5, 2020)“... Insgesamt bietet das Buch also eine geeignete Anlaufstelle, um sich mit Prinzipien des Einsatzes und der Erforschung bildungstechnologischer Lehr- und Lernmittel in verschiedenen Bildungskontexten vertraut zu machen. Aufgrund der zahlreichen Versuche, theoretische und praktische Perspektiven miteinander zu verknüpfen, ist das Handbuch Bildungstechnologie sowohl Wissenschaftler und Wissenschaftlerinnen als auch pädagogischen Praktiker und Praktikerinnen zu empfehlen, die einen soliden Überblick über die Bandbreite bildungstechnologischer Forschung und einen Startpunkt für tiefergehende Auseinandersetzungen mit dem Thema gewinnen wollen.” (Jan Theurl, in: Medienimpulse, Jg. 58, Heft 4, 2020)Table of ContentsGrundlagen.- Modelle des Instruktionsdesigns.- Szenarien und Formate.- Strukturierung.- Qualitätssicherung, Evaluation und Forschungsmethoden.- Ökonomische, rechtliche und technische Aspekte.- Bildungstechnologie in unterschiedlichen Lehr-Lern-Kontexten.
£85.49
Tectum Verlag Der Raum ALS Erzieher: Die Bedeutung Des Raumes
Book Synopsis
£35.96
Springer Proceedings of the International Conference on Technology 4 Education 2024 Volume Two
Book SynopsisTheme 1: Development of technologies to support education.- Theme 2: Understanding how people learn.- Theme 3: Pedagogical strategies and interventions.- Theme 4: Access, Scale and Sustainability.- Theme 5: Culture and Technology.- Theme 6: Out-of-School Learning, Informal Learning.- Theme 7: Education for Sustainable Development Goals.- Theme 8: Democracy, Technology and Education.
£161.99
Voltaire Lumiere Google Meet For Beginners: The Complete Step-By-Step Guide To Getting Started With Video Meetings, Businesses, Live Streams, Webinars, Etc
£20.82
The University of Chicago Press Digital Divisions
Book SynopsisIn the digital age, schools are a central part of a nationwide effort to make access to technology more equitable, so that all young people, regardless of identity or background, have the opportunity to engage with the technologies that are essential to modern life. Most students, however, come to school with digital knowledge they've already acquired from the range of activities they participate in with peers online. Yet, teachers, as Matthew H. Rafalow reveals in Digital Divisions, interpret these technological skills very differently based on the race and class of their student body. While teachers praise affluent White students for being innovative when they bring preexisting and sometimes disruptive tech skills into their classrooms, less affluent students of color do not receive such recognition for the same behavior. Digital skills exhibited by middle class, Asian American students render them hackers, while the creative digital skills of working-class, Latinx students are eTrade Review"Timely and well argued, Digital Divisions showcases the enduring power of socio-logical theories of inequality for a digital age." * The University of Chicago, Press *"Generally, educators believe that the 'digital divide' pertains to deficits related to internet access and access to hardware associated with digital technologies. This work suggests, however, that the technology skills gap experienced by minority populations is tied to teacher biases with respect to race and class, the prevailing school culture, and educator attitudes about student online interactions with peers and play in general. . . . Highly recommended." * Choice *"Beautifully written, shrewdly researched, and artfully argued." * The Arts Fuse *"Digital Divisions provides a robust and critical framework to understand digital technologies in the institutional reproduction of inequalities. . . . It deepens conversations in the sociology of education and youth culture, as well as the complex and evolving role of digital technologies in processes of social stratification. The book will have pedagogical appeal for courses in the sociology of education, youth, or digital society. Timely and well argued, Digital Divisions showcases the enduring power of sociological theories of inequality for a digital age." * American Journal of Sociology *"In Digital Divisions: How Schools Create Inequality in the Tech Era, Matthew Rafalow takes us into middle-school classrooms in three different schools to reveal how teachers use technology in the classroom and how school cultures and race shape that treatment . . . Readers interested in educational equity, racial stereotypes, organizational cultures, and technology will all find keen insights and experience 'a-ha’ moments while reading this compelling book." * Contemporary Sociology *“Digital Divisions [offers an] interesting peek inside three schools and [. . .] the ways that the race and class of the student body seems to shape the schools’ relationships with technology. At the most elite, predominantly white school [Rafalow studies], teachers encourage ‘play’ and deep engagement with technology, and students learn to craft professional digital selves. They envision themselves as creators of content, not just consumers. At the predominantly Asian school, surveillance dominates the school’s relationship with technology—students are seen as dangerous hackers, and they are intensely policed in their technology usage. At the third, predominantly Latinx school, teachers hold a patronizing stance toward students, and use technology for basic skills improvement. The ‘play’ aspect of technology is seen as irrelevant to these students. [. . . D]espite these three schools having comparable technology resources and on the surface not showing a digital divide, [Digital Divisions shows that] what happens in the usage of that technology is most certainly unequal.” -- Natasha Warikoo, Tufts University“Digital Divisions focuses on whether, and in what ways, schools prepare students for the Digital Age. The book offers a novel analysis by uncovering social inequities in how technology is used in schools and how student race, class, and organizational cultures shape the extent to which—and how—digital play is valued and incorporated into the everyday practices of teaching and learning. [. . .] As [Rafalow] notes in the conclusion, researchers may miss key forms of inequities in education if we simply focus on access to technology or the mere presence of digitally-oriented instruction while ignoring how it’s used in the day-to-day workings of schools.” -- Linn Posey-Maddox, University of Wisconsin, MadisonTheoretically sophisticated, superbly written, and effectively argued, Digital Divisions shines a bright light on one of the most vexing problems of our time. A must read. -- Roberto G. Gonzales, Harvard UniversityThis is a critical book for educators, educational scholars, and those concerned with democratizing access to technology. Beautifully written and meticulously researched, Digital Divisions, captures the complicated reality of how race and class dynamics shape children’s access to the full benefits of our digital reality. -- Amanda E. Lewis, University of Illinois at ChicagoDigital Divisions reveals the racialized and classed dimensions of the digital divide that can't be fixed by simply putting devices in the hands of all students...Rafalow highlights the way school cultures and teachers’ raced and classed expectations contribute to the reproduction of inequality and the digital divide. -- Stacey J. Lee, University of Wisconsin-MadisonDigital Divisions is an excellent and timely book on the importance of play in cultivating engagement with technology and promoting innovative thinking among students. Using observations of classrooms and interviews with teachers and students, Rafalow argues that the technological divide is less about the differences in access to hardware, but more about how the use of technology is judged by teachers. Stereotypes of Asian Americans as cut-throat or model minorities and of Latinx students as benevolent immigrants or potential gang members promote the disciplining of their play. White middle and upper-middle class students are free from such constraints and thus their play is tolerated or even encouraged. This is a valuable study and a must-read for anyone interested in the interaction between technology, race, and class in affecting inequality in today’s schools. -- Grace Kao, Yale UniversityKeenly observed, concisely written and deftly theorized. Rafalow does a great deal to update the sociology of education for the digital present. I will read and discuss this book with my students for some time. -- Mitchell Stevens, Stanford UniversityThe origins and impact of digital inequality is more complex than just who can get their hands on a machine...Digital Divisions offers a timely intervention in the heated debates about technology in schools, arguing that cultural notions of race, inequality and the meaning of kids’ play shape the digital divide that we yet face. -- Allison J. Pugh, University of Virginia"Considers the ways educational institutions cultivate innovators, explaining how disciplinary orientations to digital youth culture and play come from a complex mixture of perceptions and expectations within the school setting." * Journal of Economic Literature *"Barbas’s rich biography illuminates much about this important figure and his role in the creation of modern freedom of expression in the United States." * History *Table of ContentsIntroduction Chapter 1 Similar Technologies, Different Schools Chapter 2 Disciplining Play Chapter 3 Where Disciplinary Orientations Come From Chapter 4 Schools as Socializing Agents for Digital Participation Conclusion Acknowledgments Appendix: Methodology Notes Index
£70.30
Columbia University Press Literacy Theory in the Age of the Internet
Book SynopsisWhat should the "online classroom" mean to teachers? In this collection of essays, some of the most progressive voices in literacy studies reconsider what it means to be literate in the information age, and offer practical advice not only for getting networked computers into the classroom but also for instructing students and other teachers how to tap into their boundless potential.
