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El. knyga: Inclusive Technology Enhanced Learning: Overcoming Cognitive, Physical, Emotional, and Geographic Challenges

3.50/5 (2 ratings by Goodreads)
(Lancaster University, UK)
  • Formatas: 264 pages
  • Išleidimo metai: 30-Oct-2013
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781135104733
Kitos knygos pagal šią temą:
Inclusive Technology Enhanced Learning: Overcoming Cognitive, Physical, Emotional, and Geographic ChallengesDidesnis paveikslėlis
  • Formatas: 264 pages
  • Išleidimo metai: 30-Oct-2013
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781135104733
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"Inclusive Technology Enhanced Learning draws together a remarkable breadth of research findings from across the field, providing useful data on the power of technology to solve cognitive, physical, emotional or geographic challenges in education. A far-ranging assessment, this book combines research, policy, and practical evidence to show what digital technologies work best for which learners and why. Inclusive Technology Enhanced Learning takes a number of unique perspectives, looking at uses of digital technologies through a detailed learning framework; considering different groups of users and how they can be individually supported through digital technologies; and exploring how those who support different categories of learners can apply technologies to their specific support needs. This powerful meta-analysis of research on technology enhanced learning will be invaluable reading for anyone concerned with the impacts of digital technologies on learning across subject areas, age ranges, and levels ofability"--



Inclusive Technology Enhanced Learning draws together a remarkable breadth of research findings from across the field, providing useful data on the power of technology to solve cognitive, physical, emotional or geographic challenges in education. A far-ranging assessment, this book combines research, policy, and practical evidence to show what digital technologies work best for which learners and why.

Inclusive Technology Enhanced Learning takes a number of unique perspectives, looking at uses of digital technologies through a detailed learning framework; considering different groups of users and how they can be individually supported through digital technologies; and exploring how those who support different categories of learners can apply technologies to their specific support needs. This powerful meta-analysis of research on technology enhanced learning will be invaluable reading for anyone concerned with the impacts of digital technologies on learning across subject areas, age ranges, and levels of ability.

Recenzijos

From his thorough and comprehensive review of recent evidence regarding the benefits of digital technologies in learning, Don Passey pinpoints the array of challenges facing educators and researchers, if the potential of the technological revolution is ever to be realised in practice.Sonia Livingstone, author of Children and the Internet and Professor of Social Psychology, Department of Media and Communications, London School of Economics and Political Science, UK

Passey fully acknowledges the complexities of technology enhanced learning. He convincingly shows that it can only be understood through an in-depth and integrated analysis of technologies, learners, and human mediators.Jeroen J. G. van Merriėnboer, Professor of Learning and Instruction, Maastricht University, The Netherlands

