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Learning and the E-Generation
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Learning and the E-Generation
by Lee Farrington-Flint, Jean D. M. Underwood
Learning and the E-Generation
Cover
Title page
Copyright page
Foreword
Chapter One: Learning in a Digital World
Starting Points
Hopes, Dreams and Nightmares
Why Is the Supportive Evidence so Hard to Find?
How does Psychological Theory Illuminate the Educational Debate?
How Can We Bridge the Home School Digital Divide?
Risks, Skills and Opportunities
Conclusions
Chapter Two: How do People Learn?
Introduction
What is Learning?
Beyond General Theories of Learning
What About the Quality of Learning?
Active Versus Passive Learning
Preferred Learning Styles
What About the Learner?
Risks, Skills and Opportunities
Conclusions
Chapter Three: Social Interactions and Written Communication
Introduction
Communicating Online
Changes in Written Language
Abbreviations Mediated Through Technology
The Effects of Text Abbreviations on Literacy Skills
Risks, Skills and Opportunities
Conclusions
Chapter Four: E-books, E-Readers and Tablets, Are they the Way Forward?
Introduction
E-books: Are they Effective Teaching Tools or an Adjunct to Real Reading Activities?
Promoting Collaboration and Peer-group Interactions
Adult Instruction is Still Important
The Benefits of Kindles and iPads
Mobile Technology and Second Language Learning
What About Those at Risk of Reading Difficulties?
A Multisensory Experience
Risks, Skills and Opportunities
Conclusions
Chapter Five: Becoming Digitally Literate
Introduction
Engaging with New Forms of Literacy
So Which Literacy Skills are Required to Become a Digital Native?
The Multimodal Landscape
Visual Literacy and Visual Representations
How Can Visual Representations Support Learning?
Risks, Skills and Opportunities
Conclusions
Chapter Six: Social Networking as an Educational Tool
Introduction
Facebook as a Popular Networking Tool
Social Capital
Social Networking in Educational Contexts
So why is the Educational use of an SNS different from Using a Virtual Learning Environment (VLE)?
Where Does This Leave Us?
The Need to Establish Rules of the Game: Netiquette
Risks, Skills and Opportunities
Conclusions
Chapter Seven: Absorbed by Technology
Introduction
Addiction and Wellbeing
Time Wasting
Driven by the Fear of Missing Out (FOMO)
The Interplay of Cognition and Internet Activity
Are Multitaskers Always at a Disadvantage?
Going with the Flow
So what are Young People Learning?
Risks, Skills and Opportunities
Conclusions
Chapter Eight: Games, Learning and Education
Introduction
The Nature of Games
Simply Addicted to Games?
Games and Learning
Is Gaming a Panacea for Educational Ills?
The Future of Games for Learning
Risks, Skills and Opportunities
Conclusions
Chapter Nine: Misbehaviour or Merely Misunderstanding?
Introduction
What is Academic Dishonesty?
Prevalence Rates of Academic Malpractice
Why do Students Take the Risk?
Do they Know What they are Doing?
And the Solution Is?
Risks, Skills and Opportunities
Conclusions
Chapter Ten: Being Emotionally Intelligent and Risk Resilient
Introduction
Shades of Light and Dark
Overcoming Risks and Building Resilience
Self-Disclosure and Social Networking
So are Emotional Intelligence and Resilience the Key to Reducing Risk?
How do We Cultivate a State of Emotional Intelligence and Risk Resilience?
Risks, Skills and Opportunities
Conclusions
Chapter Eleven: The Future of Learning
Introduction
The Skills of the Net Generation
Bridging the Home–School Divide
Can Psychological Theory Inform Educational Practice?
Promoting Educational Change
Learner, Teacher and School Level Characteristics
Many Possibilities but no Certainties
References
Author Index
Subject Index
End User License Agreement
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Cover
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Title page
CONTENTS
Cover
Title page
Copyright page
Foreword
Chapter One: Learning in a Digital World
Starting Points
Hopes, Dreams and Nightmares
Why Is the Supportive Evidence so Hard to Find?
How does Psychological Theory Illuminate the Educational Debate?
