Learning and the e-generation / Jean D.M. Underwood, Division of Psychology School of Social Sciences Nottingham Trent University, UK & Lee Farrington-Flint, Centr for Research in Education & Educational Technology Faculty of Education & Language Studies, the Open University, UK.
Revised edition of the author's Computer and learning. Includes bibliographical references and index.
Contents:
1. Learning in a digital world : Starting points ; Hopes, dreams and nightmares ; Why is the supportive evidence so hard to find? ; How does psychological theory illuminate the educational debate? ; How can we bridge the home school digital divide? -- 2. How do people learn? : What is learning? ; Beyond general theories of learning ; What about the quality of learning? ; Active versus passive learning ; Preferred learning styles ; What about the learner? -- 3. Social interactions and written communication : Communicating online ; Changes in written language ; Abbreviations mediated through technology ; The effects of text abbreviations on literacy skills -- 4. E-books, e-readers and tablets, are they the way forward? : E-books: are they effective teaching tools or an adjunct to real reading activities? ; Promoting collaboration and peer-group interactions ; Adult instruction is still important ; The benefits of Kindles and iPads ; Mobile technology and second language learning ; What about those at risk of reading difficulties? ; A multisensory experience -- 5. Becoming digitally literate : Engaging with new forms of literacy ; So which literacy skills are required to become a digital native? ; The multimodal landscape ; Visual literacy and visual representations ; How can visual representations support learning? -- 6. Social networking as an educational tool : Facebook as a popular networking tool ; Social capital ; Social networking in educational contexts ; So why is the educational use of an SNS different from using a virtual learning environment (VLE)? ; Where does this leave us? ; The need to establish rules of the game: netiquette -- 7. Absorbed by technology : Addiction and wellbeing ; Time wasting ; Driven by the fear of missing out (FOMO) ; The interplay of cognition and Internet activity ; Are multitaskers always at a disadvantage? ; Going with the flow ; So what are young people learning? -- 8. Games, learning and education : The nature of games ; Simply addicted to games? ; Games and learning ; Is gaming a panacea for educational ills? ; The future of games for learning -- 9. Misbehaviour or merely misunderstanding? : What is academic dishonesty? ; Prevalence rates of academic malpractice ; Why do students take the risk? ; Do they know what they are doing? ; And the solution is? -- 10. Being emotionally intelligent and risk resilient : Shades of light and dark ; Overcoming risks and building resilience ; Self-disclosure and social networking ; So are emotional intelligence and resilience the key to reducing risk? ; How do we cultivate a state of emotional intelligence and risk resilience? -- 11. The future of learning : The skills of the net generation ; Bridging the home-school divide ; Can psychological theory inform educational practice? ; Promoting educational change ; Learner, teacher and school level characteristics ; Many possibilities but no certainties.
Summary:
Learning and the E-Generation examines the impact of new and emerging digital technologies-from computers and tablets to social media and video games - on learners in formal and informal settings. Written by two experts in the field, it draws on the latest research and practice from psychology, neuroscience, and education to address the risks and benefits of twenty-first century digital technology on children and young adults. The authors assess the psychological factors at play, including social, cognitive, and behavioural characteristics that are influenced by exposure to technology. The chapters cover topics such as theories and styles of learning, technology's effect of verbal and written communication e-readers and tablets as teaching tools, digital literacy, social networking in educational contexts, and academic dishonesty and the internet. Filled with the latest insights on the future of learning, this is an important look at the potential of technology to make the learning process more authentic and engaging, as well as the pitfalls and obstacles which can prevent this from happening effectively. --Book Jacket.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.