000 06261cam a2200709 i 4500
001 ocn926106027
003 OCoLC
005 20230823095538.0
006 m o d
007 cr |||||||||||
008 151021s2016 enk ob 001 0 eng
010 _a 2015041348
040 _aDLC
_beng
_erda
_cDLC
_dOCLCF
_dN$T
_dYDXCP
_dDG1
_dIDEBK
_dEBLCP
_dDEBBG
_dRECBK
019 _a945612223
020 _a9781118736630 (pdf)
020 _a111873663X (pdf)
020 _a9781118736746 (epub)
020 _a1118736745 (epub)
020 _z9781118736432 (cloth)
020 _a9781118736494
020 _a1118736494
029 1 _aNLGGC
_b402214803
029 1 _aDEBBG
_bBV043738121
029 1 _aAU@
_b000059222985
035 _a(OCoLC)926106027
_z(OCoLC)945612223
042 _apcc
050 0 0 _aLB1028.3
072 7 _aEDU
_x001000
_2bisacsh
072 7 _aEDU
_x036000
_2bisacsh
082 0 0 _a371.33
_223
049 _aMAIN
245 0 4 _aThe Wiley handbook of learning technology /
_cedited by Nick Rushby, Daniel W. Surry.
263 _a1604
264 1 _aChichester, UK ;
_aMalden, MA :
_bWiley Blackwell,
_c2016.
300 _a1 online resource.
336 _atext
_2rdacontent
337 _acomputer
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aWiley Handbooks in Education
504 _aIncludes bibliographical references and index.
588 _aDescription based on print version record and CIP data provided by publisher.
505 0 _aTitle Page; Copyright Page; Contents; Foreword; Acknowledgements; Contributors; Editorial Advisory Board; Chapter 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; Chapter 2 How People Learn; 2.1 Introduction; 2.2 Human Cognitive Architecture and Learning Processes; 2.2.1 The construction of cognitive schemas; 2.2.2 The automation of cognitive schemas
505 8 _a2.2.3 Complex Learning and Transfer2.3 Self-Regulated and Self-Directed Learning; 2.3.1 Learning SRL skills; 2.3.2 Learning SDL skills; 2.4 Discussion; References; Chapter 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
505 8 _a3.11 ConclusionsReferences; Chapter 4 Learning Theory and Technology: A Reciprocal Relationship; 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
505 8 _aChapter 5 Evolution of Learning Technologies5.1 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
505 8 _a5.14 2012-14: Big Data and Learning Analytics5.15 Summary; References; Chapter 6 Learning Technology at Home and Preschool; 6.1 Learning Technology; 6.1.1 Defining preschool; 6.1.2 Developmentally appropriate technology; 6.2 Data on Availability and Use of Digital Media; 6.3 The Debates about Young Children and Technology; 6.3.1 Screens and screen time; 6.4 Play and Learning in the Early Years; 6.4.1 Learning; 6.5 Digital Media and Technology in Preschool Settings; 6.5.1 Pedagogy; 6.6 Digital Media and Technology at Home; 6.6.1 Support at home; 6.7 Design; 6.8 Looking Ahead; References
520 _aThe 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. -Offers an examination of learning technology that is equal parts theoretical and practical, covering both the technology of learning and the use of technology in learning -Individual chapters tackle timely and controversial subjects, such as gaming and simulation, security, lifelong learning, distance education, learning across educational settings, and the research agenda -Designed to serve as a point of entry for learning technology novices, a comprehensive reference for scholars and researchers, and a practical guide for education and training practitioners -Includes 29 original and comprehensively referenced essays written by leading experts in instructional and educational technology from around the world.
650 0 _aEducational technology
_vHandbooks, manuals, etc.
650 7 _aEducational technology.
_2fast
_0(OCoLC)fst00903623
650 7 _aEDUCATION / Administration / General
_2bisacsh
650 7 _aEDUCATION / Organizations & Institutions
_2bisacsh
655 7 _aHandbooks and manuals.
_2fast
_0(OCoLC)fst01423877
655 4 _aElectronic books.
655 0 _aElectronic books.
700 1 _aRushby, Nicholas John,
_eeditor.
700 1 _aSurry, Daniel W.,
_d1962-
_eeditor.
776 0 8 _iPrint version:
_tWiley handbook of learning technology
_dChichester, UK ; Malden, MA : John Wiley & Sons, 2016
_z9781118736432
_w(DLC) 2015039625
830 0 _aWiley Handbooks in Education.
856 4 0 _uhttp://dx.doi.org/10.1002/9781118736494
_zWiley Online Library
994 _a92
_bDG1
999 _c18849
_d18808
526 _bds