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This book provides a thorough investigation of the potential and challenges of older individuals'digital disparities in the context of the digital era. A particular set of challenges prevent the ageing population from efficiently accessing and utilising digital resources as technology becomes more pervasive in contemporary culture. The multidimensional nature of digital disparities is clarified in this work. It explores how these discrepancies affect older people's quality of life, access to healthcare, social connections, and general well-being, taking India as a case study. The book begins by thoroughly summarising demographic trends and changes in technology adoption caused by ageing. It looks at the variables that affect older individuals'propensity to use technology and the effects of their attitudes and perceptions about digital technologies around them. The author investigates the intricate web of access inequities older persons face in a quickly changing digital environment, from internet accessibility to the availability of appropriate digital content. The book also emphasises the need for digital literacy and skills to boost elders'technology involvement. It looks at their challenges when learning and using digital skills, especially in light of how quickly technology develops. The author also explores the effects of digital disparities on older people's physical and mental health, highlighting the demand for specialised therapies and support networks.

Digitale Räume versprechen ein Mehr an Teilhabemöglichkeiten: Optimistisch könnte man konstatieren, dass sie zu einer Demokratisierung des Diskurses beitragen. Hierfür bedarf es jedoch eines ethisch-verantwortlichen Umgangs mit digitalen Medien: Medienethische Bildung und medienethische Kompetenzen gewinnen an Bedeutung. Doch wie genau könnten und sollten entsprechende Konzepte definiert sein? Wie sollten sie ausgestaltet sein und wie können sie in die Gesellschaft hineinwirken? Im Rückgriff auf bestehende Modelle und Definitionen aus der Medienpädagogik und der Ethikdidaktik werden die Begriffe „medienethische Bildung“ und „medienethische Kompetenz“ erörtert und mit Blick auf die Anforderungen der Digitalisierung konkretisiert. Welche didaktischen Möglichkeiten sich aus den theoretisch erarbeiteten Überlegungen ableiten lassen, zeigt die Arbeit exemplarisch anhand eines offenen Online-Kurses auf, dessen Entwicklung im Rahmen einer Design-based Research-Studie forschend begleitet wurde. Hierzu wurden Leitfadeninterviews mit Kursexperten, -interessierten und -teilnehmenden geführt und im Rahmen qualitativer Inhaltsanalysen ausgewertet. Die Ergebnisse der Studie geben Hinweise darauf, welche Faktoren spezifisch für die Ausgestaltung medienethischer Bildungsangebote, aber auch für E-Learning-Angebote ganz allgemein, förderlich sein können.

The Design of Digital Learning Environments provides comprehensive guidelines for creating and delivering high-quality online and blended learning experiences in higher education. With increasing numbers of students engaged in partially or fully digital education, graduate students preparing for design, development, or faculty roles need fresh, practical applications of cutting-edge research and theory. This textbook uses the Community of Inquiry framework, an influential and invaluable pedagogical model focused on deep learning, to aid educators in forging meaningful, collaborative connections with students engaged in digitally supported multi-modal learning in colleges and universities, MOOCs, and lifelong learning initiatives. Across five parts, the book covers the basic structure, concepts, terminology, and history of the Community of Inquiry; principles for designing and delivering digital courses; design for specific course conditions; applications of learning activities guided by the framework; and current limitations and directions for further research.

In dieser Open-Access-Publikation stellen Katharina Kärgel und Frederic Vobbe anhand sieben typischer Fallbeispiele Handlungsempfehlungen für einen adäquaten Umgang mit mediatisierter sexualisierter Gewalt dar. Die Empfehlungen sind das Ergebnis des vom Bundesministerium für Bildung und Forschung geförderten Projekts „HUMAN“. Sie wurden empirisch unter Beteiligung von Betroffenen sowie Expert•innen der Bereiche Recht, Psychologie, Pädagogik und Soziale Arbeit entwickelt. Sie umfassen jeweils Fallreflexionen sowie konkrete Handlungsansätze.Digitale Medien sind Instrument und Kontext sexualisierter Gewalt gegen Kinder und Jugendliche. Sie müssen bei Übergriffen durch zuvor fremde wie nahestehende Personen stets mitbedacht werden. Ihr Einsatz verstetigt die Belastungen Betroffener und führt zu einer hohen Komplexität von Interventionen.

