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This timely collection of theoretical and applied studies examines the pedagogical potential and realities of digital technologies in a wide range of disciplinary contexts across the educational spectrum. By mixing content-based chapters with a theoretical perspective with case studies detailing actual teaching approaches utilizing digital technologies in the classroom or on campus, this work provides a valuable resource for teacher trainers, academic researchers, administrators, and students interested in interdisciplinary studies of education and learning technologies from around the world.
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"This volume is at once a wake-up call to 21st-century educators and an intriguing glimpse at possible futures for teaching and learning with digital technologies." -Kenneth Reeder, Professor, Department of Language and Literacy Education, the University of British Columbia
"Digital Education introduces a healthy corrective to exaggerated techno-optimism or techno-pessimism. The thought-provoking edited collection represents one of the first serious attempts to examine how Web 2.0 may not only improve but also help transform education. Contributors to the book bring a wide range of social theory to the task . . . And they apply this theory to examining incipient efforts to deploy Web 2.0 tools in a broad range of formal educational settings, especially at the tertiary and adult level. Chapters from and about Australia, Canada, Germany, Indonesia, South Africa, Spain, the UK, the US, and Venezuela result in a diverse international discussion that is not common in educational research, and this breadth helps us to better understand the relationship of theory to practice. . . . The contributions in this book represent an especially broad and thoughtful overview of where we have come on these issues and where we stand today." -Professor Mark Warschauer, University of California, Irvine
Michael Thomas is Director of the MA TESOL (Teachers of English to Speakers of Other Languages) in e-learning and lectures in language learning technologies and digital business communication at the University of Central Lancashire, UK. He has previously taught at universities in the UK, Germany, and Japan. Among his publications are Handbook of Research on Web 2.0 and Second Language Learning (2009); Interactive Whiteboards for Education: Theory, Research, and Practice (2010); Task-Based Language Learning & Teaching with Technology (2010); Deconstructing Digital Natives (2011); and Online Learning (2011). He has guest edited special editions of the Australasian Journal of Educational Technology (AJET) and the International Journal of Emerging Technologies and Society (IJETS).
Foreword--Mark Warschauer * Digital Education: Opportunities, Challenges and Responsibilities--Michael Thomas * PART I: THEORETICAL PERSPECTIVES * Modified, Multiplied and (Re-)mixed: Social Media and Digital Literacies--Mark Pegrum * Research on Web 2.0 Digital Technologies in Education--Chaka Chaka * The Role of Adult Educators in the Age of Social Media--Rita Kop and Paul Bouchard * Educational Networking in the Digital Age--Cristina Costa * Integrating Digital Technologies in Education: A Model for Negotiating Change and Resistance to Change--Thomas Berger and Michael Thomas * PART II: APPLYING DIGITAL EDUCATION * Virtual Learning Environments: Personalizing Learning or Managing Learners?--Philip Banyard, Jean Underwood, Lianne Kerlin, and James Stiller * Teaching Spanish in Second Life--Dafne González, Cristina Palomeque, and Paul Sweeney * “The Wisdom of Practice”: Web 2.0 as a Cognitive and Community-Building Tool in Indonesia--Mary Burns and Petra Wiyakti Bodrogini * Teaching Research Methods with Social Media--Kelli S. Burns * Deconstructing Formal and Informal Learning Spaces with Social Networking Sites--Joannah Portman Daley * Digital Education: Beyond the “Wow” Factor--Stephen Bax
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