This book will be of great interest to all students, academic researchers and writers working in the areas of education studies and/or educational technology, as well as being essential reading for anyone working in the areas of higher ...
Author: Neil Selwyn
Digital Technology and the Contemporary University examines the often messy realities of higher education in the 'digital age'. Drawing on a variety of theoretical and empirical perspectives, the book explores the intimate links between digital technology and wider shifts within contemporary higher education - not least the continued rise of the managerialist 'bureaucratic' university. It highlights the ways that these new trends can be challenged, and possibly changed altogether. Addressing a persistent gap in higher education and educational technology research, where digital technology is rarely subject to an appropriately critical approach, Degrees of Digitization offers an alternative reading of the social, political, economic and cultural issues surrounding universities and technology. The book highlights emerging themes that are beginning to be recognised and discussed in academia, but as yet have not been explored thoroughly. Over the course of eight wide-ranging chapters the book addresses issues such as: The role of digital technology in university reform; Digital technologies and the organisation of universities; Digital technology and the working lives of university staff; Digital technology and the 'student experience'; Reimagining the place of digital technology within the contemporary university. This book will be of great interest to all students, academic researchers and writers working in the areas of education studies and/or educational technology, as well as being essential reading for anyone working in the areas of higher education research and digital media research.
Digital Technology and the Contemporary University examines the often messy realities of higher education in the 'digital age'.
Author: Neil Selwyn
Digital Technology and the Contemporary University examines the often messy realities of higher education in the ‘digital age’. Drawing on a variety of theoretical and empirical perspectives, the book explores the intimate links between digital technology and wider shifts within contemporary higher education – not least the continued rise of the managerialist ‘bureaucratic’ university. It highlights the ways that these new trends can be challenged, and possibly changed altogether. Addressing a persistent gap in higher education and educational technology research, where digital technology is rarely subject to an appropriately critical approach, Degrees of Digitization offers an alternative reading of the social, political, economic and cultural issues surrounding universities and technology. The book highlights emerging themes that are beginning to be recognised and discussed in academia, but as yet have not been explored thoroughly. Over the course of eight wide-ranging chapters the book addresses issues such as: The role of digital technology in university reform; Digital technologies and the organisation of universities; Digital technology and the working lives of university staff; Digital technology and the ‘student experience’; Reimagining the place of digital technology within the contemporary university. This book will be of great interest to all students, academic researchers and writers working in the areas of education studies and/or educational technology, as well as being essential reading for anyone working in the areas of higher education research and digital media research.
This fourth volume in the Current Perspectives on School/University/Community Research series brings together the perspectives of authors who are deeply committed to the integration of digital technology with teaching and learning.
Author: R. Martin Reardon
Category: Technology & Engineering
This fourth volume in the Current Perspectives on School/University/Community Research series brings together the perspectives of authors who are deeply committed to the integration of digital technology with teaching and learning. Authors were invited to discuss either a completed project, a work-in-progress, or a theoretical approach which aligned with one of the trends highlighted by the New Media Consortium’s NMC/CoSN Horizon Report: 2017 K-12 Edition, or to consider how the confluence of interest and action (Thompson, Martinez, Clinton, & Díaz, 2017) among school-university-community collaborative partners in the digital technology in education space resulted in improved outcomes for all—where “all” is broadly conceived and consists of the primary beneficiaries (the students) as well as the providers of the educational opportunities and various subsets of the community in which the integrative endeavors are enacted. The chapters in this volume are grouped into four sections: Section 1 includes two chapters that focus on computational thinking/coding in the arts (music and visual arts); Section 2 includes three chapters that focus on the instructor in the classroom, preservice teacher preparation, and pedagogy; Section 3 includes four chapters that focus on building the academic proficiency of students; and Section 4 includes two chapters that focus on the design and benefits of school-university-community collaboration.
He was previously a Senior Lecturer at the Institute of Education, University of London, UK. Recent books include Digital Technology and the Contemporary ...
Author: Chris Davies
This book examines the presence and effects of new technologies in the lives of young people. The rapid pace of change in the development and use of digital technologies, and the likely impact this has on youth, means that the topic has wide implications for educational institutions, theory and practice. There is a demand for a concentration on the ways in which new devices such as smart phones and tablets, as well as new platforms and recent notions such as the ‘flipped classroom’, are affecting the way education is being provided. However, there is also still a small minority who do not have full access to the internet, and the disadvantages suffered by this group must also be addressed. The internet offers a vast range of opportunities for young people, and yet for various reasons it is not always available. This can partly be attributed to the controls that schools impose on the use of digital technology, for reasons of safety and security, and can in part be explained by the fact that policy makers have contradictory attitudes to technology. While they may argue for the need to have a well-educated and well-trained workforce, they fear the threats to privacy and safety posed by the internet. This book asserts that society needs to have more open debate about the threats and opportunities of digital technology as it is a dynamic and ever-changing topic for us all. This book was originally published as a special issue of the Oxford Review of Education.