Das Lernen mit frei zugänglichen Online-Ressourcen als wichtige Informationsquelle zum Erwerb neuen Wissens birgt einige Herausforderungen, da Inhalte im Internet frei verbreitet werden können und unüberschaubare Mengen an unstrukturierten, unzuverlässigen, oder voreingenommenen Informationen leicht zugänglich sind. Studierende müssen in der Lage sein, Online-Informationen und -Quellen zu suchen, zu selektieren, auszuwählen, zu überprüfen und anhand relevanter Kriterien kritisch zu bewerten. In Deutschland wurde dahingehend ein neuer theoretisch-konzeptueller Ansatz für die Operationalisierung dieser Fähigkeiten durch das Konstrukt Critical Online Reasoning (COR) sowie Messung dieser Fähigkeiten mittels eines neuen Assessments (CORA) entwickelt. Auf Grundlage theoretischer Überlegungen zum COR-Konstrukt sowie zur argumentationsbasierten Validierung nach den Standards for Educational and Psychological Testing (AERA et al.) ist das Ziel dieser Arbeit eine Analyse von zentralen Validierungsaspekten.

Das Fachbuch bietet Orientierungshilfe bei der Analyse der Kompetenzanforderungen im Digitalen Wandel. Es stellt Kompetenzmodelle unterschiedlicher Ausrichtungen vor und dient als Ausgangsbasis für die Profilbildung in der eigenen Organisation. Schwerpunkte sind Computational Thinking, Informationskompetenz, Künstliche Intelligenz und ethische Reflexion.Die Anforderungen dienen als Basis für die Konzeption einer passgenauen Kompetenzentwicklung für den Digitalen Wandel. Anschaulich präsentierte Anwendungsbeispiele regen die Umsetzung innovativer Maßnahmen im Umfeld der eigenen Organisation an.Der InhaltMit Kompetenzmodellen digitalisierungsbezogene Bildungserträge erfassen und fächerübergreifend konzipierenMit Kompetenzmodellen spezielle Aspekte des Digitalen Wandels vertiefenMit Kompetenzmodellen die kritische Reflexion des Digitalen Wandels fördernMit Kompetenzmodellen ausgewählte Bildungsszenarien gestaltenDie ZielgruppenBildungsmanager/-innenPersonalmanager/-innenLehrkräfteFührungskräfteStudierendeEhrenamtlich Engagierte

Johanna Schulze untersucht in ihrer Arbeit mithilfe längsschnittlich angelegter Fallstudien und eines Mixed-Methods-Ansatzes die forschungsleitende Fragestellung, inwiefern und unter welchen Bedingungen schulische Medienkonzepte ihr Potenzial als Instrumente der Schulentwicklung an Schulen der Sekundarstufe I mit besonders herausfordernden Schüler•innenkompositionen im Bundesland Nordrhein-Westfalen entfalten können. Mit den Ergebnissen werden hemmende und förderliche Bedingungsfaktoren für den Implementierungsprozess schulischer Medienkonzepte auf den unterschiedlichen Ebenen von Schule offengelegt und auf einen inhaltlichen Entwicklungsbedarf dieser verwiesen.

