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

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Sonst. Personen	Stocchetti, Matteo (Hrsg.)
Titel	Media and Education in the Digital Age: Concepts, Assessments, Subversions
Quelle	(2014), (366 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-3-631-65154-4
DOI	10.3726/978-3-653-04437-9
Schlagwörter	Educational Technology; Technology Uses in Education; Politics of Education; Educational Change; Equal Education; Elementary Secondary Education; Literature Reviews; Textbooks; Mathematics Education; Media Literacy; Information Literacy; Scaffolding (Teaching Technique); Journalism Education; Ethics; Social Capital; Computer Mediated Communication; Best Practices; Foreign Countries; Electronic Learning; Health Education; Social Development; Educational Games; Video Games; Children; Laptop Computers; Technology Integration; Teacher Attitudes; Resistance to Change; Ethnography; Animation; Simulation; Activism; Social Problems; Computer Use; Critical Thinking; Student Attitudes; Video Technology; Electronic Publishing; Shared Resources and Services; China; Portugal; Spain + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational policy; Bildungspolitik; Bildungsreform; Textbook; Text book; Schulbuch; Lehrbuch; Mathematische Bildung; Media skills; Medie competence; Medienkompetenz; Informationskompetenz; Ethik; Sozialkapital; Computerkonferenz; Ausland; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Soziale Entwicklung; Educational game; Lernspiel; Video game; Videospiel; Videospiele; Child; Kind; Kinder; Laptop computer; Laptop; Computer; Digitalrechner; Lehrerverhalten; Ethnografie; Simulation program; Simulationsprogramm; Aktivismus; Politischer Protest; Social problem; Soziales Problem; Kritisches Denken; Schülerverhalten; Elektronisches Publizieren; Gemeinwirtschaft; Spanien
Abstract	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. Contents include: (1) The Politics of Educational Reform in the Digital Age: Concepts, Assessment and Subversions (Matteo Stocchetti); (2) Digital Inequality in Primary and Secondary Education: Findings From a Systematic Literature Review (Ulli Samuelsson and Tobias Olsson); (3) The Future of Mathematics Textbooks: Ramifications of Technological Change (Daniel Chazan and Michal Yerushalmy); (4) Media and Information Literacy in the Digital Age. An Example on Exploring Pluralism (Marlène Loicq); (5) Scaffolding Curation: Developing Digital Competencies in Media Literacy Education (Paul Mihailidis and Megan E. Fromm); (6) Journalist Education and Truth in the Digital Age: Why We Need Critical Digital Literacy (Filip Lab and Alice N. Tejkalova); (7) Bowling Online: A Critical View of Social Capital and Virtual Communities (Melissa Harness and Sultana A. Shabazz); (8) Informal Media Education in Europe: an Analysis of the Best Practices (Alberto Bitonti and Andrey Školkay); (9) Critical Review of an e-Learning Tool (Barbara Szafrajzen and Karen Ferreira-Meyers); (10) Social Health Education Programs at School: Investigating the Integration of Serious Games in the Curriculum (Katarina Panic, Verolien Cauberghe, and Patrick De Pelsmacker); (11) Children and Video Games: Oral and Written Narratives (Rut Martínez-Borda and Pilar Lacasa); (12) Teaching with Laptops: A Critical Assessment of One-to-one Technologies (Magda Pischetola); (13) Teachers and the Challenges of Digital Technologies in Education: The Portuguese "e.escolinha" Programme (Sara Pereira); (14) Enthusiastic, Hesitant and Resistant Teachers Toward the One-To-One Laptop Programme: A Multi-Sited Ethnographic Study in Catalonia (Cristina Aliagas Marín and Josep M. Castellà Lidon); (15) Animation: A New Method of Educational Communication in China (Vincenzo De Masi and Yan Han); (16) Teaching the Unteachable: Networked Media, Simulation and Community Research/Activism (Judith Faifman and Brian Goldfarb); (17) Beyond "Beyond Schools": Young People's Unsanctioned Digital Media Use In and Around Schools and Classrooms (David Elliott and Scott Bulfin); (18) Digital Introductions as Critical Practice (Julie Faulkner); (19) Redefining Students' Reflections: Opportunities and Challenges of Video-Enhanced Blogging (Dennis N. York and Ronald D. Owston); and (20) Emancipative Technology in Formal Education: The Case for "Free and Open Source Software (FOSS)" (Gloria Gómez-Diago). (As Provided).
Anmerkungen	Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01