Handbook of Research on Transformative Digital Content and Learning Technologies

Handbook of Research on Transformative Digital Content and Learning Technologies

Jared Keengwe, Prince Hycy Bull

Copyright: © 2017 |Pages: 453

ISBN13: 9781522520009|ISBN10: 1522520007|EISBN13: 9781522520016

DOI: 10.4018/978-1-5225-2000-9

Cite Book Cite Book

MLA

Keengwe, Jared, and Prince Hycy Bull, editors. Handbook of Research on Transformative Digital Content and Learning Technologies. IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2000-9

APA

Keengwe, J. & Bull, P. H. (Eds.). (2017). Handbook of Research on Transformative Digital Content and Learning Technologies. IGI Global. https://doi.org/10.4018/978-1-5225-2000-9

Chicago

Keengwe, Jared, and Prince Hycy Bull, eds. Handbook of Research on Transformative Digital Content and Learning Technologies. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2000-9

Export Reference

Favorite Full-Book Download

Technology is constantly evolving and can now aid society with the quest for knowledge in education systems. It is important to integrate the most recent technological advances into curriculums and classrooms, so the learning process can evolve just as technology has done.

The Handbook of Research on Transformative Digital Content and Learning Technologies provides fresh insight into the most recent advancements and issues regarding educational technologies in contemporary classroom environments. Featuring detailed coverage on a variety of topics, such as mobile technology integration, ICT literacy integration, digital wellness, online group counseling, and distance learning, this publication will appeal to researchers and practitioners who are interested in discovering more about technological integration in education.

Table of Contents

Reset

Front Materials

Title Page

Copyright Page

Advances in Educational Technologies and Instructional Design (AETID) Book Series

Editorial Advisory Board

Foreword

Preface

Acknowledgment

Chapters

Chapter 1

Professional Development for Technology Integration into Differentiated Math Instruction (pages 1-24)

Jackie HeeYoung Kim, Ardyth Foster, Moon-Heum Cho

To make a connection between pedagogy and technology in teaching, this chapter will explore whether or not a professional development design and practice, whose aim is to help teachers use technology for personal purposes, readily...

Chapter 2

Mobile Technology Integration and English Language Learners: A Case Study (pages 25-41)

Jung Won Hur

The purpose of this chapter is to report a case study examining the benefits and challenges of iPad use to help ELLs develop language proficiency. Based on the differentiated instruction framework, the author integrated iPads into a...

Chapter 3

Integrating iPads in Middle School Science Instruction: A Case Study (pages 42-58)

Lana M. Minshew, Janice L. Anderson

With the appropriate support and experience, iPads and other mobile devices can be used for collaborative scientific inquiry moving beyond individual skill practice and assessment appropriations. The mobility and access the iPad...

Chapter 4

ICT Literacy Integration: Issues and Sample Efforts (pages 59-80)

Lesley S. J. Farmer

In order to be prepared for today's knowledge society, students need to be ICT literate. To ensure that all students become ICT literate requires systematic integration of ICT literacy into the curriculum at the general education...

Chapter 5

Reconceptualizing Universal Design for Learning (UDL) as Learning Technology in Non-Formal Education (pages 81-102)

Laura R. Ficarra, Deborah A. Chapin

Learners can be as diverse as the opportunities through which learning takes place. Educators in non-formal (i.e., museum) settings must embrace the inevitable heterogeneity of learner groups in order to offer meaningful experiences...

Chapter 6

Digital Wellness: Integrating Wellness in Everyday Life with Digital Content and Learning Technologies (pages 103-117)

Chadwick Royal, Suzan Wasik, Robert Horne, Levette S. Dames, Gwen Newsome

Are you addicted to your phone? Using the term “addiction” when discussing activities involving technologies is a metaphor. It is intended to portray behaviors that are similar to what is experienced during a drug addiction (Essig...

Chapter 7

Fully Online Education and Underserved Populations (pages 118-136)

Rochelle R. Newton

Success in the fully online model requires self-discipline and an intrinsic motivation. Most fully online courses are asynchronous. Typically, in asynchronous education, the student and the instructor are not in the learning space at...

Chapter 8

Enhancing Learner-Centered Instruction through Tutorial Management Using Cloud Computing (pages 137-153)

John K. Thuku, Elizaphan M. Maina, Samson R. Ondigi, Henry O. Ayot

Integration of modern technology in enhancing learner-centered approach to instruction is increasingly being encouraged in higher education. Cloud computing has enhanced the way data is shared and stored. Learning resources can be...