Ferngesteuert oder digital souverän – wie leben Sie und wie möchten Sie leben? Das Buch Ferngesteuert?! Hin zur digitalen Souveränität entschlüsselt mit spannenden und lebendigen Beispielgeschichten die Hintergründe für unsere Verhaltensweisen im digitalen Alltag. Dieses Buch zeigt uns Möglichkeiten auf, wie wir aus einem bequemen digitalen Ferngesteuert-sein in unserem Alltag ausbrechen können. Dazu vermittelt es, wie wir zu mehr Lebensfreude finden, unserem Leben mehr Sinn geben und unsere Zukunft wieder selbst in die Hand nehmen können. Last but not least macht es Lust darauf, wieder selbst zu entscheiden - das eigene Leben in die Hand zu nehmen, Zukunft als Chance zur eigenverantwortlichen Selbstverwirklichung zu sehen und die Vorteile der Digitalisierung souverän im Leben umzusetzen. Zur Autorin: Anabel Ternès ist eine der führenden Köpfe für Digitalisierungsthemen in Deutschland. Als Digitalunternehmerin, Zukunftsexpertin, Autorin, Verwaltungsrätin und Professorin mit einem großen Engagement für Kinderrechte, Bildung und gesunde werteorientierte Digitalisierung sieht und bewegt Anabel Ternès von Hattburg die großen Herausforderungen, die gelöst werden müssen, um unsere Demokratie und soziale Marktwirtschaft in eine lebenswerte Zukunft für alle zu führen.

Students are reading on screens more than ever—how can we teach them to be better digital readers? Smartphones, laptops, tablets: college students are reading on-screen all the time, and digital devices shape students'understanding of and experiences with reading. In higher education, however, teachers rarely consider how digital reading experiences may have an impact on learning abilities, unless they're lamenting students'attention spans or the distractions available to students when they're learning online. Skim, Dive, Surface offers a corrective to these conversations—an invitation to focus not on losses to student learning but on the spectrum of affordances available within digital learning environments. It is designed to help college instructors across the curriculum teach digital reading in their classes, whether they teach face-to-face, fully online, or somewhere in between. Placing research from cognitive psychology, neuroscience, learning science, and composition in dialogue with insight from the scholarship of teaching and learning, Jenae Cohn shows how teachers can better frame, scaffold, and implement effective digital reading assignments. She positions digital reading as part of a cluster of literacies that students should develop in order to communicate effectively in a digital environment.

Gegenstand dieses Bandes ist die Frage, wie Jugendliche und junge Erwachsene im digitalen Raum ihre eigene Rolle in der Migrationsgesellschaft bearbeiten. Dazu werden die Ergebnisse einer empirischen Forschungsarbeit vorgestellt, in der narrative Interviews mit jungen Medienproduzent•innen geführt wurden. Das Sample der Untersuchung umfasst sieben Fälle, in denen junge Menschen im Alter zwischen 16 und 25 Jahren digitale Öffentlichkeiten herstellen und damit transkulturelle Machtverhältnisse bearbeiten. Zudem etablieren sie neue ästhetische Darstellungsformen und treten als aktive Gestalter•innen von Medienkultur auf. Dabei liegt die methodische Besonderheit der Untersuchung in der Triangulation von dokumentarischer Bild- bzw. Videoanalyse mit der dokumentarischen Interpretation narrativer Interviews.

Dieser Ratgeber hilft Eltern, mit der allgegenwärtigen Präsenz von Smartphone, Tablet und Co. gelassen und kreativ umzugehen. Erfahren Sie, weshalb Smartphones gerade Ihre Kinder magisch anziehen, wie wichtig Langeweile für die Entwicklung Ihres Kindes ist und welche Auswirkungen der Medienkonsum auf die Gehirnentwicklung hat. Dieses Buch zeigt Ihnen zahlreiche spannende und gleichzeitig entwicklungsfördernde Alternativen zum Medienkonsum, die Sie täglich anbieten können. Praxistipps für herausfordernde Situationen wie der Restaurantbesuch, lange Autofahrten oder die fünfstündige Bahnfahrt: Mit dieser Lektüre sind Sie optimal gerüstet.Plus:•Wissenschaftliche Hintergründe und aktuelle Studien übersichtlich und verständlich aufbereitet•Fragebögen und Checklisten zur Ermittlung des Medienkonsums•Material- und Spiellisten, Mediennutzungsvertrag u.v.m. zum Download und als Kopiervorlage

This book provides a comprehensive overview on the theories, processes, and solutions relevant to effectively creating, using, and managing digital media in a variety of instructional settings. In the first section of the book, the authors provide an overview of the theories, development models, and principles of learning with digital media. In the second section, the authors detail various digital media solutions, including: Instructional Videos, Instructional Simulations and Games, Online Learning, Mobile Learning, and Emerging Learning Technologies. Overall, this book emphasizes the theoretical principles for learning with digital media and processes to design digital media solutions in various instructional settings. The readers are also provided with multiple case studies from real world projects in various instructional settings.

