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\"The rise of the internet, new technologies, and free and open higher education are radically altering college forever, and this book explores the paradigm changes that will affect students, parents, educators and employers as it explains how we can take advantage of the new opportunities ahead\"-- Provided by publisher.

In an information age of youth social movements,Youth Media Mattersexamines how young people are using new media technologies to tell stories about themselves and their social worlds. They do so through joint efforts in a range of educational settings and media environments, including high school classrooms, youth media organizations, and social media sites. Korina M. Jocson draws on various theories to show how educators can harness the power of youth media to provide new opportunities for meaningful learning and \"do-it-together production.\" Describing the impact that youth media can have on the broader culture, Jocson demonstrates how it supports expansive literacy practices and promotes civic engagement, particularly among historically marginalized youth. InYouth Media Matters, Jocson offers a connective analysis of content area classrooms, career and technical education, literary and media arts organizations, community television stations, and colleges and universities. She provides examples of youth media work-including videos, television broadcasts, websites, and blogs-produced in the San Francisco Bay Area, Los Angeles, New York, and St. Louis. At a time when educators are increasingly attentive to participatory cultures yet constrained by top-down pedagogical requirements, Jocson highlights the knowledge production and transformative potential of youth media with import both in and out of the classroom.

Over the past decade, a small revolution has taken place at some of the world's leading universities, as they have started to provide free access to undergraduate course materials--including syllabi, assignments, and lectures--to anyone with an Internet connection. Yale offers high-quality audio and video recordings of a careful selection of popular lectures, MIT supplies digital materials for nearly all of its courses, Carnegie Mellon boasts a purpose-built interactive learning environment, and some of the most selective universities in India have created a vast body of online content in order to reach more of the country's exploding student population. Although they don't offer online credit or degrees, efforts like these are beginning to open up elite institutions--and may foreshadow significant changes in the way all universities approach teaching and learning.Unlocking the Gatesis one of the first books to examine this important development. Drawing on a wide range of sources, including extensive interviews with university leaders, Taylor Walsh traces the evolution of these online courseware projects and considers the impact they may have, both inside elite universities and beyond. As economic constraints and concerns over access demand more efficient and creative teaching models, these early initiatives may lead to more substantial innovations in how education is delivered and consumed--even at the best institutions.Unlocking the Gatestells an important story about this form of online learning--and what it might mean for the future of higher education.

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.

\"At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology, not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices\"-- Provided by publisher.

This book presents a wide-ranging and critical exploration of a topic that lies at the heart of contemporary education. The use of digital technology is now a key feature of schools and schooling around the world. Yet despite its prominence, technology use continues to be an area of education that rarely receives sustained critical attention and thought, especially from those people who are most involved and affected by it. Technology tends to be something that many teachers, learners, parents, policy-makers and even academics approach as a routine rather than reflective matter. Tackling the wider picture, addressing the social, cultural, economic, political and commercial aspects of schools and schooling in the digital age, this book offers to make sense of what happens, and what does not happen, when the digital and the educational come together in the guise of schools technology. In particular, the book examines contemporary schooling in terms of social justice, equality and participatory democracy. Seeking to re-politicise an increasingly depoliticised area of educational debate and analysis, setting out to challenge the many contradictions that characterise the field of education technology today, the author concludes by suggesting what forms schools and schooling in the digital age could, and should, take. This is the perfect volume for anyone interested in the application and use of technology in education, as well as the education policy and politics that surround it; many will also find its innovative proposals for technology use an inspiration for their own teaching and learning. Part I: High-tech Hope and Digital Disappointment 1. Revisiting the Promise of Digital Technology and Schools 2. The Messy Realities of Digital Technology Use in Schools 3. Rethinking Digital Technology and Schools Part II: Making Sense of Schools, Schooling and Digital Technology 4. Digital Technology and Education Policymaking 5. Digital Technology and the Privitisations of Schooling 6. Digital Technology and the Organisational Concerns of Schools 7. Digital Technology and the Lived Experiences of Teachers and Students Part III: What to do with Schools in the Digital Age 8. Reconstructing Schools and Schooling in the Digital Age 9. Readjusting Schools and Schooling in the Digital Age Neil Selwyn is Senior Lecturer in the London Knowledge Lab, Institute of Education, University of London, UK. \"This book represents a key intervention in the debate and deserves not only to be widely read but also acted on.\"— British Journal of Education Technology\\ \"Selwyn’s blend of political and sociological perspectives offers an antidote to the celebratory accounts of digital technology in schools. His incisive analyses of the structures and culture of schools—the \"grammar of schooling\"—that combine to make technology’s current and future influence on classroom practice \"underwhelming\" is spot on...Selwyn has produced a slim volume well worth the time of those bone-tired of the utopian/dystopian, techno-centrist genre yet curious, even passionate, about answers to significant policy-to-practice questions that this author asks and answers bravely and fully.\"— Larry Cuban, Educational Technology Journal \"This book provides an excellent overview of the social-cultural complexities surrounding technology use in school, whilst offering a convincing case for the need for constructive critical analysis of educational technology.\" - Andrew Hope, Educational Research and Evaluation

While the tale of Roberto Busa and the Index Thomisticus has become an origin myth for Digital Medieval Studies, less attention has been paid to the critical role of the World Wide Web as a platform and impetus for this digital turn. This volume focuses on early Medieval Studies research created with, operating through, and dependent upon the internet itself, profiling ground-breaking projects that define the genres of internet-based scholarship we now take for granted, including sourcebooks, searchable databases, digital editions and corpora, and born-digital medieval scholarship. The collection reveals how internet-based products rely upon and support a more collaborative model of research, teaching, and learning in Medieval Studies than the more individualistic, discrete one that defined earlier work in the field.