Chapter 9

Opportunity to Start Strong: Integration of Technology in Science Lessons in the Early Elementary Grades (pages 154-170)

Dalila Dragnic-Cindric, Elizabeth Barrow, Janice L. Anderson

This chapter investigates challenges faced by educators in the early elementary grades as well as opportunities to transform science education in these critical, early years of schooling. We studied kindergarten teacher's first...

Chapter 10

The Use of Social Media to Facilitate Real-Time eLearning (pages 171-183)

Njoroge P. Kahenya

The case study focused on the motivation behind usage of social media as alternative tools to the institution's eLearning program, by online classes' facilitators, at a local private university in Kenya. The case study...

Chapter 11

Facilitating Multicultural Student Team Engagement in Higher Education: A Model for Digital Learning Environments (pages 184-210)

Soo Jeoung Han, Carla Liau-Hing, Michael Beyerlein

This chapter introduces a three-phase model of multicultural online project team development in order to engage students in digital learning environments in higher education. To develop this phase model, we explored existing...

Chapter 12

Makerspaces: Materializing, Digitizing, and Transforming Learning (pages 1-20)

Marguerite Koole, Jean-François Dionne, Evan Todd McCoy, Jordan Epp

The emergence of the makerspace movement offers tremendous potential to transform learning. Learning by making, while ancient in practice, has evolved due to the development and confluence of developments in computing, communications...

Chapter 13

Distance Learning in Kenyan Universities: The Relationship between Learners' Characteristics and Academic Performance (pages 231-244)

Winfred K. Kithinji, Anne W. Kanga

Anchored on the premises that Distance Learning (DL) is fundamentally learner centered (LC), and that universities facilitate DL programs through various forms of media and technologies, this study investigated the contribution of...

Chapter 14

Active Student Engagement through the Use of WebEx, MindTap, and a Residency Component to Teach a Masters Online Group Counseling Course (pages 245-268)

Levette S. Dames, Chadwick Royal, Kyla M. Sawyer-Kurian

Group counseling is one of the core counseling courses which students need in order to receive their degrees. As group counseling is an experiential course, counselor educators must think strategically and creatively when developing...

Chapter 15

Promoting Active Learning in Mathematics Teacher Education: The Flipped Classroom Method and Use of Video Content (pages 269-284)

Rukiye Didem Taylan

Teacher educators have a responsibility to help prospective teachers in their professional growth. It is important that teacher educators not only teach prospective teachers about benefits of active learning in student learning, but...

Chapter 16

Integrating Disciplinary Literacy Practices in One-to-One Classrooms (pages 285-310)

Emily L. Freeman, Alexandra J. Reyes, Dalila Dragnic-Cindric, Janice L. Anderson

This chapter examines the use of disciplinary literacy in elementary and middle grade science classrooms that participated in a one-to-one iPad initiative. Results of teacher instruction in science disciplinary literacy practices in...

Chapter 17

Using Hearing Assistance Technology to Improve School Success for All Children (pages 311-328)

Diane M. Scott

The acoustical conditions in the classroom play an important role in the learning process of children. Most daily instruction is verbal; therefore, all children in the classroom and other educational settings need access to auditory...

Chapter 18

Mobile Learning: Content Format and Packaging for Effective Teaching and Learning in a Learner-Centered Pedagogy (pages 329-344)

Bonface Ngari Ireri, Ruth Diko Wario, Elijah I. Omwenga, Robert Oboko, Mwingirwa Irene Mukiri

When an instructor is able to identify, develop and apply appropriate digital media content that motivates learners and encourages them to learn, the process of learning is empowered. This study has identified multimedia digital...

Chapter 19

Leadership in Global Open, Online, and Distance Learning (pages 345-373)

Ebba Ossiannilsson

Global open online, and distance learning call for innovation and new strategies at all levels because of current paradigm shifts and global trends towards increased digitization in all sectors in society. Thus, the educational...

Chapter 20

A Blueprint for Online Licensed Practical Nurse Training (pages 374-392)

Shani Salifu

Estimated at 25 percent of Americans, the number of low-income single mothers is on the rise (Loprest & Austin, 2011). Described as the disconnected, these women are needy in many areas. Most have less education, and sometimes, more...

Back Materials

Compilation of References

About the Contributors

Index

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.

Username or email: *

Password: *

Forgot individual login password?

Create individual account