This book argues for dynamic and relevant school experiences for primary and early secondary learners that embed digital media production. It proposes a vision of literacy that combines new technologies with multiple modes of meaning-making. Drawing on theories related to cultural studies, media literacy, anthropology, and creativity, the author explores learning strategies with digital media based on an empowering, values-driven framework. The book advances innovative teaching methods, critiquing educational ‘reforms'that marginalise media and fail to engage with the complex tensions and textures of modern pedagogy. Positioning film and media-making as vital practices in schools that nurture the skills, dispositions and competencies of modern literacy, the model foregrounds connections between human agency, cognition, and creative practice. This innovative book will appeal to students and scholars of creativity, digital media production, primary education and literacy.

This work builds on the assumption that language learning and teaching needs to be made more relevant to the'glocalised'digital world we live in. Its authors argue that staff in Higher Education (HE) must prepare students for effective online interaction and explores the digital, linguistic and critical intercultural components of ‘global citizenship'. The book pivots around an innovative research study; linguistic politeness frameworks are revisited to analyse the written online exchanges on an Online International Learning (OIL) - or intercultural telecollaborative - project between the UK and France.Through the use of cyberpragmatics, and inspired by Meyer and Land's ‘threshold concept pedagogy', the authors examine the challenges and solutions identified by an ‘expert student'in managing rules of engagement and intercultural awareness when interacting online. This book will appeal to students and scholars of applied linguistics, education, sociolinguistics and interculturalcommunication, and provide a valuable resource for teacher trainers, language teachers and educators across the world.

O livro As Tecnologias Digitais da Informação e Comunicação no trabalho docente é direcionado a professores, alunos, estudiosos e demais interessados no fenômeno da expansão digital promovida pelas ferramentas tecnológicas de comunicação. Ele é produto de alguns anos de reflexão pessoal, entrevistas com professores e investigação teórica. Tem como objetivo proporcionar ao leitor uma visão de como as TDICs são vistas por docentes que atuam no ensino médio de uma escola pública. Além da pesquisa, a obra traz também um embasamento teórico composto pelas ideias de estudiosos com publicações destinadas ao campo tecnológico digital, incluindo os elementos do ciberespaço, da relação multimidiática, da internet e de suas propriedades colaborativas. As reflexões aqui presentes elencam oito aspectos invariantes que os autores pontuam como fenômenos ocorrentes no discurso dos professores. Os comportamentos dos usuários do ciberespaço referentes à leitura e aos estudos também foram contemplados. Para complementar a reflexão proposta, abordam-se as expectativas dos alunos no processo de mediação tecnológica digital, bem como a relação conflituosa existente entre estudante e professor. Discutimos como se tem desenvolvido o processo metodológico associado às TDICs e como se configura a relação entre o ensino tradicional e as propostas colaborativas oriundas delas. Este livro ainda conta com uma proposta de intervenção pedagógica, cuja incumbência é de minimizar alguns entraves didáticos elencados durante este estudo.

Das Buch vereint ausgewählte interdisziplinäre Zugänge zu aktuellen Entwicklungen im und über das Internet. Im Kontext der Begriffe Internet, Bildung und Gesellschaft wird untersucht, wie Personen und Gruppen versuchen, weitgehenden Einfluss auf die zunehmende Digitalisierung der Gesellschaft zu nehmen. Themen wie Grundrechte im Netz, Identitätsbildung und Partizipations- und Bildungsmöglichkeiten werden aufgegriffen, um auf aktuelle Dynamiken und deren Implikationen für die Theoriebildung im Feld der Medienbildung hinzuweisen.