£24.00
John Wiley & Sons Inc Understanding Lightning and Lightning Protection
Book SynopsisThis book, along with its supporting animated website, helps the reader to understand the propagation of waves within complex intelligent structures within buildings, and the operation of systems designed to protect these structures. It also comments on proper human behaviour during a lightning thunderstorm.Trade Review"…would be used by students or as a resource for those who need to design and specify electrical protection equipment…and by anyone with an interest in lighting." (IEEE Electrical Insulation Magazine, March/April 2007)Table of ContentsCHAPTERS and subsections Comment Page PREFACE xi INTRODUCTION 1 Guide to use the program 1 1. CLOUD, CYCLONE AND FRONTS 1-0 3 Development of a cloud 1-1 3 Growth of a thunderstorm cloud 1-5 4 Development of a cyclone 1-13 6 Warm and cold fronts 1-21 7 Distribution of thunderstorms 1-25 7 2. ELECTRIC CHARGES IN CLOUDS 2-0 9 Processes of charge separation 2-1 9 Charging process in the liquid phase 2-1 9 Charging process during freezing 2-8 10 Final distribution of charges 2-14 11 Static electric field 2-16 11 Relation to the ionosphere 2-17 12 3. DISCHARGE PROCESSES IN AIR 3-0 13 Photon processes 3-1 13 Excitation by photon 3-2 13 Ionisation and absorption 3-3 14 Recombination 3-4 14 Electron collisions 3-6 14 Excitation by electron 3-9 15 Ionisation by collision 3-10 15 Discharges 3-11 15 Electron avalanche 3-11 15 Streamer discharge 3-18 16 Klydonograph 3-22 17 Leader discharge 3-25 17 4. DEVELOPMENT OF THE LIGHTNING FLASH 4-0 19 Start on drops in the cloud 4-1 19 From leader to main stroke 4-5 20 Multiple stroke 4-13 21 CHAPTERS and subsections Comment Page Upward leader 4-16 22 The Boys-camera: Principle and construction 4-22 23 The Boys-camera: Operation 4-27 24 Boys-record of ideal lightning 4-30 24 Real Boys-records 4-36 25 5. PHYSICS OF THE LIGHTNING DISCHARGE 5-0 27 Properties of a downward leader 5-1 27 Condition of connecting leader 5-5 28 Striking process 5-11 29 Development of main stroke 5-13 29 Multiple and upward stroke 5-15 30 The current wave 5-19 30 Lightning parameters 5-24 31 Distribution functions 5-28 32 6. CURIOUS LIGHTNING PHENOMENA 6-0 35 Properties of ball lightning 6-1 35 Ball lightning-theories 6-7 37 Resonance theory 6-10 37 Quantum-theory 6-11 38 Theory of magnetic vortex 6-12 38 Photos of ball lightning 6-18 39 Beaded lightning 6-23 40 Stroke from clear sky 6-28 41 Discharge to the ionosphere 6-31 41 7. INDUCED VOLTAGE 7-0 43 Ampère’s law 7-1 43 Rectangular loop + infinite conductor 7-5 44 Rectangular loop + cut conductor 7-8 44 Reduction to basic components 7-10 44 Triangular loop 7-13 45 Polygonal loop 7-16 45 Induced voltage due to direct stroke 7-18 46 Induced current due to direct stroke 7-23 46 Induced voltage due to distant stroke 7-28 47 Induced current due to distant stroke 7-35 48 8. DYNAMIC FORCES DUE TO LIGHTNING 8-0 51 Parallel wires 8-1 51 Force due to lightning on a rod struck at the top 8-8 52 Force due to lightning on a horizontal wire 8-12 53 Force due to lightning on a metal plate 8-15 53 Force of leaded current at inversion of wire 8-18 54 CHAPTERS and subsections Comment Page Force of leaded current on a tube 8-20 54 Dynamic force on a console 8-22 54 Slit effect 8-27 55 Damage on tree 8-32 56 9. HEAT EFFECTS ON METAL OBJECTS 9-0 59 Heating a metal plate 9-1 59 Change of temperature in a metal plate 9-4 60 Equations of melting a metal plate 9-9 61 Crater and droplets 9-15 62 Melting a wire at contact spot 9-18 62 Melting a wire leading current 9-22 63 Probability of melting 9-30 64 10. LIGHTNING ATTACHMENT 10-0 67 Point of orientation 10-1 67 The striking distance 10-5 68 Distribution and density functions 10-7 68 The expected frequency of stroke 10-10 69 The principle of calculation 10-10 69 Collection space 10-17 70 11. COLLECTION SPACES OF STRUCTURES 11-0 73 The principle of collection space 11-1 73 Dividing the collection space 11-3 74 Two conductors 11-6 74 Lightning rod on tower 11-9 75 Air terminations of block-house 11-13 75 The collection space of one mesh 11-25 77 12. PROTECTIVE EFFECT ON FLAT ROOF 12-0 79 Air termination systems on blockhouse 12-1 79 Diagrams related to several air terminations 12-4 80 Application of rolling sphere method 12-8 81 13. PROTECTION OF INCLINED ROOF 13-0 83 Types of air termination systems 13-1 83 Attraction of roof and eaves 13-6 84 Effect of electrodes on eaves 13-11 85 Effect of electrodes on the edges 13-15 85 Attraction of unprotected edges 13-23 87 Stroke-free period 13-26 87 14. RESIDUAL RISK OF LIGHTNING PROTECTION 14-0 89 The flow diagram 14-1 89 Equivalent area of a structure 14-2 89 Cases of the point of strike 14-11 91 Cases of damaging stroke 14-18 92 Intercepted stroke 14-19 92 CHAPTERS and subsections Comment Page Striking the roof 14-23 93 Calculation of risk 14-27 94 Weighting the consequences 14-28 95 Resulting damage 14-38 97 Resulting frequency of weighted damage 14-40 97 Resulting risk 14-44 98 15. CLASSIFICATION OF STRUCTURES 15-0 101 Classes of structures 15-1 101 Height and surroundings 15-12 103 High surroundings 15-13 103 Increased danger of stroke 15-18 104 Classes according to height 15-26 106 Effect of the soil profile 15-27 106 The materials of roof 15-31 107 Further classifications 15-37 108 16. AIR TERMINATION SYSTEMS 16-0 111 Level of risk and protection 16-1 111 Construction methods 16-3 111 Protective angle 16-3 111 Rolling sphere 16-7 112 Mesh size 16-9 112 Degrees of Hungarian standard 16-12 113 Natural air termination 16-13 113 Simplified air termination 16-17 114 Data of higher degrees 16-19 114 Distance to the structure 16-21 115 Forms of air terminations 16-28 116 17. DOWN CONDUCTORS AND METAL OBJECTS 17-0 119 Down conductors 17-1 119 Calculation of current paths 17-1 119 Example of current path 17-9 120 Positioning along the perimeter 17-15 121 Degrees of down conductors 17-17 121 Forms of down conductors 17-22 122 Vertical metal structures 17-26 123 Dangerous loops 17-26 123 Bonding metal structures 17-30 124 Insulating spacers 17-34 124 Elevators 17-37 125 18. EARTHING OF LIGHTNING PROTECTION SYSTEM 18-0 127 Degrees of earthing 18-1 127 Natural earthing 18-2 127 Simple earthing systems 18-5 128 CHAPTERS and subsections Comment Page Earthing resistance 18-10 129 Normal and enhanced systems 18-17 130 Earthing by foundation 18-22 131 Soil resistivity 18-27 132 Measurement of earthing resistance 18-30 132 Impulse earthing 18-32 132 19. LIGHTNING ELECTROMAGNETIC IMPULSE 19-0 135 Conductive coupling 19-1 135 Inductive coupling 19-3 136 Capacitive coupling 19-5 136 Distribution of current 19-7 136 Arriving current along a single line 19-10 137 Arriving current along branching line 19-15 138 Faraday holes 19-20 139 Shielded entrance 19-25 139 Shielded cable 19-30 140 Circuit of lightning 19-32 141 20. GRADED SURGE-PROTECTION 20-0 143 Operation principles 20-1 143 Three stage with resistors 20-6 144 Influence of distance between stages 20-11 145 Propagation of waves 20-19 146 Waves on devices 20-27 147 21. SURGE PROTECTION DEVICES 21-0 149 Gas filled arrester 21-1 149 Arc blowing spark gap 21-5 150 Gliding spark gap 21-9 150 Encapsulated arrester 21-13 151 Characteristics of gaps 21-18 152 The varistor 21-20 152 Characteristics of varistor 21-29 153 Types of protection devices 21-33 154 22. INTERNAL LIGHTNING PROTECTION ZONES 22-0 157 Structure of zones 22-1 157 Standardised lightning parameters 22-5 158 Networks of information systems 22-6 158 Tray configuration 22-17 160 23. CONNECTION TO ELECTRIC POWER NETWORK 23-0 161 Striking the supply line 23-1 161 Striking the air termination 23-10 162 TT system 23-17 163 Outdoor kWh box 23-22 164 CHAPTERS and subsections Comment Page 24. PROTECTION OF ELECTRONIC DEVICES 24-0 167 Protection of personal computer 24-1 167 Protection of television 24-10 169 Relay station 24-16 170 25. LIGHTNING MEASUREMENT AND LOCALIZATION 25-0 171 Measuring of lightning current 25-1 171 Magnetic card 25-2 171 Magnetic link 25-5 172 Shunt resistor 25-9 172 Coil of Rogowski 25-13 173 Reflection of the current wave 25-18 174 Localising by direction finding 25-21 174 Localising by pulse arrival time 25-24 175 Lightning detection systems 25-28 175 26. THE MANKIND IN THE THUNDERSTORM 26-0 177 Danger in open air 26-1 177 Danger on or beside a tree 26-5 178 Step voltage 26-11 179 What to do outdoors? 26-14 179 Danger on a bicycle 26-18 180 Danger at a car 26-22 180 Danger at a truck 26-26 181 Danger in water 26-30 182 Danger in boats and vessels 26-34 182 REFERENCES 185 INDEX 189
£68.36
John Wiley & Sons Inc Managing Technology in Higher Education
Book SynopsisUniversities continue to struggle in their efforts to fullyintegrate information and communications technology within their activities. Based onexamination of current practices in technology integration at25 universities worldwide, this book argues for a radical approach to the management of technology in higher education. It offers recommendationsfor improvinggovernance, strategic planning, integration ofadministrative and teaching services, management ofdigital resources, and training oftechnology managers and administrators. The book is written for anyone wanting to ensure technology is integrated as effectively and efficiently as possible.Table of ContentsFigures and Tables ix Preface xi Executive Summary xix 1 The Challenge of Change 1 2 Recent Developments in Technology and Education 25 3 Tracking Existing Strategies for Technology Integration 52 4 Leadership and Strategy 77 5 Organizational Structures and Initiatives to Support Technology Integration 102 6 Quality Assurance 130 7 Resources, Money, and Decision Making 149 8 Barriers to Change and Two Ways to Remove Them 182 9 Building a Twenty-First-Century University or College 209 References 239 About the Authors 249 Index 251
£33.24
John Wiley & Sons Inc The Excellent Online Instructor
Book SynopsisThe Excellent Online Instructor is a guide for new and seasoned faculty who teach online, those responsible for training and developing online instructors, and administrators who must evaluate online faculty performance. This comprehensive resource describes the qualities of and explains how one can become an excellent online instructor. Written by Rena M. Palloff and Keith Prattnoted experts in online instructionthe book Includes models based in adult learning principles and best practices Offers guidelines to test instructors'' readiness to teach online Contains ideas for overcoming faculty resistance Reveals how to develop an effective mentoring program Shows how to establish a long-term faculty development effort Praise for The Excellent Online Instructor Palloff and Pratt have a profound understanding of the online educational milieu, its complexitieTable of ContentsList of Figures and Tables ix Preface xi Acknowledgments xix The Authors xxi PART ONE The Excellent Online Instructor ONE What Are the Characteristics of Excellent Online Teaching? 3 What Does the Excellent Online Instructor Look Like? 5 The Importance of Establishing Presence 7 Engaging Learners and Creating Community 9 Excellence in Course Development 10 Providing Effective Facilitation When Teaching Courses Developed by Others 11 Good Facilitation Online:What Is Involved? 12 Key Points That Define the Excellent Online Instructor 13 Becoming Your Own Faculty Developer 14 TWO Phases of Development 16 Faculty Readiness to Teach Online 17 The Phases of Online Faculty Development 20 The Key to Understanding the Phases 28 Faculty Mentoring for Online Teaching 29 Dealing with Faculty Resistance 30 Key Points Regarding Training Needs and Phases of Development for the Excellent Online Instructor 33 Becoming Your Own Faculty Developer 34 THREE Elements of Training for Excellence 35 What Does Good Faculty Training Look Like? 36 Online, Face-to-Face, or Hybrid:Which Works Best? 41 Who Should Conduct Training for Online Teaching? 42 Key Points in Training for Excellence 43 Becoming Your Own Faculty Developer 44 PART TWO Supporting the Movement from New to Great FOUR Models of Faculty Development 47 A Phased Approach to Online Faculty Development 48 Establishing a Long-Term Faculty Development Effort 53 The Learning Community Approach to Online Faculty Development 54 Working with Adjuncts at a Distance 57 Training Efficiently 59 Certificate Programs in Online Teaching 60 Key Points Regarding Models of Online Faculty Development 62 Becoming Your Own Faculty Developer 63 F I VE Mentoring Online Faculty 64 Common Elements of Mentoring Approaches 65 Approaches to Mentoring for Online Teaching 68 Developing an Effective Mentoring Program 70 What Organizations Can Do to Promote Mentoring 74 Key Points About Mentoring Online Faculty 75 Becoming Your Own Faculty Developer 75 S I X The Widening Gap: Professional Development for K–12 Teachers 77 Online Teaching Methods in the K–12 Environment 79 Characteristics of Excellent Online Teachers 81 Preservice Teacher Preparation and Professional Development 82 Coping Effectively with the Issues and Challenges of K–12 Online Teaching 85 Key Points in K–12 Online Teaching 86 Becoming Your Own Faculty Developer 86 PART THREE Connecting the Dots: Faculty Development and Evaluation SEVEN Linking Training to Faculty Evaluation 91 Online Course Evaluation and Faculty Evaluation 92 Managing and Evaluating Faculty at a Distance 99 Key Points on Linking Faculty Development to Evaluation 102 Becoming Your Own Faculty Developer 102 E I G H T Best Practices in the Development of Excellent Online Faculty 104 Best Practices for Faculty Developers and Faculty Tasked with Faculty Development 105 Best Practices for Faculty Engaged in Their Own Development 110 Best Practices for Institutions 112 A ‘‘Best System’’ for Developing Excellent Online Instructors 113 Resources for Faculty Developers, Faculty, and Administrators Appendix A: Resources for Faculty Developers and Those Tasked with Faculty Development 119 Appendix B: Resources for Faculty 139 Appendix C: Resources for Administrators of Online Programs 149 References 159 Index 167
£32.29
John Wiley & Sons Inc Documenting Learning with ePortfolios
Book SynopsisDocumenting Learning with ePortfolios Documenting Learning with ePortfolios provides higher education instructors with a theory-to-practice approach to understanding the pedagogy behind ePortfolios and to helping students use them to record and reflect on their learning in multiple contexts. The authors outline a framework of six critical iterative tasks to undertake when implementing ePortfolios for student success. Filled with real-life models of successful ePortfolio projects, the book also includes guidance for faculty development to support the use of ePortfolios and covers the place of ePortfolios in institutional assessment efforts. Finally, the authors offer considerations for deciding on which technological tools to deploy in implementing a successful ePortfolio initiative. These authors achieve the very rare accomplishment of combining their years of practical experience, broad conceptual and research underpinnings, and incredibly useful examples and Table of ContentsList of Figures vii Preface ix Acknowledgments xv About the Authors xix Introduction 1 PART 1 Documenting Learning with ePortfolios 5 1 Why Document Learning? 7 2 A Stakeholder’s Approach to Documenting Learning 25 3 Designing Effective ePortfolio Learning Activities 41 PART 2 Creating and Implementing ePortfolios 67 4 Engaging Today’s Learners: Students and ePortfolios 69 5 ePortfolios Outside the Classroom: Involving Campus Partners 85 6 Using ePortfolios to Support Assessment 95 PART 3 Practical Considerations for Implementing ePortfolios 105 7 Faculty Development and ePortfolios 107 8 Selecting ePortfolio Technologies to Support Learning 121 9 Evaluating the Impact of ePortfolios 139 Conclusion 145 References 149 Index 155
£33.24
John Wiley & Sons Inc Speech Processing and Synthesis Toolboxes With
Book SynopsisThe purpose of this text is to teach speech analysis and synthesis through user-computer interaction. This text provides a means to study the features and properties of speech as a signal without having to record data and write software to analyze the data. An extensive speech database is provided on the accompanying CD-ROMs along with various software programs to analyze the data including a run-time version of MATLAB which allows the data to be used without purchasing MATLAB separately.The text also provides the theoretical basis of underlying the software algorithms used for speech analysis and synthesis. The goal of this approach is to strike a balance between theory and practice, thereby aiding the student''s understanding of the basic concepts, assumptions, and limitations of the theory of speech analysis and synthesis.Table of ContentsSpeech Analysis Toolbox. Speech Production, Labeling, and Characteristics. Data and Measurements. Linear Prediction. Speech Synthesis and a Formant Speech Synthesis Toolbox. Vocos - A Voice Conversion Toolbox. Time Modification of Speech Toolbox. Animated Vocal Fold Model Toolbox. Articulatory Speech Synthesis Toolbox. Appendices. Index.
