{"product_id":"learning-and-the-e-generation-paperback-softback-9780631208600","title":"Learning and the E-Generation (Paperback \/ softback) 9780631208600","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eLearning and the E-Generation\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eJean D. M. Underwood (Author), Lee Farrington-Flint (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780631208600, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 30 January 2015\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e232 pages\u003cbr\u003e23 x 15.4 x 1.3 cm, 0.304 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e“Summing Up: Recommended. Upper-division undergraduates; faculty\/researchers; professionals.”  (\u003ci\u003eChoice\u003c\/i\u003e, 1 December 2015)\u003c\/p\u003e\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\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.\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\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eForeword 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\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Psychology [\u003ca title=\"See our other books on Psychology\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Psychology%20%5BJM%5D%22\"\u003eJM\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Brand New","offer_id":52316799041816,"sku":"9780631208600","price":31.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9780631208600.jpg?v=1781825749","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/learning-and-the-e-generation-paperback-softback-9780631208600","provider":"Freshly Printed Books","version":"1.0","type":"link"}