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.

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