How Can We Bridge the Home School Digital Divide?
Risks, Skills and Opportunities
Conclusions
Chapter Two: How do People Learn?
Introduction
What is Learning?
Beyond General Theories of Learning
What About the Quality of Learning?
Active Versus Passive Learning
Preferred Learning Styles
What About the Learner?
Risks, Skills and Opportunities
Conclusions
Chapter Three: Social Interactions and Written Communication
Introduction
Communicating Online
Changes in Written Language
Abbreviations Mediated Through Technology
The Effects of Text Abbreviations on Literacy Skills
Risks, Skills and Opportunities
Conclusions
Chapter Four: E-books, E-Readers and Tablets, Are they the Way Forward?
Introduction
E-books: Are they Effective Teaching Tools or an Adjunct to Real Reading Activities?
Promoting Collaboration and Peer-group Interactions
Adult Instruction is Still Important
The Benefits of Kindles and iPads
Mobile Technology and Second Language Learning
What About Those at Risk of Reading Difficulties?
A Multisensory Experience
Risks, Skills and Opportunities
Conclusions
Chapter Five: Becoming Digitally Literate
Introduction
Engaging with New Forms of Literacy
So Which Literacy Skills are Required to Become a Digital Native?
The Multimodal Landscape
Visual Literacy and Visual Representations
How Can Visual Representations Support Learning?
Risks, Skills and Opportunities
Conclusions
Chapter Six: Social Networking as an Educational Tool
Introduction
Facebook as a Popular Networking Tool
Social Capital
Social Networking in Educational Contexts
So why is the Educational use of an SNS different from Using a Virtual Learning Environment (VLE)?
Where Does This Leave Us?
The Need to Establish Rules of the Game: Netiquette
Risks, Skills and Opportunities
Conclusions
Chapter Seven: Absorbed by Technology
Introduction
Addiction and Wellbeing
Time Wasting
Driven by the Fear of Missing Out (FOMO)
The Interplay of Cognition and Internet Activity
Are Multitaskers Always at a Disadvantage?
Going with the Flow
So what are Young People Learning?
Risks, Skills and Opportunities
Conclusions
Chapter Eight: Games, Learning and Education
Introduction
The Nature of Games
Simply Addicted to Games?
Games and Learning
Is Gaming a Panacea for Educational Ills?
The Future of Games for Learning
Risks, Skills and Opportunities
Conclusions
Chapter Nine: Misbehaviour or Merely Misunderstanding?
Introduction
What is Academic Dishonesty?
Prevalence Rates of Academic Malpractice
Why do Students Take the Risk?
Do they Know What they are Doing?
And the Solution Is?
Risks, Skills and Opportunities
Conclusions
Chapter Ten: Being Emotionally Intelligent and Risk Resilient
Introduction
Shades of Light and Dark
Overcoming Risks and Building Resilience
Self-Disclosure and Social Networking
So are Emotional Intelligence and Resilience the Key to Reducing Risk?
How do We Cultivate a State of Emotional Intelligence and Risk Resilience?
Risks, Skills and Opportunities
Conclusions
Chapter Eleven: The Future of Learning
Introduction
The Skills of the Net Generation
Bridging the Home–School Divide
Can Psychological Theory Inform Educational Practice?
Promoting Educational Change
Learner, Teacher and School Level Characteristics
Many Possibilities but no Certainties
References
Author Index
Subject Index
End User License Agreement
List of Tables
Chapter 02
Table 2.1. Basic brain functions and Zull’s (2002) four pillars of learning
List of Illustrations
Chapter 01
Figure 1.1. Mean rating of intrinsic motivation and levels of concentration from Larson (2000)
Chapter 10
Figure 10.1. Rising security awareness: Changes in students’ privacy settings between 2010 and 2011 for a range of Facebook attributes (from Dey et al., 2012).
Chapter 11
Figure 11.1. Learning equation developed by Underwood, Baguely et al. (2008) to capture personalized learning in schools.
Figure 11.2. Description of the opportunities afforded at the classroom level
Figure 11.3. Descriptions of the cognitive and affective skills afforded at the individual learner level
Guide
Cover
Table of Contents
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