After centuries of rethinking education and learning, the current theory is based on technology's approach to and effect on the planned interaction between knolwedge trainers and trainees. Demonstrates, through the exposure of successful cases in online education and training, the necessity of the human factor, particualarly in teaching/tutoring roles, for ensuring the development of quality and excellent learning activities. The didactic patterns derived from these experiences and methodologies will provide a basis for a more powerful and efficient new generation of technology-based learning solutions.
Examining the fundamental assumptions that we hold about the role of technology in our lives, Technology and Social Space describes the possibilities and limitations of human agency within the new wired world. In a patient and thoughtful style, author J. Macgregor Wise elaborates a critical, philosophical, and epistemological framework from which to better understand our relations to technology and social space. The book argues that most treatments of technology and society arise from a modernist episteme (or set of assumptions) that radically separates humans from technologies, focusing on questions of determination and identity. In an attempt to provide a clearer view of technology and social space, the book explores alternative perspectives centered on notions of agency. Working from within these alternative epistemes, the book turns its attention to the burgeoning technological assemblage of communication and information characterized by the Internet and cyberspace. Technology and Social Space draws on the philosophy of Deleuze and Guattari and the actor-network sociology of Bruno Latour, and brings together diverse examples from cyborg films, television, museums, cyberspace, and debates over a New World Information and Communication Order. Ultimately, the book describes the possibilities and limitation of human agency within the new wired world. This groundbreaking volume will be of interest to professionals and academics in popular culture, media studies, mass communication, and sociology.
In the aftermath of the 2020-2022 pandemic, educators find themselves grappling with the decision to revert to traditional instructional methods or embrace the transformative power of 21st-century technologies. The swift integration of virtual classrooms, videoconferencing, and social media during the pandemic has left teachers navigating uncharted territory. Many, who once vehemently resisted technology, now stand on the precipice of a digital revolution in education. This dichotomy poses a pressing problem: a dearth of documented research and guidance for educators seeking to measure the true value of these technologies in the post-pandemic era. Exploring Technology-Infused Education in the Post-Pandemic Era, offers guidance and solutions to the challenges faced by educators. As teachers stand on the brink of a pivotal decision, the research community lags behind in providing the necessary insights to inform their choices. The questions loom large: What technologies emerged during the pandemic, and have they proven effective in the classroom? Can these innovations seamlessly coexist with traditional instructional methods? The void in documented research leaves educators in a quandary, lacking the evidence needed to make informed decisions about the integration of technology into their teaching practices. This critical gap impedes progress and hinders the unleashing of the full potential of 21st-century educational tools.
Recent advancements in technology have led to significant improvements and developments within learning environments. When utilized properly, these innovations can serve as a valuable resource for educators and students. Exploring the New Era of Technology-Infused Education is a pivotal reference source for the latest scholarly research on the implementation of emerging technologies in contemporary classroom settings. Highlighting theoretical foundations, empirical case studies, and curriculum development strategies, this book is ideally designed for researchers, practitioners, educators, and academics actively involved in teaching and learning environments.
The process of technological change takes a wide variety of forms. Propositions that may be accurate when referring to the pharmaceutical industry may be totally inappropriate when applied to the aircraft industry or to computers or forest products. The central theme of Nathan Rosenberg's new book is the idea that technological changes are often 'path dependent', in the sense that their form and direction tend to be influenced strongly by the particular sequence of earlier events out of which a new technology has emerged. The book advances the understanding of technological change by explictly recognising its essential diversity and path-dependent nature. Individual chapters explore the particular features of new technologies in different historical and sectoral contexts. This book presents a unique account of how technological change is generated and the processes by which improved technologies are introduced.
Education in science, technology, engineering and mathematics (STEM) is crucial for taking advantage of the prospects of new scientific discoveries initiating or promoting technological changes, and managing opportunities and risks associated with innovations. This book explores the emerging perspectives and methodologies of STEM education and its relationship to the cultural understanding of science and technology in an international context. The authors provide a unique perspective on the subject, presenting materials and experiences from non-European industrialized as well as industrializing countries, including China, Japan, South Korea, India, Egypt, Brazil and the USA. The chapters offer a wide scope of interpretations and comparative reviews of STEM education by including narrative elements about cultural developments, considering the influence of culture and social perceptions on technological and social change, and applying innovative tools of qualitative social research. The book represents a comprehensive and multidisciplinary review of the current status and future challenges facing STEM education across the world, including issues such as globalization, interdependencies of norms and values, effects on equity and social justice as well as resilience. Overall the volume provides valuable insights for a broad and comprehensive international comparison of STEM philosophies, approaches and experiences.
Exploring Key Issues in Early Childhood and Technology offers early childhood allies, both in the classroom and out, a cutting-edge overview of the most important topics related to technology and media use in the early years. In this powerful resource, international experts share their wealth of experience and unpack complex issues into a collection of accessibly written essays. This text is specifically geared towards practitioners looking for actionable information on screen time, cybersafety, makerspaces, coding, computational thinking, STEM, AI and other core issues related to technology and young children in educational settings. Influential thought leaders draw on their own experiences and perspectives, addressing the big ideas, opportunities and challenges around the use of technology and digital media in early childhood. Each chapter provides applications and inspiration, concluding with essential lessons learned, actionable next steps and a helpful list of recommended further reading and resources. This book is a must-read for anyone looking to explore what we know – and what we still need to know – about the intersection between young children, technology and media in the digital age.
This work brings together the insights of ten designers, researchers, and educators, each invited to contribute a chapter that relates his or her experience develping or using a children's robotic learning device. This growing area of endeavour is expected to have prodound and long-lasting effets on the ways children learn and develop, and its participants come from a wide range of backgrounds.
Examining the fundamental assumptions that we hold about the role of technology in our lives, Technology and Social Space describes the possibilities and limitations of human agency within the new wired world. In a patient and thoughtful style, author J. Macgregor Wise elaborates a critical, philosophical, and epistemological framework from which to better understand our relations to technology and social space. The book argues that most treatments of technology and society arise from a modernist episteme (or set of assumptions) that radically separates humans from technologies, focusing on questions of determination and identity. In an attempt to provide a clearer view of technology and social space, the book explores alternative perspectives centered on notions of agency. Working from within these alternative epistemes, the book turns its attention to the burgeoning technological assemblage of communication and information characterized by the Internet and cyberspace. Technology and Social Space draws on the philosophy of Deleuze and Guattari and the actor-network sociology of Bruno Latour, and brings together diverse examples from cyborg films, television, museums, cyberspace, and debates over a New World Information and Communication Order. Ultimately, the book describes the possibilities and limitation of human agency within the new wired world. This groundbreaking volume will be of interest to professionals and academics in popular culture, media studies, mass communication, and sociology.
