Table of Contents
Foreword ix
1 Learning in a Digital World 1
- Starting points 1
- Hopes, dreams and nightmares 4
- Why Is the Supportive Evidence so Hard to Find? 5
- How does psychological Theory Illuminate the Educational Debate? 11
- How Can We Bridge the Home School Digital Divide? 15
- Risks, skills and opportunities 16
- Conclusions 16
2 How do People Learn? 18
- Introduction 18
- What is learning? 19
- Beyond General Theories of learning 22
- What About the Quality of Learning? 23
- Active Versus Passive Learning 24
- Preferred Learning Styles 26
- What About the Learner? 28
- Risks, Skills and opportunities 30
- Conclusions 30
3 Social Interactions and Written Communication 32
- Introduction 32
- Communicating Online 33
- Changes in Written Language 36
- Abbreviations Mediated Through Technology 39
- The Effects of Text Abbreviations on Literacy Skills 41
- Risks, skills and opportunities 44
- Conclusions 44
4 E-Books, E-Readers and Tablets, Are they the Way Forward? 46
- Introduction 46
- E-books: Are they Effective Teaching Tools or an adjunct to Real Reading Activities? 47
- Promoting Collaboration and Peer-group interactions 51
- Adult instruction is Still Important 53
- The benefits of Kindles and iPads 55
- Mobile technology and Second Language Learning 58
- What About Those at Risk of Reading Difficulties? 59
- A Multisensory Experience 61
- Risks, skills and opportunities 64
- Conclusions 64
5 Becoming Digitally Literate 66
- Introduction 66
- Engaging with New Forms of literacy 67
- So Which Literacy Skills are required to become a Digital Native? 68
- The Multimodal Landscape 70
- Visual Literacy and Visual Representations 71
- How Can Visual Representations Support Learning? 73
- Risks, skills and opportunities 76
- Conclusions 77
6 Social Networking as an Educational Tool 78
- Introduction 78
- Facebook as a Popular Networking Tool 79
- Social Capital 80
- Social Networking in Educational Contexts 82
- So why is the Educational use of an SNS different from Using a Virtual Learning Environment (VLE)? 86
- Where Does This Leave Us? 87
- The Need to Establish Rules of the Game: Netiquette 88
- Risks, Skills and Opportunities 89
- Conclusions 90
7 Absorbed by Technology 92
- Introduction 92
- Addiction and Wellbeing 93
- Time Wasting 96
- Driven by the Fear of Missing Out (FOMO) 97
- The Interplay of Cognition and Internet Activity 98
- Are Multitaskers Always at a Disadvantage? 102
- Going with the Flow 103
- So what are Young People Learning? 104
- Risks, Skills and Opportunities 105
- Conclusions 105
8 Games, Learning and Education 107
- Introduction 107
- The Nature of Games 108
- Simply Addicted to Games? 109
- Games and Learning 112
- Is Gaming a Panacea for Educational Ills? 116
- The Future of Games for Learning 120
- Risks, Skills and Opportunities 122
- Conclusions 122
9 Misbehaviour or Merely Misunderstanding? 124
- Introduction 124
- What is Academic Dishonesty? 125
- Prevalence rates of Academic Malpractice 126
- Why do Students Take the Risk? 128
- Do they Know what they are Doing? 130
- And the Solution is? 132
- Risks, Skills and Opportunities 134
- Conclusions 134
10 Being Emotionally Intelligent and Risk Resilient 136
- Introduction 136
- Shades of Light and Dark 137
- Overcoming Risks and Building Resilience 139
- Self-disclosure and Social Networking 142
- So are Emotional Intelligence and Resilience the Key to Reducing Risk? 144
- How do We Cultivate a State of Emotional Intelligence and Risk Resilience? 147
- Risks, Skills and Opportunities 149
- Conclusions 150
11 The Future of Learning 151
- Introduction 151
- The Skills of the Net Generation 152
- Bridging the Home–School Divide 156
- Can Psychological Theory Inform Educational Practice? 158
- Promoting Educational Change 160
- Learner, Teacher and School Level Characteristics 161
- Many Possibilities but No Certainties 165
References 167
Author Index 202
Subject Index 214
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