Book Description The Wiley Handbook of Learning Technology is an authoritative and up-to-date survey of the fast-growing field of learning technology, from its foundational theories and practices to its challenges, trends, and future developments. Offers an examination of learning technology that is equal parts theoretical and practical, covering both the technology of learning and the use of technology in learning Individual chapters tackle timely and controversial subjects, such as gaming and simulation, security, lifelong learning, distance education, learning across educational settings, and the research agenda Designed to serve as a point of entry for learning technology novices, a comprehensive reference for scholars and researchers, and a practical guide for education and training practitioners Includes 29 original and comprehensively referenced essays written by leading experts in instructional and educational technology from around the world Show and hide more
Table of Contents
Cover Title Page Foreword Acknowledgements Contributors Editorial Advisory Board 1 Mapping the Field and Terminology 1.1 Living with Change 1.2 What is Learning Technology? 1.3 Focusing on Learning 1.4 What are the Technologies? 1.5 Making it Work 1.6 Study and Ethical Practice 1.7 Current Issues 1.8 Innovation and Change 1.9 Conclusion References 2 How People Learn 2.1 Introduction 2.2 Human Cognitive Architecture and Learning Processes 2.3 Self-Regulated and Self-Directed Learning 2.4 Discussion References 3 What is Technology? 3.1 Introduction 3.2 The Absence of Thinking about Technology Within Learning Technology 3.3 Foundational Discussions of Technology 3.4 Contemporary Discussions of Technology 3.5 Technology as Cause 3.6 Technology as Social Intervention 3.7 Technology as Social Effect 3.8 Technology as the Instantiation of Theory 3.9 Technology as a System Within Systems 3.10 Technology as Network Effect 3.11 Conclusions References 4 Learning Theory and Technology 4.1 Introduction 4.2 Understanding Teachers’ and Designers’ Conceptions of Learning 4.3 Teachers’ Beliefs about Technology 4.4 Three Views on Learning 4.5 Learning as Response Strengthening: Behaviorism 4.6 Learning as Knowledge Acquisition: Cognitive Information Processing 4.7 Learning as Knowledge Construction: Constructivism 4.8 Changes in Theory Prompting Changes in Tools 4.9 Changes in Tools Prompting Changes in Theory 4.10 Conclusion References 5 Evolution of Learning Technologies 5.1 Background: Early Technological Infrastructure 5.2 Phases of Development of Learning Technologies 5.3 1980s: Programmed Learning and Multimedia Resources 5.4 Late 1980s to Early 1990s: Hypertext and Simulations 5.5 1993: The Internet and the Web 5.6 1995: Learning Systems 5.7 1998: Mobile Devices and m-Learning 5.8 2000: Gaming Technologies 5.9 2001: Open Educational Resources 5.10 2004: Social and Participatory Media 5.11 2005: Virtual Worlds 5.12 2007: E-books and Smart Devices 5.13 2008: Massive Open Online Courses 5.14 2012–14: Big Data and Learning Analytics 5.15 Summary References 6 Learning Technology at Home and Preschool 6.1 Learning Technology 6.2 Data on Availability and Use of Digital Media 6.3 The Debates about Young Children and Technology 6.4 Play and Learning in the Early Years 6.5 Digital Media and Technology in Preschool Settings 6.6 Digital Media and Technology at Home 6.7 Design 6.8 Looking Ahead References 7 Problem Spaces 7.1 Introduction: Towards a Critical Pedagogy of Learning Technologies 7.2 Technology-supported Pedagogy: Problem Spaces 7.3 Problem Space 1: Pedagogy and Learning Design—Imperatives for Perpetual Renewal 7.4 Problem Space 2: Teacher Professional Development and Research 7.5 Problem Space 3: Web 2.0 and School Cultures 7.6 Conclusion References 8 Learning Technology in Higher Education 8.1 Introduction 8.2 Students 8.3 Instructors 8.4 Learning Design 8.5 Support 8.6 Technology 8.7 