£222.26
The University of Michigan Press Wiki Writing
Book SynopsisWhen most people think of wikis, the first - and often the only - thing that comes to mind is Wikipedia. This collection of essays challenges this common misconception, providing an array of perspectives on the many pressing theoretical and practical issues that wikis raise.Trade ReviewWiki Writing will quickly become the standard resource for using wikis in the classroom. - Jim Kalmbach, Illinois State University
£22.75
Harvard University Press The Library Beyond the Book
Book SynopsisJeffrey Schnapp and Matthew Battles reflect on what libraries have been in order to speculate about what they will become: hybrid places that intermingle books and ebooks, analog and digital formats, paper and pixels. They combine the cultural history of libraries with innovations at metaLAB, a research group at the forefront of digital humanities.Trade ReviewTranscending the tired debate of print vs. electronic, analog vs. digital, the authors take a long view of library history and attempt to envision possible scenarios for libraries of the future… Schnapp and Battles make an invaluable point: libraries, from the smallest to the largest, have way more stories than they know, and The Library Beyond the Book represents a rare attempt from outside the professional community to help libraries reconceive and better tell these stories. Also, they show that imagining the future of libraries doesn’t have to be a gripe session filled with doom and gloom; it can be exciting, original, and fun. -- Justin Wadland * Los Angeles Review of Books *While iPad-bearing soothsayers banish print books to dustbins, coauthors Schnapp and Battles, both insightful provocateurs from Harvard University, envision dynamic and fluid architectural spaces warehousing paper as well as pixels. In a spirit of refreshing experimentation, they ask: What flexible qualities from the past can accommodate tomorrow’s information consumers and, when combined, produce innovative configurations for a digital world? These structures incorporate basic components used in libraries across centuries, such as bookshelves, card catalogs, librarians, and reference desks. Building upon this framework, the authors imagine six plausible scenarios for serving tomorrow’s diverse information consumers, situating libraries as everything from study shelters to civic institutions functioning as mobile libraries, reading rooms promoting social change, and/or event-driven knowledge centers… Schnapp and Battles offer plausible configurations of both book and library in the age of the Internet of Everything. Their imaginative essays demonstrate the rigorous research and design thinking customary within university settings. -- Jerry P. Miller * Library Journal *Lively, quirky, and irreverent, this provocative book provides a refreshing tonic to stale debates about the death or deathlessness of the book. -- Leah Price, Professor of English, Harvard UniversityJeffrey T. Schnapp and Matthew Battles’ The Library Beyond the Book offers a brilliant reflection on, and a cross-section through, the past, present, and future of the library. If books have never been just books, as they suggest, this publication demonstrates that libraries have never been just libraries. -- Mirko Zardini, Director, Canadian Centre for Architecture
£23.36
John Wiley & Sons Inc Information Technology Creating Practical
Book SynopsisTrade Review"This unique book leads to higher levels of student performance by providing a thoughtful context and practical framework for understanding the potential of technology to enrich teaching and learning. From teachers and administrators to board members and parents, Information Technology for Schools is an invaluable guide for any school or district that is serious about systemic and continuous improvement." (Lois B. Cohn, IBM certified business transformation consultant) "At last educators have a resource that offers a user-friendly approach to applying technology to student learning and organizational growth. Information Technology for Schools tells us how data support decisions, how faculty become empowered to employ technology in the classroom, and how guided inquiry is a tool for continuous improvement of the learning environment." (Judith R. Fox, superintendent of schools, Byram Hills School District, Armonk, New York) "It's a good read for educators involved in I.T. and offers many good points, including expertise and P.D. for teachers." (Professionally Speaking Magazine, 6/01) "...the volume offers valuable food for thought for those looking at technology planning issues." (Education Review, 3/04/02)Table of ContentsA Model for Organizational Learning: The Feedback Spiral (B. Kallick & J. Wilson). Involving Stakeholders in Developing Technology (B. Norman). Tracking Data on Student Achievement: Questions and Lessons (S. King). Linking Technology to Educational Improvements (J. Costa & E. Bobowick). Using Technology to Promote Classroom Innovation (K. Holvig & G. Crisci). Learning from Technology Through Action Research (B. Spitz & M. Klais). Teaching Computer Search Skills to Middle School Students (M. Klais). Building Technological Expertise Among Teachers (E. Bobowick). Creating an Information Infrastructure: Challenges for the Future (B. Kallick & J. Wilson).
£23.74
John Wiley & Sons Inc Michael Allens Online Learning Library Successful
Book SynopsisMichael Allen''s e-Learning Library Most e-learning that is produced for classroom training is created using instructional models that were introduced more than thirty years ago. To update design solutions for today''s online learners, Michael Allen''s e- Learning Library offers a review of the basics of instructional design and then lifts the lid on some common misconceptions that arise from what people think they know about ISD. Michael Allen''s e- Learning Library is designed to help use time and resources effectively and to build the best e-learning experiences possible. Filled with illustrative examples, the book is pragmatic and contains easy-to-apply solutions. Successful e-Learning Interface is the third book in the Michael Allen''s e-Learning Library series. Using this hands-on resource will maximize your CEO impactconnect, empower, and orchestrate. You will understand how to connect with your learners, how to empower learners to make theTable of ContentsAbout the Library Series iii Acknowledgments ix Foreword xiii Preface xv Part One: The Need for Learner Interface Design Excellence 1 Challenges: User Interface vs. Learner Interface 3 Chapter 1 Design Magic 13 Chapter 2 Introducing the CEO of LID 21 Chapter 3 CCAF 29 Part Two: Learner Interface Design Guidelines 45 Chapter 4 C Is for Connect 47 Chapter 5 E Is for Empower 67 Chapter 6 O Is for Orchestrate 85 Part Three: Good and Bad Influences 107 Chapter 7 Fatal Attractions 109 Chapter 8 Doing the Right Things Versus Doing Things Right 119 Part Four: Examples 143 Chapter 9 Examples 145 Challenges: UI vs. LI Answers 167 Learner Interface Design Guidelines 177 Index 213 About Allen Interactions Inc. 229 About the Author 230
£40.38
John Wiley & Sons Inc Building Online Learning Communities
Book SynopsisBuilding Online Learning Communities further explores the development of virtual classroom environments that foster a sense of community and empower students to take charge of their learning to successfully achieve learning outcomes. This is the second edition of the groundbreaking book by Rena Palloff and Keith Pratt and has been completely updated and expanded to include the most current information on effective online course development and delivery. A practical, hands-on guide, this resource is filled with illustrative case studies, vignettes, and examples from a wide variety of successful online courses. The authors offer proven strategies for handling challenges that include: Engaging students in the formation of an online learning community. Establishing a sense of presence online. Maximizing participation. Developing effective courses that include collaboration and reflection. Assessing student performance. WritTrade Review“Palloff and Pratt clearly explain the tasks and functions involved when an instructor moves from face-to-face to the online environment. These include the ability to facilitate education, establish a friendly environment, set an agenda, pace the course, and become comfortable and proficient with the technology. Once established, these function as the groundwork for success. This book is particularly valuable for educators with minimal knowledge of online learning… The authors have included everything needed to build a strong, successful online course.” (Adult Learning Magazine Volume 19, Numbers 1&2, Winter and Spring 2008) " . . .the authors' central premise is that a collaborative learning community is the best vehicle for distance education." (Journal of Continuing Higher Education, Fall 2007) "There will be a range of 'ah ha' moments for the reader working with students in building online learning communities." (NACADA, Nov 20, 2007)Table of ContentsList of Exhibits. Preface to the Second Edition. Acknowledgments. The Authors. PART ONE: The Learning Community in Online Learning. One: When Teaching and Learning Leave the Classroom. Online Issues and Concerns. Students Online. Making the Transition and Establishing Presence. The Search for Knowledge and Meaning in the Online Classroom. Putting the Pieces Together. New Approaches, New Skills. Implications. Two: Recontextualizing Community. The Importance of Community. Community Online. The Element of Social Presence. Coalescence and Belonging Online. Recontextualizing Community. Community in the Virtual Classroom. Participation and Desired Outcomes in the Online Classroom. Three: The Human Side of Online Learning. The Need for Human Contact. Connectedness and Coalescence. Shared Responsibility, Rules, and Norms. Roles and Participation. Shadow Issues: The Issues We Simply Don't Want to Face. Other Psychological Issues. Ritual as the Psychological Expression of Community. Spiritual Issues. Culture and Language Issues. Vulnerability, Ethics, and Privacy. Final Thoughts. Four: Practical Considerations in Online Learning. About Time. Group Size. Cost and Other Administrative Issues. Online Security. Five: Managing the Relationship to Technology. The Relationship of Person to Machine. Technology as a Facilitative Tool. Excuse Us, We Are Now Experiencing Technical Difficulties. Six: Moving Teaching and Learning Online. Effective Teaching and Learning in the Online Classroom. Roles and Functions of the Instructor in the Online Classroom. The Role of the Learner in the Learning Process. The Hybrid Course and Online Community. Moving to Specifics. PART TWO: TEACHING AND LEARNING IN THE VIRTUAL LEARNING COMMUNITY. Seven: Building Foundations. Creating an Effective Course Design. Constructing the Online Course Site. If You Build It, Will They Come? Final Thoughts. Guiding Questions to Assist in Building an Effective Course Syllabus. Evaluating an Effective Online Course. Eight: Promoting Collaborative Learning. Formulating a Shared Goal for Learning. Problems, Interests, and Experiences as Springboards for Learning. Dialogue as Inquiry. Encouraging Expansive Questioning. Sharing Responsibility for Facilitation. Promoting Feedback. Intergroup and Other Forms of Collaboration. Final Thoughts. Guiding Questions to Promote Collaborative Learning. Nine: Transformative Learning. The Process of Transformative Learning in the Online Classroom. Learning About Learning Through the Use of Technology. Creating Opportunities to Encourage Reflection on the Differences. Learning About Technology by Using It. Encouraging Questions and Comments About the Technology. Self-Reflection. Final Thoughts: We Are the Experts When It Comes to Our Own Learning. Guiding Questions to Promote Transformative Learning. Ten: Student Assessment and Course Evaluation. Assessment and Evaluation Basics. Student Performance. Course Evaluation. Program Evaluation. Final Thoughts. Questions to Consider in Student, Course, and Program Evaluation. Eleven: Lessons Learned and a Look Ahead. The Six Essential Elements. The Essence of Online Learning: Community. Unresolved Issues and Unanswered Questions. Lessons Learned and a Look to the Future. Extending Community Beyond the Classroom. Implications for Instructor Training. APPENDIX A: Examples of Course Syllabi. APPENDIX B: Glossary of Terms Used in Online Learning. APPENDIX C: Internet Resources for Distance Education. References. Index.
