Book description
The Wiley Handbook of Learning Technology is an authoritative and up-to-date survey of the fast-growing field of learning technology, from its foundational theories and practices to its challenges, trends, and future developments.- Offers an examination of learning technology that is equal parts theoretical and practical, covering both the technology of learning and the use of technology in learning
- Individual chapters tackle timely and controversial subjects, such as gaming and simulation, security, lifelong learning, distance education, learning across educational settings, and the research agenda
- Designed to serve as a point of entry for learning technology novices, a comprehensive reference for scholars and researchers, and a practical guide for education and training practitioners
- Includes 29 original and comprehensively referenced essays written by leading experts in instructional and educational technology from around the world
Table of contents
- Cover
- Title Page
- Foreword
- Acknowledgements
- Contributors
- Editorial Advisory Board
- 1 Mapping the Field and Terminology
- 2 How People Learn
-
3 What is Technology?
- 3.1 Introduction
- 3.2 The Absence of Thinking about Technology Within Learning Technology
- 3.3 Foundational Discussions of Technology
- 3.4 Contemporary Discussions of Technology
- 3.5 Technology as Cause
- 3.6 Technology as Social Intervention
- 3.7 Technology as Social Effect
- 3.8 Technology as the Instantiation of Theory
- 3.9 Technology as a System Within Systems
- 3.10 Technology as Network Effect
- 3.11 Conclusions
- References
-
4 Learning Theory and Technology
- 4.1 Introduction
- 4.2 Understanding Teachers’ and Designers’ Conceptions of Learning
- 4.3 Teachers’ Beliefs about Technology
- 4.4 Three Views on Learning
- 4.5 Learning as Response Strengthening: Behaviorism
- 4.6 Learning as Knowledge Acquisition: Cognitive Information Processing
- 4.7 Learning as Knowledge Construction: Constructivism
- 4.8 Changes in Theory Prompting Changes in Tools
- 4.9 Changes in Tools Prompting Changes in Theory
- 4.10 Conclusion
- References
-
5 Evolution of Learning Technologies
- 5.1 Background: Early Technological Infrastructure
- 5.2 Phases of Development of Learning Technologies
- 5.3 1980s: Programmed Learning and Multimedia Resources
- 5.4 Late 1980s to Early 1990s: Hypertext and Simulations
- 5.5 1993: The Internet and the Web
- 5.6 1995: Learning Systems
- 5.7 1998: Mobile Devices and m-Learning
- 5.8 2000: Gaming Technologies
- 5.9 2001: Open Educational Resources
- 5.10 2004: Social and Participatory Media
- 5.11 2005: Virtual Worlds
- 5.12 2007: E-books and Smart Devices
- 5.13 2008: Massive Open Online Courses
- 5.14 2012–14: Big Data and Learning Analytics
- 5.15 Summary
- References
-
6 Learning Technology at Home and Preschool
- 6.1 Learning Technology
- 6.2 Data on Availability and Use of Digital Media
- 6.3 The Debates about Young Children and Technology
- 6.4 Play and Learning in the Early Years
- 6.5 Digital Media and Technology in Preschool Settings
- 6.6 Digital Media and Technology at Home
- 6.7 Design
- 6.8 Looking Ahead
- References
-
7 Problem Spaces
- 7.1 Introduction: Towards a Critical Pedagogy of Learning Technologies
- 7.2 Technology-supported Pedagogy: Problem Spaces
- 7.3 Problem Space 1: Pedagogy and Learning Design—Imperatives for Perpetual Renewal
- 7.4 Problem Space 2: Teacher Professional Development and Research
- 7.5 Problem Space 3: Web 2.0 and School Cultures
- 7.6 Conclusion
- References
- 8 Learning Technology in Higher Education
- 9 Learning Technology in Business and Industry
- 10 Educational Technologies in Distance Education
- 11 Learning Technology and Lifelong Informal, Self-directed, and Non-formal Learning
-
12 Learning with Technologies in Resource-constrained Environments
- 12.1 Introduction
- 12.2 Learning in Resource-constrained Environments
- 12.3 Learning with Technologies
- 12.4 Meaningful Learning within a Triadic Zone of Proximal Development
- 12.5 Integrating Home and School Cultures
- 12.6 The Importance of Affordances and Effectivities
- 12.7 Exploiting Local Knowledge
- 12.8 DIY Citizenship and the Maker Movement
- 12.9 Insensitivity to Prior Knowledge
- 12.10 Mobile Learning: An Ignored Obvious Choice
- 12.11 Open Educational Resources
- 12.12 Massive Open Online Courses
- 12.13 Educators Shift to Cloud-based Tools
- 12.14 Learning through Connected Devices 24/7
- 12.15 Pedagogical Choices for Teaching with Technology
- 12.16 Conclusion
- References
- 13 Competencies for Designers, Instructors, and Online Learners
-
14 Digital Learning Environments
- 14.1 Introduction
- 14.2 Organizational Structures
- 14.3 Designing Learning Environments and Learning Experiences
- 14.4 Illustrative Example: The YoTeach! Learning Environment
- 14.5 Guided vs Minimally Guided Instruction within Digital Learning Environments
- 14.6 Illustrative Example: Project Engage!
