Media and Education in the Digital Age. Concepts, Assessments, Subversions
Información General
- Autores: Matteo Stocchetti (ed. lit.)
- Editores: Peter Lang Alemania
- Año de publicación: 2014
- País: Alemania
- Idioma: inglés
- ISBN: 978-3-631-65154-4
- Enlaces
Resumen
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.
Otros catálogos
- Citas a capítulos: 7 Citas
Listado de artículos
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The Politics of Educational Reform in the Digital Age: Concepts, Assessment and Subversions
págs. 19-40
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Part One – Concepts
Digital Inequality in Primary and Secondary Education: Findings from a Systematic Literature Review
págs. 41-62
The Future of Mathematics Textbooks: Ramifications of Technological Change
págs. 63-76
págs. 77-90
Scaffolding Curation: Developing Digital Competencies in Media Literacy Education
págs. 91-104
Journalist Education and Truth in the Digital Age: Why We Need Critical Digital Literacy
págs. 105-116
Bowling Online: A Critical View of Social Capital and Virtual Communities
págs. 117-130
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Part Two – Assessments
Informal Media Education in Europe: An Analysis of the Best practices
págs. 131-148
págs. 149-166
Social Health Education Programs at School: Investigating the Integration of Serious Games in the Curriculum
Katarina Panic, Verolien Cauberghe, Patrick De Pelsmacker
págs. 167-182
Children and Video Games: Oral and Written Narratives
págs. 183-202
Teaching With Laptops: A Critical Assessment of One-to-one Technologies
págs. 203-214
Teachers and the Challenges of Digital Technologies in Education: The Portuguese ‘e.escolinha’ Programme
págs. 215-236
Enthusiastic, Hesitant and Resistant Teachers Toward the One-To-One Laptop Programme: A Multi-Sited Ethnographic Study in Catalonia
págs. 237-258
Animation: A New Method of Educational Communication in China
págs. 259-274
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Part Three – Subversions
Teaching the Unteachable: Networked Media, Simulation and Community Research/Activism
págs. 275-294
Beyond ‘Beyond Schools’: Young People’s Unsanctioned Digital Media Use In and Around Schools and Classrooms
David Elliott, Scott Bulfin
págs. 295-314
págs. 315-326
Redefining Students’ Reflections: Opportunities and Challenges of Video-Enhanced Blogging
págs. 327-340
Emancipative Technology in Formal Education: The Case for “Free and Open Source Software (FOSS)”
págs. 341-358