£32.29
John Wiley & Sons Art and Technology Innovative K12 Digital
Book SynopsisLearn how to use digital technologies to provide a rich new entry-point for art students to make meaning, express their thoughts, and visualize their ideas. Through the lens of artistic development, this book offers a rich scope and sequence of over 50 technology-based art lessons.
£26.59
Rutgers University Press Technology and Engagement Making Technology Work
Book SynopsisTechnology and Engagement explores how first generation college students use social media, aimed at improving their transition to and engagement with their university. This ‘ecology of transition’ is important in keeping them focused on why they were in college, and helped them become more integrated into the university setting. Trade Review"The timing of this book could not be better with its focus on first generation college students and social media. It is an empirically-driven and worthwhile read for administrators, faculty, and staff at institutions of higher education in the U.S.” -- Kim Nehls * executive director of the Association for the Study of Higher Education (ASHE) *“Increasing college completion, particularly among first-generation, low-income, and minoritized students is critically urgent and Technology and Engagement provides 'scalable' ideas. That is the good news. The bad news is that faculty and administrators have not figured out the many ways in which technology can be leveraged to increase retention. This book shows that technology can be a 'best practice' that can lessen the alienation minoritized first generation students experience in campuses that are not structured for their success. This book offers practical and culturally responsive strategies. It should be required reading for all staff and faculty associated with special programs." -- Estela Mara Bensimon * professor and director, Center for Urban Education *"Selected New Books on Higher Education: How to Ease the Way for Transgender and First-Generation Students" by Ruth Hammond mention * Chronicle of Higher Education *Table of ContentsIntroduction 1 1. Engagement and Campus Capital 23 2. Being First-Gen on Campus 48 3. Web 2.0 Technologies on Campus 66 with contributions by Adam Gismondi, Kevin Gin, Sarah Knight, Jonathan Lewis, & Scott Radimer 4. Transition and Campus Engagement 96 with contributions by Kevin Gin & Scott Radimer 5. Bridges to Campus Capital in the Classroom 118 with contributions by Jonathan Lewis & Sarah Knight 6. Propositions for Change 141 with contributions by Kevin Gin Acknowledgments 163 Appendix: Research Methods 165 References 171 Index 191
£28.80
John Wiley & Sons Inc ScenarioBased ELearning
Book SynopsisScenario-Based e-Learning Scenario-Based e-Learning offers a new instructional design approach that can accelerate expertise, build critical thinking skills, and promote transfer of learning. This book focuses on the what, when, and how of scenario-based e-learning for workforce learning. Throughout the book, Clark defines and demystifies scenario-based e-learning by offering a practical design model illustrated with examples from veterinary science, automotive troubleshooting, sales and loan analysis among other industries. Filled with helpful guidelines and a wealth of illustrative screen shots, this book offers you the information needed to: Identify the benefits of a SBeL design for learners and learning outcomes Determine when SBeL might be appropriate for your needs Identify specific outcomes of SBeL relevant to common organizational goals Classify specific instructional goals into one or more learning Table of ContentsForeword xiii Acknowledgments xvii Chapter 1: What is Scenario-based e-learning 1 Scenario-Based e-Learning: A First Look 2 What Do You think? 4 Scenario-Based e-Learning Defined 5 Scenario-Based vs. Directive Training Environments 7 What Scenario-Based e-Learning Is Not 10 Six Reasons to Consider Scenario-Based e-Learning Now 12 What Do You Think? Revisited 14 Coming Next 15 Additional Resources 15 Scenario-Based e-Learning and You: Why Now? 16 Chapter 2: When to Use Scenario-based e-learning 17 Consider Scenario-Based e-Learning for Strategic Tasks 18 What Do You Think? 18 Situations That Call for Scenario-Based e-Learning 19 Eight Scenario-Based Learning Domains 22 Scenario-Based Multimedia Interfaces 26 Meet the Scenario-Based e-Learning Samples 31 Coming Next 31 Additional Resources 31 Scenario-Based e-Learning and You: Your Scenario-Based e-Learning Opportunities 32 Chapter 3: Design of Scenario-based e-learning 35 Overview of a Scenario-Based e-Learning Design Model 35 Modes and Media in Scenario-Based e-Learning 42 Coming Next 44 Additional Resources 44 Scenario-Based e-Learning and You: Your Draft Design Model 45 Chapter 4: Defining Scenario Outcomes 47 Outcome Deliverables for Learning Domains 48 Assess the Complexity of your Outcome Responses 48 What Do You Think? 52 Translate Your Learning Objectives 53 Scenario Outcomes and Multimedia Interfaces 56 What Do You Think? Revisited 58 Coming Next 59 Additional Resource 59 Scenario-Based e-Learning and You: Translating Your Objectives 60 Chapter 5: Designing the Trigger Event and Case Data 63 What Do You Think? 64 Planning the Trigger Event 64 Defining Case Data 66 What Do You Think? Revisited 69 Coming Next 70 Scenario-Based e-Learning and You: Defining Your Trigger Event and Case Data 71 Chapter 6: Building Guidance in Scenario-based e-learning 73 What Do You Think 73 What Is Guidance? 75 Option 1: Fade Support from High to Low 77 Option 2: Move from Simple to Complex 79 Option 3: Consider Open vs. Closed Response Options 79 Option 4: Consider Interface/Navigation Design 80 Option 5: Add Training Wheels 81 Option 6: Incorporate Coaching and Advisors 82 Option 7: Embed Worksheets 83 Option 8: Adjust Feedback 84 Option 9: Make Learning Collaborative 85 What Do You Think? Revisited 85 Coming Next 86 Additional Resources 86 Scenario-Based e-Learning and You: Defining Guidance 87 Chapter 7: Putting the “L” in Scenario-based e-learning 89 What Do You Think? 89 Integrating Knowledge and Skill Resources 90 Tutorials 93 Reference 94 Examples 96 Instructors 97 What Do You Think? Revisited 98 Coming Next 99 Additional Resources 99 Scenario-Based e-Learning and You: Defining Instructional Resources 100 Chapter 8: Designing Feedback and Reflection 103 The Power of Feedback 103 Learning from Mistakes 104 Instructional vs. Intrinsic Feedback 104 What Do You Think? 105 Feedback in a Nutshell 106 Feedback and Reflection in Learning Domains 109 What Do You Think? Revisited 115 Coming Next 116 Additional Resources 116 Scenario-Based e-Learning and You: Defining Feedback 117 Chapter 9: Evaluation of Scenario-based e-Learning 119 What Do You Think? 122 Focusing Your Evaluation 122 Back to the Basics: Test Reliability and Validity 126 Test Items for Scenario-Based e-Learning 126 Did I Pass the Test? 128 Testing with Online Scenarios 131 What Do You Think? Revisited 132 Coming Next 133 Additional Resources 133 Scenario-Based e-Learning and You: Planning Your Evaluation 134 Chapter 10: Does Scenario-based e-learning Work? 137 Does It Work? 137 Is It Efficient? 138 Does It Motivate? 138 What Features Make a Difference? 138 What Do You Think? 139 Limits of Research 139 Discovery Learning Does Not Work 140 Guided Discovery Can Have Learning Advantages over “Traditional” Instruction 141 Learner Scaffolding Is Essential for Success 143 Guided Discovery Can Be More Motivating Than “Traditional” Instruction 149 Feedback and Reflection Promote Learning 149 Visual Representations Should Be Congruent with Your Learning Goals 150 Can Scenario-Based e-Learning Accelerate Expertise? 151 Research on Scenario-Based e-Learning—The Bottom Line 153 What Do You Think? Revisited 154 Coming Next 155 Additional Resources 155 Scenario-Based e-Learning and You: Evidence-Based Decisions 156 Chapter 11: Eliciting Critical Thinking Skills for Scenario-based e-learning 157 What Is Knowledge Elicitation? 158 What Do You Think? 158 Three Approaches to Knowledge Elicitation 158 Which Elicitation Method Should You Use? 162 Types of Knowledge and Skill to Elicit 164 Incorporating Critical Thinking Skills into Your Lessons 168 Guidelines for Success 171 What Do You Think? Revisited 172 Coming Next 172 Additional Resources 173 Scenario-Based e-Learning and You: Eliciting Tacit Knowledge 174 Chapter 12: Implementing Scenario-based e-learning 177 What Do you Think? 178 Four Steps to Project Success 178 Step One: Present a Strong Business Case 178 Step Two: Plan Your Project 184 Step Three: Design Your Approach 187 Step Four: Develop Your First Scenario 188 What Do You Think? Revisited 190 Coming Next: Your Scenario-Based e-Learning Project 191 Additional Resources 191 Scenario-Based e-Learning and You: Planning Your Implementation 192 Appendix A: An Introduction to the Scenario-Based e-Learning Examples 197 Appendix B: Repeated Figures 207 Appendix C: Reliability and Validity for Learning Measures for Scenario-Based e-Learning 215 List of Figures and Tables 221 Glossary 225 References 229 About the Author 233 Index 235
£57.00
John Wiley & Sons Inc Social Media for School Leaders
Book SynopsisHow to create an effective social media strategy for a school or district School leaders may be familiar with social media in their own lives, but many still need help in effectively using social media in their professional practice.Trade Review"This is causing school leaders to rethink their leadership strategy, moving from simply communicating to truly connecting...." (Examiner.com, October 2012)Table of ContentsPreface vii Introduction 1 1 eNewsletters 9 2 Facebook 19 3 Twitter 39 4 School Website 51 5 Ning 67 6 YouTube 81 7 Online Surveys 95 8 E-Mail 107 9 Classroom Portals 123 10 Student Portfolios 135 11 School Leader’s Blog 145 12 Mobile Devices 165 13 LinkedIn 187 14 Google+ 203 15 Your Online Presence 213 16 Social Media in Practice 223 17 Internet Safety 239 Acknowledgments 249 About the Author 251 Index 253
£18.69
John Wiley & Sons Inc Conquering the Content
Book SynopsisPut your course online now, without sacrificing pedagogical quality Conquering the Content: A Blueprint for Online Course Design and Development, Second Edition is a highly practical guide to creating online courses.Table of ContentsPreface ix The Author xiii Acknowledgments xv Introduction xvii Lesson 1: Begin Here 1 Lesson 2: Content Map 29 Lesson 3: Learning Guide 55 Lesson 4: Prioritizing 89 Lesson 5: Content 107 Lesson 6: Continuous Improvement 135 References 163 Glossary 167 Action Items 171 Index 189
£24.69
John Wiley & Sons Inc Mobile Learning
