Media and Education in the Digital Age: Concepts, Assessments, Subversions

by Matteo Stocchetti (Editor)

Overview

This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital «revolution» in education, recent contributions invite caution, if not scepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversions. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies.

Product Details

ISBN-13:	9783631651544
Publisher:	Peter Lang GmbH, Internationaler Verlag der Wissenschaften
Publication date:	07/23/2014
Pages:	366
Product dimensions:	5.80(w) x 8.20(h) x 0.80(d)

About the Author

Matteo Stocchetti is Adjunct Professor in Political Communication at Åbo Academy University in Vaasa (Finland). He is also Senior Lecturer at Arcada University of Applied Science in Helsinki, where he teaches Critical Media Analysis.

Table of Contents

Contents: Matteo Stocchetti: The Politics of Educational Reform in the Digital Age: Concepts, Assessment and Subversions – Ulli Samuelsson/Tobias Olsson: Digital Inequality in Primary and Secondary Education: Findings From a Systematic Literature Review – Daniel Chazan/Michal Yerushalmy: The Future of Mathematics Textbooks: Ramifications of Technological Change – Marlène Loicq: Media and Information Literacy in the Digital Age. An Example on Exploring Pluralism – Paul Mihailidis/Megan E. Fromm: Scaffolding Curation: Developing Digital Competencies in Media Literacy Education – Filip Lab/Alice N. Tejkalova: Journalist Education and Truth in the Digital Age: Why We Need Critical Digital Literacy – Melissa Harness/Sultana A. Shabazz: Bowling Online: A Critical View of Social Capital and Virtual Communities – Alberto Bitonti/Andrey Školkay: Informal Media Education in Europe: an Analysis of the Best Practices – Barbara Szafrajzen/Karen Ferreira-Meyers: Critical Review of an e-Learning tool – Katarina Panic/Verolien Cauberghe/Patrick De Pelsmacker: Social Health Education Programs at School: Investigating the Integration of Serious Games in the Curriculum – Rut Martínez-Borda/Pilar Lacasa: Children and Video Games: Oral and Written Narratives – Magda Pischetola: Teaching with Laptops: A Critical Assessment of One-to-one Technologies – Sara Pereira: Teachers and the Challenges of Digital Technologies in Education: The Portuguese «e.escolinha» Programme – Cristina Aliagas Marín/Josep M. Castellà Lidon: Enthusiastic, Hesitant and Resistant Teachers Toward the One-To-One Laptop Programme: A Multi-Sited Ethnographic Study in Catalonia – Vincenzo De Masi/Yan Han: Animation: A New Method of Educational Communication in China – Judith Faifman/Brian Goldfarb: Teaching the Unteachable: Networked Media, Simulation and Community Research/Activism – David Elliott/Scott Bulfin: Beyond «Beyond Schools»: Young People’s Unsanctioned Digital Media Use In and Around Schools and Classrooms – Julie Faulkner: Digital Introductions as Critical Practice – Dennis N. York/Ronald D. Owston: Redefining Students’ Reflections: Opportunities and Challenges of Video-Enhanced Blogging – Gloria Gómez-Diago: Emancipative Technology in Formal Education: The Case for «Free and Open Source Software (FOSS)».

Preface

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