Educators who engage with today's students appreciate the impact digital media has on the lives of our younger generations. Learners of today consume, create, and publish multimedia content continuously, using a variety of devices such as cell phones, tablets, and computers. They generate original and innovative products through programs, apps, and the Internet as a means of communicating and representing their lives, ideas, and feelings. Unfortunately, not all students understand how to apply media literacy or media safety, and many lack knowledge of how to truly analyze media content for its value in society. Today's educators must learn to harness the enthusiasm students have for digital media (content that uses a combination of text, images, audio, animation, and video) into daily lessons in order to enhance student interest, engagement, motivation, and achievement in classroom environments. This book addresses these vital considerations, thereby empowering teachers and students to benefit from the application of digital media in their classrooms, both as a compelling assessment tool and as an engaging teaching strategy.

This book brings together an international group of literacy studies scholars who have investigated mobile literacies in a variety of educational settings. Approaching mobility from diverse theoretical perspectives, the book makes a significant contribution to how mobile literacies, and tablets in particular, are being conceptualised in literacy research. The book focuses on tablets, and particularly the iPad, as a prime example of mobile literacies, setting this within the broader context of literacy and mobility.The book provides inspiration and direction for future research in mobile literacies, based upon 16 chapters that investigate the relationship between tablets and literacy in diverse ways. Together they address the complex and multiple forces associated with the distribution of the technologies themselves and the texts they mediate, and consider how apps, adultsand children work together as iPads enter the mesh of practices and material arrangements that constitute the institutional setting.

This book will contemplate the nature of our participatory digital media culture, the diversity of actors involved, and how the role of the news librarian has evolved—from information gatekeeper to knowledge networker, collaborating and facilitating content creation with print and broadcast media professionals. It will explore how information professionals assist in the newsroom, drawing on the author's experiential knowledge as an embedded research librarian in the media industry. The past decade has seen significant changes in the media landscape. Large media outlets have traditionally controlled news and information flows, with everyone obtaining news via these dominant channels. In the digital world, the nature of what constitutes news has changed in fundamental ways. Social media and technologies such as crowdsourcing now play a pivotal role in how broadcast media connects and engages with their audiences. The book will focus on news reporting in the age of social media, examining the significance of verification and evaluating social media content from a journalistic and Information Science (IS) perspective. With such an emphasis on using social media for research, it is imperative to have mechanisms in place to make sure that information is authoritative before passing it on to a client as correct and accurate. Technology innovation and the 24/7 news cycle are driving forces compelling information professionals and journalists alike to adapt and learn new skills. The shift to tablets and smartphones for communication, news, and entertainment has dramatically changed the library and media landscape. Finally, we will consider automated journalism and examine future roles for news library professionals in the age of digital social media.

Interdisciplining Digital Humanities sorts through definitions and patterns of practice over roughly sixty-five years of work, providing an overview for specialists and a general audience alike. It is the only book that tests the widespread claim that Digital Humanities is interdisciplinary. By examining the boundary work of constructing, expanding, and sustaining a new field, it depicts both the ways this new field is being situated within individual domains and dynamic cross-fertilizations that are fostering new relationships across academic boundaries. It also accounts for digital reinvigorations of “public humanities” in cultural heritage institutions of museums, archives, libraries, and community forums.