Technology has always been a part of human existence and technologies have both ... In his 2014 book, Digital Technology and the Contemporary University: ...
Author: Margaret Bearman
Publisher: Springer Nature
This book is the first to explore the big question of how assessment can be refreshed and redesigned in an evolving digital landscape. There are many exciting possibilities for assessments that contribute dynamically to learning. However, the interface between assessment and technology is limited. Often, assessment designers do not take advantage of digital opportunities. Equally, digital innovators sometimes draw from models of higher education assessment that are no longer best practice. This gap in thinking presents an opportunity to consider how technology might best contribute to mainstream assessment practice. Internationally recognised experts provide a deep and unique consideration of assessment’s contribution to the technology-mediated higher education sector. The treatment of assessment is contemporary and spans notions of ‘assessment for learning’, measurement and the roles of peer and self within assessment. Likewise the view of educational technology is broad and includes gaming, learning analytics and new media. The intersection of these two worlds provides opportunities, dilemmas and exemplars. This book serves as a reference for best practice and also guides future thinking about new ways of conceptualising, designing and implementing assessment.
The universities in Surabaya are developing e-library services, as requested by the users, where all digital information are provided online.
Author: Hartmut Walravens
Publisher: Walter de Gruyter
Category: Language Arts & Disciplines
The papers brought together in this highly actual book are grouped around three themes. Not only the physical and digital preservation of newspapers are treated, but also the service and access models that are currently under development; examples are provided, with a focus on Southeast Asia. Moreover the dynamism of online newspapers is discussed. This volume contains cutting-edge information which is indispensable for the modern newspaper librarian. Also researchers, educators and journalists may benefit from the introduction to current aspects of the important medium.
8: 'Looking forward: Reimagining digital technology and the contemporary university'. The central theme seems to be Selwyn's “...critical, ...
Author: Bill Johnston
Despite the increasing ubiquity of the term, the concept of the digital university remains diffuse and indeterminate. This book examines what the term 'digital university' should encapsulate and the resulting challenges, possibilities and implications that digital technology and practice brings to higher education. Critiquing the current state of definition of the digital university construct, the authors propose a more holistic, integrated account that acknowledges the inherent diffuseness of the concept. The authors also question the extent to which digital technologies and practices can allow us to re-think the location of universities and curricula; and how they can extend higher education as a public good within the current wider political context. Framed inside a critical pedagogy perspective, this volume debates the role of the university in fostering the learning environments, skills and capabilities needed for critical engagement, active open participation and reflection in the digital age. This pioneering volume will be of interest and value to students and scholars of digital education, as well as policy makers and practitioners.
My intention is to consider how meaning- making takes place in and around contemporary universities, in the context of digital technologies and mediation.
Author: Lesley Gourlay
Publisher: Bloomsbury Publishing
Category: Language Arts & Disciplines
It is a commonplace in educational policy and theory to claim that digital technology has 'transformed' the university, the nature of learning and even the essence of what it means to be a scholar or a student. However, these claims have not always been based on strong research evidence. What are students and scholars actually doing in the day-to-day life of the digital university? This book examines in detail how the world of the digital interacts with texts, artefacts, devices and humans, in the contemporary university setting. Weaving together perspectives from a range of thinkers and disciplinary sources, Lesley Gourlay draws on ideas from posthuman and new materialist theory in particular, to open up our understanding about how digital knowledge practices operate. She proposes that digital engagement in the university should not be regarded as 'virtual' or disembodied, but instead may be understood as a complex set of entanglements of the body, texts and material artefacts, making a case that agency and the ways in which knowledge emerges should be regarded as 'more than human'.
Technology use, self-directed learning, student engagement and academic ... Digital technology and the contemporary university: Degrees of digitization.