- 14.7 Repurposed Digital Learning Environments and their Neutrality
- 14.8 Illustrative Example: Twitter and #PhDChat
- 14.9 Conclusion
- References
- 15 How to Succeed with Online Learning
-
16 Diversity and Inclusion in the Learning Enterprise
- 16.1 Introduction
- 16.2 Overview
- 16.3 Learning, Culture, and Digital Technologies
- 16.4 The Convergence of Digital Technologies and Learning Spaces
- 16.5 Diversity, Learning Technologies, and Teaching
- 16.6 Diversity, Learning Technologies, and Policymaking
- 16.7 Technology Designers: The Invisible Policymakers
- 16.8 The Ecology of Diversity and Learning Technologies
- References
-
17 Sins of Omission
- 17.1 Introduction
- 17.2 Definition of Terms
- 17.3 Review of Research
- 17.4 Cultural Approaches to Online Learning
- 17.5 Interdisciplinary Research on Semiotics
- 17.6 A Look at Semiotics and At-risk and Diverse Learners
- 17.7 Other Issues that can Affect Student Retention in Online Courses
- 17.8 Theory and Method
- 17.9 Summary
- References
-
18 Equity, Access, and the Digital Divide in Learning Technologies
- 18.1 Introduction
- 18.2 Equity of Access
- 18.3 Historical Antecedents
- 18.4 The Digital Divide
- 18.5 Issues in Equity and Access
- 18.6 Current Issues
- 18.7 Technology Integration and Equity of Access
- 18.8 Managing Increasing Information
- 18.9 Conclusions and Future Directions
- 18.10 Lessons Learned
- 18.11 Future Research
- References
-
19 University Learning Technology Control and Security
- 19.1 Introduction
- 19.2 Educational Master Plan
- 19.3 Strategic Planning
- 19.4 Operational Planning
- 19.5 Tactical Planning
- 19.6 Technology
- 19.7 Technology Plan: Control
- 19.8 Technology Committee: Control and Team
- 19.9 Technology Security
- 19.10 Higher Education Security Issues
- 19.11 Securing Technology
- 19.12 Learning Technology Group
- 19.13 Information Technology Group: The Security Organization
- 19.14 Fostering Teamwork
- 19.15 Conclusion
- References
- 20 The Design of Learning
-
21 Mobile Learning and Social Networking
- 21.1 Introduction
- 21.2 Mobile Learning as a Learning Technology
- 21.3 Mobile Learning as Innovation
- 21.4 Mobile Learning as Social Intervention
- 21.5 The Evidence and Impact
- 21.6 Social Networking as a Learning Technology
- 21.7 Mobile Learning and a Mobile Society
- 21.8 Mobile Learning – Moving Across the Atlantic, Moving into the Market
- 21.9 Learning with Mobiles as a Social Phenomenon
- 21.10 Learning Technology: No Longer Recognizable
- References
-
22 The Utility of Games for Society, Business, and Politics
- 22.1 Introduction
- 22.2 Fragmentation
- 22.3 Learning and Games
- 22.4 Definitions and Taxonomies
- 22.5 Framing Theory
- 22.6 Frame-reflective Discourse Analysis
- 22.7 Methodological Approach
- 22.8 Frame Analysis of Serious Games
- 22.9 Frame-reflective Discourse Analysis: Research
- 22.10 Frame-reflective Discourse Analysis: Policy
- 22.11 Practical Implications
- 22.12 Conclusion
- References
-
23 The Investment in Learning Technologies
- 23.1 Introduction
- 23.2 What do We Mean by Value for Money?
- 23.3 Getting the Basics Right
- 23.4 Planning the Investment
- 23.5 What Exactly are “Full Costs”?
- 23.6 What Kinds of Learning Investments are More or Less Likely to Deliver Value for Money?
- 23.7 What About the Enabling Software?
- 23.8 Calculating Value for Money
- 23.9 What Can We Conclude About Learning Technologies and Value for Money?
- References
-
24 Technology Planning in Schools
- 24.1 Introduction
- 24.2 Technology Implementation Theories
- 24.3 Conditions that Facilitate Implementation
- 24.4 RIPPLES
- 24.5 Other Implementation Models
- 24.6 Developing Technology Implementation Plans
- 24.7 Professional Development for Technology Planning
- 24.8 Evaluating Technology Implementation and Integration
- 24.9 Researching Technology Implementation
- 24.10 Conclusion
- References
-
25 Surviving the Next Generation of Organizations—as Leaders
- 25.1 Problematic: Bridging a Gap for a New Generation of Educational Technology Leaders
- 25.2 Mapping Terrain: A Critical Examination of Ideas and Trends in the Educational Technology and Educational Leadership Fields
- 25.3 Bridging the Gap: Four Sets of Principles for Educational Technologists Who Will Lead the Next Generation of Organizations
- 25.4 Conclusion
- References
- 26 Futureproofing
- 27 Towards a Research Agenda for Educational Technology Research
- 28 The Dystopian Futures
-
29 Utopian Futures for Learning Technologies
- 29.1 Introduction
- 29.2 Technological Utopianism
- 29.3 A Utopian Future for Learning Technologies
- 29.4 A Model for a Utopian Future in Learning Technologies
- 29.5 Key Factors for Change
- 29.6 2020 Forecast: Creating the Future of Learning
- 29.7 Shifts from Educational Institutions to Learning Flows: Mapping the Future of Learning
- 29.8 Organizations: The Future of Learning Institutions in a Digital Age
- 29.9 Learning Technologies
- 29.10 A Vision for Future Learning Technologies
- References
- Index
- End User License Agreement
Product information
- Title: Wiley Handbook of Learning Technology
- Author(s):
- Release date: April 2016
- Publisher(s): Wiley-Blackwell
- ISBN: 9781118736432
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