Book SynopsisExplore the game-changing technology that allows mobile learning to effectively reach K-12 students Mobile Learning: A Handbook for Developers, Educators and Learners provides research-based foundations for developing, evaluating, and integrating effective mobile learning pedagogy. Twenty-first century students require twenty-first century technology, and mobile devices provide new and effective ways to educate children. But with new technologies come new challengestherefore, this handbook presents a comprehensive look at mobile learning by synthesizing relevant theories and drawing practical conclusions for developers, educators, and students. Mobile devicesin ways that the laptop, the personal computer, and netbook computers have notpresent the opportunity to make learning more engaging, interactive, and available in both traditional classroom settings and informal learning environments. From theory to practice, Mobile Learning explores how mobiTable of ContentsPreface ix Acknowledgments xiii Chapter 1 Changing Education with Mobile Learning 1 A Brief History of Educational Technology: What Will Revolutionize the System? 3 Mobile Learning: Reaching Kids Today 6 What Is Mobile Learning? 8 Benefits and Challenges of Mobile Learning 9 How to Make Mobile Learning Work 16 Conclusion 19 Notes 20 Section 1 The Mobile Classroom 23 Chapter 2 The Science of Learning 25 Introduction 25 Information Processing and Learning 27 Other Critical Facets of Learning 33 Implications for Mobile Learning 37 Conclusion 45 Notes 46 Chapter 3 What Is It About These Devices? 49 Connected 50 Aware 52 Multimodal 55 Familiar 56 Personal 57 Comprehensive 59 Consolidated 60 Portable 61 Relevant 62 Secure 63 Conclusion 64 Notes 64 Chapter 4 Creating the Mobile Classroom 67 Theoretical Foundations 68 Instructional Methods 70 Problem-Based, Inquiry-Based, and Experiential Learning 77 Alternative Learning Environments 78 Conclusion 82 Notes 82 Chapter 5 Higher-Order Thinking Skills and Digital Fluency 85 Higher-Order Thinking Skills 88 Leveraging Mobile Learning 93 Critical Thinking 104 Classrooms for Higher-Order Thinking 107 Conclusion 109 Notes 110 Chapter 6 Instructional Management and Levels of Technology Access 115 Mobile Learning Programs 117 Levels of Access in the Mobile Classroom 122 1:Teacher 123 1:Many 125 1:1 128 Bring Your Own Device (BYOD) 132 Conclusion 137 Notes 137 Section 2 Creating the Mobile Learning Experience 141 Chapter 7 Mobile Technology’s Defining Features 143 Hardware 144 Software 149 Accessories 156 Conclusion 159 Notes 160 Chapter 8 The Educational App Development Process 161 Research Stage: Is It a Good Idea? 162 Building the Right Team: Capturing a Variety of Expertise 164 Building the App 169 Case Study: App Development at SAS Curriculum Pathways 175 Conclusion 177 Notes 177 Chapter 9 Design and User Experience 179 Designing a Great App: Make It Easy 179 Putting Great Design to Work 187 Conclusion 191 Notes 192 Chapter 10 Data, Evaluation, and Learning Analytics 195 Asking the Questions 196 Gathering Data 200 Sample Data Collection 206 Mobile Data Analytics: Turning Data into Information 209 Conclusion 212 Notes 213 Chapter 11 The Business of Educational Apps 215The Educational App Market Is• • • 215 How to Sell Your App: Pricing Models 222 How Users Buy Your App 228 Marketing 230 Conclusion 233 Notes 233 Section 3 Mobile Learning for Everyone 237 Chapter 12 Informal Learning 239 Developing Lifelong Learners 240 Bridging Formal and Informal Learning 241 Conclusion 251 Notes 252 Chapter 13 Engaging Young Users: Apps for Preschoolers 255 Key Skills for Preschool Apps 256 What Makes an Engaging Preschool App? 264 Challenges 270 Conclusion 276 Notes 277 Chapter 14 Making Accessible Apps: Autism and Visual Impairment 281 Introduction 281 Advantages of the iPad for Special Populations 281 Autism and Autism Spectrum Disorders (ASD) 285 Visual Impairment 291 Developing Accessible Apps 297 Conclusion 300 Notes 301 Chapter 15 Balancing Power: Data Use, Privacy, and Digital Citizenship 305 Privacy 306 Privacy Legislation 311 Open Issues 312 Digital Citizenship: Teaching Responsible Use 318 Conclusion 321 Notes 322 Chapter 16 Mobile Learning Today and Tomorrow 325 Introduction 325 Making Mobile Learning Work 326 The Future 333 Conclusion 338 Notes 339 Appendix A List of Apps by Chapter 341 Appendix B The Great App Checklist 359 How to Use This Checklist 360 The Great App Checklist 361 Notes 363 About the Authors 365 Index 367
£27.99
John Wiley & Sons Inc The Hybrid Teacher
Book SynopsisTable of ContentsAbout the Author vii Acknowledgments ix Before We Begin xi Introduction xiii Chapter 1: Synchronous and Asynchronous Learning 1 Chapter 2: Synchronous Learning 5 Chapter 3: Asynchronous Learning 47 Chapter 4: Apply, Create, Explore 79 Chapter 5: Keep Design in Mind 93 Chapter 6: Project-Based Learning 107 Chapter 7: Executive Functioning Skills 113 Chapter 8: Social and Emotional Learning 121 Chapter 9: Building Culture and Community 125 Chapter 10: Attendance and Assessment 157 Chapter 11: Little Learners 179 Chapter 12: Subject- Specific Strategies 187 Chapter 13: Nonteaching Staff 205 Chapter 14: Adapting 209 Chapter 15: Parent/ Guardian Communication 223 Chapter 16: Technology Bootcamp 229 Chapter 17: Teacher Time Savers 237 Chapter 18: Going Further… 245 Chapter 19: The Future of Education Is Hybrid 257 Chapter 20: The Administrators’ Appendix 261 Appendix: Additional References 279 Index 281
£17.85
John Wiley & Sons Inc Transforming Education with Virtual Reality
Book SynopsisTRANSFORMING EDUCATION WITH VIRTUAL REALITY The book provides an in-depth and comprehensive knowledge reviewof the use of virtual reality in the education industry and businesses. Virtual reality (VR) technology has thoroughly transformed education by providing engaging and immersive ways for students to experience their education and by offering visual learning, creative development, etc., to enhance their studies. Moreover, with increasing accessibility, both students and educators can utilize it for effective teaching and learning. By embracing this VR-related technology, teachers can transform traditional classrooms into lively ones. Businesses can also leverage VR for skilling, up-skilling, and re-skilling. This book is divided into two parts. Part I discusses the opportunities, challenges, and application of VR technology, and Part II focuses on reimagining education with the metaverse. Readers will find in this book: a description of the relationship between virtual reality aTable of ContentsPreface xvii Part 1: Modern Technology in Education: Opportunities, Application and Challenges 1 1 A Novel Adaptive Framework for Immersive Learning Using VR in Education 3Sudharson D., Reena Malik, Rithish Ramamoorthy Sathya, Vaishali V., Balavedhaa S. and Gautham S. 1.1 Introduction 4 1.2 The Two Perceptive Elements 6 1.3 Immersive Tools and Technologies 9 1.4 The Methodology 13 1.5 Interaction Through Voice Assistant 16 1.6 Improved Distraction Tracking 16 1.7 Discussions 19 1.8 Market Analysis 20 1.9 Result 24 1.10 Conclusion 24 2 When Technology Meets Tradition: Rediscovering Tribes Through Virtual Reality 27Debanjana Nag 2.1 Introduction 28 2.2 Concept of Communication and Virtual Reality as a Tool of Communication 29 2.3 The Tribes and the Concept of ‘Modern’ Society 32 2.4 Status of Women in Tribal Societies 33 2.5 Socio-Political Systems of Tribal Societies 34 2.6 Conditions of Education, Health and Hygiene 34 2.7 Application of Virtual Reality as a Learning Pedagogy to Understand Tribal Aspects 36 2.8 Problems in the Implementation of VR Among the Tribes 38 2.9 Utilization of Virtual Reality to Connect Tribes with the Mainstream 40 2.10 Epilogue 42 3 Post-Pandemic Approaches Through Various Advanced Toolkits for Online Teaching and Learning Confidence 47Karthikeyan Kandasamy, Prakash Maran Jeganathan and Shalini Surajmani 3.1 Introduction 48 3.2 The Impact of Technology on Learning 49 3.3 MAXHUB UC BM35 Bluetooth Teleconference Speakerphone 53 3.4 4K Ultra HD 55 3.5 BenQ EdTech 57 3.6 Conclusion 58 4 Expanding Teaching Possibilities: Applications of Technological Products in Education 61Jyoti Verma and Gagandeep 4.1 Introduction 61 4.2 Benefits of Technology in the Education Sector 64 4.3 Applications of Technological Products in Education 65 4.4 PESTLE Analysis of Technological Products in the Education Sector 67 4.5 Successive Growth of Technological Products in India 68 4.6 Conclusion 69 5 Evolutionary Advantages of Virtual Reality in Education 73Richa Kapoor Mehra 5.1 Introduction 73 5.2 Differences Between Real and Virtual Space 76 5.3 Use of Virtual Reality: A Matter of Concern 82 5.4 Conclusion 84 6 Exploring Possibilities and Apprehensions About Application of Artificial Intelligence in Higher Education 87Siddharth Shimpi 6.1 Introduction 88 6.2 The Current State of AI in Higher Education 90 6.3 Advantages of AI in Higher Education 91 6.4 Potential Risks of AI in Higher Education 91 6.5 Ethical Considerations in AI in Higher Education 93 6.6 Future of AI in Higher Education 94 6.7 Case Studies 95 6.8 Best Practices 96 6.9 Conclusion 96 7 Impact of Virtual Reality on Immersive Education 101Manju Rani 7.1 Introduction 102 7.2 Techniques Used in Immersive Learning 103 7.3 Advantages of Immersive Learning 104 7.4 Disadvantages of Immersive Learning 105 7.5 Virtual Reality 105 7.6 Processing of VR 107 7.7 Types of Virtual Reality 108 7.8 Developing Content for VR 109 7.9 Creating a Virtual Reality Environment 109 7.10 VR in Education 112 7.11 E-Learning and VR 113 7.12 The Usefulness of VR Technology in the Field of Education 114 7.13 VR in Teacher Training and Pedagogy 118 7.14 Creating an Immersive VR Environment with MaxWhere 118 7.15 Applications or Software for Using VR Technology in the Field of Education 120 7.16 Growth of VR Technology in Education 121 7.17 Obstacles in Using VR Technology 122 7.18 Interpretation of Results 122 Part 2: Reimaging Education with Metaverse 127 8 The Metaverse in Education: An Upcoming Future Trend 129Priya Jindal and Ansh Jindal 8.1 Introduction 130 8.2 XR in Metaverse 130 8.3 Categories of Extended Reality (XR) 131 8.4 XR and Learning 133 8.5 Approaches of Learning in Metaverse 135 8.6 Comparison of Classes in Person, Virtual Classes, and in the Metaverse 137 8.7 Challenges of Metaverse in Education 138 8.8 Trends Supporting Metaverse in Education 140 8.9 Conclusion 141 9 Role of Virtual Reality in Education: Its Scope, Reach and Effect on Student Behavior 145Shweta Kapoor and Gitanjali Kalia 9.1 Introduction 146 9.2 Types of Virtual Reality 148 9.3 Various Types of Augmented Reality 149 9.4 Virtual and Augmented Reality 150 9.5 Application of Virtual Reality 151 9.6 Implementation of VR in Education Sector 155 9.7 Effects of Virtual Reality on Student Behavior 157 9.8 Positive Effect of Virtual Reality on Students 158 9.9 Negative Effect of Virtual Reality on Students 159 9.10 Challenges Faced when Implementing VR in Education Sector 160 9.11 Conclusion 161 9.12 Forming New Perspectives 162 10 Virtual Reality in Education: Benefits, Applications and Challenges 165Rajni Bala and Prachi Gupta 10.1 Introduction 166 10.2 Industry Key Players in VR in Education 167 10.3 VR Market Segmentation in the Education Sector 168 10.4 Application of VR in Education 168 10.5 Distance Learning 170 10.6 Advantages of VR in the Classroom 170 10.7 Disadvantages of VR in the Classroom 172 10.8 How VR Will Improve Education 173 10.9 Challenges of Implementing VR in Education 174 10.10 How to Maximize the Benefits of VR in Education 176 11 Exploring the Landscape of Virtual Reality in Education: A Bibliometric and Thematic Analysis 181Natashaa Kaul and Chanakya Kumar 11.1 Introduction 182 11.2 Literature Review 183 11.3 Methodology 185 11.4 Findings and Results 187 11.5 Methodology and Research Perspectives 188 11.6 Temporal Analysis Using Word Clouds 189 11.7 Future Research 192 11.8 Conclusion 193 11.9 Implications for Research and Practice 196 11.10 Limitations of the Study 197 12 VR in Vocational Educational and Training: Conceptual Framework and Adoption Roadmap 201Kumar Shalender, Babita Singla and Sandhir Sharma 12.1 Introduction 201 12.2 Benefits of VR in Training 203 12.3 VR Adoption Framework 206 12.4 Conclusion and Discussion 207 13 Virtual Reality in Education — A Blessing or Curse? 211Priya Jindal, Ansh Jindal and Radhika Gambhir 13.1 Introduction 212 13.2 Virtual Reality 212 13.3 VR in Education 214 13.4 Conclusion 224 14 Virtual Reality: A Mechanism for Modern Education 229Deepali Bhatnagar and Adity Boruah 14.1 Introduction 230 14.2 What Makes Learning Deep Rooted? 