Author: Elçi, Alev
Publisher: IGI Global
Faculty development is currently practiced in a variety of approaches by individuals, committees, and centers of excellence. More research is needed to draw better benefit from these approaches in the impending digital world by taking advantage of digitally enabled teaching and learning. The Handbook of Research on Faculty Development for Digital Teaching and Learning offers holistic and multidisciplinary approaches to enhancing faculty effectiveness in teaching, boosting motivation, extending knowledge, expanding teaching behaviors, and disseminating skills in digital higher education settings. Featuring a broad range of topics such as faculty learning communities (FLCs), virtual learning environments, and professional development, this book is ideal for educators, educational technologists, curriculum developers, higher education staff, school administrators, principals, academicians, practitioners, and graduate students.
Digital Technology and the Contemporary University: Degrees of Digitization. Abingdon, Oxon: Routledge. This book offers a thorough consideration and ...
Author: Frank Rennie
The new edition of Digital Learning: The Key Concepts is the perfect reference for anyone seeking to navigate the myriad of named concepts, approaches, issues and technologies associated with digital learning. Key terms are explained succinctly, making this book ideal to dip into for a quick answer, or to read from cover-to-cover, in order to gain a mastery of how digital concepts fit within the world of education. Fully updated to include important developments in digital practice and technology in education over the last ten years, this book takes the reader from A to Z through a range of relevant topics including: • Course design • Digital scholarship • Learning design • Open education • Personal learning environments • Social media and social networking. Ideal as an introductory guide, or as a reference book for ongoing referral, this quick-to-use and comprehensive guide is fully crossreferenced and complete with suggestions for further reading and exploration, making it an essential resource for anyone looking to extend their understanding of digital practices, techniques and pedagogic concepts.
Digital Technology and the Contemporary University: Degrees of digitization. London: Routledge. doi:10.4324/9781315768656 Selwyn, N. (2016). The digital ...
Author: Soares, Filomena
Publisher: IGI Global
Most technologies have been harnessed to enable educators to conduct their business remotely. However, the social context of technology as a mediating factor needs to be examined to address the perceptions of barriers to learning due to the lack of social interaction between a teacher and a learner in such a setting. Developing Technology Mediation in Learning Environments is an essential reference source that widens the scene of STEM education with an all-encompassing approach to technology-mediated learning, establishing a context for technology as a mediating factor in education. Featuring research on topics such as distance education, digital storytelling, and mobile learning, this book is ideally designed for teachers, IT consultants, educational software developers, researchers, administrators, and professionals seeking coverage on developing digital skills and professional knowledge using technology.
Rodney H. Jonesis Professor of English at City University of Hong Kong. ... 2014)and Digital Technology andthe Contemporary University (Routledge, 2014).
Author: Rodney H Jones
Category: Language Arts & Disciplines
Discourse and Digital Practices shows how tools from discourse analysis can be used to help us understand new communication practices associated with digital media, from video gaming and social networking to apps and photo sharing. This cutting-edge book: draws together fourteen eminent scholars in the field including James Paul Gee, David Barton, Ilana Snyder, Phil Benson, Victoria Carrington, Guy Merchant, Camilla Vasquez, Neil Selwyn and Rodney Jones answers the central question: "How does discourse analysis enable us to understand digital practices?" addresses a different type of digital media in each chapter demonstrates how digital practices and the associated new technologies challenge discourse analysts to adapt traditional analytic tools and formulate new theories and methodologies examines digital practices from a wide variety of approaches including textual analysis, conversation analysis, interactional sociolinguistics, multimodal discourse analysis, object ethnography, geosemiotics, and critical discourse analysis. Discourse and Digital Practices will be of interest to advanced students studying courses on digital literacies or language and digital practices.
Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education.
Author: Neil Selwyn
Publisher: John Wiley & Sons
Category: Social Science
Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.
Critical Perspectives on Digital Technologies in Higher Education Deborah Lupton, ... Selwyn, N. (2014) Digital Technology and the Contemporary University: ...
Author: Deborah Lupton
Category: Social Science
Academic work, like many other professional occupations, has increasingly become digitised. This book brings together leading scholars who examine the impacts, possibilities, politics and drawbacks of working in the contemporary university, using digital technologies. Contributors take a critical perspective in identifying the implications of digitisation for the future of higher education, academic publishing protocols and platforms and academic employment conditions, the ways in which academics engage in their everyday work and as public scholars and relationships with students and other academics. The book includes accounts of using digital media and technologies as part of academic practice across teaching, research administration and scholarship endeavours, as well as theoretical perspectives. The contributors span the spectrum of early to established career academics and are based in education, research administration, sociology, digital humanities, media and communication.