'This timely and innovative book encourages us to ‘flip the classroom'and empower our students to become content creators. Through creating digital media, they will not only improve their communication skills, but also gain a deeper understanding of core scientific concepts. This book will inspire science academics and science teacher educators to design learning experiences that allow students to take control of their own learning, to generate media that will stimulate them to engage with, learn about, and become effective communicators of science.'Professors Susan Jones and Brian F. Yates, Australian Learning and Teaching Council Discipline Scholars for Science'Represents a giant leap forward in our understanding of how digital media can enrich not only the learning of science but also the professional learning of science teachers.'Professor Tom Russell, Queen's University, Ontario, Canada'This excellent edited collection brings together authors at the forefront of promoting media creation in science by children and young people. New media of all kinds are the most culturally significant forms in the lives of learners and the work in this book shows how they can move between home and school and provide new contexts for learning as well as an understanding of key concepts.'Dr John Potter, London Knowledge Lab, Dept. of Culture, Communication and Media, University College London, UKStudent-generated Digital Media in Science Education supports secondary school teachers, lecturers in universities and teacher educators in improving engagement and understanding in science by helping students unleash their enthusiasm for creating media within the science classroom. Written by pioneers who have been developing their ideas in students'media making over the last 10 years, it provides a theoretical background, case studies, and a wide range of assignments and assessment tasks designed to address the vital issue of disengagement amongst science learners. It showcases opportunities for learners to use the tools that they already own to design, make and explain science content with five digital media forms that build upon each other— podcasts, digital stories, slowmation, video and blended media. Each chapter provides advice for implementation and evidence of engagement as learners use digital tools to learn science content, develop communication skills, and create science explanations. A student team's music video animation of the Krebs cycle, a podcast on chemical reactions presented as commentary on a boxing match, a wiki page on an entry in the periodic table of elements, and an animation on vitamin D deficiency among hijab-wearing Muslim women are just some of the imaginative assignments demonstrated.Student-generated Digital Media in Science Education illuminates innovative ways to engage science learners with science content using contemporary digital technologies. It is a must-read text for all educators keen to effectively convey the excitement and wonder of science in the 21st century.

Distrusting Educational Technology critically explores the optimistic consensus that has arisen around the use of digital technology in education. Drawing on a variety of theoretical and empirical perspectives, this book shows how apparently neutral forms of educational technology have actually served to align educational provision and practices with neo-liberal values, thereby eroding the nature of education as a public good and moving it instead toward the individualistic tendencies of twenty-first century capitalism. Following a wide-ranging interrogation of the ideological dimensions of educational technology, this book examines in detail specific types of digital technology in use in education today, including virtual education, ‘open'courses, digital games, and social media. It then concludes with specific recommendations for fairer forms of educational technology. An ideal read for anyone interested in the fast-changing nature of contemporary education, Distrusting Educational Technology comprises an ambitious and much-needed critique.

Digital media are increasingly interwoven into how we understand society and ourselves today. From lines of code to evolving forms of online conduct, they have become an ever-present layer of our age. The rethinking of education has now become the subject of intense global policy debates and academic research, paralleled by the invention and promot

The Media Teacher's Handbook is an indispensible guide for all teachers, both specialist and non-specialist, delivering Media Studies and media education in secondary schools and colleges. It is the first text to draw together the three key elements of secondary sector teaching in relation to media study - the theoretical, the practical and the professional - in order to support media teachers throughout their careers: Section One: Contexts explores the history of, rationale for, and justification of studying the media from 1900 to the present day, and considers the tensions implicit in the subject caused by opposing views of culture. Section Two: Curriculum comprises seven chapters that focus on studying the media from Key Stages 3 and 4 in English, through GCSE and A Level Media Studies. It also explores approaches to teaching the Creative and Media Diploma, media and citizenship, and practical media production. Section Three: Career Development is designed to support those establishing and leading Media Studies departments and those who are charged with the initial preparation and professional development of teachers. Written by experts involved in the teaching, training and examination of Media Studies, this one-stop resource is packed with illustrative case studies and exemplar schemes of work which can be easily adapted for your own needs. Suggested Reading and Recommended Resources sections at the end of each chapter list additional books, films, DVDs, groups, agencies, organisations, contact details, websites and other materials which will support your teaching even further.The Media Teacher's Handbook is an essential guide to the theory, pedagogy, and practice of media education that will enable you to teach your subject expertly and with confidence.

These collected papers are critical reflections about the rapid digitalization of discourse and culture. This disruptive change in communicative interaction has swept rapidly through major universities, nation states, learned disciplines, leading businesses, and government agencies during the past decade. To commemorate the tenth anniversary of the Center for Digital Discourse and Culture (CDDC) at Virginia Tech, which has been a pioneering leader for many of these changes in university settings, the contributors to this volume examine the transformative implications of digitalizing discourse and culture inside and outside of the academic arena. These technologies of digitalization have created new communities of users, which are highly engaged with their new communicative possibilities, informational content, and discursive forms. Few have asked what these changes will mean, and many of the most important voices engaged in debates about this critical transformation are gathered here in this volume. Each author in his or her own way considers what accepting digital discourse and informational culture now means for contemporary economies, governments, and societies.