231 14.3 Definition of Virtual Reality 232 14.4 Virtual Reality as an Instructive Tool 234 14.5 Educator and Student Acceptance of VR Use in Education 236 14.6 Statistics of the Usage of Virtual Reality in the Education Sector 237 14.7 Enablers for Teaching with Technology 239 14.8 Virtual Reality in Modern Education: Benefits 240 14.9 Areas of VR Application in Education 241 14.10 Constraints and Challenges in the Path of VR Learning 242 14.11 The Road Ahead 242 14.12 Conclusion 244 15 Application of VR Technology in the Educational Sector — Opportunities and Challenges 249Sushmitha Abhishek Rao, Bonnie Rajesh and Rajesh Raut 15.1 An Introduction to Virtual Reality 250 15.2 Literature Review 250 15.3 Important Elements of Virtual Reality (VR) 251 15.4 Features of VR 252 15.5 Opportunities of Virtual Reality in Education 253 15.6 Challenges of Virtual Reality in Education 257 15.7 Conclusion 259 16 Is Virtual Reality Really the Future of Learning? 263Rajneesh Ahlawat, Renu Tanwar and Preeti Ahlawat 16.1 Introduction 264 16.2 Virtual Reality History 264 16.3 Virtual Reality Learning 265 16.4 Benefits of Using Virtual Reality in Education 265 16.5 Disadvantages of Learning through Virtual Reality 267 16.6 Virtual Reality Applications 268 16.7 Types of Virtual Reality 270 16.8 Virtual Reality: Statistics 271 16.9 Education with Virtual Reality 271 16.10 Virtual Reality Used in Schools 272 16.11 Virtual Reality’s Impact on Modern Education 272 16.12 Virtual Reality Examples 273 16.13 Classroom VR Implementation 275 16.14 Secondary Schooling Using VR 276 16.15 VR for Students who Struggle with Studying 277 16.16 Difficulties in VR Education 277 16.17 Future of VR in Education 279 16.18 Conclusion 279 17 Application of Virtual Reality for Education 283Ramkrishna Dikkatwar, Nilesh Kate, Saradhi Kumar Gonela and Prashant Chaudhary 17.1 Introduction and Background of the Study 284 17.2 Literature Review 284 17.3 Methodology 286 17.4 Literature Section 287 17.5 Bibliometric Analysis and Discussion 290 17.6 Conclusion and Future Scope 302 18 Metaverse: A New Avatar-Based Technology for Diverse Educational Experiences 311Pooja Darda, Shailesh Pandey, Om Jee Gupta, Susheel Yadav and Reena Malik 18.1 Introduction 312 18.2 Literature Review 313 18.3 Research Methodology 315 18.4 Proposed Framework for Metaverse Applications in Education 315 18.5 Limitations 317 18.6 Future Scope 317 18.7 Implications 318 18.8 Conclusion 318 19 Up-Skilling in Fashion Retail 323Prashant Chaudhary, Neelam Raut, Harshali Patil and Nilesh Kate 19.1 Introduction 324 19.2 Literature Review 326 19.3 Findings and Conclusion 329 19.4 Practical Implications and Discussion 330 19.5 Scope for Future Studies 332 20 Metaverse: Reimagining the Future of Teaching-Learning 337Mihir Vaidya and Meenal Pendse 20.1 Introduction 338 20.2 Using Metaverse and Its Tools in Education 338 20.3 Advantages, Disadvantages, Challenges and Remedies to Challenges 342 20.4 Organizations Working on Integrating Technology with Education 347 20.5 Conclusion 349 21 Proposed Framework to Map Virtual Reality with Ancient Indian Education System to Increase Neuroplasticity for Autistic Spectrum Disorder Children 351Noor-A-Nabi Khan, Naheeda Tharannum B., Khondekar Lutful Hassan and Habiba Hussain 21.1 Introduction to Autism Spectrum Disorder 352 21.2 Studies on Autism Spectrum Disorder 354 21.3 Studies on Virtual Reality 355 21.4 Studies on Ancient Indian Education System 356 21.5 Studies on Neuroplasticity 357 21.6 Brain: Normal and Autistic Children 357 21.7 Research Area Explored and Unexplored 359 21.8 Proposed Problem Statement 359 21.9 Aim and Objectives 360 21.10 Ancient Indian Education System: Holistic Development 360 21.11 Holistic Development: From Autism to Being Normal 361 21.12 Virtual Reality and Autism Spectrum Disorder 362 21.13 Implementation of Virtual Reality: Education 365 21.14 Mapping Virtual Reality and Ancient Indian Education System 366 21.15 How Virtual Reality Helps Autism 366 21.16 Algorithm for Virtual Reality in Autism 367 21.17 Pseudocode for Virtual Reality in Autism 368 21.18 Proposed Neuroplasticity-Enabled VR Ancient Indian Education 369 21.19 Implementation of Neuroplasticity in VR 370 21.20 Computer Programming on VR with Ancient Indian Education 372 21.21 Computer Programming on Neuroplasticity Development 373 21.22 Conclusions 374 21.23 Future Scope 374 22 Virtual Reality in Education: Analyzing the Literature and Bibliometric State of Knowledge 379Manpreet Arora 22.1 Introduction 380 22.2 Research Questions 382 22.3 Methodology 382 22.4 State of Knowledge Published on the Term "Virtual Reality in Education" in SCOPUS Database 382 22.5 Main Research Themes Covered in the Top Articles 397 22.6 What Literature (available in SCOPUS) States about the Concept of VR in Education 399 22.7 Conclusion 399 References 400 Index 403
£162.00
Johns Hopkins University Press Teaching Online
Book SynopsisFaculty members, researchers, instructional designers, students, administrators, and policy makers who engage with online learning will find this book an invaluable resource.Trade ReviewThis is an excellent book! It's comprehensive, covering all the topics relevant to online teaching. It's well-researched and identifies many useful sources... If you're teaching online and haven't treated yourself to a good book, I'd recommend this one. Teaching Professor [The] structure and content will... prompt reflection into the changing realm of what it means to be a university faculty member. PsycCRITIQUES ...Teaching Online offer[s] valuable practical help in sevearl key areas such as course structure and planning, the teacher's persona in the online course, communication, student engagement and community of learning, and much more...I strongly recommend it. Reflective TeachingTable of ContentsAcknowledgmentsIntroduction1. Teaching Online as Instructional Change2. Faculty Knowledge3. Views of Learning4. Course Structure5. Course Planning6. Intellectual Property7. Instructional Time8. Teacher Persona9. Communication10. Student Rights11. Student Engagement12. CommunityConclusionNotesReferecesList of ContributorsIndex
£23.85
Johns Hopkins University Press Game On
Book SynopsisBell's careful analysis of the theories behind gamification, cognitive science, and instructional design will help them to do just that.Trade ReviewInstructors would do well to consider the key tenets of successful games if they are to engage and graduate the coming generations of learners. Bell’s careful analysis of the theories behind gamification, cognitive science, and instructional design will help them to do just that.—University of British Columbia Library BloggersThe intention of the book is to enable practitioners to gamify, explaining in concise but authoritative detail the nature of gamification concepts, and how they function in practice with established principles of pedagogy. However, this does not mean that Game On! is solely applicable to the 'inclass' practitioner. With quantitative elements as well, a focus on students' experiences, and bullet point summaries, gamification is viewed with the kind of practical big-picture thinking crucial to university and academic leadership when considering the risks and rewards of innovation and large-scale implementation.—Errol Rivera, Ology: Review in Applied SciencesTable of ContentsAcknowledgmentsPrologue. Ashton to Apple1. A Societal Imperative2. How Did We Get Here?3. The Fairy Tale MOOC4. The Hero’s Journey5. Ethical Decision Making6. Dungeons and Discourse7. Threat of Crime and Terrorism8. Assessing Gamification9. Catching FireCaptain’s EpilogueBibliographyIndex
£31.50
Temple University Press,U.S. Exploring the Roots of Digital and Media Literacy
Book SynopsisExploring the Roots of Digital and Media Literacy through Personal Narrative provides a wide-ranging look at the origins, concepts, theories, and practices of the field. This unique, exciting collection of essays by a range of distinguished scholars and practitioners offers insights into the scholars and thinkers who fertilized the minds ofthose who helped shape the theory and practice of digital and media literacy education. Each chapter describes an individual whom the author considers to be a type of grandparent. By weaving together two sets of personal storiesthat of the contributing author and that of the key ideas and life history of the historical figure under their scrutinymajor concepts of digital media and learning emerge.Table of ContentsContents: Introduction and the LandscapeHistorical Roots of Media LiteracyDavid Weinberger on Martin HeideggerLance Strate on Marshall McLuhanDana Polan on Roland BarthesCynthia Lewis on Mikhail BakhtinSrividya Ramasubramanian on Gordon AllportMichael RobbGrieco on Michel FoucaultGianna Cappello on Theodor AdornoDouglas Kellner on Herbert MarcuseHenry Jenkins on John FiskeAmy Petersen Jensen on Bertolt BrechtDonna Alvermann on Simone de BeauvoirJeremiah Dyehouse on John DeweyRenee Hobbs on Jerome BrunerVanessa Domine on Neil PostmanPeter Gutierrez on Scott McCloudSusan Moeller on Roland Barthes
£21.84
New York University Press The Class
Book SynopsisAn intimate look at how children network, identify, learn and grow in a connected world. Read Online at connectedyouth.nyupress.orgDo today's youth have more opportunities than their parents? As they build their own social and digital networks, does that offer new routes to learning and friendship? How do they navigate the meaning of education in a digitally connected but fiercely competitive, highly individualized world?Based upon fieldwork at an ordinary London school, The Class examines young people's experiences of growing up and learning in a digital world. In this original and engaging study, Livingstone and Sefton-Green explore youth values, teenagers' perspectives on their futures, and their tactics for facing the opportunities and challenges that lie ahead. The authors follow the students as they move across their different social worldsin school, at home, and with their friends, engaging in a range of activities from video games to drama clubs and music lessons. By portrayiTrade ReviewAn exemplary ethnography whose holistic engagement with children at home as well as at school allow for judicious appraisals of what actually matters, motivates, and has consequences for their lives. By fully respecting the childrens attempts to control the impact of digital technologies, negotiate their relationships and internalise but tame institutional pressures, this book gives us precisely the kind of empathetic sense of the child that we need to retain as adults. -- Daniel Miller,author of Social Media in an English VillageIn a richly textured account,The Classunpacks many of the grand claims made in public discourse about the perceived impactpositive and negativeof new media technologies on young peoples lives and future prospects. Intellectually engaging, lucidly written, and emotionally engrossing,The Classis required reading for policy makers, parents, and teachers alike. -- Kirsten Drotner,co-editor of Informal Learning and Digital MediaOne of the richest investigations to date of young people across the major sites of their livesschool, family, and among their peersThe Classwill be a distinctive contribution to media and youth studies. Displaying an impressive breadth of knowledge, the authors showcase lively ethnographic vignettes to draw significant, convincing, and exciting insights. -- Dorothy Holland,co-author of Identity and Agency in Cultural WorldsTable of ContentsList of Figures and Tables Acknowledgments Introduction: An Invitation to Meet the Class 1. Living and Learning in the Digital Age 2. A Year of Fieldwork 3. Networks and Social Worlds 4. Identities and Relationships 5. Life at School: From Routines to Civility 6. Learning at School: Measuring and "Leveling" the Self 7. Life at Home Together and Apart 8. Making Space for Learning in the Home 9. Learning to Play Music: Class, Culture, and Taste 10. Life Trajectories, Social Mobility, and Cultural Capital Conclusion: Conservative, Competitive, or Connected Contents Appendix Notes References Index About the Authors
