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Learning and the E-Generation 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.
- Assesses the psychological factors at play, including social, cognitive, and behavioral characteristics that are influenced by exposure to technology
- Addresses the risks and benefits of 21st century digital technology on children and young adults
- Written by two experts in the field who draw on the latest research and practice from psychology, neuroscience, and education
- Discusses 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
- Sales Rank: #2080647 in Books
- Published on: 2015-02-16
- Original language: English
- Number of items: 1
- Dimensions: 9.05" h x .50" w x 6.05" l, .0 pounds
- Binding: Paperback
- 232 pages
Review
“Summing Up: Recommended. Upper-division undergraduates; faculty/researchers; professionals.”� (Choice, 1 December 2015)
From the Back Cover
Learning and the E-Generation 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.� Written by two experts in the field, it draws on the latest research and practice from psychology, neuroscience, and education to address the risks and benefits of 21st-century digital technology on children and young adults.� The authors assess the psychological factors at play, including social, cognitive, and behavioral characteristics that are influenced by exposure to technology.� The chapters cover topics such as theories and styles of learning, technology’s effect on verbal and written communication, e-readers and tablets as teaching tools, digital literacy, social networking in educational contexts, and academic dishonesty and the internet.� Filled with the latest insights on the future of learning, this is an important look at the potential of technology to make the learning process more authentic and engaging, as well as the pitfalls and obstacles which can prevent this from happening effectively.
About the Author
Jean D. M. Underwood is Professor Emeritus of Psychology at Nottingham Trent University, UK. She has published extensively on the effects of technology identifying the cognitive and social factors that facilitate and inhibit effective learning with and through digital technologies. She is the co-editor of several books, including Learning Through Digital Technologies (2007) and Integrated Learning Systems: Potential into Practice (1997).
Lee Farrington-Flint is Lecturer in Developmental Psychology at the Centre for Research in Education & Educational Technology at The Open University, UK.� He has published on the topic of early language and literacy skills and early arithmetic development, and the role of digital technology on children’s communication and learning.� ��His work has appeared in the Journal of Research in Reading, British Journal of Developmental Psychology, and Educational Psychology, among other top journals.
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