Institutional Dimensions 8.8 Conclusion References 9 Learning Technology in Business and Industry 9.1 Introduction 9.2 Foundations 9.3 Status Quo 9.4 Interoperability Standards 9.5 Emergent Directions 9.6 Conclusion References 10 Educational Technologies in Distance Education 10.1 Introduction 10.2 From China’s Imperial Examination to MOOCs: A Brief History of Distance Education 10.3 Issues in Educational Technology and Distance Education 10.4 Research and Scholarship 10.5 Concluding Remarks References 11 Learning Technology and Lifelong Informal, Self-directed, and Non-formal Learning 11.1 Introduction 11.2 Educational Technology and Informal Learning 11.3 Citizen Science 11.4 Educational Technology and Non-formal Education 11.5 Telecenters 11.6 Evaluation and Quality Assurance 11.7 Conclusion References 12 Learning with Technologies in Resource-constrained Environments 12.1 Introduction 12.2 Learning in Resource-constrained Environments 12.3 Learning with Technologies 12.4 Meaningful Learning within a Triadic Zone of Proximal Development 12.5 Integrating Home and School Cultures 12.6 The Importance of Affordances and Effectivities 12.7 Exploiting Local Knowledge 12.8 DIY Citizenship and the Maker Movement 12.9 Insensitivity to Prior Knowledge 12.10 Mobile Learning: An Ignored Obvious Choice 12.11 Open Educational Resources 12.12 Massive Open Online Courses 12.13 Educators Shift to Cloud-based Tools 12.14 Learning through Connected Devices 24/7 12.15 Pedagogical Choices for Teaching with Technology 12.16 Conclusion References 13 Competencies for Designers, Instructors, and Online Learners 13.1 Introduction 13.2 Standards of Performance 13.3 Changes Affecting Learning Technology 13.4 Evolving Understanding of Learning Processes 13.5 Instructional Designer Competence 13.6 Instructor Competence 13.7 Online Learner Competence 13.8 Conclusion References 14 Digital Learning Environments 14.1 Introduction 14.2 Organizational Structures 14.3 Designing Learning Environments and Learning Experiences 14.4 Illustrative Example: The YoTeach! Learning Environment 14.5 Guided vs Minimally Guided Instruction within Digital Learning Environments 14.6 Illustrative Example: Project Engage! 14.7 Repurposed Digital Learning Environments and their Neutrality 14.8 Illustrative Example: Twitter and #PhDChat 14.9 Conclusion References 15 How to Succeed with Online Learning 15.1 Introduction 15.2 The Place of Formal and Informal Online Learning in “The Blend” 15.3 Live Online Learning 15.4 Asynchronous 15.5 The Rise of Online Learning 15.6 Online Learning in the Workplace 15.7 Looking Ahead References 16 Diversity and Inclusion in the Learning Enterprise 16.1 Introduction 16.2 Overview 16.3 Learning, Culture, and Digital Technologies 16.4 The Convergence of Digital Technologies and Learning Spaces 16.5 Diversity, Learning Technologies, and Teaching 16.6 Diversity, Learning Technologies, and Policymaking 16.7 Technology Designers: The Invisible Policymakers 16.8 The Ecology of Diversity and Learning Technologies References 17 Sins of Omission 17.1 Introduction 17.2 Definition of Terms 17.3 Review of Research 17.4 Cultural Approaches to Online Learning 17.5 Interdisciplinary Research on Semiotics 17.6 A Look at Semiotics and At-risk and Diverse Learners 17.7 Other Issues that can Affect Student Retention in Online Courses 17.8 Theory and Method 17.9 Summary References 18 Equity, Access, and the Digital Divide in Learning Technologies 18.1 Introduction 18.2 Equity of Access 18.3 Historical Antecedents 18.4 The Digital Divide 18.5 Issues in Equity and Access 18.6 Current Issues 18.7 Technology Integration and Equity of Access 18.8 Managing Increasing Information 18.9 Conclusions and Future Directions 18.10 Lessons Learned 18.11 Future Research References 19 University Learning Technology Control and Security 19.1 Introduction 19.2 Educational Master Plan 19.3 Strategic Planning 19.4 Operational