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Using Network and Mobile Technology to Bridge Formal and Informal Learning [Minkštas viršelis]

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Edited by (Institute for Educational Technology, National Research Council, Italy), Edited by (CNR Institute for Educational Technology, Italy)
  • Formatas: Paperback / softback, 248 pages, weight: 430 g
  • Serija: Chandos Learning and Teaching Series
  • Išleidimo metai: 08-Feb-2013
  • Leidėjas: Chandos Publishing (Oxford) Ltd
  • ISBN-10: 1843346990
  • ISBN-13: 9781843346999
Kitos knygos pagal šią temą:
Using Network and Mobile Technology to Bridge Formal and Informal LearningDidesnis paveikslėlis
  • Formatas: Paperback / softback, 248 pages, weight: 430 g
  • Serija: Chandos Learning and Teaching Series
  • Išleidimo metai: 08-Feb-2013
  • Leidėjas: Chandos Publishing (Oxford) Ltd
  • ISBN-10: 1843346990
  • ISBN-13: 9781843346999
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781843346999.html
Raktažodžiai:
This collection of papers provides ideas for how teachers can move toward "e-pedagogy" and make use of mobile Web 2.0 tools ranging from Google Goggles to Flixwagon video streams. Both editors work for the Institute for Educational Technology (ITD) of the Italian National Research Council (CNR). A helpful list of abbreviations is provided at the start of the book. Distributed in the US by Ingram Publisher Services. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)

An ever-widening gap exists between how students and schools use communication technology. Using Network and Mobile Technology to Bridge Formal and Informal Learning introduces new methods (inspired by ‘pedagogy 2.0’) of harnessing the potential of communication technologies for teaching and learning. This book considers how attitudes towards network and mobile technology (NMT) gained outside the school can be shunted into new educational paradigms combining formal and informal learning processes. It begins with an overview of these paradigms, and their sustainability. It then considers the pedagogical dimension of formal/informal integration through NMT, moving on to teachers’ professional development. Next, the organizational development of schools in the context of formal and informal learning is detailed. Finally, the book covers the role of technologies supporting formal/informal integration into subject-oriented education.
  • includes a framework for the sustainability of new educational paradigms based on the combination of formal and informal learning processes supported by network and mobile technology (NMT)
  • provides a series of recommendations on how to use attitudes towards NMT gained outside the school to integrate formal and informal learning
  • gives a teacher training approach on how to use network and mobile technology-based informal learning to enhance formal learning pathways


Recenzijos

"All contributing authors are suitably qualified and are from a range of locations (US, UK, New Zealand, Europe). The chapters have a clear, logical flow, as does the text as a whole. Overall, this is highly recommended reading for educators keen to modernize techniques and pedagogy."--The Australian Library Journal, Vol. 63, No. 1, 2014 "each individual reader of this book will find different sections more interesting or relevant to them personally and/or professionallyThe chapters are all set within an established learning theory or pedagogical framework with references included for further reading."--Managing Information, Vol. 20, Issue 7/8, 2013

List of figures and tables
ix
List of abbreviations
xi
Preface xiii
About the contributors xix
1 Tapping the motivational potential of mobile handhelds: defining the research agenda
1(30)
Cathy Tran
Mark Warschauer
AnneMarie M. Conley
Introduction
2(4)
Educational technology and motivation: past, present and future
6(7)
Proposed research strands for motivation and mobile handheld technology
13(9)
Methodological considerations for research in mobile learning and motivation
22(2)
Conclusion
24(1)
Acknowledgments
24(1)
References
25(6)
2 Using social network sites and mobile technology to scaffold equity of access to cultural resources
31(26)
John Cook
Norbert Pachler
Ben Bachmalr
Introduction
32(5)
Resources for learning: self-representation and writing in a school context
37(3)
Key concepts
40(7)
Using NMT for bridging social capital
47(4)
Conclusions
51(2)
Notes
53(1)
Bibliography
53(4)
3 A mobile Web 2.0 framework: reconceptuallsing teaching and learning
57(36)
Thomas Cochrane
Roger Bateman
Introduction
58(2)
Background
60(5)
Mobile Web 2.0 design framework: some examples of use
65(12)
Mobile Web 2.0 framework: key aspects
77(6)
Discussion
83(2)
Conclusion
85(1)
Bibliography
86(7)
4 Facing up to It: blending formal and informal learning opportunities In higher education contexts
93(26)
Julie Willems
Debra Bateman
Introduction
94(1)
The blurring of formal and informal learning
95(4)
A new model for the knowledge economy
99(2)
Methodology
101(11)
Discussion HQ
Conclusion
112(2)
Bibliography
114(5)
5 Networked lives for learning: digital media and young people across formal and informal contexts
119(34)
Solveig Roth
Ola Erstad
Introduction
120(2)
Networked lives
122(2)
Learning lives
124(3)
Methodology and research context
127(4)
Three portraits
131(13)
Interpretation of the portraits
144(3)
Conclusion
147(1)
Note
148(1)
Bibliography
148(5)
6 Network and mobile technologies in education: a call for e-teachers
153(30)
Guglleimo Trentin
Introduction
154(2)
The key issues
156(9)
From teacher to e-teacher
165(6)
E-teacher education and professional development
171(5)
Some conclusive reflections on e-teacher status
176(2)
Note
178(1)
Bibliography
179(4)
7 Networked informal learning and continuing teacher education
183(26)
Manuela Repetto
Introduction
184(2)
The Aladin project: general approach and activities
186(11)
The Aladin project: results and attestations
197(4)
Conclusion
201(4)
Note
205(1)
Bibliography
205(4)
8 A conclusive thought: the opportunity to change education is, literally, at hand
209(11)
Cathlee A. Norris
Elliot Soloway
Introduction
210(1)
Technology = opportunity
211(1)
The Age of Mobllism = opportunity for K-12 to finally change
212(1)
Scaffolding the `demanded thinking'
213(3)
Barriers to change
216(3)
Stay tuned!
219(1)
Acknowledgment 220(1)
Notes 220(1)
Bibliography 220(1)
Index 221
Guglielmo Trentin is senior researcher and project manager at the Institute for Educational Technology (ITD) of the Italian National Research Council (CNR). His studies have largely focused on the use of ICT in formal and informal learning. In this field he has managed several projects and scientific activities, developing technological applications and methodological approaches to support networked learning and knowledge sharing. He teaches Network Technology and Knowledge Flow at the University of Turin. He has published extensively on technology enhanced formal and informal learning. Manuela Repetto is researcher at the Institute for Educational Technology (ITD) of the Italian National Research Council (CNR). She earned her master degree in Adult Education at the University of Genoa and her Doctorate in Education and Cognition at the University of Venice. Her research interests include the definition of models and methods for studying virtual learning communities, and the use of web-based approaches to innovate learning and professional practices.