Verfügbarkeit: Mobile learning through digital media literacy

Mobile learning through digital media literacy:

Gespeichert in:

Bibliographische Detailangaben
Beteilige Person:	De Abreu, Belinha S. (VerfasserIn)
Weitere beteiligte Personen:	Tomé, Vitor (MitwirkendeR)
Format:	Buch
Sprache:	Englisch
Veröffentlicht:	New York ; Bern ; Frankfurt ; Berlin ; Brussels ; Vienna ; Oxford ; Warsaw Peter Lang [2017]
Schriftenreihe:	New literacies and digital epistemologies Vol. 73
Schlagwörter:	E-Learning Medienkompetenz Neue Medien Mobile Telekommunikation Digital Learning Literacy Media Mobile NEWLIT through Pädagogik
Links:	http://deposit.dnb.de/cgi-bin/dokserv?id=2306c3055bd44155a0d8547a2acd43c3&prov=M&dok_var=1&dok_ext=htm https://www.peterlang.com/view/product/31255?format=HC http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029403275&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Beschreibung:	includes bibliographical references and index Foreword by Kat Stewart and preface by Matteo Stocchetti
Umfang:	XXXIII, 213 Seiten Diagramme
ISBN:	9781433128943 9781433128950

Internformat

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Datensatz im Suchindex

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adam_text	CONTENTS Dedication Foreword Kat Stewart, Senior Director, Cable Impacts Foundation, National Cable Telecommunications Association (NCTA) Preface Matteo Stocchetti (PhD), Helsinki University, Head of Research, Media and Education in the Digital Age (MEDA) Acknowledgements Introduction Part I 1 Linking Mobile Technologies and Digital Media Literacy Chapter 1. Connecting Mobile Learning and Digital Media Literacy 3 This chapter will open the discussion on how media literacy education is the better theoretical framework for the development of mobile learning in the classroom. Chapter 2. Technology as a Transliteracy: Creativity and Learning 19 Literacy concepts are interrelated. Mobile learning exists as another entity within this construct. This chapter will delve into the role of information literacy, the value of creativity in m-learning, and its potential as reflected through various applications and solutions in teaching and learning Chapter 3. Participatory Culture, Civic Engagement, and Equal Access in Practice 37 Participating in the world happens naturally through mobile technologies, but how does that produce civic engagement, if at all? At the same time, where is the equal access for learning or even in conceptualization? This chapter will evaluate how these three concepts connect and work together through teaching mobile tools. Privacy, Student Data—Knowledge as Empowerment 51 A look to the future with nvleaming will extend the thinking of digital media literacy into the importance of understanding data privacy while managing content with m-leaming. Chapter 4- Part II 71 Global Perspectives on Mobile Technologies: Online Social Networks-Practices and Perception of Youngsters (9-16) , Their Teachers and Parents in Portugal This section highlights how mobile learning has enabled connections to be made in a more universal way. Through the look at a study conducted in Portugal with Vitor Tomé, the following chapters investigate how mobile technologies have shifted educational methodol- ogies and applications in the teaching practice. ChapterS. Uses and Practices 73 This chapter focuses on online social networks use by students (9-16), teachers, and parents; as well as on the most common practices they develop online, namely news consumption, communication with others, post- ing and sharing habits, and online relationship among them. Chapter 6. Perceptions of Risks and Opportunities 119 Teachers and parents are more concerned about the risks than the opportunities of students in social media, mainly because the mainstream media are focused on risky situ- ations. The connection between online and offline risks as well as between risks and opportunities is discussed in this chapter based on the perceptions coming from the field (students, teachers, and parents). Chapter 7. Learning Perspectives From Students, Teachers, and Parents 143 Teachers, students, and parents agree that social media have pedagogical potential but they do not see the formal and informal contexts like two sides of a coin, which would be the learning. This chapter focuses on the potential learning possibilities available through online social networks, while also examining the rea- sons why online social networks are barely used in the classroom Chapter 8* Concluding Thoughts 171 This final chapter pulls together both sections of the book while also revisiting some of the main topics found throughout. Appendices 175 Appendix A. US-DOE National Education Plan Conclusions and Recommendations 177 Appendix B. Student Privacy Pledge Signers 181 Appendix C. Student Data Privacy, Accessibility, and Transparency Act (MODEL LEGISLATION) 185 Index 205
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discipline	Allgemeines Pädagogik
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spellingShingle	De Abreu, Belinha S. Mobile learning through digital media literacy New literacies and digital epistemologies E-Learning (DE-588)4727098-6 gnd Medienkompetenz (DE-588)4680767-6 gnd Neue Medien (DE-588)4196910-8 gnd Mobile Telekommunikation (DE-588)4341131-9 gnd
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title	Mobile learning through digital media literacy
title_auth	Mobile learning through digital media literacy
title_exact_search	Mobile learning through digital media literacy
title_full	Mobile learning through digital media literacy Belinha S. De Abreu ; with Vitor Tomé
title_fullStr	Mobile learning through digital media literacy Belinha S. De Abreu ; with Vitor Tomé
title_full_unstemmed	Mobile learning through digital media literacy Belinha S. De Abreu ; with Vitor Tomé
title_short	Mobile learning through digital media literacy
title_sort	mobile learning through digital media literacy
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