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Educational technology and polycontextual bridging /
Technology has become ubiquitous in nearly every contemporary situation, while digital media have acquired considerable importance in the lives of young people. Alongside their interest in digital media, schooling constitutes a core component of the life of children and adolescents. Youth's use...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
SensePublishers,
2016.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Educational technology and polycontextual bridging / |c edited by Eyvind Elstad. |
| 264 | 1 | |a Rotterdam : |b SensePublishers, |c 2016. | |
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| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a TABLE OF CONTENTS; PREFACE; INTRODUCTION; Why a New Book on Information and Communication Technology in the School?; DISSENTING OPINIONS ON TECHNOLOGY USE IN SCHOOLS; ACKNOWLEDGEMENT; REFERENCES; PART I: EDUCATIONAL TECHNOLOGY AND POLYCONTEXTUAL BRIDGING; 1. EDUCATIONAL TECHNOLOGY AND POLYCONTEXTUAL BRIDGING: An Introduction; BRIDGING BETWEEN YOUTH CULTURES AND SCHOOL CULTURE; NEW MEDIA, NEW SKILLS, NEW CHALLENGES FACING SCHOOL; IN- AND OUT OF SCHOOL LEARNING; EDUCATIONAL TECHNOLOGY AND POLYCONTEXTUAL BRIDGING; REFERENCES; ABOUT THE AUTHORS. | |
| 505 | 8 | |a 2. TOWARD HYBRID LEARNING: Educational Engagement and Learning in the Digital AgeINTRODUCTION; TOWARD HYBRID LEARNING; ENGAGEMENT AND LEARNING FROM THE SOCIOCULTURAL PERSPECTIVE; CASE EXAMPLES; Case 1: Promoting Collaborative Creativity by Integrating Technology with Literacy and Arts Education; Students' Perspectives on Their Learning Activity; Case 2: Developing Students' Sense of Citizenship through Technology-Mediated Inquiry; Synthesis: Contrastive Analysis of the Defining Features of the Pedagogical Design of the Case Examples. | |
| 505 | 8 | |a The Interplay and Balance between Formality and Informality in the Case ExamplesDISCUSSION; Toward Hybrid Learning in Formal Education; ACKNOWLEDGEMENTS; REFERENCES; ABOUT THE AUTHORS; 3. THE GAMING OUTLIERS: Does Out-of-School Gaming Improve Boys' Reading Skills in English as a Second Language?; INTRODUCTION; The Context of the Study; What Do We Know about Adolescent Readers?; Which Variables Can Explain Good Reading in English L2?; In- and Out-of-school Gaming in the Norwegian Context; The Scope of the Chapter; THEORETICAL PERSPECTIVES; Reading Comprehension across the L1 and the L2; METHOD. | |
| 505 | 8 | |a National Reading TestsPROCEDURE; PARTICIPANTS; DATA COLLECTION AND ANALYSIS; RESULTS; To What Extent Are These Boys Better Readers in English Than in Norwegian?; Excerpt A. Better Readers of English Than Norwegian; What Characterises These Boys' Use of English at School?; Excerpt B. Choosing Not to Participate in English at School; Excerpt C. Actively Participating in English at School; Excerpt D. Reading English Texts Related to the Vocational Studies; Excerpt E.A Pragmatic Attitude Towards Reading English Out of School; Excerpt F. Use of English Out of School. | |
| 505 | 8 | |a Excerpt G. Reasons for Using English Out of SchoolExcerpt H. Time Spent on Online Games; Excerpt I. Gaming as a Potential Part of English Lessons at School; Excerpt J. Vocabulary Training as Part of English Lessons as School; DISCUSSION; A Holistic View on Reading Competence; Resources at School; CONCLUSION AND AVENUES FOR FURTHER RESEARCH; NOTE; REFERENCES; APPENDIX; ABOUT THE AUTHOR; 4. MICROBLOGGING AS PARTNER(S) IN TEACHER-STUDENT DIALOGUES: A Case Study in the Subject of History; INTRODUCTION; Dialogue and Technology Use in Whole-Class Interactions; METHODS AND EMPIRICAL CONTEXT. | |
| 520 | |a Technology has become ubiquitous in nearly every contemporary situation, while digital media have acquired considerable importance in the lives of young people. Alongside their interest in digital media, schooling constitutes a core component of the life of children and adolescents. Youth's use of digital media creates tensions between traditions and expectations of renewal within the school. The once-sharp divide between school and leisure time is eroding. How will the school as an institution relate to this comprehensive process of change known as the digital revolution? How can the school build a bridge between the world of youth and school material to enable students to learn in a new digital age? This endeavor is named polycontextual bridging in this book. What are the good examples of polycontextual bridging? What novel educational goals can be achieved by net-related activities when incorporated into the school, and how can out-of-school learning be successfully framed by educational purposes? These questions are addressed from different perspectives by several scholars in this book. The chapters in this volume offer the most thorough, up-to-date discussion on the challenges of technology use in school education. In tackling the critical issues created by technology, this book provides an important resource for student teachers, teachers, education scholars and those interested in a critical examination of digital expectations and experiences in school education. This book is motivated by a pressing need to come to grips with the dilemmas caused by an apparent clash of learning cultures in the individual classroom, in the schools, in the education of teachers, and in the institutions of teacher education. The book is also a tribute to Gavriel Salomon and his research on the cognitive effects of media's symbol systems, media and learning, and the design of cognitive tools and technology-afforded learning environments. The book also contains his masterpiece "It's not just the tool, but the educational rationale that counts". Further, three internationally recognized experts -- Howard Gardner, David Perkins, and Daniel Bar-Tal -- describe Salomon's remarkable academic contributions. This book is an attempt to explicate, illustrate, and critically examine the idea of polycontextual bridging between youth's leisure cultures and school material to enable students to learn in a new digital age. The authors do not present a common front on the complex question of the proper use of information and communication technology in the school but instead present a diversity of arguments and viewpoints. The book is an attempt to raise questions and start a debate | ||
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| 700 | 1 | |a Elstad, Eyvind, |e editor. | |
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