Wiley Handbooks in Education: The Wiley Handbook of Learning Technology

Editors: Rushby, Nick and Surry, Dan
Publication Year: 2016
Publisher: Wiley

Single-User Purchase Price: $195.00
Unlimited-User Purchase Price: $292.50
ISBN: 978-1-11-873643-2
Category: Technology & Engineering - Technology
Image Count: 39
Book Status: Available
Table of Contents

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.

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Table of Contents

  • List of Tables
  • List of Illustrations
  • 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