This book examines various views and perspectives on digitisation. As Simon Tanner, Director Digital Consultancy, King's College London says in the Foreword: “Digitisation has become a cultural, scholastic, economic and political imperative and raises many issues for our consideration.” Furthermore, that the book: “... seeks to address and answer some of the big questions of digitisation... It succeeds on many levels...” There are 22 contributors in the book, all experts in their fields. The book is divided into six parts: Background and Overview to Digitisation and Digital Libraries; Digitisation and Higher Education; Digitisation and Inequalities; Digital Libraries, Reference Services and Citation Indexing; Digitisation of Rare, Valued and Scholarly Works; and Futuristic Developments of Digitisation. Topics covered include electronic theses, search engine technology, digitisation in Africa, citation indexing, reference services, the Scholarly Publishing and Academic Resources Coalition, new media and scholarly publishing. The final chapter explores virtual libraries, and poses some interesting questions for possible futures. Ruth Rikowski concludes by indicating that: “... hopefully, the book will provide a source of inspiration for further research, leading to some more effective ways to proceed with the digitisation process. Also, that it will be possible to do this within a framework that can be used for good rather than ill, and for the benefit of many.”

The educational world is increasingly dominated by'network rhetoric'; not only are teachers and learners seen as participants in networks, the availability of low-cost electronic devices, collaborative environments and new forms of data'born digital'have changed the nature of education research.How can researchers and research-informed practitioners best engage in and with networks and develop effective networking practices? How might networks and networking be conceptualized in order to frame and support their work in and on networks? How do networks relate to existing organizational forms and how might new networking practices emerge?This book draws on extensive research into educational research networks in schools, colleges and informal education settings to explore these questions. Carmichael combines theoretical insights into networks from different disciplinary backgrounds and awareness of technological developments, with the accounts of teachers, researchers, and technologists. He considers how educational research as a field is changing, how individual and collective research capacities might develop, identifies new research approaches and discusses the emerging role of the'researcher-networker'.

In Language and Learning in the Digital Age, linguist James Paul Gee and educator Elisabeth Hayes deal with the forces unleashed by today's digital media, forces that are transforming language and learning for good and ill.They argue that the role of oral language is almost always entirely misunderstood in debates about digital media. Like the earlier inventions of writing and print, digital media actually power up or enhance the powers of oral language.Gee and Hayes deal, as well, with current digital transformations of language and literacy in the context of a growing crisis in traditional schooling in developed countries. With the advent of new forms of digital media, children are increasingly drawn towards video games, social media, and alternative ways of learning. Gee and Hayes explore the way in which these alternative methods of learning can be a force for a paradigm change in schooling.This is an engaging, accessible read both for undergraduate and graduate students and for scholars in language, linguistics, education, media and communication studies.

Growing Up with Technology explores the role of technology in the everyday lives of three- and four-year-old children, presenting the implications for the children's continuing learning and development. Children are growing up in a world where the internet, mobile phones and other forms of digital interaction are features of daily life. The authors have carefully observed children's experiences at home and analysed the perspectives of parents, practitioners and the children themselves. This has enabled them to provide a nuanced account of the different ways in which technology can support or inhibit learning. Drawing on evidence from their research, the authors bring a fresh approach to these debates, based on establishing relationships with children, families and educators to get insights into practices, values and attitudes. A number of key questions are considered, including: Which technologies do young children encounter at home and preschool? What kind of learning takes place in these encounters? How can parents and practitioners support this learning? Are some children disadvantaged when it comes to learning with technology? Growing Up with Technology is strongly grounded in a series of research projects, providing new ways of thinking about how children's learning with technology can be supported. It will be of great interest to undergraduate and postgraduate students on a range of courses including childhood studies, and those with a particular interest in the use of technology in education. Parents, practitioners and researchers will also find this a fascinating and informative read.