£23.74
New York University Press The Class
Book SynopsisAn intimate look at how children network, identify, learn and grow in a connected world. Read Online at connectedyouth.nyupress.orgDo today's youth have more opportunities than their parents? As they build their own social and digital networks, does that offer new routes to learning and friendship? How do they navigate the meaning of education in a digitally connected but fiercely competitive, highly individualized world?Based upon fieldwork at an ordinary London school, The Class examines young people's experiences of growing up and learning in a digital world. In this original and engaging study, Livingstone and Sefton-Green explore youth values, teenagers' perspectives on their futures, and their tactics for facing the opportunities and challenges that lie ahead. The authors follow the students as they move across their different social worldsin school, at home, and with their friends, engaging in a range of activities from video games to drama clubs and music lessons. By portrayiTrade ReviewAn exemplary ethnography whose holistic engagement with children at home as well as at school allow for judicious appraisals of what actually matters, motivates, and has consequences for their lives. By fully respecting the childrens attempts to control the impact of digital technologies, negotiate their relationships and internalise but tame institutional pressures, this book gives us precisely the kind of empathetic sense of the child that we need to retain as adults. -- Daniel Miller,author of Social Media in an English VillageIn a richly textured account,The Classunpacks many of the grand claims made in public discourse about the perceived impactpositive and negativeof new media technologies on young peoples lives and future prospects. Intellectually engaging, lucidly written, and emotionally engrossing,The Classis required reading for policy makers, parents, and teachers alike. -- Kirsten Drotner,co-editor of Informal Learning and Digital MediaOne of the richest investigations to date of young people across the major sites of their livesschool, family, and among their peersThe Classwill be a distinctive contribution to media and youth studies. Displaying an impressive breadth of knowledge, the authors showcase lively ethnographic vignettes to draw significant, convincing, and exciting insights. -- Dorothy Holland,co-author of Identity and Agency in Cultural WorldsTable of ContentsList of Figures and Tables Acknowledgments Introduction: An Invitation to Meet the Class 1. Living and Learning in the Digital Age 2. A Year of Fieldwork 3. Networks and Social Worlds 4. Identities and Relationships 5. Life at School: From Routines to Civility 6. Learning at School: Measuring and "Leveling" the Self 7. Life at Home Together and Apart 8. Making Space for Learning in the Home 9. Learning to Play Music: Class, Culture, and Taste 10. Life Trajectories, Social Mobility, and Cultural Capital Conclusion: Conservative, Competitive, or Connected Contents Appendix Notes References Index About the Authors
£66.60
University of Toronto Press Systems and Computer Science
Book SynopsisThis book presents the papers delivered at the Conference on Systems and Computer Science held at the University of Western Ontario in September 1965. The primary purposes of the Conference were the promotion of research and the development of the teaching of computer science in Canadian universities. The papers focus attention on some of the concepts of Computer Science as a new field of study and at the same time provide a background for scientists looking at the subject for the first time.The chief developments in computer science have been concerned with the "applied" rather than the "pure" areas of the field: numerical analysis, applied statistics and operations research, and data processing. But there is something more to computers than the physical components and this book represents an attempt to correct the imbalance between "applied" and "pure" by drawing attention to certain theoretical aspects of computer and information science. Among the topics discussed are the
£20.69
John Wiley and Sons Ltd Should Robots Replace Teachers?: AI and the
Book SynopsisDevelopments in AI, robotics and big data are changing the nature of education. Yet the implications of these technologies for the teaching profession are uncertain. While most educators remain convinced of the need for human teachers, outside the profession there is growing anticipation of a technological reinvention of the ways in which teaching and learning take place.Through an examination of technological developments such as autonomous classroom robots, intelligent tutoring systems, learning analytics and automated decision-making, Neil Selwyn highlights the need for nuanced discussions around the capacity of AI to replicate the social, emotional and cognitive qualities of human teachers. He pushes conversations about AI and education into the realm of values, judgements and politics, ultimately arguing that the integration of any technology into society must be presented as a choice. Should Robots Replace Teachers? is a must-read for anyone interested in the future of education and work in our increasingly automated times.Trade Review‘Selwyn’s book is a state-of-the-art analysis of the role of technology in education. Persuasive and penetrating, it is the gold standard for discussion of AI and robotics in shaping the classroom of the future.’Frank Pasquale, University of Maryland ‘Selwyn navigates deftly between hype and hysteria to explore the questions we should be asking. The increasingly urgent issues surrounding robots in teaching demand exactly the sort of extensive and careful reflection on display here.’Charles Ess, University of Oslo'[A] succinct and useful primer on this evolving and complex area'Times Education Supplement 'Selwyn presents an entertaining, informative and accessible book which I would thoroughly recommend to everyone be they teacher, student, doctor, nurse, lawyer, psychologist, sociologist, economist, chef, artist, poet and musician.' Tina Stockman, Media Education Journal 'A vital first step towards reclaiming the design of education from marketers, programmers and cognitive scientists.'The Morning StarTable of ContentsPreface Acknowledgements 1 AI, Robotics and the Automation of Teaching 2 Physical Robots in the Classroom 3 Intelligent Tutoring and Pedagogical Assistants 4 ‘Behind-the-Scenes’ Technologies 5 Revitalizing Teaching for the AI Age Notes Index
£38.00
University of Minnesota Press Studious Drift: Movements and Protocols for a
Book SynopsisWhat kind of university is possible when digital tools are not taken for granted, but hacked for a more experimental future?The global pandemic has underscored contemporary reliance on digital environments. This is particularly true among schools and universities, which, in response, shifted much of their instruction online. Because the rise of e-learning logics, ed-tech industries, and enterprise learning-management systems all threaten to further commodify and instrumentalize higher education, these technologies and platforms have to be creatively and critically struggled over. Studious Drift intervenes in this struggle by reviving the relationship between studying and the generative space of the studio in service of advancing educational experimentation for a world where digital tools have become a permanent part of education. Drawing on Alfred Jarry’s pataphysics, the “science of imaginary solutions,” this book reveals how the studio is a space-time machine capable of traveling beyond the limits of conventional online learning to redefine education as interdisciplinary, experimental, public study.
£9.00
John Wiley & Sons Inc The Accelerated Schools Resource Guide
Book Synopsis"Hopfenberg and Levin provide a pwerful resource for creatingschools grounded in community reflecton, inquiry, and the beliefthat all children can be smart. . .Here at last is a ?how-to' bookon school reform that helps educators confront the values, beleifs,and politics, as well as the practices, that make changing schoolsso difficult." -- Jeannie Oaks, professor of education, UCLA This resource is the first comprehensive guide to the innovativepractices of accelerated schools. It summarizes the lessons learnedby the project staff and the family of over 300 accelerated schoolsworking together during a seven-year period. It is designed to beused by a wide variety of participants for training, discussion,and guidance in the move to transform schools nationwide.Trade Review"Hopfenberg and Levin provide a powerful resource for creatingschools grounded in community, reflection, inquiry, and the beliefthat all children can be smart. Such schools can move away fromhierarchical, bureaucratic models in which only a few children are"winners" to become equitable and effective learning communitiesfor all. Here, at last, is a "how to" book on school reform thathelps educators confront the values, beliefs, and politics, as wellas the practices, that make changing schools so difficult."----Jeannie Oaks, professor of education, University ofCalifornia-Los Angeles "The Accelerated Schools Project gives us an opportunity to workhard, be successful, and to fight off the temptations ofmediocrity." ----Michael O'Kane, prinicpal, Burnett Academy, SanJose Unified School District "The accelerated schools philosophy takes our dreams and visions aseducators, parents, and students and turns them into reality."----Virginia Lynch, teacher, ARNONE Community Schools, Brockton,MassachusettsTable of ContentsPrologue Introduction: A Guide to the Guide 1. Children in At-Risk Situations 2. What Are Accelerated Schools? 3. Getting Started 4. The Inquiry Process 5. Group Dynamics and Meeting Management 6. Creating Powerful Learning Experiences 7. The What of Powerful Learning: Developing MeaningfulCurricula 8. The How of Powerful Learning: Instructional Innovations andRediscoveries 9. The Context of Powerful Learning: Supportive OrganizationalElements 10. Family and Community Involvement 11. How Will I Know If My School Is Accelerating? AppAndix: The Inquiry Process: A Notekeeping Device
£45.12
John Wiley and Sons Ltd Textbooks for Learning: Nurturing Children's
Book SynopsisThis book is one of the most comprehensive texts discussing the design, selection and adoption of expository textbooks.Table of ContentsPreface. Foreword. 1. Today's Textbooks, Tomorrow's Minds: The Importance of Textbooks. Part I: The Characteristics of Well-Designed Textbooks:. 2. Designing the Ideal Text. 3. The Design of Curriculum and Instruction. 4. Designing the Ideal Textbook. 5. Finding the Design in Textbook Materials. Part II: Well Designed Textbook Publishing, State Adoption, and District Selection:. 6. Current Practices: Publishers, States, and Districts. 7. Creating a Design for Publishing, Adopting and Selecting. Part III: Stepping into the Future:. 8. A New Approach to Textbook Design: Instructional Support Systems. 9. Bringing about the Ideal: Leaders and Collaborators. References.