List of Illustrations xiii
Preface xvi
Acknowledgements xix
1 An Overview of Approaches Taken in This Book 1(7)
How Educational Digital Technologies Contribute to Learning
1(1)
Research Methodologies in the Context of Learning and Learner Differences
1(1)
Choice of Method and Relationships to Findings About Contribution
2(2)
A Four-stage Methodological and Analytical Approach to Measuring Contribution
4(2)
Selection of Literature
6(2)
2 Educational Digital Technologies and Learning 8(25)
Learning is Where We Start
8(1)
Learning is Not a Singularity
9(5)
Considering the Neurobiological Level and Implications for Cognition
14(6)
Defining a Learning Framework Accommodating Different Learning Constructs
20(1)
Megacognitive Concerns-Leading to Deeper and Wider Learning
21(2)
Cognitive Concerns-Content and Process
23(3)
Metacognitive Concerns-Recognising How We Can Learn
26(2)
Social Concerns-the Roles of Others
28(2)
Societal Concerns-Long-term Drivers and Purpose
30(1)
Using a Learning Framework to Identify Where Specific Elements of Learning are Located
31(2)
3 Types of Digital Technologies and Their Applications in Educational Settings 33(70)
An Introduction
33(1)
Digital Technologies Need To Be Categorised According to the Support They Offer
34(3)
Points to Consider
37(1)
Topic-specific Resources and Software
37(13)
Learning Contributions are Widely Recognised by Teachers
39(1)
Learning Contributions from Television and Video
40(1)
Learning Contributions from Using Calculators
40(1)
Learning Contributions from Games-based Activities
41(2)
Simulations and Modelling
43(1)
Word Processors
44(1)
Learning Contributions and Other Forms of Software and Resources
45(2)
Elements of Contribution
47(3)
Gaps in the Picture
50(1)
Curriculum-wide Learner-centred Software
50(7)
ILSs and Different Learner Groups
51(1)
Learner-centred Mathematics and Literacy Software
52(1)
Computer Assisted Instruction
53(1)
Elements of Contribution
53(3)
Gaps in the Picture
56(1)
Curriculum-wide Teacher-centred Software
57(7)
Science Curriculum Software
57(1)
Mathematics Curriculum Software
58(1)
Mathematics and English Language Software
59(2)
Elements of Contribution
61(3)
Gaps in the Picture
64(1)
Software Involving and Supporting Parents
64(7)
Exploiting Home-School Internet-wide Infrastructure
65(1)
Home-School Access and Commercial Online Resources
66(2)
Elements of Contribution
68(2)
Gaps in the Picture
70(1)
Online Resources Supporting Curriculum-wide Needs
71(5)
Affordances, Uses and Outcomes
72(1)
Elements of Contribution
73(3)
Gaps in the Picture
76(1)
Online Resources Supporting Revision Needs
76(5)
Online Revision Banks
77(1)
Elements of Contribution
78(2)
Gaps in the Picture
80(1)
Online Learner Support
81(7)
Meta-analyses of Online Learning and its Impact
82(2)
Using Online Learning Environments
84(1)
Elements of Contribution
85(2)
Gaps in the Picture
87(1)
Project and After-school Club Activities Involving Digital Technologies
88(7)
Projects Linking Schools and Learners Internationally
89(1)
Projects Focusing on Broadcasting
90(1)
Projects Developing Video-Game Elements
91(1)
Elements of Contribution
92(3)
Gaps in the Picture
95(1)
A Comparison of Contributions from the Analysis of Different Categories of Digital Technology
95(8)
The Roles of Formative Assessment
98(5)
4 Groups of Learners and Impacts of Digital Technologies on Learning 103(64)
Learners are not a Singularity
103(3)
Learners with Specific Cognitive Abilities and Attributes
106(7)
Special Schools and Digital Technology Support
106(2)
Dyslexia
108(1)
Low Literacy Levels
109(2)
Those on the Autistic Spectrum
111(1)
Those with Down's Syndrome
112(1)
Those with Severe Learning Difficulties
112(1)
Gifted and Able Learners
112(1)
In Summary
113(1)
Learners with Limited Opportunities
113(3)
Limited Physical Access
114(1)
Limited Width of Awareness
114(1)
Timeliness as a Factor
114(1)
In Summary
115(1)
Mainstream Early Learners
116(4)
Toys and Digital Devices
116(1)
Television Programmes
117(2)
Computer Use by Early Learners
119(1)
In Summary
119(1)
Mainstream Young Learners
120(3)
Home Access and Uses in Primary Schools
120(1)
Digital Technology Skills and Learning Outcomes
120(1)
Reported Levels of Impact
121(2)
In Summary
123(1)
Mainstream Secondary School or College Age Learners
123(5)
Home Access and Uses in Secondary Schools
124(1)
Subject Level Outcomes
125(2)
Focusing on Higher Order Skills and Critical Thinking
127(1)
In Summary
128(1)
Learners with Physical Disabilities or Attributes
128(6)
Special Schools and Assistive Technologies
129(1)
Limited Access and Its Implications
129(1)
Learning Support for those with Hearing Impairment
130(2)
Learning Support for those with Visual Impairment
132(2)
In Summary
134(1)
Learners Not Physically Present in Classrooms or Lessons
134(5)
Learners Excluded from Schools
135(1)
Young Offenders
136(1)
Those who are Hospitalised
136(1)
Young Mothers and those Involved in Family Care
137(1)
Those who are Homeless
138(1)
In Summary
138(1)
Learners with Challenging Emotional Features and Attributes
139(3)
Anxiety
139(1)
Shyness
139(1)
Withdrawal
140(1)
Emotional Distraction
140(1)
Elective or Selective Mute
141(1)
Those with Mental Illness
141(1)
In Summary
142(1)
Learners where Attitudes Pose Challenges
142(5)
Engagement
142(3)
Disaffection
145(1)
Dissatisfaction
145(1)
Disenfranchisement
146(1)
In Summary
146(1)
Learners with Challenging Behavioural Attributes
147(4)
Using Video Modelling
147(1)
Disruptive Behaviour
148(1)
Anti-social Behaviour
148(2)
In Summary
150(1)
Learners with Challenging Social Attributes and Abilities
151(6)
Those in Areas of Social Deprivation
151(1)
Those who are Marginalised
152(1)
Those with Language Barriers
153(1)
Those Facing Ethnic and Cultural Barriers
154(1)
Those Involved in Criminal Activities
154(1)
Those Involved in Drug and Alcohol Abuse
155(1)
Those who are Reluctant Communicators
156(1)
In Summary
157(1)
Learners where Geography Poses Challenges
157(4)
Geographical Isolation and Rural Locations
157(3)
Those Living in Remote Areas
160(1)
In Summary
160(1)
Future Concerns and Possible Areas of Focus
161(1)
Lifelong Learners
161(4)
Intergenerational Learners
165(2)
5 Groups of Mediators and Uses of Digital Technologies in Supporting Learners 167(30)
An Introduction
167(1)
Mediators Support Different Groups of Learners
167(2)
Teachers
169(3)
Levels of Use in Supporting Teaching
169(1)
Appropriateness of Applications
170(1)
Matching Pedagogies
171(1)
In Summary
172(1)
Teaching Assistants
172(3)
Their Roles
172(2)
Using Digital Technologies
174(1)
School Librarians
174(1)
In Summary
175(1)
Parents and Guardians
175(7)
Parental Concerns
178(1)
Parental Involvement and Learner Outcomes
179(1)
Intergenerational Practices
179(1)
In Summary
180(2)
Support Workers and Youth Workers
182(5)
Uses of Digital Technologies
182(1)
Uses of Social Media
183(1)
Youth Worker Uses
184(1)
Youth Counsellors
184(1)
In Summary
185(2)
Counsellors
187(4)
Mental Health Counsellors
187(1)
Health Counsellors
188(1)
School Counsellors
188(1)
In Summary
189(2)
Online Tutors
191(5)
Online Tutoring and Motivation
191(2)
Online Tutoring for Secondary School Learners
193(1)
Private Online Tutoring
194(1)
In Summary
194(2)
An Overview
196(1)
6 Conclusions and Where Next: Balance, Balance, Balance 197(15)
Introduction
197(1)
Balancing Theoretical Perspectives
197(1)
Balancing the Curriculum and Curriculum Opportunities
198(7)
Formal, Non formal and Informal Environments
200(1)
Blended Models of Education and Learning
201(2)
Longer-term Skills and Competencies
203(1)
New Spaces, Places and Processes
204(1)
Balancing Activities
205(3)
Balancing Research Approaches
208(4)
References 212(25)
Index 237
Don Passey is a Senior Research Fellow in the Department of Educational Research at Lancaster University, UK.
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