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'A veritable smorgasbord of ideas and suggestions. This text grabbed me right away, and I started flagging all sorts of ideas even in the earliest chapters. It is as if Bill Kist met me in the hallway, took me by the hand, and simply said, 'Come here, I want to show you something' - Sheila M. Gragg, Technology Integration Coach Ashbury College, Canada 'I loved this book. I learned a great deal about 'texts' and about how to teach 'texts' to students in the digital age. But what was so compelling about this book was the genuineness of the author; he cares passionately about his students and passionately about the subject matter. As Dewey points out, effective education must have an emotional component; indeed, the book's credibility and authority derives from its core emotional energy' - Elliot Soloway, Arthur F. Thurnau Professor University of Michigan, Ann Arbor 'This book is totally compelling and geared to a slice of the teaching profession that is in desperate need of the kind of guidance and insight that Kist offers. By sharing his creative teaching methods, he points out the openings in teachers' practice where shift can happen' - Sue Collins, Integration Technology Specialist, Bedford Public Schools, MA Secondary school students are increasingly plugged in to social networking sites outside of school, but inside the classroom such functions of the web are often ignored. In The Socially Networked Classroom: Teaching in the New Media Age, William Kist identifies and documents the processes of teaching and learning via social networking in the new-media classroom. This book broadens the debate around what constitutes literacy as it tackles practical tasks for educators that include: - Documenting the assignments, assessments, and outcomes of instruction in networked classrooms - Categorizing the classrooms into levels of Web 2.0 applications - Illustrating how the new assignments can be used to address classic classroom questions

There have been many attempts to define the generation of students who emerged with the Web and new digital technologies in the early 1990s. The term \"digital native\" refers to the generation born after 1980, which has grown up in a world where digital technologies and the internet are a normal part of everyday life. Young people belonging to this generation are therefore supposed to be \"native\" to the digital lifestyle, always connected to the internet and comfortable with a range of cutting-edge technologies. Deconstructing Digital Natives offers the most balanced, research-based view of this group to date. Existing studies of digital natives lack application to specific disciplines or conditions, ignoring the differences of educational fields and gender. How, and how much, are learners changing in the digital age? How can a more pluralistic understanding of these learners be developed? Contributors to this volume produce an international overview of developments in digital literacy among today's young learners, offering innovative ways to steer a productive path between traditional narratives that offer only complete acceptance or total dismissal of digital natives.

A new perspective of citizenship has entered the public narrative: Digital Citizenship-a term that arises from the need to reconsider who we are in light of the globally connected infosphere in which we find ourselves. This book, for educators, parents, and anyone with an interest in the future of primary and secondary education in a digitally deluged world, addresses the role that schools and teachers can play in exploring, understanding and promoting digital citizenship within their profession as well as their classrooms. Organized around and aligned to the common areas of interest about digital citizenship from the various standards groups, including ISTE and the 21st Century Skills, it addresses how to manage learning in the digital domain so that we can help students become life long learners who develop perceptions, perspectives and habits of mind that will allow them to navigate the digital age creatively and critically.

Increasing Student Engagement and Retention in e-Learning Environments: Web 2.0 and Blended Learning Technologies examines new research on how online and blended learning technologies are being used in higher education to increase learner engagement in an era of increasing technological convergence and dependence. These enabling technologies are reshaping and reframing the practice of teaching and learning in higher education. Through case studies, surveys, and literature reviews, this volume will examine online and blended technologies are being used to improve academic literacies in students, to create engaging communities of practice, and how these technologies are being used to improve learner motivation and self-empowered learners. This volume will also discuss a framework for adopting and deploying these technologies.

Dialogic: Education for the Internet Age argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple. This new logic of education is dialogic and characterises education as learning to learn, think and thrive in the context of working with multiple perspectives and ultimate uncertainty. The book builds upon the simple contrast between observing dialogue from an outside point of view, and participating in a dialogue from the inside, before pinpointing an essential feature of dialogic: the gap or difference between voices in dialogue which is understood as an irreducible source of meaning. Each chapter of the book applies this dialogic thinking to a specific challenge facing education, re-thinking the challenge and revealing a new theory of education. Areas covered in the book include: dialogical learning and cognition dialogical learning and emotional intelligence educational technology, dialogic 'spaces' and consciousness global dialogue and global citizenship dialogic theories of science and maths education The challenge identified in Wegerif's text is the growing need to develop a new understanding of education that holds the potential to transform educational policy and pedagogy in order to meet the realities of the digital age. Dialogic: Education for the Internet Age draws upon the latest research in dialogic theory, creativity and technology, and is essential reading for advanced students and researchers in educational psychology, technology and policy.

Moodle is currently the world's most popular E-learning platform. The long-awaited second version of Moodle is now available and brings with it greatly improved functionality. If you are planning to upgrade your site to Moodle 2.0 and want to be up-to-date with the latest developments, then this book is for you. This book takes an in-depth look at all of the major new features in Moodle 2.0 and how it differs from previous Moodle versions. It highlights changes to the standard installation and explains the new features with clear screenshots, so you can quickly take full advantage of Moodle 2.0. It also assists you in upgrading your site to Moodle 2.0, and will give you the confidence to make the move up to Moodle 2.0, either as an administrator or a course teacher. With its step-by-step introduction to the new features of Moodle 2.0, this book will leave you confident and keen to get your own courses up and running on Moodle 2.0. It will take you on a journey from basic navigation to advanced administration, looking at the changes in resource management and activity setup along the way. It will show you new ways tutors and students can control the pace of their learning and introduce you to the numerous possibilities for global sharing and collaborating now available in Moodle 2.0

Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies examines new research on how classroom response systems are being used in higher education to increase learner engagement in an epoch of increasing globalization and diversity. These enabling technologies are reshaping and reframing the practice of teaching and learning in higher education. Through case studies, surveys, and literature reviews, this volume will examine how classroom response systems are being used to improve collaboration and interactivity between students, to create engaging social learning communities in the classroom, and how these technologies are being used to create more meaningful and authentic learning experiences. This volume will also discuss a framework for adopting and deploying these technologies.

The use of technology and teaching techniques derived from technology is currently a bourgeoning topic in higher education. Teachers at all levels and types of institutions want to know how these new technologies will affect what happens in and outside of the classroom. Many teachers have already embraced some of these technologies but remain uncertain about their educational efficacy. Other teachers have waited because they are reluctant to try tools or techniques that remain unproven or, as is often the case, lack institutional support. This book is designed to help both groups, so that those with technological expertise can extend their knowledge, while technological novices can “ramp up” at their own pace and for their own purposes. The authors apply and assess technology's impact on traditional, hybrid or blended, or completely online courses, relying on technology as a teaching tool for classroom management and interaction (e.g. Blackboard, PowerPoint, student response or “clicker systems,” multimedia tools), as well as student-based uses of technology largely independent of instructors (e.g. social networking on popular sites including Facebook and MySpace). Each chapter addresses how technological improvements can be connected to assessment initiatives, as is now routinely advocated in psychology and social science education. The book features current scholarship and pedagogy involving innovative technology that impacts on student learning in psychology and related disciplines, focusing also on student reactions to these novel technologies, and proper assessments of how well they promote learning.

In this trailblazing book, leading educational expert David Shaffer examines how particular video and computer games can help teach kids to think like doctors, lawyers, engineers, urban planners, journalists and other professionals. Based on more than a decade of research in technology, game science, and education, this book revolutionizes how we think about education in the digital age. (DIPF/Orig.).