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"Underwood, Jean D. M"
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Learning and the e-generation
Learning and the E-Generation examines the impact of new and emerging digital technologies—from computers and tablets to social media and video games—on learners in formal and informal settings. -Assesses the psychological factors at play, including social, cognitive, and behavioral characteristics that are influenced by exposure to technology -Addresses the risks and benefits of 21st century digital technology on children and young adults -Written by two experts in the field who draw on the latest research and practice from psychology, neuroscience, and education -Discusses the potential of technology to make the learning process more authentic and engaging, as well as the obstacles which can prevent this from happening effectively
eBook
Face processing and familiarity: Evidence from eye-movement data
How is information extracted from familiar and unfamiliar faces? Three experiments, in which eye‐movement measures were used, examined whether there was differential sampling of the internal face region according to familiarity. Experiment 1 used a face familiarity task and found that whilst the majority of fixations fell within the internal region, there were no differences in the sampling of this region according to familiarity. Experiment 2 replicated these findings, using a standard recognition memory paradigm. The third experiment employed a matching task, and once again found that the majority of fixations fell within the internal region. Additionally, this experiment found that there was more sampling of the internal region when faces were familiar compared with when they were unfamiliar. The use of eye fixation measures affirms the importance of internal facial features in the recognition of familiar faces compared with unfamiliar faces, but only when viewers compare pairs of faces.
Journal Article
Rethinking the Digital Divide: impacts on student-tutor relationships
This article emerged from a series of debates and workshops on the impact of the Digital Divide on educational practice at the ‘Futures of Learning: New Learning Paradigms Conference’ in Paris. The conceptualisation of the Digital Divide into the ‘haves’ and the ‘have‐nots’, with a perception of the economically developed world as ‘high tech’ and the developing and underdeveloped worlds as ‘low tech’, is no longer tenable. Building on the recognition based on mounting evidence that old perceptions of the Digital Divide are simplistic and that the Divide encompasses not one but many discontinuities, the nature of such a discontinuity between student and tutor becomes the focus of the argument presented here. Many have argued that increased use and availability of digital technologies in schools bring important benefits and opportunities for learning and teaching strategies but are staff and students able work together to ensure positive outcomes? If not, why might this be the case? In examining the implications of the student/teacher Digital Divide some questions concerning the future direction of education emerge.
Journal Article
Student attitudes towards socially acceptable and unacceptable group working practices
While there is much support for co‐operative learning among learning theorists, not all learners exhibit the same enthusiasm for groupwork. A number of factors such as sex, group size and ability mix, subject domain, task type and organization have been shown to influence the effectiveness of co‐operative and collaborative learning. This study established learners' attitudes to various shared working scenarios. In this mixed design, 140 post‐graduate teacher trainees were asked to imagine their responses to seven groupwork scenarios presented as a series of short vignettes. The vignettes varied on the degree of co‐operation required; the sex of the prospective co‐worker(s) including single and mixed‐sex groups; type of assessment, including no assessment at all; and on academically acceptable and unacceptable ‘shared’ working practices. Anticipated attitudinal and behavioural responses of the students were assessed by questionnaire. On the whole, students were cautiously willing to be involved in groupwork. There were caveats, however. Factors such as the characteristics of the group members, the level and type of assessment procedures in operation, and individual differences, including sex and self‐reported social deviance, also governed their responses. There was very limited agreement to be involved in socially undesirable collaborative group activities at a personal level or to condone such activities by others. Those students who showed a tendency towards mild anti‐social behaviour were more willing to take direct punitive action against non‐contributors than their peers. Female students were more willing to invoke the help of the tutor than their male counterparts, but only if the anti‐social behaviour impacted on them personally.
Journal Article
Learning and the E-Generation
[The book] examines the impact of new and emerging digital technologies - from computers and tablets to social media and video games - on learners in formal and informal settings. [The book] assesses the psychological factors at play, including social, cognitive, and behavioral characteristics that are influenced by exposure to technology, addresses the risks and benefits of 21st century digital technology on children and young adults [and] discusses the potential of technology to make the learning process more authentic and engaging, as well as the obstacles which can prevent this from happening effectively. (DIPF/Orig.).
Book
Integrated learning systems: where does the management take place?
For the last four years of the UK national investigation into the effectiveness of integrated learning systems (ILSs) we have been monitoring the educational contexts within which ILSs are used. Management issues related to ILS use are a significant factor in that educational context. In this paper some of the key management issues related to the effective use of ILSs are outlined. These will include: styles and levels of management of the learning by the ILS; management of the ILS as a learning tool (models of ILS usage); partnership or subservience ('who' manages 'who' and does it matter?). For some schools, however, the introduction of an ILS has had more profound impacts than this, in that we have recorded changes in teachers' pedagogy. Where such profound changes have been reported then those factors and processes now clearly modelled in school effectiveness and improvement debates have been shown to be operating[PUBLICATION ABSTRACT]
Journal Article