His recent books include: Digital technology and the contemporary university: Degrees of digitization (2014, Routledge), and Distrusting educational ...
Author: Scott Bulfin
This book offers critical readings of issues in education and technology and demonstrates how researchers can use critical perspectives from sociology, digital media, cultural studies, and other fields to broaden the "ed-tech" research imagination, open up new topics, ask new questions, develop theory, and articulate an agenda for informed action.
Learning, Media and Technology, 38(1), 1–3. Selwyn, N. (2014). Digital technology and the contemporary university. Abingdon: Routledge. Shang, T., Miao, X., ...
Author: Michael Flavin
Publisher: Springer Nature
This book analyses technology enhanced learning through the lens of Disruptive Innovation theory. The author argues that while technology has not disrupted higher education to date, it has the potential to do so. Drawing together various case studies, the book analyses established technologies through a Disruptive Innovation perspective, including virtual learning environments, and includes Wikipedia as an example of successful innovative disruption. The author also examines the disruptive potential of social media technologies and the phenomenon of user-owned technologies. Subsequently, the author explores strategic narratives for technology enhanced learning and imagines what the Disruptive University might look like in the future. This book will be valuable for scholars of technology enhanced learning in higher education as well as those looking to increase their understanding of and practice with technology enhanced learning.
The MOOC model for digital practice. ... Digital technology and the contemporary university: Degrees of digitization. Routledge. Selwyn, N. (2016).
Author: Allison Littlejohn
This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.
Selwyn, N. (2014), Digital Technology and the Contemporary University: Degrees of Digitization, Abingdon: Routledge. Sheldon, P. and Fesenmaier, D. (2015), ...
Author: Pierre Benckendorff
Publisher: Edward Elgar Publishing
Category: Business & Economics
This comprehensive Handbook provides an international perspective on contemporary issues and future directions in teaching and learning in tourism. Key topics include assurance of learning, development of skills, learning in the field, work integrated learning, sustainability and critical studies, internationalisation, technology enabled learning, links between teaching and research, and graduate student supervision. Within these topics attention is devoted to the discussion of curriculum, pedagogy, assessment, students, educators and trends and issues. The Handbook provides a valuable resource for understanding teaching and learning theory and practice in tourism.
Digital technology and the contemporary university: Degrees of digitization. London: Routledge/SRHE. Siemens, G. & Tittenberger, P. (2009).
Author: Elena Martin-Monje
Technology-Enhanced Language Learning for Specialized Domains provides an exploration of the latest developments in technology-enhanced learning and the processing of languages for specific purposes. It combines theoretical and applied research from an interdisciplinary angle, covering general issues related to learning languages with computers, assessment, mobile-assisted language learning, the new language massive open online courses, corpus-based research and computer-assisted aspects of translation. The chapters in this collection include contributions from a number of international experts in the field with a wide range of experience in the use of technologies to enhance the language learning process. The essays have been brought together precisely in recognition of the demand for this kind of specialised tuition, offering state-of-the-art technological and methodological innovation and practical applications. The topics covered revolve around the practical consequences of the current possibilites of mobility for both learners and teachers, as well as the applicability of updated technological advances to language learning and teaching, particularly in specialized domains. This is achieved through the description and discussion of practical examples of those applications in a variety of educational contexts. At the beginning of each thematic section, readers will find an introductory chapter which contextualises the topic and links the different examples discussed. Drawing together rich primary research and empirical studies related to specialized tuition and the processing of languages, Technology-Enhanced Language Learning for Specialized Domains will be an invaluable resource for academics, researchers and postgraduate students in the fields of education, computer assisted language learning, languages and linguistics, and language teaching.
Digital technology and the contemporary university: Degrees of digitization. New York, NY: Routledge. Shulman, S., Hopkins, B., Kelchen, R., Mastracci, S., ...
Author: Kathy A. Mills
Category: Language Arts & Disciplines
At the forefront of current digital literacy studies in education, this handbook uniquely systematizes emerging interdisciplinary themes, new knowledge, and insightful theoretical contributions to the field. Written by well-known scholars from around the world, it closely attends to the digitalization of writing and literacies that is transforming daily life and education. The chapter topics—identified through academic conference networks, rigorous analysis, and database searches of trending themes—are organized thematically in five sections: Digital Futures Digital Diversity Digital Lives Digital Spaces Digital Ethics This is an essential guide to digital writing and literacies research, with transformational ideas for educational and professional practice. It will enable new and established researchers to position their studies within highly relevant directions in the field and to generate new themes of inquiry.