Learning and the E-Generation

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Learning and the E-Generation

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Product Details

  • ISBN-13: 9780631208600
  • Publisher: Wiley
  • Publication date: 2/16/2015
  • Edition number: 2
  • Pages: 232
  • Sales rank: 1,080,922
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.60 (d)

Meet the Author

Jean D. M. Underwood is Professor Emeritus of Psychology atNottingham Trent University, UK. She has published extensively onthe effects of technology identifying the cognitive and socialfactors that facilitate and inhibit effective learning with andthrough digital technologies. She is the co-editor of severalbooks, including Learning Through Digital Technologies(2007) and Integrated Learning Systems: Potential intoPractice (1997).

Lee Farrington-Flint is Lecturer in Developmental Psychology atthe Centre for Research in Education & Educational Technologyat The Open University, UK.  He has published on the topic ofearly language and literacy skills and early arithmeticdevelopment, and the role of digital technology on children’scommunication and learning.    His work has appearedin the Journal of Research in Reading, British Journal ofDevelopmental Psychology, and Educational Psychology,among other top journals.

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Table of Contents

Foreword ix

1 Learning in a Digital World 1

Starting points 1

Hopes, dreams and nightmares 4

Why Is the Supportive Evidence so Hard to Find? 5

How does psychological Theory Illuminate the Educational Debate1

How Can We Bridge the Home School Digital Divide? 15

Risks, skills and opportunities 16

Conclusions 16

2 How do People Learn? 18

Introduction 18

What is learning? 19

Beyond General Theories of learning 22

What About the Quality of Learning? 23

Active Versus Passive Learning 24

Preferred Learning Styles 26

What About the Learner? 28

Risks, Skills and opportunities 30

Conclusions 30

3 Social Interactions and Written Communication 32

Introduction 32

Communicating Online 33

Changes in Written Language 36

Abbreviations Mediated Through Technology 39

The Effects of Text Abbreviations on Literacy Skills 41

Risks, skills and opportunities 44

Conclusions 44

4 E-Books, E-Readers and Tablets, Are they the Way Forward?46

Introduction 46

E-books: Are they Effective Teaching Tools or an adjunct to RealReading Activities? 47

Promoting Collaboration and Peer-group interactions 51

Adult instruction is Still Important 53

The benefits of Kindles and iPads 55

Mobile technology and Second Language Learning 58

What About Those at Risk of Reading Difficulties? 59

A Multisensory Experience 61

Risks, skills and opportunities 64

Conclusions 64

5 Becoming Digitally Literate 66

Introduction 66

Engaging with New Forms of literacy 67

So Which Literacy Skills are required to become a DigitalNative? 68

The Multimodal Landscape 70

Visual Literacy and Visual Representations 71

How Can Visual Representations Support Learning? 73

Risks, skills and opportunities 76

Conclusions 77

6 Social Networking as an Educational Tool 78

Introduction 78

Facebook as a Popular Networking Tool 79

Social Capital 80

Social Networking in Educational Contexts 82

So why is the Educational use of an SNS different from Using aVirtual Learning Environment (VLE)? 86

Where Does This Leave Us? 87

The Need to Establish Rules of the Game: Netiquette 88

Risks, Skills and Opportunities 89

Conclusions 90

7 Absorbed by Technology 92

Introduction 92

Addiction and Wellbeing 93

Time Wasting 96

Driven by the Fear of Missing Out (FOMO) 97

The Interplay of Cognition and Internet Activity 98

Are Multitaskers Always at a Disadvantage? 102

Going with the Flow 103

So what are Young People Learning? 104

Risks, Skills and Opportunities 105

Conclusions 105

8 Games, Learning and Education 107

Introduction 107

The Nature of Games 108

Simply Addicted to Games? 109

Games and Learning 112

Is Gaming a Panacea for Educational Ills? 116

The Future of Games for Learning 120

Risks, Skills and Opportunities 122

Conclusions 122

9 Misbehaviour or Merely Misunderstanding? 124

Introduction 124

What is Academic Dishonesty? 125

Prevalence rates of Academic Malpractice 126

Why do Students Take the Risk? 128

Do they Know what they are Doing? 130

And the Solution is? 132

Risks, Skills and Opportunities 134

Conclusions 134

10 Being Emotionally Intelligent and Risk Resilient136

Introduction 136

Shades of Light and Dark 137

Overcoming Risks and Building Resilience 139

Self-disclosure and Social Networking 142

So are Emotional Intelligence and Resilience the Key to ReducingRisk? 144

How do We Cultivate a State of Emotional Intelligence and RiskResilience? 147

Risks, Skills and Opportunities 149

Conclusions 150

11 The Future of Learning 151

Introduction 151

The Skills of the Net Generation 152

Bridging the Home–School Divide 156

Can Psychological Theory Inform Educational Practice? 158

Promoting Educational Change 160

Learner, Teacher and School Level Characteristics 161

Many Possibilities but No Certainties 165

References 167

Author Index 202

Subject Index 214

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