{"product_id":"learning-and-the-e-generation-isbn-9780631208600","title":"Learning and the E-Generation","description":"\u003cp\u003e\u003ci\u003eLearning and the E-Generation\u003c\/i\u003e 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.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eAssesses the psychological factors at play, including social, cognitive, and behavioral characteristics that are influenced by exposure to technology\u003c\/li\u003e \u003cli\u003eAddresses the risks and benefits of 21st century digital technology on children and young adults\u003c\/li\u003e \u003cli\u003eWritten by two experts in the field who draw on the latest research and practice from psychology, neuroscience, and education\u003c\/li\u003e \u003cli\u003eDiscusses 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\u003c\/li\u003e \u003c\/ul\u003e  Foreword ix  \u003cp\u003e\u003cb\u003e1 Learning in a Digital World 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStarting points 1\u003c\/p\u003e \u003cp\u003eHopes, dreams and nightmares 4\u003c\/p\u003e \u003cp\u003eWhy Is the Supportive Evidence so Hard to Find? 5\u003c\/p\u003e \u003cp\u003eHow does psychological Theory Illuminate the Educational Debate? 11\u003c\/p\u003e \u003cp\u003eHow Can We Bridge the Home School Digital Divide? 15\u003c\/p\u003e \u003cp\u003eRisks, skills and opportunities 16\u003c\/p\u003e \u003cp\u003eConclusions 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 How do People Learn? 18\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 18\u003c\/p\u003e \u003cp\u003eWhat is learning? 19\u003c\/p\u003e \u003cp\u003eBeyond General Theories of learning 22\u003c\/p\u003e \u003cp\u003eWhat About the Quality of Learning? 23\u003c\/p\u003e \u003cp\u003eActive Versus Passive Learning 24\u003c\/p\u003e \u003cp\u003ePreferred Learning Styles 26\u003c\/p\u003e \u003cp\u003eWhat About the Learner? 28\u003c\/p\u003e \u003cp\u003eRisks, Skills and opportunities 30\u003c\/p\u003e \u003cp\u003eConclusions 30\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Social Interactions and Written Communication 32\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 32\u003c\/p\u003e \u003cp\u003eCommunicating Online 33\u003c\/p\u003e \u003cp\u003eChanges in Written Language 36\u003c\/p\u003e \u003cp\u003eAbbreviations Mediated Through Technology 39\u003c\/p\u003e \u003cp\u003eThe Effects of Text Abbreviations on Literacy Skills 41\u003c\/p\u003e \u003cp\u003eRisks, skills and opportunities 44\u003c\/p\u003e \u003cp\u003eConclusions 44\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 E-Books, E-Readers and Tablets, Are they the Way Forward? 46\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 46\u003c\/p\u003e \u003cp\u003eE-books: Are they Effective Teaching Tools or an adjunct to Real Reading Activities? 47\u003c\/p\u003e \u003cp\u003ePromoting Collaboration and Peer-group interactions 51\u003c\/p\u003e \u003cp\u003eAdult instruction is Still Important 53\u003c\/p\u003e \u003cp\u003eThe benefits of Kindles and iPads 55\u003c\/p\u003e \u003cp\u003eMobile technology and Second Language Learning 58\u003c\/p\u003e \u003cp\u003eWhat About Those at Risk of Reading Difficulties? 59\u003c\/p\u003e \u003cp\u003eA Multisensory Experience 61\u003c\/p\u003e \u003cp\u003eRisks, skills and opportunities 64\u003c\/p\u003e \u003cp\u003eConclusions 64\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Becoming Digitally Literate 66\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 66\u003c\/p\u003e \u003cp\u003eEngaging with New Forms of literacy 67\u003c\/p\u003e \u003cp\u003eSo Which Literacy Skills are required to become a Digital Native? 68\u003c\/p\u003e \u003cp\u003eThe Multimodal Landscape 70\u003c\/p\u003e \u003cp\u003eVisual Literacy and Visual Representations 71\u003c\/p\u003e \u003cp\u003eHow Can Visual Representations Support Learning? 73\u003c\/p\u003e \u003cp\u003eRisks, skills and opportunities 76\u003c\/p\u003e \u003cp\u003eConclusions 77\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Social Networking as an Educational Tool 78\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 78\u003c\/p\u003e \u003cp\u003eFacebook as a Popular Networking Tool 79\u003c\/p\u003e \u003cp\u003eSocial Capital 80\u003c\/p\u003e \u003cp\u003eSocial Networking in Educational Contexts 82\u003c\/p\u003e \u003cp\u003eSo why is the Educational use of an SNS different from Using a Virtual Learning Environment (VLE)? 86\u003c\/p\u003e \u003cp\u003eWhere Does This Leave Us? 87\u003c\/p\u003e \u003cp\u003eThe Need to Establish Rules of the Game: Netiquette 88\u003c\/p\u003e \u003cp\u003eRisks, Skills and Opportunities 89\u003c\/p\u003e \u003cp\u003eConclusions 90\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Absorbed by Technology 92\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 92\u003c\/p\u003e \u003cp\u003eAddiction and Wellbeing 93\u003c\/p\u003e \u003cp\u003eTime Wasting 96\u003c\/p\u003e \u003cp\u003eDriven by the Fear of Missing Out (FOMO) 97\u003c\/p\u003e \u003cp\u003eThe Interplay of Cognition and Internet Activity 98\u003c\/p\u003e \u003cp\u003eAre Multitaskers Always at a Disadvantage? 102\u003c\/p\u003e \u003cp\u003eGoing with the Flow 103\u003c\/p\u003e \u003cp\u003eSo what are Young People Learning? 