Planning 19.5 Tactical Planning 19.6 Technology 19.7 Technology Plan: Control 19.8 Technology Committee: Control and Team 19.9 Technology Security 19.10 Higher Education Security Issues 19.11 Securing Technology 19.12 Learning Technology Group 19.13 Information Technology Group: The Security Organization 19.14 Fostering Teamwork 19.15 Conclusion References 20 The Design of Learning 20.1 Introduction 20.2 The Notion of Design 20.3 Design Challenges 20.4 Design and Research 20.5 Discussion Acknowledgements References 21 Mobile Learning and Social Networking 21.1 Introduction 21.2 Mobile Learning as a Learning Technology 21.3 Mobile Learning as Innovation 21.4 Mobile Learning as Social Intervention 21.5 The Evidence and Impact 21.6 Social Networking as a Learning Technology 21.7 Mobile Learning and a Mobile Society 21.8 Mobile Learning – Moving Across the Atlantic, Moving into the Market 21.9 Learning with Mobiles as a Social Phenomenon 21.10 Learning Technology: No Longer Recognizable References 22 The Utility of Games for Society, Business, and Politics 22.1 Introduction 22.2 Fragmentation 22.3 Learning and Games 22.4 Definitions and Taxonomies 22.5 Framing Theory 22.6 Frame-reflective Discourse Analysis 22.7 Methodological Approach 22.8 Frame Analysis of Serious Games 22.9 Frame-reflective Discourse Analysis: Research 22.10 Frame-reflective Discourse Analysis: Policy 22.11 Practical Implications 22.12 Conclusion References 23 The Investment in Learning Technologies 23.1 Introduction 23.2 What do We Mean by Value for Money? 23.3 Getting the Basics Right 23.4 Planning the Investment 23.5 What Exactly are “Full Costs”? 23.6 What Kinds of Learning Investments are More or Less Likely to Deliver Value for Money? 23.7 What About the Enabling Software? 23.8 Calculating Value for Money 23.9 What Can We Conclude About Learning Technologies and Value for Money? References 24 Technology Planning in Schools 24.1 Introduction 24.2 Technology Implementation Theories 24.3 Conditions that Facilitate Implementation 24.4 RIPPLES 24.5 Other Implementation Models 24.6 Developing Technology Implementation Plans 24.7 Professional Development for Technology Planning 24.8 Evaluating Technology Implementation and Integration 24.9 Researching Technology Implementation 24.10 Conclusion References 25 Surviving the Next Generation of Organizations—as Leaders 25.1 Problematic: Bridging a Gap for a New Generation of Educational Technology Leaders 25.2 Mapping Terrain: A Critical Examination of Ideas and Trends in the Educational Technology and Educational Leadership Fields 25.3 Bridging the Gap: Four Sets of Principles for Educational Technologists Who Will Lead the Next Generation of Organizations 25.4 Conclusion References 26 Futureproofing 26.1 Introduction 26.2 Factors Shaping Society and Education 26.3 Abundance 26.4 Acceleration 26.5 Integration 26.6 Preparing for Unknown Curricula 26.7 The Near Term 26.8 The Long Term 26.9 The Far Term 26.10 Conclusion References 27 Towards a Research Agenda for Educational Technology Research 27.1 Introduction 27.2 Two Cities 27.3 The Age of Foolishness and the Age of Wisdom 27.4 Towards a Research Agenda References 28 The Dystopian Futures 28.1 Introduction 28.2 Dystopian Visions of Learning, Education, and Technology 28.3 Making Good Use of Dystopian Visions of Learning Technology References 29 Utopian Futures for Learning Technologies 29.1 Introduction 29.2 Technological Utopianism 29.3 A Utopian Future for Learning Technologies 29.4 A Model for a Utopian Future in Learning Technologies 29.5 Key Factors for Change 29.6 2020 Forecast: Creating the Future of Learning 29.7 Shifts from Educational Institutions to Learning Flows: Mapping the Future of Learning 29.8 Organizations: The Future of Learning Institutions in a Digital Age 29.9 Learning Technologies 29.10 A Vision for Future Learning Technologies References Index End User License Agreement