Research on e-Learning and ICT in Education
An essential text for researchers and academics seeking the most comprehensive and up-to-date coverage of all aspects of ICT in education and e-learning, this book is a multidisciplinary forum covering technical, pedagogical, organizational, instructional
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Research on E-Learning and ICT in Education (Book Review) Reviewer: Myint Swe Khine Associate Professor Curtin University, Perth, Australia Book Details: Research on e-Learning and ICT in Education Edited by Athanassios Jimoyiannis, University of Peloponnese, Korinthos, Greece 2012, 316 pages, Published by Springer, the Netherlands ISBN: 978-1-4614-1082-9 (hbk); e-ISBN 978-1-4614-1083-6 (e-book) DOI 10.1007/978-1-4614-1083-6
Edited by Athanassios Jimoyiannis of University of Peloponnese, Korinthos, Greece, Research on e-Learning and ICT in Education features compilation of 22 chapters written by international academics from Bulgaria, Canada, Cyprus, Greece, Italy, Spain and the United Kingdom. The papers included in the book were originally presented at the Seventh Pan-Hellenic Conference on Information and Communication Technologies in Education (HCICTE 2010). The book is divided into four parts: Part I: Twenty-First century education and e-learning (five chapters); Part II: E-learning and teachers’ professional development (five chapters); Part III: ICT-enhanced learning (six chapters) and Part IV: Learning environments and technologies (six chapters). Part I of the book covers aspects of twenty-first century education and e-learning and it begins with a chapter by Neil Selwyn in which he discusses the relationship between technology and the structure and processes of schools and schooling. He introduces three possible forms, namely technology and virtual schooling, technology and reschooling and technology and de-schooling. In Chapter 2, Christina Preston and John Cuthell introduce the project MarindaMod to explore the emerging professional issues and collaboratively create new knowledge among likemined educators. The MirndaMod joins education professionals across institutional and national boundaries with the use of communication technologies in the United Kingdom. Stewart Martin in Chapter 3 describes a project about teaching citizenship in secondary schools in England using virtual environment. The project uses immersive virtual worlds as a technological tool to develop conceptualization of citizenship. The InnovaScuola project introduced in the Italian schools is the topic of discussion in Chapter 4 by Antonio Cartelli. The chapter reports the difficulties that students encounter in some of the discipline topics and importance of digital literacy in helping the students to overcome the problems. The digital divide has been a major issue in the use of ICT in schools between haves and have-not. But according to Sianou-Kyrgiou and Tsiplakides (Chapter 5), the issue is not the access to the ICT, it is the use of ICT that divide the users. Part II of the book includes five chapters dealing with e-learning and teachers’ professional development. This part opens with the chapter by Dimitriadis that describes how to support teachers in the CSCL classrooms. In Chapter 7, Makrakis presents the creation of a wiki named WikiQuESD with the aim of using as a scaffolding hypermedia tool to enhance pre-service teacher educat
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