£60.75
Hampton Press Education and Technology: Critical and Reflective
Book SynopsisThis collection brings together discussions related to educational technology and critical and reflective thought and practices. Chapters raise questions concerning the social, political, and economic implications of technology on schooling, teacher education and educational reform.
£55.20
Centre for the Study of Language & Information Computers in Education: A Half-Century of
Book SynopsisDescribed by the New York Times as a visionary "pioneer in computerized learning," Patrick Suppes (1922?2014) and his many collaborators at Stanford University conducted research on the development, commercialization, and use of computers in education from 1963 to 2013. Computers in Education synthesizes this wealth of scholarship into a single succinct volume that highlights the profound interconnections of technology in education. By capturing the great breadth and depth of this research, this book offers an accessible introduction to Suppes's striking work.
£30.00
Harvard Educational Publishing Group TechnoTeaching: Taking Practice to the Next Level
Book Synopsis“Congratulations. Your school has just purchased a cart housing twenty-four tablets. Your principal wants you to roll it right into your classroom and start innovating—tomorrow.” So begins this engaging and highly accessible guide for practitioners looking for a systematic way to kick their teaching up a notch by combining education technology with best practices in teaching and learning.Written by two veteran teacher-trainers, TechnoTeaching provides a clear blueprint that educators of all experience levels can use to challenge themselves and their students over a single school year. Through “stellar units,” “dare-devil missions,” and other activities, the authors show how teachers can progressively transform their classrooms by adding new digital and web tools to meet the specific needs of students.TechnoTeaching includes planning templates, reflection documents, and other resources, making it immediately usable and indispensable for classroom teachers.Visit www.technoteachers.com for more informationTrade Review"This enthusiastically written book offers a systematic way of thinking about how teachers (of any subject and at any level of confidence with technology) might integrate new tools into their practice to help deepen learning. Filled with useful tips and anecdotes, this book encourages a reflective approach to planning classroom use of technology more effectively." —Pete Fraser, Chair, Media Education Association, UKTable of ContentsCONTENTS Foreword viiIntroduction 1 CHAPTER 1What Is TechnoTeaching? 17 CHAPTER 2Starting Out 31Where You Are and Where You Want to Go CHAPTER 3Jumping In 49The Stellar Unit CHAPTER 4Hunkering Down 87Plan the Year Ahead CHAPTER 5Stretching 107Dare Devil Missions and Other Short-Term Projects CHAPTER 6Branching Out 131Connecting Locally and Globally CHAPTER 7Getting the EdTech Tools You Need 149 CHAPTER 8Reflecting on the Year 169 APPENDIX ATechnoTeaching Manifesto 187 APPENDIX BTechnoTeaching Resources 189 Notes 193 Acknowledgments 199 About the Authors 205 Index 209
£23.76
Information Age Publishing Learning from Media: Arguments, Analysis and
Book SynopsisRichard Clark’s observation that “…media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” is as misunderstood today as it was when first published in the Review of Educational Research in 1983. The convincing if little read scientific evidence presented by Clark has divided the field and caused considerable concern, especially among the providers of newer media for learning. A collection of writings about the “media effects debate,” as it has come to be called, was published in 2001. Edited by Clark, Learning From Media was the first volume in the series “Perspectives in Instructional Technology and Distance Education.” The series editors are convinced that the writings of Clark and those who take issue with his position are of critical importance to the field of instructional technology, Thus, a revised, second edition of Learning From Media is now being offered. The debate about the impact of media on learning remains a fundamental issue as new mediated approaches to teaching and learning are developed, and Clark’s work should be at the centre of the discussion. The critical articles on both sides of this debate are contained in Learning From Media, 2nd Edition.
£47.45
Information Age Publishing Instructional Technology: The Definition and
Book SynopsisThe Association officially endorses this definition of Instructional Technology which has been developed over three years by the Committee on Definition and Terminology. The Association recognizes that other theoretical frameworks exist and that these are valid, but believes that these are part of the more inclusive theoretical framework of Instructional Technology used in this definition. In making this definition and the document explaining it available, we hope to help other organizations clarify their relationship to the broad field of Instructional Technology. Although the Association offers this definition as its current position, it is committed to a continuous reevaluation of the definition and to revising and publishing it so that it reflects changing concepts and terminology.A document of this magnitude can only be produced as the result of the dedication and effort of the persons who formed the committee and of its chairperson, Barbara Seels and her collaborator, Rita C. Richey. Without their energies, skill, perseverance, and willingness to risk stating their perceptions in this format we could not have offered this document. Whether or not we agree with the statements presented here, they will provide a benchmark and a point of dialogue for further development of a profession which seeks to provide conditions for effective learning.Originally published in 1994.
£26.55
Information Age Publishing Contemporary Uses of Technology in K-12 Physical
Book SynopsisWhat do teachers, principals, school administrators, superintendents, state policy makers, and parents need to know about the growing trend to use technology in physical activity environments? How can technology be used to increase not only fitness levels but academic learning in today’s youth? How can kids benefit from increased use of technology in physical education? These questions and others are answered in this volume of the series Educational Policy in the 21st Century: Opportunities, Challenges, and Solutions.An entire generation is growing up without the benefits of daily physical activity. The daily experiences of our children are centred on the use of technology driven, mostly sedentary, activities. Technology should be considered a viable tool that can increase physical activity levels when implemented effectively. The lack of contemporary programs and strategies that motivate participants to want to participate daily in physical activity has created a culture of inactivity and obesity and is having a profound effect on the physical health and academic learning potential of today’s youth. In this volume the authors suggest current trends and explore the enormous potential of technology in motivating youth to commit to daily physical activity. Authors detail contemporary programs, teaching strategies and contemporary technologies beginning to be used in schools across the country, and suggest policies, directions, and cost considerations for implementing technology based learning in physical activity and physical education settings.
£44.96
Information Age Publishing Contemporary Uses of Technology in K-12 Physical
Book SynopsisWhat do teachers, principals, school administrators, superintendents, state policy makers, and parents need to know about the growing trend to use technology in physical activity environments? How can technology be used to increase not only fitness levels but academic learning in today’s youth? How can kids benefit from increased use of technology in physical education? These questions and others are answered in this volume of the series Educational Policy in the 21st Century: Opportunities, Challenges, and Solutions.An entire generation is growing up without the benefits of daily physical activity. The daily experiences of our children are centred on the use of technology driven, mostly sedentary, activities. Technology should be considered a viable tool that can increase physical activity levels when implemented effectively. The lack of contemporary programs and strategies that motivate participants to want to participate daily in physical activity has created a culture of inactivity and obesity and is having a profound effect on the physical health and academic learning potential of today’s youth. In this volume the authors suggest current trends and explore the enormous potential of technology in motivating youth to commit to daily physical activity. Authors detail contemporary programs, teaching strategies and contemporary technologies beginning to be used in schools across the country, and suggest policies, directions, and cost considerations for implementing technology based learning in physical activity and physical education settings.
£82.80
Information Age Publishing Negotiating Place and Space through Digital
Book SynopsisDigital literacy practices have often been celebrated as means of transcending the constraints of the physical world through the production of new social spaces. At the same time, literacy researchers and educators are coming to understand all the ways that place matters. This volume, with contributors from across the globe, considers how space/place, identities, and the role of digital literacies create opportunities for individuals and communities to negotiate living, being, and learning together with and through digital media.The chapters in this volume consider how social, cultural, historical, and political literacies are brought to bear on a range of places that traverse the urban, rural, and suburban/exurban, with emphasis placed on the ways digital technology is used to create identities and do work within social, digital, and material worlds. This includes agentive work in digital literacies from a variety of identities or subjectivities that disrupt metronormativity, urban centrism (and other -isms) on the way to more authentic engagement with their communities and others. Featuring instances of research and practice across intersections of differences (including, but not limited to race, class, gender, sexuality, ability, and language) and places, the contributions in this volume demonstrate the ways that digital literacies hold educative potential.
£47.45
Information Age Publishing Negotiating Place and Space through Digital
Book SynopsisDigital literacy practices have often been celebrated as means of transcending the constraints of the physical world through the production of new social spaces. At the same time, literacy researchers and educators are coming to understand all the ways that place matters. This volume, with contributors from across the globe, considers how space/place, identities, and the role of digital literacies create opportunities for individuals and communities to negotiate living, being, and learning together with and through digital media.The chapters in this volume consider how social, cultural, historical, and political literacies are brought to bear on a range of places that traverse the urban, rural, and suburban/exurban, with emphasis placed on the ways digital technology is used to create identities and do work within social, digital, and material worlds. This includes agentive work in digital literacies from a variety of identities or subjectivities that disrupt metronormativity, urban centrism (and other -isms) on the way to more authentic engagement with their communities and others. Featuring instances of research and practice across intersections of differences (including, but not limited to race, class, gender, sexuality, ability, and language) and places, the contributions in this volume demonstrate the ways that digital literacies hold educative potential.
£87.40
Information Age Publishing Integrating Digital Technology in Education:
Book SynopsisThis fourth volume in the Current Perspectives on School/University/Community Research series brings together the perspectives of authors who are deeply committed to the integration of digital technology with teaching and learning. Authors were invited to discuss either a completed project, a work-in-progress, or a theoretical approach which aligned with one of the trends highlighted by the New Media Consortium’s NMC/CoSN Horizon Report: 2017 K-12 Edition, or to consider how the confluence of interest and action (Thompson, Martinez, Clinton, & Díaz, 2017) among school-university-community collaborative partners in the digital technology in education space resulted in improved outcomes for all—where “all” is broadly conceived and consists of the primary beneficiaries (the students) as well as the providers of the educational opportunities and various subsets of the community in which the integrative endeavors are enacted.The chapters in this volume are grouped into four sections: Section 1 includes two chapters that focus on computational thinking/coding in the arts (music and visual arts); Section 2 includes three chapters that focus on the instructor in the classroom, preservice teacher preparation, and pedagogy; Section 3 includes four chapters that focus on building the academic proficiency of students; and Section 4 includes two chapters that focus on the design and benefits of school-university-community collaboration.
£47.45
Information Age Publishing Integrating Digital Technology in Education:
Book SynopsisThis fourth volume in the Current Perspectives on School/University/Community Research series brings together the perspectives of authors who are deeply committed to the integration of digital technology with teaching and learning. Authors were invited to discuss either a completed project, a work-in-progress, or a theoretical approach which aligned with one of the trends highlighted by the New Media Consortium’s NMC/CoSN Horizon Report: 2017 K-12 Edition, or to consider how the confluence of interest and action (Thompson, Martinez, Clinton, & Díaz, 2017) among school-university-community collaborative partners in the digital technology in education space resulted in improved outcomes for all—where “all” is broadly conceived and consists of the primary beneficiaries (the students) as well as the providers of the educational opportunities and various subsets of the community in which the integrative endeavors are enacted.The chapters in this volume are grouped into four sections: Section 1 includes two chapters that focus on computational thinking/coding in the arts (music and visual arts); Section 2 includes three chapters that focus on the instructor in the classroom, preservice teacher preparation, and pedagogy; Section 3 includes four chapters that focus on building the academic proficiency of students; and Section 4 includes two chapters that focus on the design and benefits of school-university-community collaboration.
£87.40