104\u003c\/p\u003e \u003cp\u003eRisks, Skills and Opportunities 105\u003c\/p\u003e \u003cp\u003eConclusions 105\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Games, Learning and Education 107\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 107\u003c\/p\u003e \u003cp\u003eThe Nature of Games 108\u003c\/p\u003e \u003cp\u003eSimply Addicted to Games? 109\u003c\/p\u003e \u003cp\u003eGames and Learning 112\u003c\/p\u003e \u003cp\u003eIs Gaming a Panacea for Educational Ills? 116\u003c\/p\u003e \u003cp\u003eThe Future of Games for Learning 120\u003c\/p\u003e \u003cp\u003eRisks, Skills and Opportunities 122\u003c\/p\u003e \u003cp\u003eConclusions 122\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Misbehaviour or Merely Misunderstanding? 124\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 124\u003c\/p\u003e \u003cp\u003eWhat is Academic Dishonesty? 125\u003c\/p\u003e \u003cp\u003ePrevalence rates of Academic Malpractice 126\u003c\/p\u003e \u003cp\u003eWhy do Students Take the Risk? 128\u003c\/p\u003e \u003cp\u003eDo they Know what they are Doing? 130\u003c\/p\u003e \u003cp\u003eAnd the Solution is? 132\u003c\/p\u003e \u003cp\u003eRisks, Skills and Opportunities 134\u003c\/p\u003e \u003cp\u003eConclusions 134\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Being Emotionally Intelligent and Risk Resilient 136\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 136\u003c\/p\u003e \u003cp\u003eShades of Light and Dark 137\u003c\/p\u003e \u003cp\u003eOvercoming Risks and Building Resilience 139\u003c\/p\u003e \u003cp\u003eSelf-disclosure and Social Networking 142\u003c\/p\u003e \u003cp\u003eSo are Emotional Intelligence and Resilience the Key to Reducing Risk? 144\u003c\/p\u003e \u003cp\u003eHow do We Cultivate a State of Emotional Intelligence and Risk Resilience? 147\u003c\/p\u003e \u003cp\u003eRisks, Skills and Opportunities 149\u003c\/p\u003e \u003cp\u003eConclusions 150\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 The Future of Learning 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 151\u003c\/p\u003e \u003cp\u003eThe Skills of the Net Generation 152\u003c\/p\u003e \u003cp\u003eBridging the Home–School Divide 156\u003c\/p\u003e \u003cp\u003eCan Psychological Theory Inform Educational Practice? 158\u003c\/p\u003e \u003cp\u003ePromoting Educational Change 160\u003c\/p\u003e \u003cp\u003eLearner, Teacher and School Level Characteristics 161\u003c\/p\u003e \u003cp\u003eMany Possibilities but No Certainties 165\u003c\/p\u003e \u003cp\u003eReferences 167\u003c\/p\u003e \u003cp\u003eAuthor Index 202\u003c\/p\u003e \u003cp\u003eSubject Index 214\u003c\/p\u003e \u003cp\u003e“Summing Up: Recommended. Upper-division undergraduates; faculty\/researchers; professionals.”  (\u003ci\u003eChoice\u003c\/i\u003e, 1 December 2015)\u003c\/p\u003e \u003cp\u003eJean D. M. Underwood is Professor Emeritus of Psychology at Nottingham Trent University, UK. She has published extensively on the effects of technology identifying the cognitive and social factors that facilitate and inhibit effective learning with and through digital technologies. She is the co-editor of several books, including \u003ci\u003eLearning Through Digital Technologies\u003c\/i\u003e (2007) and \u003ci\u003eIntegrated Learning Systems: Potential into Practice\u003c\/i\u003e (1997).\u003c\/p\u003e \u003cp\u003eLee Farrington-Flint is Lecturer in Developmental Psychology at the Centre for Research in Education \u0026amp; Educational Technology at The Open University, UK.  He has published on the topic of early language and literacy skills and early arithmetic development, and the role of digital technology on children’s communication and learning. His work has appeared in the \u003ci\u003eJournal of Research in Reading\u003c\/i\u003e, \u003ci\u003eBritish Journal of Developmental Psychology\u003c\/i\u003e, and \u003ci\u003eEducational Psychology\u003c\/i\u003e, among other top journals.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eLearning and the E-Generation\u003c\/i\u003e 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. Written by two experts in the field, it draws on the latest research and practice from psychology, neuroscience, and education to address the risks and benefits of 21st-century digital technology on children and young adults.  The authors assess the psychological factors at play, including social, cognitive, and behavioral characteristics that are influenced by exposure to technology. The chapters cover topics such as theories and styles of learning, technology’s effect on verbal and written communication, e-readers and tablets as teaching tools, digital literacy, social networking in educational contexts, and academic dishonesty and the internet. Filled with the latest insights on the future of learning, this is an important look at the potential of technology to make the learning process more authentic and engaging, as well as the pitfalls and obstacles which can prevent this from happening effectively.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989520924901,"sku":"NP9780631208600","price":26.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780631208600.jpg?v=1761784441","url":"https:\/\/k12savings.com\/products\/learning-and-the-e-generation-isbn-9780631208600","provider":"K12savings","version":"1.0","type":"link"}